The Paradox of Choice: Free School Systems and Educational Segregation in Sweden.

Author: Connor J. Urquhart

“Education is the most powerful weapon which you can use to change the world”

(Mandela 2003).¹

The sentiments provided by Nelson Mandela, highlight the transformative role education can play in society. Across the world, education is widely viewed as a key tool for promoting equal opportunities, social mobility, and integration (Mandahu 2025, 21).² Yet despite significant global progress in expanding access to schooling, achieving genuine equality within education systems remains a challenge. Even within some of the most well-resourced societies, disparities in educational opportunity persist. In a high-income country like Sweden, a society often recognised for its strong welfare state and its commitment to social equality, challenges persist within educational equality. In the early 1990s, Sweden introduced a major educational reform known as the ‘free school’ or friskola system, allowing parents to choose between municipal schools and public funded independent schools aiming to improve educational quality through competition (Alexiadou and Lundahl 2016, 66).³ While the reform was intended to increase efficiency and opportunity within the education system it has also sparked debate about its broader implications or “unintended consequences” as one mother and educator in Sweden articulated (Interview with author, Broken Chalk 2026).

Among the most significant concerns is the argument that increased school choice may contribute to segregation between schools and unequal educational opportunities for students from different socioeconomic and immigrant backgrounds (University of Gothenburg 2026).⁴ To better understand these concerns, this article examines how Sweden’s free school system influences student’s educational experiences. It will explore the intended outcomes of school choice as well as the system’s potential impact on educational equality, academic outcomes, and overall access to these opportunities to different groups of students.

The Intention Behind Free School Systems:

Prior to the early 1990s, the Swedish educational system was largely centralized and students would attend their local municipal school. While this model was designed to promote equality and universal access, critics argued that it limited parental choice and reduced incentives for schools to innovate or improve performance (Riksrevisionen 2022).⁵ In 1992, the Swedish government introduced a voucher-based reform that would allow publicly funded independent schools or ‘free schools’ to operate alongside municipal schools. Under this system, funding follows the student, meaning each child is allocated a publicly financed voucher that can be used at either a municipal school or an independent school (Frontier Centre for Public Policy 2005, 2).⁶ The reform aimed to create greater flexibility within the education system while maintaining universal public funding.

Policymakers at the time believed that increased competition between schools would lead to improvements in educational quality (Frontier Centre for Public Policy 2005, 3).⁷ Many described it as a ‘window being opened’ by giving parents greater freedom to choose schools, the reform sought to empower families and encourage schools to respond more directly to students’ needs (Sjöman 2022).⁸ For the most part these reforms have been quite successful, both Sweden’s investment in education and its study outcomes are above the average for The Organisation for Economic Co-Operation (OECD), (European Commission 2025).⁹ Meaning the Swedish government puts sufficient focus on education and that the financial input and educational output align, placing Sweden in the top 10 countries with the highest score in rights to education (Schleicher 2019).⁹

However, as an educator in Sweden explains “Sweden has some very equality-based policies and really aims to create equality, but I don’t think it is an equity that extends to all” (Interview with author, Broken Chalk 2026). An excellent representation that while the system generally creates equal access to education, sometimes it can render certain individuals invisible in the process. A burden mostly felt by students from different socioeconomic and immigrant backgrounds (Hansen, Patsis, and Gustafsson 2025, 15).¹⁰ The next section will demonstrate how a reform intended to create equality and opportunity, especially for those who were previously barred from access, can also have unintended effects of marginalisation.

The Unintended Consequences

(1) Segregation and Educational Inequality

School choice allows families to select schools based on factors such as academic reputation, location, or social environment. However not all families have the same ability to navigate the system (Böhlmark and Lindahl 2015).¹¹ In Sweden, families who are more established in the country with greater financial resources, educational backgrounds, and access to information are often better positioned to choose schools (Hansen, Patsis, and Gustafsson 2025, 3).¹²

This is exemplified in one mother’s experience, where she explains that the system can create fewer opportunities for newly arrived families. As she notes, “it really does create less opportunities for families that have newly arrived and don’t have a corporate backing that helps them get into an international school.” Access can also be limited by the queue-based admission system used by many free schools. According to them, families may have to wait “two or three years” before a place becomes available. For newly arrived families, the barriers can be even greater: “When you newly arrived in Sweden and you haven’t got your personal number yet, you can’t get on the queue system, and you didn’t know that you were supposed to put your child on the queue when they were six months old” (Interview with author, Broken Chalk 2026).

Together, these structural barriers illustrate how navigating school choice may be easier for some families than others, raising concern that the system may unintentionally deepen educational inequality.

(2) Differences in Academic Performance

Segregation between schools can also influence academic performance. Schools with a higher concentration of disadvantaged students often face greater challenges with research frequently showing that they tend to have lower average test scores compared with schools that enroll more advantaged students. For example, only 49% of immigrant students reach proficiency benchmarks in reading, mathematics, and science, compared to 76% of native students (Cerna et al. 2019).¹³ However, these differences are shaped by a range of complex and interconnected factors, including socioeconomic conditions, language barriers, and differences in access to educational resources.

The point is not to suggest that students from disadvantaged backgrounds are less capable of achieving strong academic outcomes. Rather, it highlights how the broader educational environment can influence learning opportunities. At the same time, schools that attract higher-performing or more advantaged students may benefit from stronger academic cultures and higher expectations.

In this way, segregation between schools can contribute to widening achievement gaps, where academic outcomes are shaped not only by individual ability or effort, but also by the learning environments and opportunities available within different schools. As a result, a student’s academic prospects may increasingly depend on the school they attend.

(3) Differences in Educational Opportunities

Limited accessibility to the free school system can also affect the range of educational opportunities available to students. Some schools are better able to attract experienced teachers, offer specialized programs, provide stronger preparation for higher education, and have greater access to educational resources (Hansen, Patsis, and Gustafsson 2025, 16).¹⁴

For some students, attending a well-resourced school may provide clearer pathways toward higher education and broader academic possibilities. For others, opportunities may be more limited due to fewer resources or language barriers. As a result, the structure of the school system itself can influence students’ long-term educational prospects (Cerna et al. 2019 23).¹⁵

This perspective reflects an important reality that while education is broadly available, the quality and range of opportunities within different schools may vary. Understanding how these differences shape students’ experiences is therefore essential when examining the broader impacts of the free school system.

Conclusion

The introduction of the free school system in the early 1990s was intended to strengthen the commitment to educational equality by expanding parental choice and improving educational quality through competition. In many respects, these reforms have contributed to a dynamic education system that performs well internationally and continues to prioritise education. However, as this article has explored, policies designed to expand opportunity can also produce unintended consequences. While the free school system provides families with greater flexibility, it can also contribute to patterns of segregation between schools, differences in academic performance, and unequal access to educational opportunities.

