474 Journal of the Spanish Institute for Strategic Studies N. 4 / 2014 Ethnic group In the ANA (A) In Afghanistan (B) Pashtun 39% 42% Tajik 32% 27% Hazara 11% 9% Uzbek 10% 9% Other ethnic groups 8% 13% A Figures from the CSTC-A, April 2014. B IEEE Analysis Document 12/2011: Geopolitical Analysis of Afghanistan. April 2011 www.ieee. es/.../DIEEEA12_2011AnalisisGeopoliticoAfganistan.pdf The current ethnic problems in the ANA come about when there are notable ethnic discrepancies in a specific job group (officers) which may then become an internal threat to the stability of the ANSF, bearing in mind the existing difficult relations between some ethnic groups. An example would be the number of Tajik officers in the ANA (almost 40%), a figure that is much higher than the ANSF average in 2014 (32%) of the national average in 2011 (27%). A further example is the existence of areas (and thus the units deployed there) in which the predominant ethnic group is the Pashtun (for example the south-east area of Afghanistan), but in which Pashtun recruitment doesn’t even reach 2%. This situation has an influence on the units that make up the Army Corp deployed in the area. It is a highly complex issue that needs to be dealt with in the most appropriate manner so as to ensure the ANSF does not become destabilised. 6.2 Literacy among personnel One of the basic requirements for Afghan recruits to the military or police forces is literacy. With more than 11 million illiterate adults in the country, a suitable selection process is difficult to implement (9 out of every 10 Afghan military personnel are considered to be illiterate or are unable to make simple mathematical calculations). For this reason, from day one, the NTM-A developed various literacy programmes within the ANSF. This is now a mandatory requirement during the basic training period. Since April 2012, the NTM-A has given literacy classes to almost 120,000 Afghan military personnel in 1,551 schools, with nearly 2,800 Afghan teachers employed. All recruits are required to be able to “identify, understand, interpret, create, communicate,
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