The Inequalities of Quality of Education in South African Schools

The Inequalities of Quality of Education in South African Schools

Written by Daniel Tsang

The Inequalities of Quality of Education in South African Schools

The South African education system is frequently discussed alongside education inequalities. While the country possesses a world-class private and semi-private sector that produces high-achieving graduates, the vast majority of the population relies on a public system that sometimes struggles to provide. And although the national government often celebrates high graduation rates at the end of high school, these statistics frequently mask a deeper crisis in the quality of education provided to the average learner. The significance of this issue lies in its direct impact on the lives of millions of young South Africans; it restricts a student’s ability to learn, grow, and pursue their desired future. This article examines the core quality issues within primary and secondary education, and by investigating these challenges, the article seeks to explain how these systemic failures in the classroom directly hinder student development.

The most significant quality hurdle in South African education occurs during the earliest years of schooling, known as the Foundation Phase (Grades R to 3). This period is intended to equip children with the basic literacy and numeracy skills required for all future learning. However, current data suggests a “generational catastrophe” in primary education. Approximately 81 per cent of Grade 4 learners in South Africa cannot “read for meaning” in any language (World Bank 2025, 36). This means that while many children can converse with others, they do not understand the information or the narrative of words being presented to them.

For the student, this literacy gap is not just a temporary delay; it is a permanent academic setback. When a child cannot read to learn by the age of ten, every subsequent subject, from history to science, becomes significantly more difficult to master as age increases. Because the curriculum shifts in Grade 4 from teaching reading to using reading as a tool for knowledge, students who have not mastered comprehension are left behind. Research indicates that students of schools that did not enrol in an additional early grade reading programme struggle to meet basic literacy benchmarks in English, compared to their counterparts (Long and Bowles 2024, 5). While the study has also demonstrated to some extent that a lack of funding is not the primary reason for this discrepancy, in many rural classrooms the quality of learning is indeed compromised by a lack of age-appropriate books, forcing teachers to rely on less efficient methods of teaching.

The quality of a student’s education is absolutely tied to the physical environment in which they are expected to learn. It is profoundly difficult for a learner to tackle complex mathematical or scientific concepts when their school lacks basic infrastructure. Reports have consistently highlighted the “infrastructure gap” in South African schools, particularly in rural provinces such as the Eastern Cape and KwaZulu-Natal. National data reveals that over 22 per cent of pre-primary, primary, and secondary schools did not have toilets that met minimum standards, 10 per cent of schools did not have clean water, and 9 per cent of schools did not have access to adequate electricity (World Bank 2025, 32). Despite the Department of Basic Education introducing tighter regulations in 2024 to address these issues, many learners continue to attend schools that are physically unsuited for a modern education.

The highly stratified South African schooling system, governed by a socio-economic ranking framework known as the “Quintile” system, does not make it easy to fund these “unsuited” schools. Under this model, schools are categorised from Quintile 1 (the poorest 20 per cent) to Quintile 5 (the wealthiest 20 per cent). This ranking dictates the level of state funding a school receives. Schools in Quintiles 1 to 3 are designated as “no-fee” institutions, meaning they rely entirely on government subsidies. Conversely, schools in Quintiles 4 and 5 receive less state funding but are legally permitted to charge tuition fees (Dyk and White 2019, S1).

This system, while intended to be pro-poor, has institutionalised a divide that punishes the student for their family’s economic status. Wealthy Quintile 5 schools leverage private fees to hire extra teachers and maintain smaller class sizes, ensuring that students receive much more individual attention (Dyk and White 2019, S2–S7). In contrast, students in “no-fee” schools often find themselves in overcrowded classrooms where a single teacher may be responsible for many more learners. Additionally, a student in a private or Quintile 5 school may have access to a personal tablet and high-speed internet, digitalised and much more accessible learning materials, but a student in a rural “no-fee” school may rarely interact with a computer or tablet during their entire schooling journey.

The experience of a student in South Africa is further defined by an intense academic routine and several significant constraints. An interview with a student enrolled in the private sector reveals that students are typically required to take 15 different subjects, covering everything from multiple languages and sciences to arts and business-related subjects (Student 2026). A typical school day begins at 07:30 a.m., with as many as eight classes a day, each lasting near or above 45 minutes (Student 2026). The teaching style is largely traditional and lecture-based, where the teacher delivers information and students are expected to learn it to pass national assessments coming later during their schooling years.

For students in urban centres like Johannesburg, life is further complicated by safety concerns. High crime rates in the city mean that students cannot walk home or socialise freely on the streets (Student 2026). Consequently, student life is usually confined within the school perimeter. Socialisation often occurs during school breaks, related events, or through sports and extracurricular activities like field hockey, rugby, and drama (Student 2026). Despite its diversity, this creates an environment where the school becomes the centre of a student’s social life as well. And while this provides safety, it also increases the pressure to perform, blurring the lines between the student’s demanding study expectations and personal life. Later during a student’s schooling, during Grades 11 and 12, the focus shifts towards the National Senior Certificate (NSC) and the National Benchmark Tests (NBTs), which determine university entrances (Student 2026). For many students, this results in an intense lack of “work-life balance,” as they are constantly pushed to achieve the high marks required to advance their education.

The quality of education in South African schools remains a complex challenge defined by historical socio-economic challenges and modern structural failures. While the country has expanded access to schooling, the standard of that education is often insufficient to fulfil its large population. To improve the quality of learning, the education system must understand the importance of quality of instruction in the early grades. Ensuring foundational literacy, closing the divide of academic quality between the quintiles, and fixing school infrastructure are essential steps toward a more equitable system. Only by addressing these core quality issues can South Africa ensure that a student’s future is determined by their potential, rather than the socio-economic status of the school they attended.

Endnotes

  1. World Bank. South Africa Economic Update, Edition 15: Learning – Overdue Reforms and Emerging Priorities in Basic Education. 36, Washington, DC: World Bank Group, 2025.
  2. Long, Kathleen and Bowles, Thomas. No-fee school consistently outperforms Progress in International Reading and Literacy benchmarks: Presenting early grade reading data from a case in Makhanda, Eastern Cape. 5, Johannesburg: South African Journal of Childhood Education, 2024.
  3. World Bank. South Africa Economic Update, Edition 15: Learning – Overdue Reforms and Emerging Priorities in Basic Education. 32, Washington, DC: World Bank Group, 2025.
  4. Dyk, H. and White, C. J. Theory and Practice of the Quintile Ranking of Schools in South Africa: A Financial Management Perspective. S1, Pretoria: South African Journal of Education, 2019.
  5. Dyk, H. and White, C. J. Theory and Practice of the Quintile Ranking of Schools in South Africa: A Financial Management Perspective. S2–S7, Pretoria: South African Journal of Education, 2019.
  6. Student. Interview Regarding Student Life and Education Quality in South Africa.: Broken Chalk, 2026.
  7. Student. Interview Regarding Student Life and Education Quality in South Africa.: Broken Chalk, 2026.
  8. Student. Interview Regarding Student Life and Education Quality in South Africa.: Broken Chalk, 2026.
  9. Student. Interview Regarding Student Life and Education Quality in South Africa.: Broken Chalk, 2026.
  10. Student. Interview Regarding Student Life and Education Quality in South Africa.: Broken Chalk, 2026.

References

Dyk, H., and C. J. White. 2019. “Theory and Practice of the Quintile Ranking of Schools in South Africa: A Financial Management Perspective.” South African Journal of Education 39 (S1): S1–S9. https://doi.org/10.15700/saje.v39ns1a1820.

Long, K. A., & Bowles, T. N. (2024). “No-fee school consistently outperforms Progress in International Reading and Literacy benchmarks: Presenting early grade reading data from a case in Makhanda, Eastern Cape.” South African Journal of Childhood Education, 14(1), 1–12. https://doi.org/10.4102/sajce.v14i1.1376

World Bank. (2025). South Africa Economic Update, Edition 15: Learning – Overdue Reforms and Emerging Priorities in Basic Education. World Bank Group. https://openknowledge.worldbank.org/bitstreams/3a8db70e-afeb-4831-87a0-589ff5011a4c/download

Les défis de l’éducation en Sénégal

Les défis de l’éducation en Sénégal

https://brokenchalk.org/challenges-facing-the-education-system-in-senegal/

Ecrit par Ruth Lakcia

Traduction de Miriam Poiatti

 

L’éducation est un droit fondamental pour tous les êtres humains dans le monde. Quel que soit le statut économique ou social d’une personne, elle doit pouvoir accéder à l’éducation. Bien que cela semble évident et relever du savoir commun, ce n’est pas la réalité pour de nombreux Sénégalais.

L’histoire de Sénégal en matière d’investissement dans l’éducation et d’engagement des parties prenantes dans le dialogue sectoriel témoigne de l’engagement du gouvernement à construire un système éducatif solide. Selon l’évaluation 2019 du PASED, de nombreux élèves Sénégalais acquièrent des compétences de base à la fin de l’enseignement primaire, mais 25% d’entre eux n’ont pas les compétences minimales en lecture et 35% en mathématiques.  D’important disparités socio-économiques, rurales-urbaines et régionales appellent à un système éducatif plus équitable et inclusif.  Si les différences d’apprentissage entre les filles et les garçons sont minimes au niveau primaire, des disparités entre les sexes apparaissent dans l’enseignement secondaire, les filles étant plus nombreuses que les garçons à abandonner l’école.

 

Manque d’enseignants qualifiés

Le système éducatif sénégalais est confronté à plusieurs des défis, tels que le manque d’enseignants qualifiés, l’insuffisance des équipements et des infrastructures, la faible qualité de l’enseignement et de l’évaluation, les inégalités sociales et les disparités régionales. Le gouvernement essaie de réformer et moderniser le secteur de l’éducation à travers divers programmes et partenariats avec des organisations internationales telles que UNESCO ou UNICEF.

La pauvreté des ménages au Sénégal a encore du chemin à faire, avec seulement un petit pas en avant. La marginalisation de l’éducation est devenue une question brûlante au Sénégal, l’un de pays les plus pauvres de la planète. Environ 34% de la population sénégalaise vit avec moins de 1,25USD par jour, avec un revenu moyen par habitant de 121USD par mois (Ibrahima, 2014). Les résultats de l’Enquête Harmonisée sur les Conditions de Vie des Ménages (2018/2019) montrent que l’incidence de la pauvreté individuelle au Sénégal est de 37,8%. Le pays accuse encore un retard en matière d’éducation. Une grande partie de la population n’a pas un accès facile à l’éducation et reste marginalisée de l’éducation formelle, avec un taux de scolarisation de 86,4% (ANSD, 2020). De nombreux facteurs contribuent à l’exclusion des plusieurs jeunes du système éducatif, notamment le genre et les TIC. En outre, les langues, en particulier la langue anglaise, jouent un rôle dans la marginalisation de l’éducation en Sénégal. Ce qui suit est une brève introduction à les rôles du genre, des TIC, et de l’anglais dans la promotion ou réduction de la marginalisation éducative au Sénégal. Le taux de scolarisation préscolaire est 17%, mais encor plus important c’est d’améliorer la qualité de l’enseignement.

 

Le redoublement et l’abandon à l’école primaire

Le coût financier global du redoublement et de l’abandon au Sénégal a tendance à augmenter en raison d’un taux de redoublement et d’abandon plus élevé. Pendant le période 2012-2015, le redoublement et l’abandon ont représenté 13,72% des dépenses engagées par le gouvernement.  Ce phénomène s’explique par plusieurs facteurs, dont l’accès limité à une éducation préscolaire de qualité. Le Sénégal a encore des efforts à faire, avec un taux brut de total de préscolarisation un peu plus haute de 17%, mais surtout, il doit améliorer la qualité de l’éducation.