At the same time, the debate surrounding Sweden’s free school system should not be framed as a simple question of whether school choice should exist. As an educator in Sweden, reflects, “there is a question that we should have a choice of schools. Absolutely. And I think that also acts as a checks and balances on the school” (Interview with author, Broken Chalk 2026). Rather, the challenge lies in ensuring that the benefits of choice are accessible to all students, not only to those families best positioned to navigate the system. Addressing these challenges requires policies that strengthen both equity and quality across schools. This includes fostering effective strategies that prioritise: improving instructional quality, promoting inclusive school composition and positive learning environments, and addressing the specific needs of disadvantaged students (Cerna et al. 2019, 17).¹⁶ By focusing on these areas, policymakers can help ensure that educational reforms continue to support both excellence and fairness.

Ultimately, Sweden’s experience illustrates the complexity of balancing choice, competition, and equality within education systems. If education is indeed a ‘powerful weapon’ for social change, then ensuring that all students have meaningful access to high-quality learning environments remains one of the most important challenges for policymakers, educators, and communities alike.

Endnotes

^{Nelson Mandela. “Lighting Your Way to a Better Future: Speech Delivered at the Launch of Mindset Network.” July 16, 2003. http://www.mandela.gov.za/mandela_speeches/2003/030716_mindset.htm}
^{Mandahu, Teresa. Education and Social Mobility in Emerging Economies: A Review of Barriers and Opportunities. International Journal of Social Science and Applied Technology 1, no. 2 (2025): 21-28. doi:10.64391/ijssat.v1i1.003.}
^{Alexiadou, Nafsika, and Lisbeth Lundahl. “Reforming Swedish Education by Introduction of Quasimarkets and Competition.” In New Public Management and the Reform of Education: European Lessons for Policy and Practice, edited by Helen Gunter, Emiliano Grimaldi, David Hall, and Roberto Serpieri, 66–80. London and New York: Routledge, Taylor & Francis, 2016.}
^{University of Gothenburg. “School Segregation in Sweden: Challenges, Opportunities and Interventions.” Last modified February 6, 2026. https://www.gu.se/en/research/schoolsegregation-in-sweden-challenges-opportunities-and-interventions.}
^{Riksrevisionen. The School Voucher System – Efficiency and Consequences (RiR 2022:17), Summary. Stockholm: Swedish National Audit Office, 2022. https://www.riksrevisionen.se/download/18.2008b69c18bd0f6ed3f24583/1671632014607/RiR_2022_17_summary.pdf}
^{Frontier Centre for Public Policy. School Vouchers in Sweden. Winnipeg: Frontier Centre for Public Policy, May 16, 2005. https://frontiercentre.org/wp-content/uploads/FB034Swedish-school-vouchers.pdf.}
^{Frontier Centre for Public Policy. School Vouchers in Sweden. Winnipeg. 6}
^{Sjöman, Anders. 2022. “New Book: 30 Years since the Swedish Free School Reform.” Centre for Business History (Näringslivshistoria). June 8, 2022. https://naringslivshistoria.se/en/news/new-book-30-years-since-the-swedish-free-school-reform/.}
^{European Commission. Education and Training Monitor 2025: Country Report — Sweden. Luxembourg: Publications Office of the European Union, 2025. https://op.europa.eu/webpub/eac/education-and-training-monitor/en/country-reports/sweden.html.}
^{Hansen, Kajsa Yang, Panagiotis Patsis, and Jan-Eric Gustafsson. “How does school composition mitigate socioeconomic and ethnic gaps in students’ achievement in Sweden: A long-term trend between 1988 and 2020.” (2025).}
^{Böhlmark, Anders, and Mikael Lindahl. “Independent schools and long‐run educational outcomes: Evidence from Sweden’s large‐scale voucher reform.” Economica 82, no. 327 (2015): 508-551.}
^{Hansen, Kajsa Yang, Panagiotis Patsis, and Jan-Eric Gustafsson. “How does school composition mitigate socioeconomic problems? 3}
^{Cerna, L., Andersson, H., Bannon, M., & Borgonovi, F. (2019). Strength through diversity’s Spotlight Report for Sweden. OECD Education Working Papers, No. 194, OECD Publishing.}
^{Hansen, Kajsa Yang, Panagiotis Patsis, and Jan-Eric Gustafsson. “How does school composition mitigate. 16}
^{Cerna, L., Andersson, H., Bannon, M., & Borgonovi, F. (2019). Strength through diversity. 23}

Bibliography

Alexiadou, Nafsika, and Lisbeth Lundahl. (2016). “Reforming Swedish Education by Introduction of Quasimarkets and Competition.” In New Public Management and the Reform of Education: European Lessons for Policy and Practice, edited by Helen Gunter, Emiliano Grimaldi, David Hall, and Roberto Serpieri, 66–80. London and New York: Routledge, Taylor & Francis,

Böhlmark, Anders, and Mikael Lindahl. “Independent schools and long‐run educational outcomes: Evidence from Sweden’s large‐scale voucher reform.” Economica 82, no. 327 (2015): 508-551.

Cerna, L., Andersson, H., Bannon, M., & Borgonovi, F. (2019). Strength through diversity’s Spotlight Report for Sweden. OECD Education Working Papers, No. 194, OECD Publishing.

European Commission. Education and Training Monitor 2025: Country Report — Sweden. Luxembourg: Publications Office of the European Union, 2025. https://op.europa.eu/webpub/eac/education-and-training-monitor/en/country-reports/sweden.html.

Frontier Centre for Public Policy. School Vouchers in Sweden. Winnipeg: Frontier Centre for Public Policy, May 16, 2005. https://frontiercentre.org/wp-content/uploads/FB034Swedish-school-vouchers.pdf.

Hansen, Kajsa Yang, Panagiotis Patsis, and Jan-Eric Gustafsson. (2025). “How does school composition mitigate socioeconomic and ethnic gaps in students’ achievement in Sweden: A long-term trend between 1988 and 2020.”

Mandahu, Teresa. Education and Social Mobility in Emerging Economies: A Review of Barriers and Opportunities. International Journal of Social Science and Applied Technology 1, no. 2 (2025): 21-28. doi:10.64391/ijssat.v1i1.003.

Nelson Mandela. “Lighting Your Way to a Better Future: Speech Delivered at the Launch of Mindset Network.” July 16, 2003. http://www.mandela.gov.za/mandela_speeches/2003/030716_mindset.htm

Riksrevisionen. The School Voucher System – Efficiency and Consequences (RiR 2022:17), Summary. Stockholm: Swedish National Audit Office, 2022. https://www.riksrevisionen.se/download/18.2008b69c18bd0f6ed3f24583/1671632014607/RiR_2022_17_summary.pdf

Schleicher, Andreas. 2019. PISA 2018: Insights and Interpretations. Paris: OECD Publishing.

