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Ahmad Sarmast describes how war and discrimination deprived many young people of musical identity, education, and opportunity. The discussion highlights the school’s diverse curriculum, its role in rebuilding lives for students from orphanages and street children, and the practical challenges of creating advanced music education infrastructure with major donor support.",{"@graph":69,"@context":125},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-afghanistan-national-institute-of-music-interview-with-ahmad-sarmast-by-david-forrest/593623/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-afghanistan-national-institute-of-music-interview-with-ahmad-sarmast-by-david-forrest/593623.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117,121],{"name":108,"@type":109,"acceptedAnswer":110},"What motivated Ahmad Sarmast to establish the Afghanistan National Institute of Music?","Question",{"text":111,"@type":112},"He emphasizes a belief in music’s power and the idea that Afghan people—especially children—were deprived of musical identity and musical rights for many years.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the institute use music education to support children affected by war?",{"text":116,"@type":112},"It creates educational opportunities for boys and girls from orphanages and street-child backgrounds, helping them access general education and advanced music training.",{"name":118,"@type":109,"acceptedAnswer":119},"What does the institute include in its definition of “music”?",{"text":120,"@type":112},"Music is treated as a universal language beyond any single tradition, intended to connect people and support social unity in a divided society.",{"name":122,"@type":109,"acceptedAnswer":123},"Why is funding and sponsorship crucial for the institute’s music program?",{"text":124,"@type":112},"Building a state-of-the-art program from scratch requires infrastructure, such as libraries and studios, and expert educators; the interview notes significant donor support to make this possible.","https://schema.org",{"og:url":83,"og:type":127,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":129,"canonical":83},"index,follow",{"doc_id":131,"site_id":62},593623,1792077592,{"code":4,"msg":5,"data":134},{"doc_id":131,"user_id":135,"nickname":92,"user_avatar":136,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":137,"file_id":138,"file_url":139,"file_type":140,"file_size":141,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":142,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":143,"faqs":144,"seo_title":145,"seo_description":67,"update_tm":132,"read_time":146},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","The Afghanistan National Institute of Music  \nAn interview with Ahmad Sarmast by David Forrest  \n24 June 2013 at RMIT University  \nAustralian Journal of Music Education 2013:1, 76-82  \nOver the last few years there has been a good deal of international coverage of your work and the development of the Afghanistan National Institute of Music. Could I start with asking what was the spark that guided you in this work?  \nIt was my strong belief in the power of music and my belief that the people of Afghanistan have been deprived of their musical identity for many years. Afghan children and, generally, the Afghan people have been deprived also of their musical rights to express themselves freely through music and music education. Most importantly is my belief that when we are talking about establishing a just and civil society, we cannot ignore music as we cannot ignore the arts and culture.  \nEstablishing a civil society is not just having a parliament or elections, but it is as important to have or to return the musical and cultural rights back to the people and also to invest in the arts and culture.  \nI believe that music can play a significant role in helping the Afghan people, the government of Afghanistan and the international community to overcome barriers and to transform lives. That is why I made a decision to go back to Afghanistan to help the Afghan people use the power of music to bring about social changes, to transform the life of Afghan children and return their musical rights. I also wanted to contribute to the revival of Afghan music and musical traditions which were severely damaged during the years of war  \nand discrimination and, at the same time, use music as a bridge between Afghanistan and the international community.  \nThere has been quite a lot written on rebuilding lives through music and education. Could you talk a little more about that view of rebuilding your country?  \nThe thirty years of war left a very negative impact on the lives of the Afghan people. As a result of the war there are hundreds and thousands of orphans in Afghanistan who do not have access to any education and, up to now, there were no assurances or guarantees for their future. The Afghanistan National Institute of Music is very much committed to using music to create educational opportunities for the boys and girls from orphanages, to give them opportunities and to change their life through music and music education.  \nUp until now the Afghanistan National Institute of Music has been able to successfully change the lives of at least 80 students. Fifty per cent of the students are from a disadvantaged background, either from an orphanage or with a background with Aschiana. Aschiana is a non-governmental organisation which caters for street children.  \nThese 80 boys and girls are no longer on the streets of Kabul. They have access not only to a general education but to a state ofthe art music education program, music education facilities and expert faculty from which they benefit enormously.  \n76 2013, No. 1  \nWe will talk more about the boys and girls a little later. You talk of music. What is included in that term“music”?  \nWe use music as a means of universal understanding – not just Afghan music, or western music, or the musical culture/tradition that surround Afghanistan. I believe that music is a universal language in spite of different styles, values and philosophies. Music is a common language that everyone can understand and it’s a language that definitely can contribute to building bridges, bringing people closer, contributing to the unification of such a divided ethnic society like Afghanistan.  \nOur music program is very diverse. While we are concentrating on Afghan traditional and western classic music, the curriculum is designed in a way that from an early age Afghan children are learning music in a much deeper way. It is not just playing a musical instrument or reading music, but they are also learning theory of music an","cbCaiikB56ZQ8Ycu","https://ap.wps.com/l/cbCaiikB56ZQ8Ycu","pdf",79360,"English","# The interview background\n## International coverage and the spark for the work\n## Music as a universal language\n## Rebuilding lives through education\n## Curriculum design and music diversity\n## Sponsorship and funding","[{\"question\":\"What motivated Ahmad Sarmast to establish the Afghanistan National Institute of Music?\",\"answer\":\"He emphasizes a belief in music’s power and the idea that Afghan people—especially children—were deprived of musical identity and musical rights for many years.\"},{\"question\":\"How does the institute use music education to support children affected by war?\",\"answer\":\"It creates educational opportunities for boys and girls from orphanages and street-child backgrounds, helping them access general education and advanced music training.\"},{\"question\":\"What does the institute include in its definition of “music”?\",\"answer\":\"Music is treated as a universal language beyond any single tradition, intended to connect people and support social unity in a divided society.\"},{\"question\":\"Why is funding and sponsorship crucial for the institute’s music program?\",\"answer\":\"Building a state-of-the-art program from scratch requires infrastructure, such as libraries and studios, and expert educators; the interview notes significant donor support to make this possible.\"}]","The Afghanistan National Institute of Music - Interview with Ahmad Sarmast by David Forrest | PDF",18]