 

L’impact du Covid-19

La pandémie provoquée par le SARS Covid-19 a affecté les investissements réalisés non seulement dans le secteur de la santé mais aussi dans celui de l’éducation et, surtout, dans le sous-système de l’enseignement supérieur. La pandémie a obligé les gouvernements à fermer les campus universitaires et à suspendre les cours en face à face pour une période considérable afin d’éviter que la contamination par le virus ne se propage. Certains pays qui avaient intégré la modalité d’apprentissage à distance dans leur programmes scolaires ont été contraints d’en faire une stratégie, en l’intensifiant dans le but de réduire les dommages pédagogiques causées par la pandémie de COVID-19. Au Sénégal, la pandémie de COVID-19 et les fermetures des écoles nationales ont temporairement perturbé l’éducation de 3,5 millions d’étudiantes et de 1,5 millions ‘enfants qui étaient déjà déscolarisés, et le taux d’abandon scolaire a doublé.

 

L’inégalité de genre dans l’école

Malgré l’existence des programmes du gouvernements – comme l’enseignement public gratuit jusqu’à l’âge de 16 ans et the Project de Soutien à l’éducation des Filles, qui fournit des uniformes scolaires – le cout de la scolarité reste un obstacle pour plusieurs familles. Ils doivent payer pour le matériel pédagogique et le transport scolaire.

On a aussi constaté une préférence pour l’éducation des garçons par rapport à celle des filles. Dans les foyers, où les moyens économiques sont limités, les garçons sont plus souvent envoyés à l’école, même si les filles aimeraient y aller.

Des croyances et pratiques culturelles profondément ancrées – telles que les mutilations génitales féminines, les mariages forcés d’enfants et les grossesses précoces – compromettent également les possibilités pour certaines filles de progresser à l’école. Elles accusent, donc, un retard en matière d’éducation et de bien-être.

 

Conclusion

En conclusion, le gouvernements Sénégalaise est, par conséquence, responsable de mettre en place de services sociales meilleurs dans les écoles et les hôpitaux, afin de faciliter le développement dans ces régions et, ainsi, améliorer la qualité de vie de la population et l’éducation des enfants pauvres.

Alors que le gouvernement cherche à atténuer les effets du blocage provoqué par la pandémie de COVID-19, l’accent devrait être mis sur la garantie que les systèmes pour la protection des filles et des femmes contre les mariages d’enfants ne sont pas compromis. Le programme WASH a permis à 1884 élèves d’accéder à des installations d’hygiène et d’assainissement dans 26 écoles, dont quatre ont été équipées d’un système de gestion de l’hygiène menstruelle. 1776 élèves dans 12 écoles ont bénéficié de la disponibilité d’eau potable, ce qui a réduit les problèmes de lavage au Sénégal et dans leurs écoles.

 

Références

 

Image de couverture par Victor Rutka sur Unsplash

(Hindi) Educational Challenges Somalia

(Hindi) Educational Challenges Somalia

एक टिप्पणी छोड़ें

 

सोमालिया में शैक्षिक चुनौतियां

बेलिस हिरवा द्वारा लिखित

इस्माइल सलाद उस्मान हाजी दिरिर द्वारा अनसप्लैश पर फोटो।

 

सोमालिया, पूर्व में सोमालीलैंड, जिसकी राजधानी मोगादिशु है, अफ्रीका के सींग में स्थित एक छोटा सा देश है। पिछले कुछ वर्षों से सोमालिया अंतरराज्यीय संघर्षों में शामिल रहा है। उदाहरण के लिए, कुलवाद और कबीले के मतभेद सोमाली लोगों को विभाजित करने के लिए उपयोग किए जाने वाले संघर्ष का एक मुख्य स्रोत हैं, जिसमें संसाधनों और शक्ति पर ईंधन संघर्ष शामिल हैं। इन मतभेदों का उपयोग मिलिशिया को जुटाने के लिए भी किया गया है, और व्यापक आधार पर सुलह को प्राप्त करना बहुत मुश्किल है। इसके परिणामस्वरूप राजनीतिक नेता अपने उद्देश्यों के लिए कुलवाद में हेरफेर करते हैं। कोई भी उभरती हुई सरकार सोमाली लोगों के बीच एक सफल शांतिपूर्ण सह-अस्तित्व स्थापित करने में सक्षम नहीं रही है। यह ध्यान दिया गया है कि अधिकांश समुदायों में उन्होंने एक शांतिपूर्ण राज्य को पुनः प्राप्त करने के लिए अपने स्वयं के पारंपरिक शांति साधन स्थापित किए हैं जो काफी महत्वपूर्ण रहा है। इन चुनौतियों ने देश में शिक्षा के लिए गंभीर चिंता पैदा कर दी है। विशेष रूप से, शिक्षा तक पहुंच के संबंध में देश के सामने आने वाली कुछ चुनौतियों पर नीचे चर्चा की गई है।

आतंकवाद

अल-शबाब का गठन सोमालिया में अनुभव की गई शैक्षिक चुनौतियों में एक प्रमुख योगदानकर्ता है। आतंकवादी समूह सोमालिया के कई युवा नागरिकों से बना है जिन्हें स्कूलों में छात्र होना चाहिए। युद्ध के दौरान, अल-शबाब इन युवाओं को अग्रिम पंक्ति में भेजता है जहां उन्हें बहुत कम प्रशिक्षण की पेशकश के कारण उन्हें आसानी से मार दिया जाता है। इसके अलावा, जल्दी विवाह और किशोर गर्भावस्था के परिणामस्वरूप बलात्कार के मामले भी उत्पन्न होते हैं। कुल मिलाकर, आतंकवाद सोमालिया में शिक्षा प्रणाली को प्रभावित करता है।

बार-बार युद्ध और भीड़भाड़ वाली कक्षाएं

सोमाली छात्रों की एक अन्य मुख्य समस्या भीड़भाड़ वाली कक्षाओं की समस्या है। यहाँ तक कि भाग्यशाली लोग जो स्कूल जाते हैं, वे भी वास्तव में इसका पूरा लाभ नहीं उठा सकते। भीड़भाड़ वाले स्थानों में गुणवत्तापूर्ण शिक्षा प्राप्त करना वास्तव में कठिन है, लेकिन इससे भी अधिक समस्याएं हैं। 1991 के गृहयुद्ध की वजह से लगातार होने वाले गृहयुद्ध सोमालिया में खराब शिक्षा प्रणाली का कारण बने हैं। विभिन्न स्थानों पर विस्थापन के कारण स्कूलों में वापस जाने वाले छात्रों के लिए यह एक झटका है। इस प्रक्रिया में छात्र भी, जब उनकी कक्षाओं पर हमला किया गया तो उन्होंने अपनी स्कूली शिक्षा के सामान खो दिए, जिससे उनके लिए अपनी शिक्षा जारी रखना मुश्किल हो जाता है।


कोविड-19 से जुड़ी चुनौतियां

कोविड-19 का पता सबसे पहले चीन के वुहान में चला था और बाद में यह दुनिया के अधिकांश हिस्सों में फैल गया। अफ्रीका बड़े पैमाने पर प्रभावित हुआ था। सोमालिया में अभी भी ऐसी चुनौतियां हैं जहां वायरस का आगमन छात्रों की दैनिक गतिविधियों को प्रभावित कर रहा है। विशेष रूप से उच्च शिक्षा विभागों में जहां छात्रों ने ऑनलाइन शिक्षा को अपनाया था, इसलिए इन संस्थानों में छात्रों की उपस्थिति असमान और भ्रमित है। कुल मिलाकर, यह अनुभव की गुणवत्ता को प्रभावित करता है जो छात्र स्कूलों से बाहर निकलने में सक्षम हैं।


असुरक्षा

सोमालिया एक ऐसा देश है जो पिछले 3 दशकों से लगातार अंतर-सुरक्षा समस्याओं का सामना कर रहा है। इसने न केवल सोमाली लोगों के प्रवासन फार्मूले को प्रभावित किया है, बल्कि उनकी शिक्षा प्रणाली को भी काफी हद तक प्रभावित किया है। बंद सड़कें, विस्फोट और हिंसा सामान्य कारक हैं जो छात्रों की मुक्त आवाजाही में बाधा डालते हैं और ये परिणाम उन परिवारों के लिए हैं जो बच्चों को पास के स्कूलों में भेजते हैं, चाहे उन स्कूलों में दी जाने वाली शिक्षा की गुणवत्ता कुछ भी हो, ये सभी अपने बच्चों की सुरक्षा को प्राथमिकता देने के लिए हैं। इसके अलावा, शिक्षक भी प्रभावित होते हैं क्योंकि अप्रत्याशित हमलों के कारण उन्हें मुश्किल से वेतन मिलता है। शिक्षकों को मिलने वाला वेतन भी सीमित है।


माता-पिता के मार्गदर्शन और भाषा की बाधा का अभाव

सोमालिया में कई माता-पिता के पास मुश्किल से औपचारिक शिक्षा है और इस तरह, वे अपने बच्चों को स्कूली कार्य के संबंध में उचित मार्गदर्शन और समर्थन नहीं दे सकते हैं। भाषा की बाधा भी एक और समस्या है जिसका सामना सोमाली करते हैं, और यह शिक्षकों, माता-पिता और छात्रों के लिए एक चुनौती बनी हुई है। अरबी और सोमाली आधिकारिक भाषाएँ हैं, इसलिए, ऐसे मामले में जहां अधिकांश पाठ्यपुस्तकें अंग्रेजी भाषा में हैं, एक भाषा बाधा समस्या उत्पन्न होगी।


अपर्याप्त शिक्षण कार्यक्रम और एकरूपता की कमी
अधिकांश विद्यालयों में अपर्याप्त शिक्षण कार्यक्रम हैं जो व्यावहारिक शिक्षा प्रदान किए बिना केवल सैद्धांतिक शिक्षा को पूरा करते हैं। सोमालिया में, अधिकांश छात्रों को व्यावहारिक अनुभव के बिना सिद्धांत का अनुभव मिलता है। इसके परिणामस्वरूप अधिकांश विषयों का अपर्याप्त ज्ञान होता है। इसी तरह के पाठ्यक्रम की कमी भी एक और चुनौती है जो देश की शिक्षा प्रणाली को प्रभावित कर रही है।

शैक्षिक बेईमानी और भ्रष्टाचार

सोमालिया में शिक्षकों के बीच भ्रष्टाचार के व्यापक प्रसार की खबरें हैं। इसमें नए छात्रों के प्रवेश के लिए रिश्वत की मांग करने वाले शिक्षकों के मामले शामिल हैं, झूठे दस्तावेज प्रस्तुत करना उदाहरणस्‍वरूप प्रमाण पत्र, और पदोन्नति प्राप्त करने के लिए रिश्वत देना। भाई-भतीजावाद के मुद्दे सहित भ्रष्टाचार के ये सभी कार्य सोमालिया में शिक्षा के लिए चुनौतियां पेश करते हैं।


वित्तीय अस्थिरता
सोमालिया में कई नागरिक कठोर सुरक्षा साधनों के कारण आईडीपी के रूप में रह रहे हैं। नतीजतन, वे स्कूल या ट्यूशन शुल्क, परिवहन, वर्दी और किताबों का भुगतान नहीं कर सकते हैं। अधिकांश कम विशेषाधिकार प्राप्त लोगों पर ध्यान नहीं दिया जाता है और उनकी शिक्षा तक पहुंच नहीं है।

सिफारिशें
1. सोमालिया ने जिन क्षेत्रीय गुटों की सदस्यता हासिल की है, उन्हें अल-शबाब के विकास को कम करने के लिए हर तरह से सोमालिया का समर्थन करना चाहिए, जो देश में शिक्षा के लिए खतरा बना हुआ है।