Sjöman, Anders. 2022. “New Book: 30 Years since the Swedish Free School Reform.” Centre for Business History (Näringslivshistoria). June 8, 2022. https://naringslivshistoria.se/en/news/new-book-30-years-since-the-swedish-free-school-reform/.

University of Gothenburg. “School Segregation in Sweden: Challenges, Opportunities and Interventions.” Last modified February 6, 2026. https://www.gu.se/en/research/schoolsegregation-in-sweden-challenges-opportunities-and-interventions.

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

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

current issues

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.

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.

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

current issues

Too Hot to Learn: How Climate Extremes Are Disrupting Education in India

Written by Shennara Lisapaly

Schools Close as Temperatures Continues to Rise

In April 2025, as the summer season barely began, over 20 cities across North India reported temperatures above 42°C. For example, Delhi experienced a high of 38.2°C in April 2025, which is 3.1 degrees above the norm. Other states such as Uttar Pradesh, Rajasthan, and Bihar all faced similar scorching temperatures. Yet the India Meteorological Department (IMD) warned that the worst was yet to come (ET Online, 2025). The extreme heat, humidity, and poor air quality foster an unsafe and uncomfortable environment for students to learn and participate in. This extreme weather condition spreading across India ultimately forced many schools to shut down for the safety of the students and staff.

However, this isn’t a one-off emergency. It’s part of a growing crisis. This widespread school shutdown did not only happen this year, but it also occurred in previous years, 2024 and 2023. With climate extremes, such as heatwaves, floods, pollution, and cyclones, it is clear that climate change is no longer a future concern—it is already disrupting learning for millions of students in South Asia alone.

Climate and Education Are Deeply Connected

According to a 2024 UNICEF report, over 128 million students in South Asia risk facing educational disruptions due to climate extremes. India had the highest number of students affected by climate-related school disruptions in 2024, at a staggering 54,784,029 students (UNICEF, 2024).

The effects of climate change go beyond temporary school closures. The Hindustan Times reported that even when schools remain open, extreme weather lowers attendance and weakens learning capacities (Tulsyan, 2025). When floods occur, travel becomes more difficult, especially in rural and low-lying areas. On especially hot or polluted days, students struggle to focus. This results in a drop in academic performance and growing learning losses.

Heatwaves Are Jeopardising Student Health

This summer, India faces another scorching season. According to a Republic World article from May 2025, the government announced widespread school closures across multiple states as temperatures soared (Chanotra, 2025). The Indian Meteorological Department (IMD) predicted intense heatwave conditions in regions including Punjab, Haryana, Rajasthan, and many others. In response, states implemented early or extended summer vacations, with reopening dates ranging from mid-June to early July, depending on the weather conditions.

In Rajasthan and Uttar Pradesh, the temperature often exceeded 45°C, creating an insufferable and unsafe environment for students to learn in (Siddeeq, 2025). Teachers also reported that many students experienced heat-related illnesses, such as heat stroke and heat exhaustion. A teacher from the Rajasthan Barmer district had even said that the indoor temperature of his school at one point reached 47°C. School infrastructure, especially in rural areas, struggled to cope. Many buildings lack proper ventilation, reliable cooling systems, and access to clean drinking water. The loss of school days due to extreme heat and poor infrastructure not only disrupts students’ education but also hits marginalised communities the hardest. Especially children who depend on schools for daily meals and a safe, stable environment (OWSA, 2025).

Floods and Rains Wash Away Learning Opportunities

It’s not just the heat. Heavy monsoon rains in 2025 also caused widespread school closures (Jolly, 2025). In Delhi-NCR, schools were shut due to severe waterlogging. In Uttarakhand and Himachal Pradesh, the risk of floods and landslides forced district administrations to cancel classes. In Jharkhand’s Jamshedpur, authorities closed schools until July 10 after heavy rains flooded low-lying areas and advised a shift to online classes. However, in certain communities, this is not possible since digital access is limited or nonexistent.

Climate Impact on the Most Vulnerable

While the climate crisis affects all children, its impact is far from equal. According to One World South Asia (OWSA), adolescent girls are particularly vulnerable. They reported that more interruptions to education lead to higher dropout rates, lower academic performance, and child marriage and/or labor rates, which disproportionately affect girls (OWSA, 2025). OWSA cites that the UNICEF report warns us that the climate-related disruption to learning is undoing the years of progress made in promoting girls’ education.

What Needs to Change

Experts say India must climate-proof its education system to improve learning outcomes and to aid long-term development. The Hindustan Times outlined five key steps governments can take to drive meaningful and impactful change.

Data collection. Schools and state departments need to track how climate shocks affect learning. This will help design targeted policies.
Invest in heat- and flood-resilient infrastructure—cool roofs, solar fans, ventilation, and water access.

Plan for learning continuity. Schools should have flexible calendars, online options, and community-based learning hubs during climate emergencies.

Include climate education in the curriculum. Students must understand climate risks and be prepared to adapt and lead to change.
The government, civil society, and the private sector must work together to make education climate resilient.

These recommendations offer a roadmap for creating a more robust, inclusive, and productive education system. One that can withstand the pressures of an increasingly unpredictable and hostile climate. Of course, implementing such changes will not come without challenges and obstacles, but they are essential. Without action, students in vulnerable regions across India will continue to face school closures, unsafe conditions, and disrupted learning.

A Call to Action

India’s classrooms are on the frontlines of the climate crisis. Every year, more children are losing days, weeks, or months of school due to extreme weather. The risks are growing, and so are the inequalities. Protecting education must be a core part of India’s climate strategy. That means more than building roads and floodwalls. It means building schools that can withstand the storms ahead.

If the classroom becomes unsafe, the future becomes uncertain. India must adapt to the current climate crisis and climate-proof its schools before it’s too late. This requires urgent political will, sustained investment, and a long-term vision. Rather than having the education system remain a victim of the climate crisis, these changes can transform it into a powerful tool for resilience.

Reference List:

Chanotra, Nimakshi. 2025. “Heatwave Forces Early School Closures across India: A State-By-State Breakdown.” Republic World. May 19, 2025. https://www.republicworld.com/education/schools-closed-in-multiple-states-across-india-check-the-list.

ET Online. 2025. “Heatwave Grips India: 20+ Cities Cross 42°c in First Week of April, Experts Warn of Worse Ahead.” The Economic Times. Economic Times. April 7, 2025. https://economictimes.indiatimes.com/news/new-updates/heatwave-grips-india-20-cities-cross-42c-in-first-week-of-april-experts-warn-of-worse-ahead/articleshow/120051541.cms.

