Barriers to Learning: Socioeconomic and Structural Issues in Tunisian Education

Written by Siti Hajar Auliannisa

Overview

 

Tunisia, located in North Africa, has a rich historical and cultural heritage shaped by various influences over the centuries. Its strategic Mediterranean coastline and proximity to the Sahara made it a crossroads for different civilisations. Tunisia gained independence from France in 1956 and has undergone significant political changes. Culturally, Tunisia is a blend of Arab, Berber, Ottoman, and French influences. It is known for its diverse cultural expressions, including music, literature, and cuisine, which reflect its complex history[1].

 

Historical Context of Education in Tunisia

 

Tunisia’s education system has been strongly influenced by its colonial history and the government’s efforts after independence to address its effects. After the colonial era, the government worked for about 40 years to provide universal primary education and reduce the inequalities that the colonial school system had created[2].

 

Tunisia has a free and compulsory education system for children aged 6 to 16. Children spend six years in primary school, starting at age six. After that, they go through seven years of secondary education, split into two cycles: a four-year cycle and a three-year cycle. Their secondary education lasts for seven years, divided into two cycles: three-year and four-year cycles. of educational institutions, the system struggles financially, leading to greater reliance on private funding and fewer options for students in choosing subjects and schools.

 

Socioeconomic Factors Impacting Education

 

In Tunisia, social and economic factors create serious challenges for education. Many families live in poverty and must prioritise survival over schooling. As a result, many children drop out of school to help earn money for their households[3]. Rural areas are especially affected because they often lack transportation and schools, making access to education hard. There are also big differences between regions: urban centres usually have better schools and qualified teachers, while rural areas are often overlooked. Additionally, unemployment and economic instability create financial challenges for families, such as being unable to pay for school supplies or transportation[4].

 

Access to Quality Education

 

According to the Ministry of Education, approximately 65,000 children dropped out of school in 2023, which represents a significant decrease from the 109,000 children who dropped out in 2022. With support from UNICEF, the government was able to double its annual one-time back-to-school allowance for over 510,000 children. This additional support is expected to have made a significant impact[5].

 

The recently released 2023 Multi-Indicator Cluster Survey (MICS), which was launched in February 2024, reveals concerning statistics about preschool education in Tunisia. Only 47.2% of children aged 3 to 4 years have access to preschool education programs, while a more promising figure of 89% of 5-year-olds are enrolled. However, disparities become evident when examining the data more closely. In rural areas, the access rate plummets to a mere 37.4%, and among the poorest segments of the population, it drops further to just 17.4%. This stark contrast highlights that preschool education has become a privilege reserved for a select few, particularly in rural settings and among low-income families. The lack of access to early childhood education represents a significant lost opportunity for the development of human capital in Tunisia, especially given that early education and developmental programs are known to be crucial in breaking the cycle of intergenerational poverty[6].

 

Children aged 6 to 18 from low-income households are also significantly more likely to drop out of school. Only 53% of children from the poorest families complete lower secondary school, compared to 95% from wealthier households. Similarly, only 25% of students from poor families finish high school, compared to 80% from wealthier families. These disparities emphasise the systemic inequities in Tunisia’s education system[7].

 

Challenges in Rural Education

 

Children living in rural areas face significant risks of dropping out of school. These risks arise from factors such as the long distances between homes and schools and the economic disadvantages many families face. The combination of poor infrastructure and financial strain disproportionately impacts rural students, limiting their educational opportunities. Rural schools in Tunisia often lack basic infrastructure, such as adequate classrooms, sanitation facilities, and learning materials. This shortage not only affects the quality of education but also discourages attendance. Teachers assigned to rural areas may lack proper training or resources, further exacerbating the gap between rural and urban education systems. In some rural communities, traditional norms and values may deprioritize formal education, particularly for girls[8].

 

Early marriages and expectations for children to contribute to household or agricultural work detract from their ability to attend and succeed in school. The geographical isolation of rural areas adds another layer of difficulty. Many children have to travel long distances on foot or rely on unreliable transportation systems, which can be unsafe or impractical. During adverse weather conditions, this isolation often leads to extended periods of absenteeism. Families in rural areas are more likely to face financial hardships, compelling children to work instead of attending school. Seasonal labour in agriculture often takes precedence, disrupting the academic calendar and leading to higher dropout rates.

 

Inclusion of Marginalized Groups

 

The concept of inclusion emphasises the importance of accepting differences and fostering a sense of belonging for all students within an educational context. In 2003, the Tunisian government developed a strategy for the full inclusion of children with special needs in regular schools with assistance from accredited associations. Tunisia has also signed several international conventions for the protection of the rights of refugees, women, children, and people with disabilities and is part of the African Charter on Human and Peoples’ Rights. Act No. 2002-80 stipulates that education is a fundamental right guaranteed to all without discrimination. However, the implementation of inclusive education remains limited despite these provisions. Challenges stem from government policies, curriculum management, and a lack of community awareness regarding the importance of inclusive schools[9].

 

Technological Integration in Education

 

In Tunisia, training facilities and programs for teachers and staff remain inadequate. The Virtual University of Tunisia (VUT), established in 2002, offers online training programs for teachers in collaboration with the International Business Machine (IBM) corporation. However, its objective to offer 20% of national courses online was not achieved due to the absence of a clear strategy to encourage faculty members to adopt distance learning. Many teachers are hesitant to provide online courses, and the number of available online courses remains limited[10]. This reluctance underscores the broader need for strategic engagement and capacity-building efforts to integrate technology into education effectively.