  1. स्वास्थ्य मंत्रालय और शिक्षा मंत्रालय को कोविड-19 के लिए नियमित परीक्षणों के लिए सहयोग करना चाहिए क्योंकि यह अभी भी देश के भीतर है। नियमित जांच और उपयुक्त सामग्री के वितरण के माध्यम से, स्कूलों में वायरस के संकट पर अंकुश लगाया जा सकता है।
  2. सोमालिया की सरकार को निम्न स्तर से लेकर शिक्षा के तृतीयक स्तर तक की कक्षाओं के लिए और अधिक स्थान तैयार करने चाहिए। इससे छोटी जगहों पर कक्षाओं में भाग लेने वाले छात्रों की संख्या कम हो जाएगी।
  3. विशेष रूप से शैक्षणिक संस्थानों में सुरक्षा महत्वपूर्ण है। सोमालिया की सरकार को सभी स्तरों पर कड़ी सुरक्षा सुनिश्चित करनी चाहिए। इससे माता-पिता अपने बच्चों को स्कूल ले जाने के लिए प्रेरित होंगे। स्कूलों, शिक्षकों और छात्रों की सुरक्षा के लिए विशेष सुरक्षा व्यवस्था की जानी चाहिए।
  4. माता-पिता के अपने शिक्षकों से लगातार मिलने के माध्यम से माता-पिता-शिक्षक संबंध को आगे बढ़ाया जाना चाहिए, इसके परिणामस्वरूप छात्रों का आपसी विकास और संबंध होगा। अभिभावक-शिक्षक संघों के निर्माण को भी अत्यधिक प्रोत्साहित किया जाना चाहिए।
  5. छात्रों, विशेष रूप से माध्यमिक विद्यालयों के छात्रों को कुछ प्रमुख विषयों के सिद्धांत और व्यावहारिक पहलुओं के ज्ञान से अवगत कराया जाना चाहिए (विज्ञान) । स्कूलों को उपलब्ध व्यावहारिक उपकरणों की सटीक संख्या से छात्रों को प्रवेश देने के लिए प्रतिबद्ध होना चाहिए। प्रभावशीलता के लिए व्यावहारिक अध्ययन भी बहुत नियमित आधार पर पढ़ाए जाने चाहिए।
  6. सोमालिया सरकार में शिक्षक प्रशिक्षण संस्थानों को शिक्षकों की क्षमता का निर्माण करने के लिए इसी तरह के बोर्ड के तहत काम करना चाहिए।
  7. सोमालिया की शिक्षा प्रणालियों में पर्याप्त धन दिया जाना चाहिए। सरकार को दान और वितरण में संलग्न होना चाहिए, उदाहरण के लिए पाठ्यपुस्तकों और व्यायाम पुस्तकों का। सरकार को नए स्कूलों के निर्माण और उन स्कूलों के पुनर्निर्माण के लिए भी प्रतिबद्ध होना चाहिए जो हमले का शिकार हुए हैं।

  

संदर्भ
1. अहमद, एच., अलाफ, एम., और एल्गाज़ली, एच. (2020). कोविड-19 और चिकित्सा शिक्षा। द लैंसेट संक्रामक रोग, 20,777-778।
2. बाओ, डब्ल्यू। (2020). कोविड-19 और उच्च शिक्षा में ऑनलाइन शिक्षणः पेकिंग विश्वविद्यालय का एक केस स्टडी। मानव व्यवहार और उभरती प्रौद्योगिकियां, 2,113-115।
3. बार्रे, ए. जी. (2020). सोमालिया शिक्षा क्षेत्र कोविड-19 प्रतिक्रिया योजना।
4. अब्दिफताह अब्दियाज़ीज़ दही
5. कोविड-19 की तैयारी और प्रतिक्रिया पर सोमालिया शिक्षा क्लस्टर टिप्पणी 11 (2020).

  1. कवर फोटो- इस्माइल सलाद उस्मान हाजी दिरिर द्वारा अनसप्लैश पर फोटो।

 

 

 

 

Education Under Pressure: Global Challenges to Safety, Equity, and Access

Education Under Pressure: Global Challenges to Safety, Equity, and Access

Written by Panashe Mlambo

 

Introduction

Between 16 and 31 July 2025, education systems across the globe experienced a series of developments that highlight both persistent inequalities and emerging reform efforts. From infrastructure failures and violent conflict to economic pressures and gender inequality, the events of this period demonstrate the complex challenges shaping access to education worldwide.

At the same time, governments, international organisations, and local communities continue to introduce policies and initiatives aimed at strengthening education systems. Examining these developments together provides insight into the structural forces affecting global education today and the urgent need for coordinated responses to safeguard the right to education.

Safety Risks and Infrastructure Failures

Several incidents during this period exposed serious vulnerabilities in school safety and infrastructure. On 21 July 2025, a Bangladesh Air Force training jet crashed into the campus of Milestone School and College in Dhaka’s Uttara district shortly after take-off from Kurmitola Air Base. The crash killed at least 31 people, including 25 students, and injured more than 160 others (Reuters 2025). The tragedy triggered protests among students and community members who demanded accountability, compensation for victims’ families, and stricter regulations governing military training flights over populated areas.

Concerns about school safety also emerged in India, where the roof of a government school building in Rajasthan’s Jhalawar district collapsed during heavy monsoon rains, killing four children and injuring several others (Al Jazeera 2025). The incident renewed scrutiny of ageing school infrastructure, particularly in rural areas that frequently face extreme weather conditions.

In the United Kingdom, a school bus carrying children overturned on a rural road in Somerset on 17 July 2025, killing one child and injuring several others (Reuters 2025). The accident prompted renewed calls for stronger safety standards in school transport and clearer emergency protocols for school trips.

These incidents underscore the importance of consistent infrastructure maintenance, climate-resilient school construction, and effective safety protocols to protect students in educational environments.

Education in Contexts of Conflict and Displacement

Conflict and political instability continue to disrupt schooling for millions of children worldwide. In Haiti, escalating gang violence has forced schools such as Anténor Firmin in Hinche to serve as shelters for displaced families instead of functioning as learning spaces (United Nations News 2025). Teachers attempt to continue lessons through improvised classes, but shortages of food, sanitation, and educational materials make regular schooling nearly impossible.

Similarly, the growing number of Sudanese refugees in Libya has created an urgent education crisis. Many children living in Tripoli face homelessness and exploitation, while economic hardship and tuition costs have forced numerous students to drop out of school (Radio Dabanga 2025). Without sustained support, thousands of displaced children risk long-term educational loss.

Education access is even more restricted in Afghanistan, where girls remain banned from attending secondary schools and universities under Taliban policies. Many girls have therefore turned to religious madrassas, where the curriculum focuses primarily on religious instruction with limited exposure to modern subjects (Associated Press 2025). International organisations warn that millions of girls may permanently lose access to secondary education if these restrictions continue.

In Colombia, conflict and poverty continue to undermine education in regions such as Putumayo. The opening of a new branch of the Universidad de la Amazonia in Puerto Asís aims to provide young people with alternatives to illicit economies and armed group recruitment, although insecurity and economic hardship continue to threaten students’ ability to complete their studies (The New Humanitarian 2025).

These cases highlight how conflict and displacement not only interrupt schooling but also deepen long-term educational inequalities.

Gender Inequality and Social Barriers in Education

Gender inequality remains a major barrier to equitable education. In Canada, teachers have reported an increase in misogynistic attitudes among male students influenced by online content and social media personalities. Female teachers have described situations in which students refuse to acknowledge their authority, creating difficult classroom environments (CBC News 2025). Researchers argue that schools must actively address harmful gender stereotypes and promote healthier models of masculinity.

Gender disparities are also evident in Japan’s higher education system, where women remain underrepresented in academic positions and leadership roles despite decades of policy efforts to improve gender equality (Times Higher Education 2025). Experts argue that structural barriers continue to limit women’s participation and advancement within academia.

In Benin, health and sanitation challenges continue to affect girls’ ability to attend school. Menstrual poverty, combined with the absence of appropriate sanitation facilities in many schools, contributes to absenteeism and school dropout among girls. In response, the Economic Community of West African States (ECOWAS) and the West African Health Organisation (WAHO) distributed 5,000 reusable menstrual hygiene kits to schools as part of a regional initiative to address menstrual insecurity (News Ghana 2025). While the programme represents an important step, long-term solutions will require improved sanitation infrastructure and comprehensive menstrual health education.

These examples illustrate how social norms, gender inequality, and health-related challenges continue to shape educational experiences and access.

Economic Pressures and Structural Challenges

Financial pressures also influence education systems across the globe. In Portugal, the cost of student housing has risen sharply, with the national average rent for a private room exceeding €415 per month. The rising cost of living has made it increasingly difficult for students to afford higher education, particularly in major cities such as Lisbon and Porto (Euronews 2025).

In Egypt, overcrowded classrooms and teacher shortages continue to strain the public education system. Some classrooms reportedly accommodate more than forty students, and in extreme cases up to two hundred (Human Rights Watch 2025). Although the government has introduced pilot initiatives such as preschool programmes in mosques to expand educational capacity, education spending as a proportion of GDP remains below international benchmarks.

Policy debates in the United States also highlight concerns about education funding. Advocacy organisations warn that proposed changes to federal education programmes could affect services for vulnerable groups, including students with disabilities and adult learners.

These cases demonstrate how financial constraints and policy decisions influence both the accessibility and quality of education.

Reform Efforts and Educational Innovation

Despite these challenges, several countries are pursuing reforms aimed at strengthening education systems. In Sri Lanka, the government has proposed transitioning from an exam-centred education system to a module-based model beginning in 2026. The reform aims to encourage continuous assessment and more diverse learning methods.

Technological innovation is also shaping education policy. Rwanda’s Digital Acceleration Project, part of the Smart Rwanda Master Plan, has electrified hundreds of rural schools using off-grid solar power and expanded access to digital learning tools (The Borgen Project 2025). Similarly, Nigeria has approved solar hybrid power systems for several universities in an effort to stabilise electricity supply and support academic activities.

Early childhood education initiatives are also gaining attention. In Bosnia and Herzegovina, a new Early Childhood Development Centre has been established through cooperation between UNICEF, the European Union, and national authorities. The centre aims to identify developmental challenges early and coordinate support across the education, health, and social protection sectors (UNICEF 2025).

Community-driven initiatives are also emerging. In Malaysia, the proposed “Siswa Balik Sekolah” programme seeks to connect university students with rural primary schools, allowing them to mentor younger students in key subjects such as mathematics and science.

Together, these initiatives demonstrate the diverse strategies countries are adopting to improve access to education and strengthen learning outcomes.

Conclusion

The developments observed between 16 and 31 July 2025 reveal a global education landscape marked by both urgent challenges and ongoing reform efforts. Safety incidents in Bangladesh, India, and the United Kingdom highlight the need for stronger infrastructure and protection measures. Meanwhile, conflict and displacement continue to undermine education access in Haiti, Libya, Afghanistan, and Colombia.

At the same time, structural challenges—including gender inequality, economic pressures, and teacher shortages—affect education systems across both developed and developing countries. Nevertheless, reforms such as Sri Lanka’s curriculum changes, Rwanda’s digital infrastructure expansion, and early childhood initiatives in Bosnia and Herzegovina demonstrate that progress remains possible through sustained investment and policy innovation.

Ensuring that every child has access to safe, inclusive, and quality education will require long-term commitment from governments, international organisations, and civil society. Addressing both immediate crises and structural inequalities is essential to safeguarding the right to education worldwide.