Jolly, Akshita. 2025. “Schools Closed: Heavy Monsoon Rain Disrupts Life across India, Schools Shut in Several States.” Jagranjosh.com. Jagran Josh. July 10, 2025. https://www.jagranjosh.com/articles/schools-closed-due-to-heavy-rainfall-list-of-states-affected-1800000865-1.

OWSA Staff. 2025. “Climate Hazards Disrupt Education for Millions in South Asia, UNICEF Report Reveals Stark Situation in India – OneWorld SouthAsia.” OneWorld SouthAsia. January 27, 2025. https://owsa.in/climate-hazards-disrupt-education-for-millions-in-south-asia-unicef-report-reveals-stark-situation-in-india/.

Siddeeq, Sara. 2025. “How Extreme Heat in India Is Disrupting Education.” Climate Impacts Tracker Asia. April 8, 2025. https://www.climateimpactstracker.com/how-extreme-heat-in-india-is-disrupting-education/.

Tulsyan, Arpan. 2025. “Heatwaves, Floods, and Smog: Unprepared Education System Is Leading to Learning Losses – Hindustan Times.” Hindustan Times. April 21, 2025. https://www.hindustantimes.com/ht-insight/climate-change/heatwaves-floods-and-smog-unprepared-education-system-is-leading-to-learning-losses-101745226192022.html.

UNICEF. The Climate Crisis Is a Child Rights Crisis: South Asia Spotlight. New York: United

Nations Children’s Fund, 2024. https://www.unicef.org/media/170626/file/Global-snapshot-climate-related-school-disruptions-2024.pdf.

current issues

The Education Crisis on Qamea Island: A School Without Classrooms After Natural Disasters

Written by Mene Van Heerden

Introduction

Natural disasters have a disastrous effect on children’s education. From 2016 onwards, the school in Dreketi village on Qamea Island, Fiji, has been in a continuous natural disaster emergency. In 2016, a horrific cyclone destroyed many classrooms, forcing students to study in temporary classrooms. Then, in 2020, a devastating landslide occurred in Yadua Villiage School on Yadua Island, leaving classrooms destroyed, and all students were forced to study in unsuitable conditions. In November 2024, both schools’ classrooms have still not been rebuilt (“Northern Island Schools Without Classrooms,” 2024). As the world tries to deal with increasing natural disasters linked to climate change, this situation highlights the urgent need for more resilient school infrastructure in more vulnerable communities.

Why this is a critical issue

The lack of proper classrooms on Qamea Island and Yadua Island has disrupted the education of hundreds of children. These children were forced to learn in temporary structures or outdoors. According to the education ministry secretary, Selina Kuruleca, the government faces challenges in rebuilding the schools (Tuilevuka, 2024). These challenges include limited access to proper materials and finding tenders. The slow pace of rebuilding the schools have a significant effect on the students, since the quality of their education is compromised, and long-term effects can hinder the development of the entire generation (Herbst, 2024). Furthermore, this also impacts the children’s emotional and mental well-being and future opportunities, impacting the communities’ resilience and overall progress (Herbst, 2024). Overall, Fiji struggles with the effects of an ever-changing climate, and the lack of stable school infrastructure worsens the economy and creates social inequalities.

The role of the government and response measures

In response to both schools’ destruction, the Fijian government has guaranteed funds for reconstruction and provided temporary learning spaces to students and teachers, such as tents. As previously mentioned, the process has been slow, with funding challenges and difficulty reaching these remote islands adding to the delays (Tuilevuka, 2024). Although the government is committed to rebuilding the school, it needs to rethink how to rebuild the infrastructure to be more resilient to natural disasters, since ensuring resilient school infrastructure is essential to protect learning amid climate change and natural disasters (ReliefWeb, 2023). This can be done by adopting hazard-resistant designs that look at local risks. Examples of these designs include raised structures in flood-prone areas or wind-resistant roofs in areas prone to cyclones (Admin, 2023). Conducting risk assessments can also help the government notice site-specific vulnerabilities, and these vulnerabilities can be addressed. Furthermore, rebuilding these infrastructures using sustainable, locally sourced materials reduces environmental impact and supports durability. Equitable investment and governance are essential to prioritise vulnerable communities (ReliefWeb, 2023). International aid and teamwork with NGOs could also help the children of Qamea Island and Yadua Island continue their education despite these challenges. For example, NGOs could send volunteers to help build better temporary infrastructure while the government rebuilds the proper school facilities.

Impact of Climate Change and the Need for Resilience

Qamea Island and Yadua Island are examples of how climate change can affect Pacific Island states. Fijian islands are highly susceptible to natural disasters, including rising sea levels, severe cyclones, and extreme weather events (Fijian Ministry of Finance, 2024). Learning from the experiences of other countries in the Pacific region, implication of new policies, investment in new technologies and strategies appropriate for Fiji’s climate conditions is urgently needed and could help the Fijian government implement plans to reduce the damage caused by natural disasters. The Fijian government does advocate for resilience through its National Climate Change Policy Framework (Sayed-Khaiyum & Ministry of Economy, 2018). This framework emphasises the risk of climate change on any infrastructure development, including schools. Moreover, it underlines the need for weather-resilient buildings and sustainable materials and practices. In other words, the policy states that the government needs to adequately equip these educational institutions with infrastructure that can withstand natural disasters to ensure continued learning and endure for future generations.

Cooperating with other countries is another way to ensure continued learning and more substantial infrastructure. For example, Australia’s commitments to making climate and disaster resilience more applicable within the Pacific have proved beneficial to some Fijian Islands. They enhanced infrastructure development to withstand natural disasters and developed programs to help communities build resilience against climate-related challenges (DFAT, 2024). These programs also endorse community participation and knowledge-sharing to ensure that resilience strategies are culturally appropriate and locally relevant (DFAT, 2024). Through this cooperation between Australia and Fiji, infrastructures that can withstand climate-related disasters and promote a sustainable future can be built.

Conclusion

In conclusion, the education crisis on Fiji’s islands highlights a serious issue many countries face when natural disasters strike. The issue goes beyond the direct harm that natural disasters cause; it also involves the impact of climate change and inadequate school infrastructure on children’s ability to learn effectively. Inadequately equipped and built schools jeopardise the future of this young generation, and they severely restrict the potential for success and growth in the lives of many students. As seen on Qamea Island and Yadua Island, climate change worsens vulnerabilities in school infrastructure, highlighting the urgent need for resilient infrastructure capable of withstanding extreme natural disasters. To address these challenges, collaboration between the Fijian government, international partners, and local communities is essential. They must prioritise sustainable, hazard-resistant school designs and community-centred approaches to resilience. By putting resources into strong and flexible educational infrastructures, countries like Fiji can safeguard their most vulnerable members, their children. Improved school infrastructures can ensure continued education, even in tough times, and strengthen the future of the communities’ children facing climate change challenges head-on.