 

 

Higher Education System

 

Tunisian higher education faces significant challenges that hinder its alignment with societal and economic needs. A major issue is the persistent gap between theoretical reforms and practical implementation. Many educators lack the skills needed to adopt innovative teaching methods, compounded by limited training opportunities. The inclusion of less-qualified personnel further exacerbates this issue. Additionally, reliance on outdated teaching methods undermines efforts to modernise the education system.[11]

 

The higher education system is also misaligned with labour market demands. Historically orientated towards feeding the public sector, the system struggles to equip graduates with skills for alternative job markets, resulting in high unemployment among degree holders. The lack of emphasis on creativity and entrepreneurship leaves many graduates unprepared to adapt to economic changes. Policymakers’ failure to create relevant academic programs exacerbates these challenges, limiting the system’s ability to drive national progress.

 

Another indicator of efficiency in higher education is the student-to-teacher ratio. Tunisia’s ratio improved slightly over the last decade, settling at under 19 students per teacher in 2007 and 2008. However, this ratio remains higher than those of other regions, indicating room for improvement in the quality of the learning environment[12].

 

Financing Education

 

Within this context, this article focuses on Tunisia. Like other developing countries, Tunisia has allocated increasing levels of resources to education, particularly higher education, over the past few decades, mainly through public funding. In 2005–2008, public expenditure on education amounted to around 7.4% of GDP, with 2% allocated to higher education. In the last few years, however, budgetary constraints have increased and are likely to continue shortly.[13]

 

In Tunisia, access to all levels of education is free of charge, or nearly so; therefore, in a perfect environment, there would be no room for equity concerns since the success of all students would depend only on their effort and motivation. But the reality is far from this ideal, and differences in families’ situations, particularly those concerning education and incomes, substantially affect student results.

 

In Tunisia around 2002, the share of public spending on education that was dedicated to higher education was similar to that of the OECD countries, Brazil, and higher than that of the low-middle-income countries. This share grew and stabilised at about 27% in recent years. Public spending on both higher and pre-university levels increased as a proportion of GDP. Moreover, because of Tunisia’s demographic transition, enrolment in primary schools is dropping and that in universities is rising rapidly, so this evolution cannot be seen as conflicting with equity. No data are available on the distribution of students among socio-economic groups but given that Tunisian children have full access to primary and secondary school and that the state strongly supports virtually free higher education, we can draw some reasonable conclusions regarding equity.

 

Conclusion

 

Tunisia’s education system faces challenges like poverty, rural-urban inequalities, and outdated teaching methods, making it hard for all children to access quality education. While education is free and compulsory, children in rural areas often lack resources, and low-income families struggle to keep their children in school. Additionally, the system has gaps in early education, inclusion for children with special needs, and alignment with job market demands. Despite some government efforts, such as financial support for low-income students, more is needed to improve teacher training, resources, and equal access to education for all.

 

 

 

 

[1] Clarke, John Innes, L. Carl Brown, Nevill Barbour, Mohamed Talbi, and Emma Murphy. “Tunisia | History, Map, Flag, Population, & Facts.” Encyclopedia Britannica, November 24, 2024. https://www.britannica.com/place/Tunisia.

Salah, Mhamed Ben, Cédric Chambru, and Maleke Fourati. “The Colonial Legacy of Education: Evidence from Tunisia.” SSRN Electronic Journal, January 1, 2022. https://doi.org/10.2139/ssrn.4101795.

[3] UNICEF. “Tunisia Country Office Annual Report 2023.” UNICEF, 2023. https://www.unicef.org/media/152616/file/Tunisia-2023-COAR.pdf.

[4] UNICEF. “UNICEF in Tunisia: Keeping Tunisia’s Most Vulnerable Children on the Path to Education.” UNICEF, September 1, 2022. https://www.unicef.org/mena/stories/unicef-tunisia-keeping-tunisias-most-vulnerable-children-path-education.

[5] UNICEF. “Tunisia Annual Report 2023.” UNICEF, 2023. https://www.unicef.org/reports/country-regional-divisional-annual-reports-2023/Tunisia.

[6] Wilson Center. “Poverty, Inequality and Corruption: Explaining Variation in Educational Quality in Tunisia,” n.d. https://www.wilsoncenter.org/article/poverty-inequality-and-corruption-explaining-variation-educational-quality-tunisia#:~:text=Poorer%20households%20and%20those%20in,of%20fewer%20than%2040%20students.&text=Source:%20LGPI.,The%20school%20has%20parent’s%20association.

[7] UNICEF. “Tunisia Country Report on Out-of-School Children: Summary.” UNICEF, December 2022. https://www.unicef.org/mena/media/6661/file/Tunisia%20Country%20Report%20on%20OOSC%20Summary_EN.pdf.pdf.

[8] Akkari, Abdeljalil. “Current Issues of Democracy and Education in Tunisia as Interpreted through Dewey’s Approach.” In Dewey, Education, and the Mediterranean, pp. 147-161. Brill, 2022.

[9] Ayadi, Mouna. “Inclusive Education in Tunisia: Expectations versus Reality.” أطراس 5, no. 01 (January 15, 2024): 17–29. https://doi.org/10.70091/atras/vol5no1.2.

[10] Hamlaoui, Sihem. “Teachers’ resistance to educational change and innovations in the Middle East and North Africa: A case study of Tunisian universities.” Re-Configurations (2021): 171.

[11] Khalifa, Taher Ben. “A Critical Perspective to Higher Education in the 21st Century Tunisia: The Problems of the Present and the Challenges of the Future.” Educational Studies 1, no. 1 (2024): 1-13.

[12] Zaghdoudi, Ines. “The challenges and the necessary reforms for education in Tunisia.” Houloul, September 24, 2021. https://houloul.org/en/2021/07/22/will-be-available-soon-9/.

[13] Abdessalem, Tahar. “Scope, relevance and challenges of financing higher education: The case of Tunisia.” Prospects 41 (2011): 135-155.

 

 

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