Endnotes

  1. Reuters. “Students protest in Bangladesh after air force jet crash kills 31, mostly children.” 2025.
  2. Reuters. “One child killed in UK school bus crash.” 2025.
  3. Al Jazeera. “At least four children dead in school roof collapse in India.” 2025.
  4. United Nations News. “Schools in Haiti shelter displaced families amid violence.” 2025.
  5. Radio Dabanga. “Sudanese children on the streets of Tripoli face homelessness and exploitation.” 2025.
  6. Associated Press. “Afghanistan girls turn to madrassas amid education ban.” 2025.
  7. CBC News. “Misogyny and online influencers affecting boys in classrooms.” 2025.
  8. Times Higher Education. “Gender equality challenges in Japan’s higher education sector.” 2025.
  9. News Ghana. “ECOWAS distributes reusable sanitary kits to Benin schools.” 2025.
  10. Euronews. “Rising rents: Which is the cheapest city in Portugal for students to live in.” 2025.
  11. The New Humanitarian. “Colombia’s new university aims to break the cycle of conflict.” 2025.
  12. The Borgen Project. “The impacts of the Smart Rwanda Master Plan.” 2025.
  13. UNICEF. “Early childhood development centre opened in Doboj.” 2025.

Reference List

Al Jazeera. (2025). At least four children dead in school roof collapse in India. https://www.aljazeera.com/news/2025/7/25/at-least-four-children-dead-in-school-roof-collapse-in-india

Associated Press. (2025). Afghanistan girls turn to madrassas amid education ban. https://apnews.com/article/afghanistan-taliban-education-girls-madrassa-7cdaf68896e8ccfda2abd71a07a02b99

CBC News. (2025). Misogyny and online influencers affecting boys in classrooms. https://www.cbc.ca/news/canada/nova-scotia/misogyny-online-influencers-boys-classrooms-1.7587571

Euronews. (2025). Rising rents: Which is the cheapest city in Portugal for students to live in. https://www.euronews.com/business/2025/07/29/rising-rents-which-is-the-cheapest-city-in-portugal-for-students-to-live-in

News Ghana. (2025). ECOWAS distributes reusable sanitary kits to Benin schools. https://www.newsghana.com.gh/ecowas-distributes-reusable-sanitary-kits-to-benin-schools

Radio Dabanga. (2025). Sudanese children on the streets of Tripoli face homelessness and exploitation. https://www.dabangasudan.org/en/all-news/article/sudanese-children-on-the-streets-of-tripoli-face-homelessness-and-exploitation

Reuters. (2025). Students protest in Bangladesh after air force jet crash kills 31. https://www.reuters.com

Reuters. (2025). One child killed in UK school bus crash. https://www.reuters.com

The Borgen Project. (2025). The impacts of the Smart Rwanda Master Plan. https://borgenproject.org

The New Humanitarian. (2025). Colombia’s new university aims to break the cycle of conflict. https://www.thenewhumanitarian.org

Times Higher Education. (2025). Gender equality challenges in Japan’s higher education sector. https://www.timeshighereducation.com

UNICEF. (2025). Early childhood development centre opened in Doboj. https://www.unicef.org

United Nations News. (2025). Schools in Haiti shelter displaced families amid violence. https://news.un.org/en/story/2025/07/1165414

 

Barriers to education for girls and children with disabilities in Somalia

Barriers to education for girls and children with disabilities in Somalia

Barriers to education for girls and children with disabilities in Somalia

Written by Pina Bontius

Introduction

Somalia has a variety of issues among its education sector, one of which is equality of education. While enrollment rates and expected time in school are low in general, they more negatively affect vulnerable social groups (GPE Secretariat, 2024). Two significant vulnerable groups in Somalia which face this problem are children with disabilities and girls; this article will report which barriers those two groups face in terms of education, and what the impact of such barriers is on the quality of education they receive.

 

Barriers for children with disabilities

 

Children with disabilities face many challenges in education. There is social stigma around the issue of disability, which disincentivizes parents from identifying their child as disabled in the first place, along with a lack of access to healthcare which would detect disabilities. Therefore, the real proportion of children with disabilities is unknown, which makes it harder to detect the issue and find solutions (UNESCO, 2022). However, existing data shows that disability is a significant barrier to education for Somali children. One issue is negative community attitudes (UNICEF, 2022, p. 80). One fourth of parents included in a 2022 study reported that negative attitudes of teachers and other members of the community were the primary reason for not enrolling their disabled child in school (UNESCO, 2022, p. 80). Social discrimination against disabled students is prevalent; for example, 92% of girls with disabilities reported that they have experienced discrimination at school, which makes it an unsafe and uncomfortable learning environment (UNESCO, 2022, p. 80). Moreover, parents themselves have expressed the view that due to such stigma, people with disabilities will be unable to find employment even after fully completing their education; therefore, there is less incentive to send such children to school, as it would not increase the chances of employment (UNESCO, 2022, p. 80).

 

A second important issue regarding disability is a lack of accessible infrastructure and aids. Due to widespread poverty in the country, families are often unable to provide such learning aids by themselves, and the schools are not equipped with the materials to compensate for that. For instance, according to a SISEND study in 2022, no schools offered audio books or books in braille for visually impaired students, which is significant because visual impairment is the second most prevalent form of disability among Somali students (UNESCO, 2022, p. 80). Additionally, the water, sanitation and hygiene facilities are not equally accessible to disabled students and to able-bodied students. 69% of schools in 2022 lacked physically accessible toilet facilities, and 62% lacked access to clean drinking water; this may disincentivize students with disabilities and create an uncomfortable unhygienic learning environment (UNESCO, 2022, p.80). There are several programs, such as one supported by the Global Partnership for Education, which aim to empower children with disabilities by providing assisting devices such as hearing aids or magnifiers; however, the supply is still too low, and students have to share these resources among themselves (Global Partnership for Education, 2024a).

 

In 2020, Somalia had 5 schools for students with special needs, but these still face significant issues, such as lack of accessibility for students with disabilities who do not live near such schools, and a lack of teacher training which would specialize in the needs of disabled students, as well as a standardized teacher training curriculum (UNESCO, 2022, p. 76). Additionally, these schools focus on a specific form of disability, usually the more prevalent ones such as hearing and visual impairment, which means that students with other disabilities are excluded (UNESCO, p. 76).

 

Barriers for girls

 

Girls in Somalia have less effective access to education than boys. According to UNESCO (2022, p. 74) boys’ education is prioritized due to reasons such as financial struggle, societal norms, safety concerns and early marriage, hence girls are 1.35 times more likely to not be enrolled in school than boys. This creates a gender gap in education, affording boys more opportunities from the start. Even among the girls who do attend school, they tend to drop out earlier and have a shorter educational experience. On average, the expected duration of girls’ education is 1.48 years, compared to the boys, for which the average expected time spent in school is 1.95 years (UNESCO, 2022, p. 20). This effectively means that boys spend 30% more time in school than girls, widening the gender gap in education and therefore future employment opportunities (UNESCO, 2022, p. 83). The gap is even more pronounced when considering the fact that boys enter school earlier than girls on average; 50% of boys enter school at the age of 6, which is the official school-entry age, while only 44% of the girls enroll at the same age (UNESCO, 2022, p. 84). Additionally, their access to education peaks at age 11, while for girls, it is at age 12; this means that boys both have a temporal advantage, and get more opportunities for education earlier on, with a 6% higher effective access to education than girls (UNESCO, 2022, p. 84). This disparity can also be observed in learning outcomes; for instance, girls are at a disadvantage to the boys in every grade, and men in Somalia have almost twice the literacy rate of women, with 49.7% of men being literate, compared to only 25.8% of women (Cline, 2018).

 

The reasons for such a gender gap need to be understood and addressed to solve the issue. The most prevalent factors are social gender expectations, early marriage, low access to WASH facilities and a lack of female teachers. Social expectations dictate that girls should stay at home and help with housework and childcare, as opposed to learning in school (Cline, 2018). Especially with the high rates of poverty in Somalia, families might not be able to afford school fees for all the children, and will prioritize the education of their sons over the daughters due to such gender expectations (Horn Observer, 2025). Connected with this is the issue of early marriage and early pregnancy (Global Partnership for Education, 2024b). According to UNICEF, data from 2022 shows that 17% of women between the ages of 20-24 were married before the age of 15, and 35% under the age of 18 (UNICEF, 2022, p. 68). Child marriage is a significant factor in girls’ school drop-out rates (Ali Mohamud, 2020). It negatively impacts girls’ education by compelling them to drop out of school and perform household or childcare duties; specifically in Africa, each year of child marriage reduces the girls’ likelihood of literacy by 5.6%, and reduces the likelihood of them completing secondary school by 6.5% (Wodon et al., 2017, p. 55). The effect between early marriage and education is bidirectional; early marriage reduces the probability of school attendance, while increasing education reduced the probability of child marriage (Wodon et al., 2017. pp. 55-58). Therefore, increasing education through means such as abolishing school fees, improving teacher quality and curriculum, and direct cash transfers, might reduce the rates of child marriage, which in return increases the girls’ chances to complete their education (Wodon et al., 2017, p. 58). Conversely, cracking down on early marriage allows girls to stay in school longer, which in turn decreases child marriage rates.

 

Other reasons for a gender gap in education in Somalia include a low access to WASH (water, sanitation and hygiene) facilities, as well as a low share of female teachers. Over 25% of schools in Somalia do not have sanitary toilet facilities, and 15% do not have access to clean water (UNESCO, 2022, pp. 140-141). Access to water, sanitation and hygiene facilities is incredibly important for young girls’ menstrual hygiene management. If faced with a lack of such facilities, girls cannot manage their menstrual cycle at school, and have to stay at home during that period; this causes them to miss school and fall behind the boys who do not face such setbacks; an issue which has been emphasized by some international organizations (Global Partnership for Education, 2024b). Secondly, over 80% of teachers in Somalia are male, which is likely a consequence of the gender gap in education itself; in secondary schools, female teachers make up only 3% of the teaching staff (UNESCO, 2022, p. 124). This can be problematic both due to safety concerns, and a lack of role models for girls in education; they might be less motivated to continue education if they cannot see themselves represented in such roles and feel understood in the classroom. Additionally, the UNESCO (2022) study showed a pressing need for Somali teachers to undergo training for inclusiveness and gender responsiveness, as to motivate young girls in school and provide them with the proper and inclusive learning environment.

 

Conclusion

Though there are programs and initiatives to increase equality of education in Somalia, vulnerable groups such as disabled children and girls still face unique challenges preventing them from attending school or receiving quality education. One part of the issue can be addressed through improving infrastructure in terms of accessibility for disabled students and in terms of volume of WASH facilities for girls, while a bigger challenge will be addressing the normative and societal barriers which disincentivize such vulnerable groups from attending school. Negative social attitudes, discrimination, and social gender expectations are among the most significant factors which prevent effective access to education; though addressing them is difficult, it is also necessary to ensure all children in Somalia get a fair chance at obtaining quality education.