Featured Photo by Carl Campbell on Unsplash

References

Admin. (2023, December 28). Building for the future: The importance of resilient and disaster-resistant structure design. GDI Engineering. https://gdiengdesign.com/building-for-the-future-the-importance-of-resilient-and-disaster-resistant-structure-design/

Department of Foreign Affairs and Trade (DFAT). (2024). Fiji: Australia’s commitment to strengthening climate and disaster resilience in the Pacific. Australian Government. https://www.dfat.gov.au/about-us/publications/fiji-australias-commitment-to-strengthening-climate-and-disaster-resilience-in-the-pacific

Fijian Ministry of Finance. (2024). National climate change policy framework. Government of Fiji. https://www.finance.gov.fj/wp-content/uploads/2024/09/NPDF_final.pdf

Herbst, M. (2024). The state of the world’s children 2024: The future of childhood in a changing world. UNICEF.

Northern Island Schools Without Classrooms. (2024, September 27). Fiji Sun. https://fijisun.com.fj/2024/09/27/northern-island-schools-without-classrooms/

Sayed-Khaiyum, A., & Ministry of Economy. (2018). National climate change policy 2018 – 2030. Ministry of Economy. https://fijiclimatechangeportal.gov.fj/wp-content/uploads/2022/01/FIJI-NCCP-2018-2030_0.pdf

Tuilevuka, N. (2024, October 31). Still in tents: 300 students in the north without classrooms. The Fiji Times. https://www.fijitimes.com.fj/still-in-tents-300-students-in-north-without-classrooms/

current issues Human Rights

The Hengshui Model: Educational Alienation in the Context of Involution

Source: File:Mingzhi Building.JPG - Wikimedia Commons

Written By: Bowen Qi

Introduction of the Hengshui Model

The Hengshui Model, originally from Hengshui High School in Hebei Province, China, refers to an exam-oriented education system designed specifically for China’s college entrance examination (gaokao). The gaokao is one of China’s most critical selection examinations, largely determining whether students can enter university and shaping their future path, thus having enormous influence on individual destinies.

Within this system, schools function essentially as “examination factories,” while students become machines constantly operating to produce good scores, losing creativity amid drill-and-kill methods and examination preparation environments. This education model gradually became popular nationwide due to its ability to significantly improve students’ exam scores and university admission rates, especially in economically underdeveloped and heavily populated provinces and regions. According to China Newsweek, as of 2021, at least 21 branch schools across the country had been named “Hengshui High School”, spread across more than ten provinces in central and western China, demonstrating the rapid replication and dissemination of this model nationwide (Xu, 2021).

The most notable features of the Hengshui Model are its military-style management, indoctrination-like propaganda, and mechanical repetitive training. For instance, Hengshui-style schools schedule students’ days precisely to the minute, from rising at 5:30 a.m. to lights-out at 10:30 p.m., leaving virtually no time for free activities. Even mealtimes are compressed to merely fifteen minutes outside of lessons and homework. Additionally, teaching buildings are typically adorned with numerous motivational slogans, and during extracurricular periods, students are required to participate in collective mobilisation and oath-taking ceremonies to reinforce their sense of obedience (Song, 2012). The direct purpose of these two approaches is to control students’ time and energy entirely for repetitive practice of examination questions, thus achieving the core objective of producing good scores through standardised examination preparation.

Nature of the Hengshui model: Educational Alienation in the Context of Involution

The concept of “involution” originates from anthropologist Clifford Geertz, who initially used it to describe the process in Indonesian agriculture where, under external expansion constraints, production was maintained through increased labour input, pointing to a form of “growth without development”—a stagnant complexification (Geertz, 1963, p70). The Hengshui Model represents precisely such an educational involution mechanism: developed to cope with population pressure in a context where social evaluation standards, educational resource distribution, and socioeconomic structures resist short-term change, it employs highly concentrated study time and standardised training to enhance students’ examination performance.

Although the number of newborns in China fluctuated between 2000 and 2010, it remained relatively high and later peaked in 2016 following the introduction of the universal two-child policy, bringing about a dramatic increase in student numbers from the generation known as the “demographic dividend” (National Bureau of Statistics of China, 2017). However, this ‘demographic dividend’ has not conferred advantages on the generation itself but rather caused a sharp increase in peer pressure and competitive stress. In the subsequent decade, this population trend significantly elevated the number of students in China’s basic and higher education, intensifying competition for university admission and employment. Against this backdrop, gaokao scores and undergraduate qualifications became critical thresholds measuring opportunities for individual social mobility, and the Hengshui Model—capable of achieving score improvements through extreme management methods in a short period—emerged in response.

Despite its effectiveness in raising test scores, the Hengshui Model embodies another crucial aspect of involution: the absence of increased output relative to input. While students invest substantially more time and energy in academic preparation, this intensification rarely brings proportional gains in innovative thinking, practical problem-solving abilities, or diverse talent development—qualities essential for broader social progress. Instead, the system primarily optimizes for narrow examination metrics, creating what might be termed ‘educational involution’: an increasingly complex and demanding learning environment that produces diminishing returns in terms of genuine educational outcomes and societal advancement.

The Hengshui model’s harm to education

In addition to the extremely low incremental output resulting from high investment mentioned above, another serious harm of the Hengshui model is the negative impact on the physical and mental health development of adolescents. In 2021, China’s Ministry of Education clearly pointed out in the “Double Reduction” policy that in compulsory education, “excessive academic burden and emphasis on exam-oriented education seriously affect students’ physical and mental health development and overall development (Zhao, 2022). This statement reflects the national-level concern about the negative consequences brought by high-pressure learning environments like the Hengshui model.

These concerns are not unfounded. In 2014 and 2015, two consecutive incidents of student suicide by jumping occurred at one of the high schools in Hengshui. Both students were in their senior year of high school and died despite rescue effort (Sina Education, 2015). The two tragedies happened less than six months apart, triggering widespread public questioning about whether the “Hengshui-style education” was overwhelming students’ psychological resilience. Afterward, the school installed iron railings in the corridors of teaching buildings to prevent further jumping incidents, a measure that also sparked heated discussion online. Many believed this further deepened the impression of a “prison-like school.” These real cases profoundly reveal the potential cost when an education system places “scores” above the physical and mental well-being of individual students.

This highly institutionalized design reflects a deeper mechanism of psychological control: the systematic suppression of the need for “recognition.” Under the educational framework of the Hengshui model, students are cut off from pathways to gain validation through interpersonal relationships, individual expression, or even self-reflection. The school strictly restricts normal emotional interactions such as friendships and romantic relationships, while uniform dress codes and behavioural requirements further compress the space for individuals to demonstrate differences and independence. In this environment, learning performance becomes almost the only value source that students are allowed to pursue—they can only obtain affirmation from teachers, parents, and the system itself through high scores. Over time, scores are no longer just tools for advancement to higher education but become the sole pillar supporting students’ self-esteem and emotional legitimacy. Once this single pillar is shaken or collapses, extreme behaviours such as suicide may become an emotional outlet, reflecting the deep erosion of adolescents’ psychological resilience in an extreme exam-oriented environment.

