Education in the Syrian Arab Republic is given the necessary attention and care by the Syrian state, as the Constitution of Syria guarantees the right to education to every citizen, which is compulsory and free at primary level. It is free but not compulsory at the secondary level and higher education is available for a symbolic fee. the primary level includes 3 stages, 1 which include grades 1 to 6, while 2 (middle school)includes grades 7 to 9,and lastly 3 (secondary school) grades 10 to 12 [2]
According to the 2007 census, 98 percent of schools in Syria were public (state run), 1.8 percent were private,[3] and 0.2 percent were United Nations Relief and Works Agency schools for children who are refugees.[4]
In 2007, there were 8 million students in the education system of Syria (4 million in basic education, 1.4 million in secondary and 2.3 million in tertiary). Given the current growth rate in the school age population, it is projected that by 2015, the education system in Syria will need to cater to an additional 1 million students in basic and secondary education.
The school system in Syria is divided into basic and secondary education levels:
1st to 6th grade: Primary Education Level. From 1st to 4th grade, it’s called the First Ring (Arabic: حلقة أولى; halaka oula) while 5th & 6th grade are called Second Ring (Arabic: حلقة ثانية; halaka thania)
7th to 9th grade: Pre-Secondary Education Level (Arabic: تعليم إعدادي; taelim 'edady )
10th to 12th grade: Upper Secondary Education (Arabic: تعليم ثانوي; taelim thanawi), which is the equivalent of High School.
The Government of Syria is also responsible for providing pre-primary or early childhood education. Up until the early 1990s, ECCE programs were provided by mostly non-governmental institutions, of which few belonged to the government sector, while others were either private or run by the Teacher's Syndicate, General Union of Workers (GUW) or the Women's Federation.[citation needed]
In 1990 only 5 percent of the children between the ages of 3 and 5 were enrolled in 793 kindergartens. Ten years later 7.8 percent of that age group was enrolled. Data from the Syrian Ministry of Education showed an increase in the number of kindergartens from 1096 to 1475 in 2004.[5]
Basic education
The gross enrollment rate in primary education under basic education level in 2000 was 104.3 and it has been steadily rising, reaching to about 126.24 percent in 2007. Still, the enrollment of females is lower than males. The gender parity index, ratio of female enrollment to male enrollment, since 2006 was 0.955.[6]
The enrollment level in all programs at the lower secondary level rose significantly from early 2000, with the current gross enrollment rate of 95.3 percent.[6]
At the secondary lower level final exams of the 9th grade are carried out nationally at the same time. The result of these exams determines if the student goes to the "general" secondary schools or the technical secondary schools. Technical secondary schools include industrial and agricultural schools for male and female students, crafts school for female students, and commercial and computer science schools for both. It is mandatory for all Syrians to attend this basic level of education.
Secondary education
The Jules Jammal High School, Latakia, was a previous mandatory-era barracks. Syrian president Hafez al-Assad studied there
The upper secondary education is for three years from grade 10 to grade 12. At the beginning of the 11th grade, those who go to "general" secondary school have to choose to continue their study in either the "literary branch" or the "scientific branch". The final exams of the 12th grade, commonly known as the Baccalauréat, are also carried out nationally and at the same time. The result of these exams determines which university, college and specialization the student attends. To do that, the student has to apply through a complicated system called "mufadalah" (Arabic: مفاضلة).
There are wide regional disparities in post-basic education. There are lower secondary and university enrollments in rural than urban areas. Even the higher income households in rural areas do not have access to post-secondary education opportunities.
The secondary gross enrollment rate in 2007 stood at 72 percent, higher than the preceding years and one percentage point higher than the 2007 MENA regional gross enrollment rate at the secondary level.[6]
Technical and vocational education and training (TVET)
At the secondary level, the education system also includes three years of general or vocational education.[7] Syria has a relatively large proportion of secondary school students in vocational schools; about 36 percent of total secondary school students in 2004 are in vocational schools. According to UIS the total enrollment in technical and vocational education (both private and public) in 2007 decreased to 103 from 113,994 students in 2006. Out of the total number, 41898 were female students enrolled in TVET.