 

 

Bibliography

 

Ali Mohamud, B. (2020). To end child marriage, Somali mindsets must change. World Bank Blogs. https://blogs.worldbank.org/en/youth-transforming-africa/end-child-marriage-somali-mindsets-must-change

Empowering children with disabilities through inclusive education in Somalia. (2024a). Global Partnership for Education. https://www.globalpartnership.org/blog/empowering-children-disabilities-through-inclusive-education-somalia

 

Gedo: Progress and Challenges in Girls’ Education in Somalia. (2025). [Horn Observer]. Hornobserver.Com. http://hornobserver.com/articles/3110/Gedo-Progress-and-Challenges-in-Girls-Education-in-Somalia

 

GPE Secretariat. (2024). Transforming education in Somalia. Global Partnership for Education. https://www.globalpartnership.org/blog/transforming-education-somalia

 

Somalia: Despite challenges, education paves the way for a promising future. (2024b). Global Partnership for Education. https://www.globalpartnership.org/results/country-journeys/somalia-despite-challenges-education-paves-way-promising-future

 

UNESCO. (2022). Education sector analysis: Federal Government of Somalia: Assessing opportunities for rebuilding the country through education (p. 214). https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000380838&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_b28ce78f-c68a-4aad-8f07-076b2f4df1df%3F_%3D380838eng.pdf&updateUrl=updateUrl7986&ark=/ark:/48223/pf0000380838/PDF/380838eng.pdf.multi&fullScreen=true&locale=en#p30

 

Wodon, Q., Savadogo, A., Yedan, A., Edmeades, J., Kes, A., John, N., Murithi, L., Steinhaus, M., & Petroni, S. (2017). Economic Impacts of Child Marriage: Global Synthesis Report.

Colonial Relics in Tunisian Education

Colonial Relics in Tunisian Education

Colonial Relics in Tunisian Education

Written by Valeria Romano

INTRODUCTION

Education has a specific function in nation-building. Standardized education leads to the homogenization of representations and reasoning, creating a procrustean-minded population[i]. Education is the first lynchpin to build a cohesive society based on shared values and beliefs, as it allows state administration and legislation to deliver messages and socialize with its people. Schooling systems were deemed essential by colonial powers to maintain dominance in overseas territories. For instance, France established a homogeneous and highly centralized education framework in all its colonies, where educational buildings could not operate without permission and teachers had to follow a national curriculum provided by the colonial body. The goal was to impose French culture on the newly acquired territories.

This article will delve into education functioning as a colonial, oppressive framework. It will focus on the former French colony of Tunisia, presenting its history and describing relics of colonial scholastic legislation. Finally, the essay will look at contemporary academic trends in Tunisia.

 

 

HISTORY OF COLONIZED TUNISIA

In 1881, Tunisia became a French protectorate through a treaty. Although the French government did not appropriate land, France still controlled the region’s political and economic systems (Anon 2025). The French acquired most of the land privately, without direct assistance from authorities. However, the communal lands owned by the tribes, particularly the waqfs (inalienable property), could not be transferred to new owners. To stop this and facilitate the process of land acquisition for the colonial French, new laws enacted in the protectorate allowed for long-term lease (“Modern History of the Arab Countries by Vladimir Borisovich Lutsky 1969,” n.d.).[iii] Although the official language did not change, political communications had to happen in French. Moreover, Tunisian representatives had no autonomy in either international or domestic affairs. Thirteen districts of civil control were established throughout the country, except for the southern territories, which were directly controlled by the French military (idem.).motherland (Anon 2025).[vi]

In the 20th century, independence movements arose around the world. Habib Bourguiba became a prominent leader in the struggle for national autonomy, and in 1934, he founded the Neo Destour Party, which became the key force in the independence movement. After years of protests, negotiations, and increasing international pressure, Tunisia finally achieved independence from France on March 20, 1956, and Habib Bourguiba became the nation’s first president (Anon 2025).[vii]

 

EDUCATION FRAMEWORK

Colonization of Tunisia passed through the establishment of a novel educational framework; in particular, it represented a place where colonial settlers could learn the French language, thus, it represented the first pillar of cultural extension and domination. Educational systems in colonized territories were pivotal in constructing colonial hegemony and strengthening power relationships and control (Shaw 2024).[viii]

France’s colonial policies are composed of three phases: the 19th century, the 1900s until the end of the Second World War, and from 1945 to decolonization. The first stage is characterized by strategies of assimilation to transform Indigenous people into French people, with education seen as the primary tool to achieve such a goal. Cultural societies were degraded through the employment of textbooks teaching Indigenous children their habits and surroundings were inferior compared to the French lifestyle (Feldmann 2016).[ix]

At the beginning of the 20th century, adoption took over assimilation as the guiding concept of the educational framework. Now the curriculum is tailored to fit local environments. Instead of attempting to transform natives into Frenchmen, the goal was to allow them to gradually enhance their customary ways of life. The new strategies emphasized inequalities between the Indigenous masses, who were only granted basic levels of education, and European elites, who could access advanced education.  This adaptation policy stemmed from a heightened perception of European racial superiority and skepticism regarding the abilities of indigenous peoples (Feldmann 2016).[x]

Finally, with the era of independence movements, the education framework returned to being centered around assimilation. France aimed at creating replicas in the colonies’ schooling system. Although enrollment rose significantly, the system continued to be very selective.[xi]

In Tunisia, the proliferation of public schools aimed at political, social, and economic dominance by cultivating a future homogeneous and cohesive population. France strategically did not dismantle the Islamic education system to foster a dual Franco-Arab framework to cultivate a compliant elite and reduce insurgent tendencies (Ben Salah, Chambru, and Fourati 2022).

[xiii][xiv]

 

COLONIAL RELICS AND CONTEMPORARY FRAMEWORK

The legacy of French colonialism still negatively impacts educational outcomes in former colonies. From 1972 to 2012, these countries experienced significantly lower secondary school enrollment rates compared to nations without a colonial past, with gross enrollment rates at least 10 percentage points lower. Adults in these regions attained, on average, 1.6 fewer years of schooling. The effect was even more pronounced for female students, who experienced a 12-percentage point deficit in secondary enrollment, and received nearly 1.8 fewer years of education than their counterparts in other countries (Feldmann 2016). [xv]

[xvii]

 

CONCLUSION

Relics of colonial education policies still seep into post-independence societies. While such reforms may undermine a country’s cultural identity and social strategies, the colonial legacy should not be viewed through a strictly deterministic lens. As a matter of fact, as the case of Tunisia illustrates, correct educational policies, countering spatial inequalities strengthened by the French rules, change the academic outcomes of a country.

 

 

[i] Thomas Hylland Eriksen. 2001. Small Places, Large Issues an Introduction to Social and Cultural Anthropology. London [U.A.] Pluto Press.

[ii] 2025. Carthagemagazine.com. 2025. https://carthagemagazine.com/tunisias-rich-history-from-phoenicians-to-independence.

[iii] “Modern History of the Arab Countries by Vladimir Borisovich Lutsky 1969.” n.d. Www.marxists.org. https://www.marxists.org/subject/arab-world/lutsky/ch21.htm.

 

[iv] Idem.

[v]2025. Carthagemagazine.com. 2025. https://carthagemagazine.com/tunisias-rich-history-from-phoenicians-to-independence.

[v]

[vi] “Modern History of the Arab Countries by Vladimir Borisovich Lutsky 1969.” n.d. Www.marxists.org. https://www.marxists.org/subject/arab-world/lutsky/ch21.htm.

  1. Carthagemagazine.com. 2025. https://carthagemagazine.com/tunisias-rich-history-from-phoenicians-to-independence.

 

[viii] Shaw, Jilian.  2024. “Research Paper: The Impact of French Colonial Ideology on Educational Institutions in Algeria and Tunisia.” Laidlaw Scholars Network. September 16, 2024. https://laidlawscholars.network/documents/research-paper-the-impact-of-french-colonial-ideology-on-educational-institutions-in-algeria-and-tunisia.

[ix] Feldmann, Horst. 2016. “The Long Shadows of Spanish and French Colonial Education.” Kyklos 69 (1): 32–64. https://doi.org/10.1111/kykl.12102.

[x] Feldmann, Horst. 2016. “The Long Shadows of Spanish and French Colonial Education.” Kyklos 69 (1): 32–64. https://doi.org/10.1111/kykl.12102.

[xi] Feldmann, Horst. 2016. “The Long Shadows of Spanish and French Colonial Education.” Kyklos 69 (1): 32–64. https://doi.org/10.1111/kykl.12102.

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

[xiii] Laidlaw Scholars Network. 2024. “Research Paper: The Impact of French Colonial Ideology on Educational Institutions in Algeria and Tunisia.” Laidlaw Scholars Network. September 16, 2024. https://laidlawscholars.network/documents/research-paper-the-impact-of-french-colonial-ideology-on-educational-institutions-in-algeria-and-tunisia.

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

[xv] Feldmann, Horst. 2016. “The Long Shadows of Spanish and French Colonial Education.” Kyklos 69 (1): 32–64. https://doi.org/10.1111/kykl.12102.

[xvi] “Addressing the Lingering Effects of Colonial Influence on Educational Institutions.” 2024. CEPR. September 30, 2024. https://cepr.org/voxeu/columns/addressing-lingering-effects-colonial-influence-educational-institutions.

[xvii] Fourati, Maleke. 2024. “Addressing the Lingering Effects of Colonial Influence on Educational Institutions.” CEPR. September 30, 2024. https://cepr.org/voxeu/columns/addressing-lingering-effects-colonial-influence-educational-institutions.

 

Staff, Editorial. 2024. “Tunisia’s Rich History: From Carthage to Independence.” Carthage Magazine. September 5, 2024. https://carthagemagazine.com/tunisias-rich-history-from-phoenicians-to-independence/.

 

“Modern History of the Arab Countries by Vladimir Borisovich Lutsky 1969.” n.d. Www.marxists.org. https://www.marxists.org/subject/arab-world/lutsky/ch21.htm.

 

“Modern History of the Arab Countries by Vladimir Borisovich Lutsky 1969.” n.d. Www.marxists.org. https://www.marxists.org/subject/arab-world/lutsky/ch21.htm.

 

Staff, Editorial. 2024. “Tunisia’s Rich History: From Carthage to Independence.” Carthage Magazine. September 5, 2024. https://carthagemagazine.com/tunisias-rich-history-from-phoenicians-to-independence/.

 

“Modern History of the Arab Countries by Vladimir Borisovich Lutsky 1969.” n.d. Www.marxists.org. https://www.marxists.org/subject/arab-world/lutsky/ch21.htm.

 

Staff, Editorial. 2024. “Tunisia’s Rich History: From Carthage to Independence.” Carthage Magazine. September 5, 2024. https://carthagemagazine.com/tunisias-rich-history-from-phoenicians-to-independence/.

 

https://laidlawscholars.network/documents/research-paper-the-impact-of-french-colonial-ideology-on-educational-institutions-in-algeria-and-tunisia

 

file:///C:/Users/Utente/Downloads/1801710074.pdf

 

https://laidlawscholars.network/documents/research-paper-the-impact-of-french-colonial-ideology-on-educational-institutions-in-algeria-and-tunisia

 

file:///C:/Users/Utente/Downloads/1801710074.pdf

 

https://onlinelibrary.wiley.com/doi/full/10.1111/kykl.12102

 

https://cepr.org/voxeu/columns/addressing-lingering-effects-colonial-influence-educational-institutions

 

Barriers to Learning: Socioeconomic and Structural Issues in Tunisian Education

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.

 

 

Educational Challenges in South Sudan (Hindi)

Educational Challenges in South Sudan (Hindi)

एक टिप्पणी छोड़ें

 

दक्षिण सूडान में शैक्षिक चुनौतियां

हसन ए अबुसिम द्वारा लिखित

शिक्षा मानव अधिकारों में से एक है जो पीढ़ियों की निरंतरता और विकास की स्थिरता की गारंटी देता है और गरीबी चक्र को तोड़ने के लिए सबसे अच्छे उपकरणों में से एक है, क्योंकि यह समाज के निर्माण और पुनर्जागरण के लिए बुनियादी मूल निर्माण खंड है। एक ऐसे देश के लिए शिक्षा की चुनौतियां जिसने हाल ही में अपनी स्वतंत्रता (2011) प्राप्त की – दुनिया का सबसे नया राष्ट्र, और (नाजुक राज्य सूचकांक) पर 2 वें स्थान पर है, बेहद कठिन और जटिल हैं। आगोक प्राइमरी स्कूल, अबीई। ग्लोबल केयर द्वारा फोटो।

दक्षिण सूडान के लिए क्या चुनौतियां हैं?