Prospects for change

Despite the heavy criticism of the Hengshui model’s exam-oriented approach and highly disciplined management, its existence is not accidental but rather a product of structural factors in contemporary Chinese society. Against a backdrop of increasingly fierce competition for academic credentials, highly unequal distribution of educational resources, and gradually solidifying social stratification, “high producing” systems like Hengshui Middle School provide many families with a limited yet realistic channel for upward mobility (Wang Ji & Wang Yue, 2021). Therefore, simply restricting or criticizing this type of school model may not fundamentally resolve the distortion in the educational ecosystem.

Truly effective transformation requires institutional-level changes. This includes building a more equitable educational resource distribution system, promoting diversification of educational evaluation standards, establishing ability-oriented rather than credential-oriented employment mechanisms in society, and providing diversified development paths for different types of students. Only in this way can the educational alienation embodied by the Hengshui model possibly be redirected back to “nurturing people” itself, opening new possibilities for the future of basic education in China.

Reference：

Geertz, C. (1963). Agricultural involution: The processes of ecological change in Indonesia. University of California Press.

National Bureau of Statistics of China. (2017). China Statistical Yearbook 2017. China Statistics Press. Retrieved from China Statistical Yearbook-2017

Song, S. (2012, June 9). Hengshui High School: “Prison-style education” and “Gaokao factory.” Beijing News. Retrieved from https://www.bjnews.com.cn/news/2012/06/09/203697.html

Sina Education. (2015, April 4). Alarm bells: Two student suicides at Hengshui No. 2 High School within six months. Retrieved from https://top.sina.cn/edu/2015-04-04/tnews-iawzuney2430511.d.html

Wang, J., & Wang, Y. (2021). Reflections on the Hengshui High School education model. Chinese Journal of Education, (5), 36–40.

Wikipedia contributors. (n.d.). Hengshui model. In *Wikipedia*. Retrieved April 20, 2025, fromhttps://zh.wikipedia.org/wiki/%E8%A1%A1%E6%B0%B4%E6%A8%A1%E5%BC%8F

Xu, T. (2021, September 6). The Capitalization Path of the Hengshui Model. China Newsweek, Issue No. 1011. 20多所分校，谁在从衡水中学的资本版图获利？ -中新网

Zhao, B. (2022, January 12). Data interpretation: Achievements in the implementation of the “Double Reduction” policy in 2021. Ministry of Education of the People’s Republic of China. Retrieved from http://www.moe.gov.cn/jyb_xwfb/moe_2082/2021/2021_zl53/tsj/202201/t20220112_593913.html

current issues

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

References

Au-Startups. “12 EdTech Startups Transforming Education Across North Africa to Watch.” Au-Startups, September 8 2023. https://au-startups.com/2023/09/08/12-edtech-startups-transforming-education-across-north-africa-to-watch/ausjobs/.

Magnitt. “EdTech Startups.” Magnitt. Accessed [insert access date]. https://magnitt.com/en-eg/startups/edtech.

UNESCO. “UNESCO Celebrates Egypt’s Achievements in Digital Technology and Innovation in Education.” UNESCO, [insert publication date if available]. https://www.unesco.org/en/articles/unesco-celebrates-egypts-achievements-digital-technology-and-innovation-education.

Halo-Lab. “EdTech Startups.” Halo-Lab Blog, [insert publication date if available]. https://www.halo-lab.com/blog/edtech-startups.

Kozma, Robert B. Egyptian Report [PDF]. Academia.edu. https://www.academia.edu/download/62234764/kozma_egyptian_report.pdf.

Ewiss, Mohamed Zaki. “Empowering the Egyptians’ Education in the Era of COVID-19” [PDF]. ResearchGate. https://www.researchgate.net/profile/Mohamed-Zaki-Ewiss/publication/346589333_Empowering_the_Egyptian’s_Education_in_the_Era_of_Covid-19/links/5fc8c535a6fdcc697bd858d5/Empowering-the-Egyptians-Education-in-the-Era-of-Covid-19.pdf.

[Author Unknown]. “Article Title Unknown” [online journal]. Journals EKB EG. Accessed [insert access date]. https://journals.ekb.eg/article_316740.html.

current issues

Introducing Artificial Intelligence (AI) in schools from the United Arab Emirates

Written by Iasmina Stoian

Introduction

The United Arab Emirates (UAE) is a country of rapid development, with much advancement and prospective planning. It has emerged globally as a centre of business, tourism, and technology during the last couple of decades. Considering its progress so far, the UAE also envisages Artificial Intelligence (AI) playing a crucial role in the near future in almost all sectors, more so in education. By integrating AI into schools, the UAE is not only preparing students for various challenges in the 21st century but is also securing a leading position in terms of educational innovation. This essay further elaborates on the rationale behind UAE advancing with the integration of AI into education, the potential benefits and challenges this initiative may pose, and prospects.

The United Arab Emirates’ Vision for Artificial Intelligence in Education

Artificial Intelligence is the replication of human intelligence by machines. AI systems can perform tasks related to problem-solving, decision-making, and data processing more effectively and faster than humans. In education, AI does have a bright future in revolutionizing the way students are taught, with teachers delivering personalized learning, huge administrative tasks performed efficiently, and instant feedback on assessments. The governments of the UAE recognize this potential and have adopted AI as a key enabler in the reform of education.

The UAE has always been committed to using technology to renew and reorganize its education system. It forms part of the broader strategy that the country has in relation to the achievement of education reforms, just like the UAE Vision 2021 and the UAE Centennial 2071 aimed at creating a knowledge-based, competitive economy. In April 2017, the federal government of the United Arab Emirates embarked on what is described as the “UAE Strategy for Artificial Intelligence,” the first of its kind in the region. It would also position the UAE to be the leader in AI on a global scale by 2031, focusing on one of many aspects of education.

AI vision in UAE schools is not to pour new wine into old vessels; rather, it is to achieve the highest degree of customization, efficiency, and effectiveness in the learning process. The UAE government envisions a future where AI should aid teachers and students learning experiences, thus adequately preparing them for the workforce of the future-which is fast becoming AI-intensive.

Benefits of Introducing AI in UAE Schools

Personalized Learning

One of the most significant advantages of AI in education is its ability to enable personalized learning. Through AI-driven platforms, there can be an in-depth analysis of data from each individual student to understand his or her strengths, weaknesses, learning style, and pace. Using such analysis, AI can craft personalized lesson plans, recommend resources, and change the difficulty level of the tasks to meet a student’s needs. This personalized learning will help bridge the gaps and make sure that every student in such a multicultural and diverse environment as UAE has the ability to excel to their full potential coming from different educational backgrounds.