In 1990s, the government aimed to increase TVET enrollment and at one time decided to allocate 70 percent of the lower secondary graduates to vocational schools, which meant doubling the share of TVET in total enrollment from 20 percent in 1990 to 40 percent in 2000. However, this later proved unsustainable. Then in 2000 a new policy stipulated 50:50 distributions of secondary students between general and vocational secondary education, and this was later decreased to 40 percent. Students enrolled in four main specializations:commercial,industrial, agricultural and handicrafts. The TVET system in Syria is very rigid with no options of reentering the formal school system.[8]
The earliest colleges founded in Syria were the School of Medicine (established 1903) and the Institute of Law (established 1913). The university education was founded in 1919 on a free of charge basis.
Damascus University, known previously as the Syrian University, the oldest university in Syria
The Ministry of Higher Education was established in 1966 to supervise the scientific and educational institutions, such as universities, academic councils, the Arabic Language Academy and educational hospitals.[9] Most post-secondary education is state-provided, but legislation passed in 2001 allows the establishment of some private universities and colleges.[7] Resources for education have risen in absolute terms over the past decade, but it is difficult to match the rate of population growth.[7] Colleges charge modest fees ($10–20 a year) if the student achieves the sufficient marks in their Baccalaureate exams. If not, the student may opt to pay higher fees ($1500–3000) to enroll. There are some private schools and colleges but their fees are much higher.
Domestic policies emphasize engineering and medicine in Syria’s universities, with less emphasis on the arts, law, and business.[7] Most universities in Syria follow the French model of the high education, the university stages and the academic degrees are:
First stage: the License awarded after four to six years depending on the field.
Second stage: the DEA or DESS one to two years postgraduate degree equivalent to the master's degree in the American-English systems.
Third stage: the doctorate three to five years after the DEA or an equivalent degree.
20 private universities have been given licenses, 14 of which have actually opened and 6 to be opened soon.[9] Private universities will have an independent academic and management structure representing the owner and will be headed by the president of the university. There will also be a university board consisting of either: chancellor, faculty or division.
The Centre for Measurement and Evaluation in Higher Education (CME), which was established in 2012, assesses the performance of students, programs, and educational institutions. The centre was founded to set clear criteria for cross-border certificates based on the methodology, techniques and institutional standard measurement tools. its aim is to measure knowledge, skills and attitudes in a scientific way, to ensure the quality of higher education outputs to meet developmental needs.[18]
In September 2002, the first virtual university was founded, through which students can obtain degrees from international institutions. The university is called Syrian Virtual University.
Institution Ranking in Syria
The ranking of the Syrian Higher education institutions in Syria has been effected by the Syrian crisis. In the year 2023, the ranking of Damascus University within the QS Ranking has risen to become in the field 1201-1400. Several factors such as sustainable development goals-related research and citations have influenced this.[19] The ranking of Damascus University has also increased within the Webometrics ranking linked to the university's website, to become less than 3150 in the second edition of the year 2023 of this ranking.
Baathist education
The Arab Socialist Ba'ath Party heavily influences the educational system in Syria, in which primary school students called “Al-Ba’ath Vanguards” (Arabic: طلائع البعث), elementary school students led by "Revolutionary Youth Union" (اتحاد شبيبة الثورة), and college students headed by “National Union of Students” (الاتحاد الوطني لطلبة سورية), are injected with Baathism ideology, Pan-Arabism and socialist beliefs.[20]
According to the Constitution of Syria of 1973, Chapter 3: Educational and Cultural Principles, Article 21, it is written:
The educational and cultural system aims at creating a socialist nationalist Arab generation which is scientifically minded and attached to its history and land, proud of its heritage, and filled with the spirit of struggle to achieve its nation's objectives of unity, freedom, and socialism, and to serve humanity and its progress.
The article was later scrapped in the new Constitution of 2012. Nevertheless, the students are still being taught Baathism through a subject known as "Political Arab Sociology".[22]
Computer literacy
This measure and others, such as making computer literacy mandatory at the high-school level and English- and French-language instruction compulsory in the elementary schools, have the goal of equipping students with computer and language skills in order to modernize the economy through the education system.
Challenges
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Syria has shown great progress in providing access to basic education and to some extent, post basic education to the growing population. Still Syria has a long way to go to bring about a comprehensive change in the education system.