दक्षिण सूडान में, 6 से 17 वर्ष की आयु के 70% बच्चों ने कभी भी कक्षा में पैर नहीं रखा है। केवल 10% बच्चे प्राथमिक शिक्षा पूरी करते हैं-दुनिया में सबसे खराब पूर्णता दर में से एक। चौंकाने वाली बात यह है कि दक्षिण सूडान में एक लड़की के प्राथमिक शिक्षा पूरी करने की तुलना में प्रसव में मरने की संभावना अधिक होती है।
गुणवत्तापूर्ण शिक्षण कर्मचारियों की कमी और अपर्याप्त स्कूल भवन ऐसी चुनौतियां हैं जो अत्यधिक गरीबी को बढ़ाती हैं, क्योंकि परिवार अगले भोजन के लिए बेताब काम करते हैं।
यह इन गरीब समुदायों में मिलिशिया समूहों द्वारा लाई गई हिंसा और अशांति से और बढ़ जाता है। आजीविका के किसी अन्य स्रोत के अभाव में हर साल हजारों युवा मिलिशिया समूहों में शामिल होते हैं, जिससे विनाश का एक दुष्चक्र पैदा होता है।

शिक्षा प्रणाली

क्षेत्रीय दक्षिणी सूडान की पिछली शिक्षा प्रणाली के विपरीत-जिसे 1990 से सूडान गणराज्य में उपयोग की जाने वाली प्रणाली के बाद मॉडल किया गया था-दक्षिण सूडान गणराज्य की वर्तमान शिक्षा प्रणाली (8 + 4 + 4) प्रणाली का पालन करती है (जो केन्या के समान है)। प्राथमिक शिक्षा में आठ वर्ष, चार वर्ष की माध्यमिक शिक्षा और चार वर्ष का विश्वविद्यालय शिक्षा शामिल है।

सभी स्तरों पर शिक्षा का मुख्य माध्यम अंग्रेजी है, जबकि सूडान गणराज्य में शिक्षा का माध्यम अरबी है। 2007 में, दक्षिण सूडान ने अंग्रेजी को आधिकारिक संचार भाषा के रूप में अपनाया था। वैज्ञानिक और तकनीकी क्षेत्रों में अंग्रेजी शिक्षकों और अंग्रेजी बोलने वाले शिक्षकों की गंभीर कमी है।

शिक्षा विकास योजना

2010 में, दक्षिण सूडान विकास योजना (2011-13) ने अपने दो शिक्षा मंत्रालयों के माध्यम से “द एजुकेशन रिकंस्ट्रक्शन डेवलपमेंट फोरम” नामक एक सम्मेलन का आयोजन किया। दक्षिण सूडान के शैक्षिक बुनियादी ढांचे में मौलिक समस्याओं के बारे में एक राष्ट्रीय संवाद बनाने के उद्देश्य से सम्मेलन का इच्छित प्रभाव “दक्षिण सूडान विकास योजना (2011-13)” नहीं था। हालांकि, दक्षिण सूडान में एक निरंतर स्थिति शिक्षकों और छात्रों के बीच एक महत्वपूर्ण लिंग अंतर है। यह तथ्य कि अधिकांश शिक्षक पुरुष हैं, महिला शिक्षकों की लगभग अनुपस्थिति महिला छात्रों को विशेष रूप से हाशिए पर डालती है।
इसके अलावा, 300 से 1 के हाई स्कूल छात्र-शिक्षक अनुपात का मतलब है कि सीखना अनिवार्य रूप से भीड़भाड़ वाली कक्षाओं में होता है। लाइब्रेरियन, स्कूल काउंसलर, और मनोवैज्ञानिक जैसे सहायक स्टाफ की कमी स्पष्ट है, जो कई शैक्षिक प्रणालियों में एक अनिवार्य हिस्सा हैं और विशेष रूप से विशेष आवश्यकताओं वाले बच्चों के लिए महत्वपूर्ण हैं। दक्षिण सूडान में प्राथमिक से लेकर विश्वविद्यालय स्तर तक शिक्षकों और छात्रों दोनों के लिए कंप्यूटर जैसी आधुनिक तकनीक का भी अभाव है।

परिवहन प्रणाली में चुनौतियां
ग्रामीण और शहरी क्षेत्रों में शैक्षिक असमानताएँ बनी हुई हैं। एक के लिए, सभी 120 माध्यमिक विद्यालय दक्षिण सूडान के शहरों में हैं। ग्रामीण क्षेत्रों के छात्र जो माध्यमिक शिक्षा प्राप्त करना चाहते हैं, उन्हें उच्च परिवहन लागत का सामना करना पड़ता है, जो कुछ छात्रों को कोशिश करने से भी रोकता है। यह चुनौती दूसरों पर बढ़ जाती है। उदाहरण के लिए, कई ग्रामीण दक्षिण सूडानी परिवार पशु-पालन में संलग्न हैं, जो स्कूली उम्र के बच्चों को मौसमी भिन्नताओं और आर्थिक दबावों के अनुसार पलायन करने के लिए मजबूर करता है।

शैक्षिक सुविधाओं में चुनौतियां
कई स्कूलों की इमारतें ध्वस्त हो गई हैं। 2013 में, दो प्रमुख राजनेताओं के बीच तनाव ने डिंका और

नूअर जातीय जनजातियों के बीच लड़ाई को बढ़ावा दिया। उसके बाद हुए दो साल के गृहयुद्ध के दौरान हजारों लोग मारे गए और 20 लाख से अधिक लोग विस्थापित हो गए। इस बीच, 800 विद्यालय भवन नष्ट हो गए। जबकि 6,000 उपयोग करने योग्य बने रहे, उनमें से लगभग सभी महत्वपूर्ण शैक्षिक संसाधनों और बुनियादी ढांचे से वंचित हो गए। “कहीं और, उन्हें स्कूल नहीं कहा जाएगा। यह एक पेड़ और एक ब्लैकबोर्ड है”। (दक्षिण सूडान में यूनिसेफ के शिक्षा प्रमुख ने 2016 में एन. पी. आर. को बताया।)

दक्षिण सूडान में भीड़भाड़ वाली प्राथमिक कक्षा, जहां शिक्षक-छात्र अनुपात अंतरराष्ट्रीय मानदंडों से कहीं अधिक है और व्यक्तिगत समर्थन, समावेशी प्रथाओं या गुणवत्तापूर्ण शिक्षा के लिए बहुत कम उम्मीद है। विंडल ट्रस्ट इंटरनेशनल द्वारा ली गई तस्वीर।

कई लक्षित प्रतिभागियों से एक महत्वपूर्ण प्रश्न पूछा गया था; “दक्षिण सूडान की स्वतंत्रता के बाद से, आप शिक्षा प्रणाली में सबसे अधिक दबाव वाली समस्या (ओं) के रूप में क्या देखते हैं?”


साक्षात्कारकर्ता द्वारा पूछे गए प्रमुख प्रश्न पर प्रतिभागियों की प्रतिक्रियाएँ निम्नानुसार हैंः

 

प्रतिभागी प्रतिभागी प्रतिक्रियाएँ
न्यूज़ रिपोर्टर “आज हमारे नए देश को प्रभावित करने वाली सबसे बड़ी समस्याओं में से एक विभिन्न जनजातियों के बीच निरंतर समस्याएं और प्रतिद्वंद्विता है जिसमें गंभीर हिंसा शामिल है और जिसने सरकार को पुलिस, सुरक्षा और सैन्य बलों को बहुत पैसा देने के लिए मजबूर किया है। ये समस्याएं इतनी गंभीर हैं कि सरकार के लिए हर दिन इस हद तक पूरी तरह से रुकना असामान्य नहीं है कि देश में कुछ भी काम नहीं करता है, न परिवहन प्रणाली, न दुकानें और बाजार, न स्कूल। मेरे लिए, जनजातीय समस्याएं, यदि हल नहीं की गईं, तो इस देश को नीचे लाएंगी। मुझे बच्चों के लिए बहुत बुरा लगता है क्योंकि, कभी-कभी, कोई भी उनकी देखभाल नहीं करता है, और उनमें से कई अपने अस्तित्व में योगदान करने की भावना के बिना जीवन में भटकने की संभावना रखते हैं।
“शिक्षा मंत्री के प्रतिनिधि #1”  “दक्षिण सूडानी शैक्षिक प्रणाली में प्रमुख समस्या यह है कि हमारे पास अपने छात्रों और शिक्षकों (भीड़भाड़ वाली सुविधाओं) के लिए कोई भवन नहीं है। हम, सरकार, उन्हें धैर्य रखने के लिए कहते रहते हैं, लेकिन वे सब कुछ तुरंत चाहते हैं। यह हमारी स्वास्थ्य देखभाल प्रणाली, हमारी शरणार्थी समस्या, सूडान के साथ हमारी निरंतर समस्याओं और युद्ध से प्रभावित लोगों के मानसिक स्वास्थ्य जैसी अन्य महत्वपूर्ण प्राथमिकताओं वाला एक नया देश है। हमारे देश के कई नागरिकों को एक युद्ध से बहुत भावनात्मक निशान है जिसने सभी को आघात पहुंचाया। उन्हें खुद को भाग्यशाली समझना चाहिए कि हम उनकी मदद करना चाहते हैं। बहुत से लोग अनपढ़ हैं, खासकर बच्चों के माता-पिता, और नई सरकार के रूप में हमारे मिशन को नहीं समझते हैं। राष्ट्रपति बहुत कोशिश कर रहे हैं”
शिक्षा मंत्री के प्रतिनिधि #2 उन्होंने कहा, “हमारे राज्य और गांव में, हमें अपने स्कूलों के निर्माण के लिए धन देने का वादा किया जाता है क्योंकि बच्चे मुफ्त शिक्षा के अपने अधिकार से वंचित हैं। मानवाधिकारों की सार्वभौमिक घोषणा के अनुच्छेद 26 के तहत हर किसी को शिक्षा का अधिकार है, और दक्षिण सूडान के बच्चों को भी है। सबसे पहले, उत्तर के लोगों, सूडानी सरकार ने हमें धोखा दिया और दक्षिण में हमारी शिक्षा की कभी परवाह नहीं की, और अब, कभी-कभी ऐसा लगता है कि हमारी वर्तमान सरकार को परवाह नहीं है। बच्चे कैसे सीख सकते हैं जब स्कूल पत्ते से बने होते हैं और शिक्षकों को भुगतान नहीं मिलता है, या बच्चों को बिना किताबों के फर्श पर बैठना पड़ता है, और अक्सर बीमार होते हैं?