Improved Teaching Tools

AI can also be of much help to the teacher by displaying insights useful in better understanding the needs of their students. AI will facilitate automating administrative tasks like grading and attendance so that time for the teachers can be released for handling more sensitive parts of teaching. More so, AI will provide the teacher with real-time feedback in terms of student performance, hence, allowing them to decide on issues and provide a solutions promptly. Therefore, AI will contribute to the provision of quality education within the UAE schools.

Preparing Students for the Future

The introduction of AI to schools also takes shape to prepare students for the AI-transformed future workforce. As AI continues to transform industries, the demand will rise for professionals possessing AI-related skills. With the present move to introduce AI in schools, these are steps that ensure UAE students are well-versed in these technologies and able to work comfortably with them. Exposure to AI at an early age can trigger students’ interests in the fields of STEM (Science, Technology, Engineering, and Mathematics) fields, which are essential to the UAE’s economic diversification efforts.

Challenges of Integrating AI in UAE Schools

Infrastructure and Resource

The major setbacks facing the integration of AI in schools in the UAE are the infrastructural and resource-related issues. Generally, deploying AI technologies requires huge investments in hardware, software, and network infrastructure. Schools are also supposed to have access to stable internet access, and the system should be kept safe from web insecurities. The UAE is well-placed and it indeed does make such investment, but it should not underestimate the scale of this task.

Adaptation and Teacher Training

A key challenge in AI integration is ensuring that teachers are properly trained to use AI tools effectively. Implementing AI in classrooms may require revisiting traditional teaching concepts and adopting new, innovative methodologies. Continuous professional development and training are crucial for teachers to remain updated on AI-driven tools and practices. In many cases, this has proven to be a significant hurdle. For instance, in the US, several studies have shown that insufficient teacher training hinders effective AI implementation. The UAE must prioritize teacher training to avoid similar issues.

Ethical and Privacy Concerns

The application of AI in education further promotes ethical and privacy concerns. Data collection and analysis are central to AI for better service to the learners; nonetheless, data collection must equally have strong data protection measures to ensure security in the information. This may even pose the question whether the decisions are to be left to the AI systems or those of the educators themselves. This balancing with the benefits of AI adds to the critical challenge for the policymakers and educators in the UAE.

Conclusion

Indeed, the UAE’s vision for AI in schools goes purposely beyond the school itself. The integration of AI into UAE’s educational system does not only provide a superior experience for the learners but also fast-tracks the country in embracing the process of creating a more resilient and adaptive student learner. Despite many challenges, potential benefits brought about by AI are substantive. It is with these continuous investments that the UAE is most likely to take a leading position in state-of-the-art innovation in education globally while setting a new standard on how technology can be embraced in order to optimize learning.

Keywords: Artificial Intelligence, teaching, UAE, educational innovation, STEM education, digital transformation

References:

Brynjolfsson, Erik, and Andrew McAfee. The Second Machine Age: Work, Progress, and Prosperity in a Time of Brilliant Technologies. New York: W.W. Norton & Company, 2014.
Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development. Paris: United Nations Educational, Scientific, and Cultural Organization, 2020.
Alghizzawi, Mahmud. “The Impact of AI in Enhancing STEM Education in the UAE.” International Journal of Science and Research 9, no. 8 (2020): 901–907. https://doi.org/10.21275/SR20708151907.
Ministry of Education, UAE. AI Strategy for Education Reform: The Vision for 2031. Abu Dhabi: UAE Ministry of Education, 2021.
Harding, Nick. “How UAE Schools Are Training Teachers to Use AI to Reduce Workload.” The National, June 14, 2024. https://www.thenationalnews.com/news/uae/2024/06/14/how-uae-schools-are-training-teachers-to-use-ai-to-reduce-workload/
Jones, Sarah. “AI in Education in the UAE: Innovations and Challenges.” AGBI Tech, November 2023. https://www.agbi.com/tech/2023/11/ai-education-in-the-uae/
Williams, David. “UAE Schools Prepare for AI-Driven Future Roles.” World Arabia, October 2024. https://world-arabia.com/articles/uae-schools-prepare-for-ai-driven-future-roles/

current issues

Family punishment in Turkey: The case of Melek İpek

Written by Panashe Marie Louise Mlambo

The recent arrest of Melek İpek, the 78-year-old mother of Akın İpek, a prominent Turkish businessman who has been purged from the country, has brought renewed attention to the practice of family punishment in Turkey. This concept, also known as Sippenhaft—a term originating in Nazi Germany—refers to penalising family members for the actions of a relative, particularly in authoritarian regimes. According to the Stockholm Centre for Freedom, Melek İpek was sentenced to over six years in prison for alleged ties to the Gülen Movement, which the Turkish government has designated as a terrorist organisation since 2015 (Stockholm Centre for Freedom, 2023, p. 1).

This is an example of the ongoing violations of the rule of law in Turkey, which mandates that all individuals and institutions, including lawmakers and leaders, are accountable to the same laws. This fundamental principle, which underpins democratic governance, continues to be undermined in Turkey, particularly with respect to freedom of speech and association (Amnesty International, 2022, p. 3).

This article analyses cases like that of Melek İpek, explaining how Turkey’s legal system propagates family punishments and their effects. It further examines various methods employed by the Turkish government, including blacklisting, arbitrary detention, passport revocation, and property confiscation, as forms of collective punishment that undermine the rule of law and individual rights.

Historical Background

Family punishment has roots in authoritarian practices throughout history. The term Sippenhaft was notably used during Nazi Germany to hold family members accountable for the crimes of an individual. In Turkey, this practice has resurfaced as a tactic to suppress dissent against President Recep Tayyip Erdoğan’s administration. The government has systematically targeted relatives of individuals associated with the Gülen Movement, aiming to deter opposition by instilling fear within families (Freedom House, 2023, p. 5).

The Turkish government uses the July 2016 coup attempt as justification for the imprisonment of anyone associated with suspected members of the movement. Anti-terrorism laws have been broadly interpreted to justify extensive crackdowns on dissent. For example, Melek İpek was convicted under these laws for “membership in a terrorist organisation,” reflecting a legal environment where mere association with disfavoured groups can lead to severe penalties. The vagueness of these laws raises significant concerns about due process and individual rights (Human Rights Watch, 2023, p. 7). Additionally, family members with no proven connection to any alleged crimes are frequently targeted, perpetuating a climate of fear and suppression.