Access to pre-primary level education is low in Syria when compared to other lower-middle income countries. The enrollment at the pre-primary level is 10 percent in Syria whereas it is 15.7 percent in the MENA region in 2007.[23] The Government of Syria has to make substantial investments in infrastructure to improve access to preprimary education. The government needs to prioritize expansion of schools especially in underserved areas with vulnerable populations. According to research findings, children of disadvantaged backgrounds are the ones that benefit the most from early childhood programs by developing basic skills necessary for employment thereby moving them out of abject poverty. Currently, most of the Early Childhood Care and Education services in Syria are delivered through private kindergartens and non-governmental organizations (NGOs) based in urban areas.
Despite increasing quantity of human capital through increasing access to education at all levels, the improvement of quality of the education and training system and consequently the quality of human capital is another challenge that Government of Syria needs to address. Weak growth in labor productivity over the past two decades has been associated with low quality and relevance of education in Syria. The results of International test scores TIMSS show that 44 percent of students who appeared in this international exam performed below the lowest international benchmark.[24] Therefore, there is a greater need to improve the quality of overall education system. This also involves the need to incorporate the use of communication and technology to better prepare students to the demands of the globalised world. Currently, Syria’s computer and internet usage is very low compared to a number of neighboring countries and is much lower than the average for lower middle income countries.[25]
Syria also faces high repetition and dropout rates. The repetition rate at primary level has been very high, almost 12 percent in 2006 and has been steadily rising since 2003. At the secondary level, repetition rate has reached almost 20 percent. According to the latest data in 2004/05 the average repetition rate was 6 percent for grade 1-6, 13.3 percent for grades 7-9, and 7.3 percent for grades 10-12.Drop-out rates stood at 2.2 percent for grades 1-6, 8 percent for grades 7-9, and 7.3 percent for grades 10-12. Along with high repetition and dropout rates, a fairly low student–teacher ratio also signals internal inefficiency in the education system. The ratio in Syria is low due to the relatively high recruitment of teachers in comparison to the growth of students. The number of teachers grew at an annual rate of 7 percent between 2000 and 2006, which is almost twice the growth rate for students, which resulted in STR of 19:1 in basic education and 9:1 in secondary education. To increase the internal efficiency, the government should focus on hiring trained and competent teachers, reform the curriculum and develop testing, evaluation and measurement.[26]
Then the increasing unemployment rate, especially among youth, implies poor education quality along with lack of infrastructure to absorb the rising population. The youth unemployment rate in Syria stood at 19 percent in 2003.[27] The current system is unable to provide with the skills and competencies demanded in the labor market. Therefore, there is a need to connect education institutions, especially higher education and vocational institutes, to the labor market and to align the curricula with skills that could increase employability of the graduates. Apart from improving the curriculum the government needs to make major infrastructure adjustments to absorb the rising population of the country into the already burdened education system. In 2007, the education system in Syria catered for about 8 million students. Given the current growth rate of 4.3 percent per annum of school age population, it is projected that by 2015, the education system in Syria will need to cater for an additional 1 million students in basic and secondary education.[28]
Impact of the Syrian Civil War
The Syrian Civil War is a major barrier to quality education for all in Syria, reversing development gains in the country. In addition to causing widespread destruction of learning spaces, the crisis has forced more than 2.1 million children and youth out of school in Syria; an additional 3.3 million in Syria need educational assistance, and 1.4 million Syrian children and youth are refugees in the five main host countries (Egypt, Iraq, Jordan, Lebanon, and Turkey). In 2011, Syria had achieved universal primary enrolment and was near universal enrolment in lower secondary education. More concretely, 91% of primary school-aged children were in school in 2011, but by 2015 the rate had plummeted to 37%.[29]
Education in Vietnam is a state-run system of public and private education run by the Ministry of Education and Training. It is divided into five levels: preschool, primary school, secondary school, high school, and higher education. Formal education consists of twelve years of basic education. Basic education consists of five years of primary education, four years of secondary education, and three years of high school education. The majority of basic education students are enrolled on a daily basis. The main goals are general knowledge improvement, human resources training and talent development.