दक्षिण सूडान में शैक्षिक चुनौतियों पर चर्चा।

 

दक्षिण सूडान में शिक्षा प्रणाली के विकास के लिए सिफारिश में भारी मदद की आवश्यकता हैः

 

  • स्कूल प्रबंधन और शिक्षा अधिकारियों द्वारा निर्धारित प्राथमिकताओं के अनुसार ‘वापसी करने वाले’ स्कूलों को तत्काल सहायता दी जाए ।
  • एजेंसियां जुबा (दक्षिण सूडान की राजधानी) के बाहर स्कूलों का समर्थन करती हैं ताकि जुबा शहर में भीड़ को कम किया जा सके और महिला छात्रों को आकर्षित करने के लिए बोर्डिंग सुविधाएं प्रदान की जा सकें।
  • नामांकन और प्राप्ति में गुणवत्ता और भारी लिंग अंतर को दूर करने के लिए नीतियां स्थापित करने के लिए एजेंसियां शिक्षा अधिकारियों के साथ काम करती हैं।
  • अंग्रेजी भाषा की पाठ्य-पुस्तकों को विकसित करने और प्राप्त करने और गहन भाषा प्रशिक्षण प्रदान करने के लिए सहायता प्रदान की जाती है।
  • साक्षरता कार्यक्रम उन वयस्कों पर लक्षित किए जाएं जो शिक्षा से चूक गए हैं ताकि उन्हें इसके मूल्य के बारे में जागरूक किया जा सके और उन्हें लड़कियों सहित अपने बच्चों को स्कूल क्यों भेजना चाहिए।

 

निष्कर्ष

हमारी टिप्पणियों के परिणाम कि दक्षिण सूडान में वर्तमान शिक्षा प्रणाली संकट की स्थिति में बनी हुई है, और शायद अब और भी अधिक है क्योंकि देश एक गृह युद्ध में है। शिक्षा में उम्र और भूमिका के बावजूद, प्रतिभागियों ने निरंतर राजनीतिक संघर्ष, सरकार में अविश्वास और एक अराजक आर्थिक प्रणाली को शिक्षा की विफलता में योगदान के रूप में उद्धृत किया। एक विश्वसनीय परिवहन प्रणाली की अनुपस्थिति भी दक्षिण सूडान में शिक्षा प्रणाली को सीधे प्रभावित करती है; युवा स्कूल जाने के लिए परिवहन पर निर्भर हैं। प्रतिभागियों द्वारा उठाई गई अन्य समस्याओं में स्कूल भवनों की अनुपस्थिति और पुस्तकों, शिक्षण आपूर्ति और कंप्यूटर जैसे बुनियादी संसाधनों की कमी शामिल है। कुल मिलाकर, इस नए राष्ट्र के लिए काफी जरूरतें हैं और ये परिवारों में आर्थिक संसाधनों की कमी, स्कूली कर्मचारियों और प्रशासकों के बीच भ्रष्टाचार और भ्रष्टाचार, महिला छात्रों और शिक्षकों के हाशिए पर जाने और निरंतर शिक्षा के अधिकार सहित बुनियादी मानवाधिकारों से वंचित होने का परिणाम हैं।

संदर्भ
• केयर, जी. (2023, July 24). दक्षिण सूडान परियोजना। ग्लोबल केयर ऑर्गनाइजेशन से लिया गयाः https://www.gobalcare.org/project/south-sudan /
• डेलेगल, जे। (2019). दक्षिण सूडान में शिक्षा के बारे में 8 तथ्य बोर्गेन परियोजना।
• जी., बी. (2011). दक्षिणी सूडान में शिक्षाः बेहतर भविष्य में निवेश। लंदन, इंग्लैंडः सेंटर फॉर यूनिवर्सल एजुकेशन, ब्रूकिंग्स इंस्टीट्यूट।
• जॉन क्यूक, आर. जे. (2014). एक शिक्षा के लिए खतराः दक्षिण सूडान के मामले और उसके लोगों की आवाज़ों पर एक शोध निबंध। फोरम फॉर इंटरनेशनल रिसर्च इन एजुकेशन, 22-31
• विकीपीडिया। (2023, July 26). दक्षिण सूडान। विकीपीडिया वेबसाइट से लिया गयाः https://en.wikpedia.org/wiki/South_Sudan

 

Educational Challenges in Uganda (Hindi)

Educational Challenges in Uganda (Hindi)

युगांडा में शिक्षा प्रणाली के सामने चुनौतियां

रूथ लाकिका द्वारा लिखित

परिचय

शिक्षा दुनिया भर के सभी मनुष्यों के लिए एक मौलिक अधिकार है। आर्थिक या सामाजिक स्थिति चाहे जो भी हो, प्रत्येक व्यक्ति को शिक्षा का अधिकार होना चाहिए। इस तथ्य के बावजूद कि यह स्पष्ट लग सकता है, यह कई युगांडा वासियों के लिए वास्तविकता नहीं है। फिर भी, सरकार ने निरक्षरता को कम करने के लिए महत्वपूर्ण प्रयास किए हैं और अभी भी कर रही है। उदाहरण के लिए, सरकार ने शिक्षा प्रणाली को पूर्व-प्राथमिक, प्राथमिक, माध्यमिक और माध्यमिक के बाद या तृतीयक शिक्षा में विभाजित किया है।

युगांडा ने सार्वभौमिक प्राथमिक शिक्षा को लागू करने में प्रगति की है, फिर भी कई छात्र साक्षरता और संख्यात्मकता के न्यूनतम स्तर को प्राप्त नहीं करते हैं। कम सीखने का स्तर कम पूर्णता दर में योगदान देता है और कई छात्र ग्रेड के बीच संक्रमण में विफल रहते हैं और स्कूल छोड़ने की दर दर अधिक होती है।

32 वर्षीय एलिस नामवेरू, मियाना प्राथमिक विद्यालय और प्रारंभिक बाल विकास केंद्र में एक शिक्षक प्रशिक्षु हैं। फोटोः जीपीई/लिविया बार्टन

संघर्ष और असुरक्षा

इस्लामिक स्टेट समूह से जुड़े विद्रोहियों ने पश्चिमी युगांडा के एक स्कूल में लगभग 40 छात्रों की हत्या कर दी (IS).

पांच आतंकवादियों ने म्पोंडवे में लुबिरिहा माध्यमिक विद्यालय पर हमला किया। युगांडा के सूचना मंत्री ने कहा कि 37 छात्रों के मारे जाने की पुष्टि हुई है, लेकिन उन्होंने अपनी उम्र नहीं बताई। क्रिस बेरिओमुन्सी ने बीबीसी को बताया कि उनमें से बीस पर धारदार हथियारों से हमला किया गया और उनमें से 17 को जला दिया गया।

युगांडा की सेना ने कहा कि विद्रोहियों ने एक स्कूल गार्ड और स्थानीय समुदाय के तीन सदस्यों को भी मार डाला था।

जीवित बचे लोगों ने कहा कि हथियारों से हमले के बाद विद्रोहियों ने छात्रावास में बम फेंका। यह स्पष्ट नहीं है कि इससे इमारत में आग लगी या नहीं, जिसकी पहले सूचना दी गई थी।

उन्होंने कहा कि विद्रोहियों द्वारा स्कूल की दुकानों से चुराया गया भोजन ले जाने के लिए छह छात्रों का भी अपहरण कर लिया गया था। इसके बाद आतंकवादी सीमा पार डी. आर. कांगो में लौट आए।

पर्याप्त शिक्षकों की कमी

युगांडा के ग्रामीण क्षेत्रों में शिक्षा के लिए शिक्षकों की कमी एक और बड़ी बाधा है। वास्तव में, ग्रामीण क्षेत्रों में, महान शिक्षकों को आकर्षित करना बेहद मुश्किल हो सकता है, और सामान्य रूप से, अधिकांश शिक्षक शहरी क्षेत्रों में पढ़ाना पसंद करते हैं। इसका कारण यह है कि ग्रामीण जीवन सभी के लिए उपयुक्त नहीं है। स्वास्थ्य सेवा, बैंक और उचित आवास जैसी कई सेवाओं को प्राप्त करना भी कठिन हो सकता है।

क्यान्जा हाई स्कूल एमपिगी में जलवायु शिक्षा पढ़ाते हुए। फोटोः अतविजुकीरेनाओमी

 

घरेलू गरीबी

घरेलू गरीबी के कारण स्कूल तक पहुंच और उसकी पूर्णता में असमानता देखी जाती है, जिसमें लड़कियों और सबसे गरीब परिवारों के बच्चों के स्कूल छोड़ने का सबसे अधिक जोखिम होता है। यूनिसेफ़ के अनुसार, 2020 में जनसंख्या के सबसे अमीर 20 प्रतिशत लोगों का माध्यमिक स्तर पर नामांकन 43.1 प्रतिशत था, जो कि सबसे गरीब 20 प्रतिशत के नामांकन (8.2 प्रतिशत) से पाँच गुना अधिक है। भौगोलिक दृष्टिकोण से, सबसे अधिक माध्यमिक स्तर का शुद्ध नामांकन कंपाला (52 प्रतिशत) में देखा गया, जबकि सबसे कम अचोली (7 प्रतिशत) में था। शिक्षा से जुड़े खर्चों के कारण गरीब परिवारों के 10 में से 6 लोग स्कूल छोड़ देते हैं।

जिन बच्चों ने स्कूल में दाखिला लिया भी है, उनके लिए योग्य शिक्षकों की कमी, पाठ्यपुस्तकों की अनुपलब्धता, और निम्न गुणवत्ता वाले स्कूल वातावरण जैसे कारणों से सीखने के परिणाम प्रतिकूल रूप से प्रभावित होते हैं। इसके परिणामस्वरूप, युगांडा के ग्रामीण क्षेत्रों में पांचवीं कक्षा के अधिकांश छात्र बुनियादी गणित और पढ़ने के कौशल में पारंगत नहीं हो पाते।

शिक्षा केंद्रों से भौतिक दूरी

शिक्षा केंद्रों से भौतिक दूरी ग्रामीण क्षेत्रों में बच्चों की शिक्षा के लिए एक बड़ी समस्या है। स्कूल बच्चों के घरों से कई किलोमीटर दूर स्थित होते हैं, जिसके कारण उन्हें स्कूल पहुँचने के लिए लंबी दूरी तय करनी पड़ती है।

इस कारणवश, कई बच्चे स्कूल नहीं जा पाते हैं क्योंकि यह बहुत दूर होता है, जबकि कुछ बच्चे इस कठिनाई के कारण स्कूल छोड़ देते हैं। भौतिक दूरी का यह मुद्दा शिक्षा की पहुंच और निरंतरता को सीधे प्रभावित करता है, खासकर ग्रामीण इलाकों में, जहां परिवहन के साधन सीमित होते हैं और बच्चे कठिनाइयों का सामना करते हैं।

इस प्रकार, स्कूलों की भौगोलिक स्थिति और परिवहन के साधनों की कमी शिक्षा में असमानता को बढ़ाती है और बच्चों के सीखने के अवसरों को सीमित करती है।

कोविड-19 का असर

स्कूल बंद होने और घरेलू आय में कमी, विशेष रूप से ग्रामीण क्षेत्रों में, स्कूली आयु वर्ग के बच्चों के लिए शिक्षा तक पहुंच को सीमित कर दिया। कई छात्रों ने अपने माता-पिता की आय के नुकसान के कारण स्थायी रूप से स्कूल छोड़ दिया। जब स्कूल बंद थे तब युवाओं को आय पैदा करने के तरीके खोजने की जरूरत थी। इसने लिंग या स्थान के आधार पर अलग-अलग चुनौतियों का सामना किया।

लड़कियाँ स्कूलों में फिर से शामिल नहीं हो पाईं और उन्हें बाल विवाह और किशोर गर्भधारण का सामना करना पड़ा। किशोर गर्भधारण और बाल विवाह के मामलों में वृद्धि देखी गई। 2020 में डे ऑफ द अफ्रीकन चाइल्ड से पहले, सेव द चिल्ड्रन ने कुछ बच्चों से चर्चा की कि COVID-19 उन्हें कैसे प्रभावित कर रहा था। वाकिसो जिले की यह कहानी स्थिति को संक्षेप में प्रस्तुत करती है: “पाँचवीं कक्षा की एक लड़की, जो पास के एक स्कूल में पढ़ती थी, को पत्थर की खदान में काम करने वाले एक व्यक्ति ने गर्भवती कर दिया। जब स्कूल बंद हुए, तो उसकी माँ ने उसे सामान बेचने के लिए भेजा। इनमें से कई लड़कियाँ शायद कभी स्कूल वापस नहीं जा पाएंगी, क्योंकि COVID-19 का उनके परिवारों की आर्थिक स्थिति पर गहरा प्रभाव पड़ा है।”