Incidents of Family Punishments in Turkey

Melek İpek’s arrest is part of a broader pattern where family members of political dissidents face legal repercussions. Similarly, Enes Kanter Freedom, a former NBA player, has spoken out about the harassment his family faced, which led him to cut ties with them in 2016 (Kanter Freedom, 2016, p. 3). His criticism of the government also resulted in his youth camp in New York being targeted. Another example is journalist Can Dündar, known for exposing government misconduct. His wife faced travel restrictions after his reporting on sensitive issues, such as Turkish intelligence’s arms transfers to Syria (Dündar, 2016, p. 4). Likewise, Hakan Şükür, a former football star and vocal critic of Erdoğan, has seen his relatives harassed and subjected to legal challenges following his departure from Turkey (Freedom House, 2023, p. 8).

The Stockholm Centre for Freedom reports that over two million individuals in Turkey have been blacklisted, including alleged supporters of the Gülen Movement and members of the Kurdish political movement. This blacklisting serves as a punitive measure, circumventing due process and resulting in severe restrictions on daily life. For instance, disabled teenagers have reportedly been denied benefits solely because their fathers were blacklisted (Stockholm Centre for Freedom, 2023, p. 12).

As of July 2023, over 122,000 individuals have been sentenced for alleged links to the Gülen Movement, with 12,108 still in prison. Such measures highlight the expansive reach of the government’s punitive practices, which extend far beyond individuals to encompass their families (Amnesty International, 2022, p. 15).

Legal Framework and Implications

The Gülen Movement was officially designated as a terrorist organisation (Fethullah Terrorist Organisation – FETO) in 2016, enabling the government to arrest and detain individuals under anti-terrorism statutes. By July 2023, over 117,000 terrorism-related convictions had been recorded (United Kingdom Government, 2023, p. 9).

This legal framework permits arbitrary detention without due process for individuals suspected of links to the Gülen Movement. Family members of alleged dissidents, including spouses and children, are frequently detained to coerce compliance or silence dissent. The Turkish government has faced widespread criticism for using vague definitions of terrorism to justify these actions (Human Rights Watch, 2023, p. 11). However, a lack of international accountability has allowed such practices to persist.

The erosion of judicial independence in Turkey further exacerbates these issues. Judges and lawyers have been dismissed or imprisoned for defending dissenting voices, leading to a judiciary that enables politically motivated prosecutions and undermines fair trial rights (Amnesty International, 2022, p. 17).

The Consequences

The implications of Melek İpek’s case extend beyond her individual circumstances. By extending punitive measures to family members, the government effectively discourages dissent and creates a culture of fear. Vulnerable populations, such as the elderly and disabled, are disproportionately affected. For instance, elderly individuals like Melek İpek suffer health complications exacerbated by detention, while disabled individuals are denied state benefits due to familial affiliations (Stockholm Centre for Freedom, 2023, p. 20).

The international community, including organisations such as Amnesty International, has condemned Turkey’s human rights record. Reports highlight abuses linked to anti-terrorism laws and call for reforms to protect individual rights. However, meaningful action, such as imposing sanctions or initiating diplomatic interventions, remains limited (Amnesty International, 2022, p. 22).

Conclusion

Melek İpek’s arrest serves as a stark reminder of the Turkish government’s systematic use of family punishment as a tool for suppressing dissent. The legal framework surrounding her case reflects broader trends within Turkey’s authoritarian regime, where anti-terrorism laws are wielded to justify human rights violations and erode the rule of law. Addressing these systemic issues will be crucial for Turkey to restore individual freedoms and uphold democratic principles. The international community must take decisive action to hold the Turkish government accountable and advocate for the protection of human rights (Amnesty International, 2022, p. 25).

Reference List

Stockholm Centre for Freedom. (2024). Family punishment in Turkey. Stockholm Centre for Freedom. Retrieved from https://stockholmcf.org/wp-content/uploads/2024/07/Family-Punishment-in-Turkey.pdf
Loeffel, R. (2012). Family punishment in Nazi Germany: Sippenhaft, terror and myth. Palgrave Macmillan. https://doi.org/10.1057/9781137021830
UK Home Office. (2023). Country policy and information note: Gülenist movement, Turkey. Retrieved from https://www.gov.uk/government/publications/turkey-country-policy-and-information-notes/475f9b93-76c5-4312-b918-68756604f8ed
BBC News. (2016). Turkey coup attempt: US basketball star Enes Kanter disowns family. Retrieved from https://www.bbc.com/news/world-us-canada-37024429
Middle East Eye. (n.d.). We are arrested: How one explosive story led Can Dündar to jail, exile and his life on stage. Retrieved from https://www.middleeasteye.net/discover/we-are-arrested-how-one-explosive-story-led-can-dundar-jail-exile-and-his-life-stage
Nordic Monitor. (2021). Turkey issues 9 arrest warrants for top goal scorer who turned a critic of Erdoğan regime. Retrieved from https://nordicmonitor.com/2021/08/turkey-issues-9-arrest-warrants-for-top-goal-scorer-who-turned-a-critic-of-erdogan-regime/

current issues

The Role of EdTech Startups in Transforming Education in Egypt

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

References:

AU Startups. “12 EdTech Startups Transforming Education across North Africa to Watch.” AU Startups, September 8, 2023. https://au-startups.com/2023/09/08/12-edtech-startups-transforming-education-across-north-africa-to-watch/ausjobs/.

Magnitt. “EdTech Startups in Egypt.” Magnitt. Accessed May 12, 2025. https://magnitt.com/en-eg/startups/edtech.

UNESCO. “UNESCO Celebrates Egypt’s Achievements in Digital Technology and Innovation in Education.” UNESCO, February 16, 2023. https://www.unesco.org/en/articles/unesco-celebrates-egypts-achievements-digital-technology-and-innovation-education.

Halo Lab. “TOP 15 promising EdTech startups to follow in 2024.” Halo Lab Blog, April 20, 2023. https://www.halo-lab.com/blog/edtech-startups.

Kozma, Robert B. Technology, Economic Development, and Educational Reform: Global Changes and an Egyptian Response. OECD/CERI International Case Study Project. Paris: Organisation for Economic Co-operation and Development, 2005. https://www.academia.edu/download/62234764/kozma_egyptian_report.pdf.

Ewiss, Mohamed Zaki. “Empowering the Egyptian’s Education in the Era of COVID-19.” ResearchGate, 2020. https://www.researchgate.net/profile/Mohamed-Zaki-Ewiss/publication/346589333_Empowering_the_Egyptian’s_Education_in_the_Era_of_Covid-19/links/5fc8c535a6fdcc697bd858d5/Empowering-the-Egyptians-Education-in-the-Era-of-Covid-19.pdf.

El-Masry, Nermine. “The Future of Educational Technology in Egypt: Prospects and Challenges.” Egyptian Journal of Educational Technology, vol. 31, no. 3 (2021): 125–144. https://journals.ekb.eg/article_316740.html.

current issues digital education EdTech Education education reform Egypt innovation online learning platforms personalized learning teacher Vocational training

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