Introduction. This investigation presents a comprehensive analysis of the role of International Non-Governmental Organizations in the governance of Afghanistan's education sector during the severe humanitarian and political crisis of 2020 – 2025. The study is grounded in the concept of humanitarian diplomacy as a tool for maintaining the viability of social institutions in a "fragile state" context. The relevance of the topic is determined by the urgent need to ensure access to education under conditions of regime change, gender-based exclusion, and international isolation. The research questions focus on how INGOs (International non-governmental Organizations) adapted educational programs to restrictive policies and what mechanisms ensured continuity of schooling for children, especially girls. Materials and methods. The study is based on data from intergovernmental organizations of the UN system, including UNICEF and UNESCO, as well as internal reports from key international non-governmental organizations (INGOs), such as Save the Children, CARE, and the Norwegian Refugee Council (NRC). The authors analyzed policy documents, program reports, and statistical data to reconstruct the dynamics of Afghanistan’s education sector after the August 2021 regime change. Content and program analysis were conducted to assess the impact of Community-Based Education (CBE) programs and other adaptive mechanisms.    Results. The study finds that, amid the lack of state funding and international isolation of the de facto authority’s regime, INGOs (International non-governmental Organizations) effectively assumed the functions of a shadow ministry of education, ensuring access to primary schooling for 6.77 million children. The research highlights that 2.2 million girls were excluded from secondary education due to restrictive policies. Community-Based Education programs emerged as the sole sustainable mechanism for preserving educational infrastructure, despite critical funding shortages that covered only 22% of needs in 2025. Conclusion. The findings demonstrate that INGOs (International non-governmental Organizations) played a decisive role in maintaining the operational viability of Afghanistan’s education sector under conditions of political and humanitarian crisis. The study underscores the importance of adaptive educational programs and the potential of International Non-Governmental Organization to act as quasi-governmental actors in fragile state contexts. These insights contribute to the understanding of humanitarian diplomacy and inform strategies for supporting education in crisis-affected regions.