ऐसे मामलों में, लड़कों की तुलना में अधिक लड़कियों के प्रभावित होने की संभावना है क्योंकि गरीब परिवार अक्सर लड़कों की शिक्षा को प्राथमिकता देते हैं और लड़कियों से उम्मीद की जाती है कि वे शादी कर लें।

जल, स्वच्छता और स्वच्छता

जल और स्वच्छता जीवन और स्वास्थ्य के लिए आवश्यक हैं, लेकिन वे गरिमा, सशक्तिकरण और समृद्धि के लिए भी आवश्यक हैं। जल और स्वच्छता मानव अधिकार हैं, जो प्रत्येक बच्चे और वयस्क के लिए मौलिक हैं। लेकिन युगांडा में, खराब स्वच्छता और स्वच्छता के साथ-साथ सुरक्षित पेयजल तक असमान पहुंच, हजारों बच्चों को बहुत बीमार और मृत्यु के खतरे में डालती है।

प्रारंभिक बचपन का दस्त न केवल घातक है; यह युगांडा के उच्च स्तर के स्टंटिंग में भी योगदान देता है, जो बदले में बच्चों के संज्ञानात्मक विकास और स्कूल में प्रदर्शन को प्रभावित करता है। स्कूल में, उचित स्वच्छता सुविधाओं की कमी भी उच्च अनुपस्थिति और ड्रॉपआउट का कारण बनती है, विशेष रूप से लड़कियों के लिए। यूनिसेफ के अनुसार “अकेले डायरिया, युगांडा में बचपन के तीन प्रमुख हत्यारों में से एक, हर दिन 33 बच्चों को मारता है।” ज्यादातर मामलों में, बच्चों को असुरक्षित पानी पीने या दूषित हाथों के संपर्क में आने से बीमारी होती है और युगांडा के अधिकांश स्कूल विशेष रूप से ग्रामीण क्षेत्रों में अपने छात्रों के लिए स्वच्छ पानी प्रदान नहीं करते हैं।

 

कंपाला, युगांडा में एक प्राथमिक कक्षा। फोटो: अर्न होएल / वर्ल्ड बैंक

 

किशोर गर्भावस्था और बाल विवाह

बाल विवाह, किशोर गर्भावस्था, स्कूलों में दुर्व्यवहार और स्कूल की फीस कई किशोरों, विशेष रूप से लड़कियों को माध्यमिक विद्यालयों से बाहर रखती है। स्कूल छोड़ने वाली लड़कियों में 8 प्रतिशत लड़कियां गर्भवती हैं। इसी तरह की चुनौतियां शिक्षा की गुणवत्ता में बनी हुई हैंः सरकार द्वारा 2018 में किए गए सर्वेक्षण में प्राथमिक 3 में केवल लगभग 50 प्रतिशत बच्चे साक्षरता और संख्यात्मकता में निपुण थे।

निष्कर्ष

अंत में, युगांडा की सरकार की जिम्मेदारी है कि वह ग्रामीण क्षेत्रों जैसे सड़कों, स्कूलों, अस्पतालों में बेहतर सामाजिक सेवाओं का विस्तार करे ताकि उन क्षेत्रों में विकास को सुगम बनाया जा सके और इस प्रकार लोगों के जीवन स्तर के साथ-साथ गरीब बच्चों के लिए शिक्षा में सुधार किया जा सके।

चूंकि सरकार कोविड-19 महामारी द्वारा लाए गए लॉकडाउन के प्रभावों को कम करना चाहती है, इसलिए यह सुनिश्चित करने पर जोर दिया जाना चाहिए कि लड़कियों और महिलाओं को जीबीवी से बचाने वाली प्रणालियों से समझौता न किया जाए। यदि यह तेजी से नहीं किया जाता है, तो देश को लॉकडाउन द्वारा लाई गई कई मनोसामाजिक समस्याओं से निपटना होगा। लोगों को अपनी स्वच्छता की आदतों में सुधार करने के लिए साफ पानी आसानी से उपलब्ध होना चाहिए, जैसा कि साबुन होना चाहिए। और स्वच्छता सुविधाओं का उपयोग करते समय लड़कियों की निजता और गरिमा होनी चाहिए।

 

संदर्भ

कम्पाला में धैर्य ए और लंदन में जेम्स जी। (2023, June 17). युगांडा स्कूल हमला। https://www.bbc.com/news/world-africa-65937484

यूनिसेफ। (2020). शिक्षा. यूनिसेफ का स्वागत है। https://www.unicef.org/uganda/what-we-do/education

तुयम्बे। (2022, September 28). ग्रामीण क्षेत्रों में युगांडा के बच्चों के सामने शिक्षा संबंधी चुनौतियां हैं। https://www.tuyambe.org/education-challenges-faced-by-ugandan-children-in-rural-areas https://www.tuyambe.org/education-challenges-faced-by-ugandan-children-in-rural-areas

वार्तालाप। (2022, February 15). युगांडा ने दो साल के लिए स्कूलों को बंद कर दिया-प्रभाव गहरा और असमान है। https://theconversation.com/uganda-closed-schools-for-toe-years-the-impact-is-dep-and-uneven-176726

Finance.go.ug। (2020, July). युगांडा में कोविड-19 और बालिका शिक्षा। उभरते मुद्दे क्या हैं? https://www.finance.go.ug/sites/default/files/Publications/BMAU%20Briefing%20Paper%2013-20-कोविड-19% 20 और%20Girl% 20Child% 20Education% 20in% 20Uganda.20What% 20are% 20the% 20Emerging%20Issues.pdf

यूनिसेफ। (2022). जल, स्वच्छता और स्वच्छता (WASH). यूनिसेफ। युगांडा। https://www.unicef.org/uganda/what-we-do/wash

The Role of EdTech Startups in Transforming Education in Egypt 

Source: Getty Image https://www.al-monitor.com/originals/2022/01/egypt-moves-redress-teacher-shortages-public-schools

Written by Iasmina Stoian 

Education in Egypt has long faced numerous challenges, including overcrowded classrooms, insufficient resources, and outdated curricula. For decades, these obstacles have limited the quality and accessibility of education for students across the country, particularly in rural areas. In recent years, however, the rise of educational technology (EdTech) startups has begun to change the face of education in Egypt. These innovative companies are leveraging technology to address the systemic issues within the Egyptian education system, offering new opportunities for both students and educators. This article explores the transformative role of EdTech startups in Egypt and their potential to reshape the future of education in the country.

 

The Need for Innovation in Egyptian Education

The Egyptian education system has historically been marked by its rigidity, with an over-reliance on rote memorization and high-stakes testing. Students often lack access to critical thinking, creativity, and problem-solving skills—skills that are increasingly in demand in the global workforce. Furthermore, a significant urban-rural divide exacerbates educational inequality, with students in rural areas facing even greater challenges in accessing quality education.

The COVID-19 pandemic highlighted these pre-existing issues while also introducing new challenges. With schools closing for extended periods, millions of students were left without access to education due to the lack of digital infrastructure and resources. The crisis underscored the urgent need for innovation in education and the potential of technology to provide solutions.

 

 

The Rise of EdTech Startups

In response to these challenges, Egypt has seen a surge in the number of EdTech startups in recent years. These startups are developing innovative platforms, tools, and applications designed to make education more accessible, engaging, and effective for students across the country. The growing demand for online learning during the pandemic acted as a catalyst for many of these ventures, but their impact is expected to extend far beyond the immediate crisis.

EdTech startups in Egypt are tackling a wide range of educational needs, from early childhood learning to university-level education and vocational training. They are focusing on diverse areas, including online tutoring, interactive learning platforms, gamification, and adaptive learning technologies. These companies are not only addressing the issues of accessibility and quality but also working to modernize and digitize the traditional education system.

Key Areas of Transformation

One of the most significant contributions of EdTech startups in Egypt is the promotion of personalized learning. Traditional classrooms often fail to cater to the individual needs of students, as teachers are required to manage large groups with varying levels of ability. EdTech solutions, however, allow students to learn at their own pace, accessing resources tailored to their learning styles and needs.

Platforms like Almentor and Kiwa Academy offer online courses in various subjects, enabling students to select the areas in which they need more support. By providing a more flexible and personalized approach, EdTech companies are helping students to better understand complex concepts, retain information, and develop independent learning habits.

Another crucial area where EdTech startups are making a difference is in bridging the gap between urban and rural education. In Egypt, students in rural areas often have limited access to qualified teachers, modern resources, and extracurricular activities. This has led to a significant disparity in educational outcomes between rural and urban students. Through digital platforms, EdTech startups are making quality education accessible to students in remote areas. For example, Nafham, an Egyptian EdTech platform, provides free educational content aligned with the national curriculum, allowing students across the country to access lessons regardless of their location. The platform also includes interactive features like quizzes and video tutorials, making learning more engaging and effective.

In addition to student-focused initiatives, some EdTech startups in Egypt are also working to enhance teacher training and professional development. The traditional education system often overlooks the need for continuous teacher training, leaving educators ill-equipped to manage the changing demands of the modern classroom. EdTech startups such as Classera provide teacher training programs that help educators develop digital literacy and integrate technology into their teaching methods. By empowering teachers with new tools and skills, these startups are improving the overall quality of education and ensuring that teachers can provide students with a more engaging and interactive learning experience.

The Egyptian education system has traditionally placed a heavy emphasis on academic learning, often at the expense of vocational training and lifelong learning opportunities. EdTech startups are addressing this gap by providing platforms that cater to non-traditional learners, including those seeking vocational training or professional development.

For instance, platforms like Udemy and SkillAcademy offer courses in various vocational fields, enabling learners to acquire skills that are directly applicable to the job market. These platforms are particularly valuable in a country like Egypt, where unemployment rates are high, and many young people are seeking opportunities to enhance their employability through skills-based learning.

Challenges and Opportunities

Despite the significant progress made by EdTech startups in Egypt, challenges remain. One of the primary obstacles is the lack of digital infrastructure in many parts of the country. While EdTech platforms can reach students in remote areas, they still require a reliable internet connection and access to devices, both of which are limited in many rural regions. Additionally, there is a need for greater collaboration between EdTech companies and the government to ensure that technological solutions are integrated into the national education system in a sustainable and equitable manner.

However, the opportunities for growth are immense. Egypt’s young and tech-savvy population is increasingly open to adopting new technologies, and the government has shown a growing interest in supporting digital education initiatives. By fostering an ecosystem that supports innovation and collaboration, Egypt has the potential to become a regional leader in EdTech, with startups playing a pivotal role in transforming education for future generations.

Conclusion

The rise of EdTech startups in Egypt represents a promising step toward addressing the longstanding challenges of the country’s education system. Through personalized learning, improved access to resources, enhanced teacher training, and innovative teaching methods, these startups are reshaping how students learn and how educators teach. While challenges remain, the transformative potential of EdTech is undeniable, offering hope for a more inclusive, accessible, and effective education system in Egypt. As these startups continue to grow and evolve, they are poised to play a critical role in the future of education in the country.

Education in Egypt has long faced numerous challenges, including overcrowded classrooms, insufficient resources, and outdated curricula. For decades, these obstacles have limited the quality and accessibility of education for students across the country, particularly in rural areas. In recent years, however, the rise of educational technology (EdTech) startups has begun to change the face of education in Egypt. These innovative companies are leveraging technology to address the systemic issues within the Egyptian education system, offering new opportunities for both students and educators. This article explores the transformative role of EdTech startups in Egypt and their potential to reshape the future of education in the country.

 

Keywords: Egypt, education, personalized learning, online learning platforms, digital education, vocational training, teacher, innovation