The system of education in Uganda has a structure of 7 years of primary education, 6 years of secondary education, and 3 to 5 years of post-secondary education. Education in Uganda is administered in English. All throughout the levels in the education structure, modules are taught and assessed in English. The government of Uganda recognizes education as a basic human right and continues to strive to provide free primary education to all children in the country. However, issues with funding, teacher training, rural populations, and inadequate facilities continue to hinder the progress of educational development in Uganda. Girls in Uganda are disproportionately discriminated against in terms of education; they face harsher barriers when trying to gain an education and it has left the female population disenfranchised, despite government efforts to close the gap.
Education in Bangladesh is administered by the country's Ministry of Education. The Ministry of Primary and Mass Education implements policies for primary education and state-funded schools at a local level. Education in Bangladesh is compulsory for all citizens until the end of grade eight. Primary and secondary education is funded by the state and free of charge in public schools.
Education in Iraq is administered by the Ministry of Education.
Education in Botswana is provided by public schools and private schools. Education in Botswana is governed by the Ministries of Basic Education. and Tertiary, Research Science and Technology Among sub-Saharan African countries, Botswana has one of the highest literacy rates. According to The World Factbook - Central Intelligence Agency as of 2015, 88.5% of the population age 15 and over can read and write in Botswana were respectively literate.
In the 21st century, the Government of Egypt has given greater priority to improving the education system. According to the Human Development Index (HDI), Egypt is ranked 97 in the HDI, and 9 in the lowest 10 HDI countries in the Middle East and Northern Africa, in 2014. With the help of the World Bank and other multilateral organizations Egypt aims to increase access in early childhood to care and education and the inclusion of Information and Communication Technology (ICT) at all levels of education, especially at the tertiary level. The government is responsible for offering free education at all levels. The current overall expenditure on education is about 12.6 percent as of 2007. Investment in education as a percentage of GDP rose to 4.8 in 2005 but then fell to 3.7 in 2007. The Ministry of Education is also tackling a number of issues: trying to move from a highly centralized system to offering more autonomy to individual institutions, thereby increasing accountability. The Human Rights Measurement Initiative finds that Egypt is achieving 89.3% of what should be possible for the right to education, at their level of income.
The Senegalese education system is based on its French equivalent. The state is responsible for the creation of an educational system that enables every citizen access to education. Articles 21 and 22 of the Constitution adopted in January 2001 guarantee access to education for all children. However, due to limited resources and low demand for secular education in areas where Islamic education is more prevalent, the law is not fully enforced.
Education in Nepal has been modeled on the Indian system, which is in turn the legacy of the old British Raj. The National Examinations Board (NEB) supervises all standardized tests. The Ministry of Education is responsible for managing educational activities in Nepal. The National Center for Educational Development (NCED) is Nepal's teacher-training body.
Education in the State of Palestine refers to the educational system in the Gaza Strip and the West Bank, which is administered by the Palestinian Ministry of Education and Higher Education. Enrollment rates amongst Palestinians are relatively high by regional and global standards. According to a youth survey in 2003, 60% between the ages 10–24 indicated that education was their first priority. Youth literacy rate was 98.2%, while the national literacy rate was 91.1% in 2006. The literacy rate ages 15-24 was 99.4% in 2016. Enrollment ratios for higher education were 45% in 2022. In 2016 Hanan Al Hroub was awarded the Varkey Foundation Global Teacher Prize for her work in teaching children how to cope with violence.
Education in Ghana uses a dualistic approach encompassing both formal and informal learning systems. The current formal educational system was introduced during European colonisation. However, learning systems existed prior to that. The University of Moliyili is one of the earliest learning centers in Ghana established in the 1700s. During colonisation, European settlers initially introduced a formal education system addressed to the elites, while education of the average citizen was mainly informal, and based on apprenticeship. Economic activities in pre-colonial Ghana were based on farm produce shared within households and members of each household specialized in providing necessities such as cooking utilities, shelter, clothing, and furniture, and trade with other households was therefore practiced on a very small scale. As such there was no need for employment outside the household that would have otherwise called for disciplines, values, and skills through a formal education system. After colonization, Ghana's economy became a hybrid of subsistence and formal economy.
Education in Tanzania is provided by both the public and private sectors, starting with pre-primary education, followed by primary, secondary ordinary, secondary advanced, and ideally, university level education. Free and accessible education is a human right in Tanzania. The Tanzanian government began to emphasize the importance of education shortly after its independence in 1961. Curriculum is standardized by level, and it is the basis for the national examinations. Achievement levels are important, yet there are various causes of children not receiving the education that they need, including the need to help families with work, poor accessibility, and a variety of learning disabilities. While there is a lack of resources for special needs education, Tanzania has committed to inclusive education and attention on disadvantaged learners, as pointed out in the 2006 Education Sector Review AIDE-MEMORE. The government's National Strategy for Growth and Reduction of Poverty in 2005 heavily emphasized on education and literacy.
Education in Lebanon is regulated by the Ministry of Education and Higher Education (MEHE). In Lebanon, the main three languages, English and/or French with Arabic are taught from early years in schools. English or French are the mandatory media of instruction for mathematics and sciences for all schools. Education is compulsory from age 3 to 14.
The education system of the Hashemite Kingdom of Jordan includes basic, secondary, and higher education and has dramatically evolved since the establishment of the state in the early 1900s. The role played by a good education system has been significant in the development of Jordan from a predominantly agrarian to an industrialized nation over time.
Education in Cambodia is controlled by the state through the Ministry of Education in a national level and by the Department of Education at the provincial level. The Cambodian education system includes pre-school, primary, secondary education, higher education and non-formal education. The education system includes the development of sport, information technology education, research development and technical education. School enrollment has increased during the 2000s in Cambodia. USAID data shows that in 2011 primary enrollment reached 96% of the child population, lower secondary school 34% and upper secondary 21%.
Yemen ranked 150 out of 177 in the 2006 Human Development Index and 121 out of 140 countries in the Gender Development Index (2006). In 2005, 81 percent of Yemen's school-age population was enrolled in primary school; enrollment of the female population was 74 percent. Then in 2005, about 46 percent of the school-age population was enrolled in secondary school, including only 30 percent of eligible females. The country is still struggling to provide the requisite infrastructure. School facilities and educational materials are of poor quality, classrooms are too few in number, and the teaching faculty is inadequate.
The education system in Morocco comprises pre-school, primary, secondary and tertiary levels. School education is supervised by the Ministry of National Education, with considerable devolution to the regional level. Higher education falls under the Ministry of Higher Education and Executive Training.
The State of Kuwait, located at the head of the Persian Gulf, supports an educational policy that seeks to provide an opportunity to all children, irrespective of their social class, including children with special needs. Kuwait was ranked 63rd on the Human Development Index report for 2011 by the United Nations Development Programme, placing Kuwait above the regional average.
Benin has abolished school fees and is carrying out the recommendations of its 2007 Educational Forum. In 2018, the net primary enrollment rate was 97 percent. Gross enrollment rate in secondary education has greatly increased in the last two decades, from 21.8 percent in 2000 to 59 percent in 2016, 67.1 percent in the case of males and 50.7 percent for females. Because of a rapid increase in the enrollment rate, the student/teacher ratio rose from 36:1 in 1990 to 53:1 in 1997 but has dropped again in the last years to 39:1 (2018). In 2018, the gross enrollment ratio in tertiary education was 12.5%.
The education system of Djibouti is strongly influenced by Arabs peple and France colonial empire.
Since gaining independence from France in 1956, the government of Tunisia has focused on developing an education system which produces a solid human capital base that could respond to the changing needs of a developing nation. Sustained structural reform efforts since the early 1990s, prudent macroeconomic policies, and deeper trade integration in the global economy have created an enabling environment for growth. This environment has been conducive to attain positive achievements in the education sector which placed Tunisia ahead of countries with similar income levels, and in a good position to achieve MDGs. According to the HDI 2007, Tunisia is ranked 90 out of 182 countries and is ranked 4th in MENA region just below Israel, Lebanon, and Jordan. Education is the number one priority of the government of Tunisia, with more than 20 percent of government’s budget allocated for education in 2005/06. As of 2006 the public education expenditure as a percentage of GDP stood at 7 percent.
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