Syria’s education system has faced the far-reaching consequences of decades of Bashar Assad’s rule. According to university lecturer Yassin Jamoul, corruption, politicization and the suppression of critical thinking have become entrenched within it. From an early age, children were drawn into organizations linked to the ruling party, then subjected to militarization and control through student structures. At the same time, history was rewritten to associate the concept of the homeland with the president personally, weakening a shared national identity.
The crisis was particularly evident in the assessment system, above all in the “baccalaureate” leaving examination. Jamoul believes that the exam has shifted from being a tool for testing knowledge to a mechanism of punishment: the results of several hours determine a student’s future after 12 years of education. This creates intense psychological and financial pressure on families and forces them to pay for private lessons. As an alternative, he proposes continuous assessment and separate specialized entrance examinations for different university faculties.
Stagnation also persists in higher education. Some universities still use engineering and humanities curricula developed in the 1970s. In Jamoul’s view, they do little to develop practical skills, independent thinking or problem-solving abilities. He also criticizes university administrators and lecturers who justify inaction by waiting for ministry approval, even though they have the means to update courses and introduce modern teaching methods.
At the same time, Jamoul defends Syrian teachers, viewing them more as victims of the system than as the main cause of its failures. A teacher’s salary may be about $90, while lessons take place in overcrowded lecture halls and classrooms: some university groups include as many as 1,500 students, and schools sometimes do not even have enough chairs for children. The return of children from countries of refuge remains a separate challenge: without language and educational integration programs, schools become an unattractive environment for them. More than 7,000 schools have been destroyed, and according to UN data for 2023, around 18% of Syrian children aged 6 to 17—more than two million—do not attend school. The number of first-graders has also fallen by approximately 40% compared with 2011.
To rebuild education, Jamoul argues, Syria needs not temporary measures but a profound restructuring of governance and funding. He proposes creating an independent Higher Education Council that would shape policy outside political struggles, as well as securing sustainable sources of funding. One possible solution, he says, is to revive the educational waqf—a traditional system of charitable financing for schools and universities. Despite the destruction, Jamoul remains hopeful about Syria’s human potential: the achievements of Syrian students in Turkey, Europe and other countries show that, given a safe environment that respects knowledge, the country will be able to rebuild its education system and prepare a new generation.
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How was Syria’s baccalaureate leaving examination historically structured, and why do its results have such a major impact on university admission? — The “baccalaureate” (Arabic: al-shahada al-thanawiyya al-amma) is a unified state examination taken at the end of secondary school, usually after the 12th grade. It includes written tests in core subjects and is offered in different streams, including science, humanities and others. Results are traditionally expressed in points and largely determine admission competition for public universities: applicants are assigned to fields of study according to their final score, the number of available places and the annual cutoff scores. The exam therefore serves not only as an assessment but also as the main selection mechanism, particularly when places in prestigious faculties are limited.
What is an educational waqf—the traditional mechanism for funding schools and universities—and what role could it play in rebuilding Syria’s education system? — An educational waqf is a religious and community fund to which a donor contributes property, land or capital, with the proceeds used to maintain schools, pay teachers’ salaries, provide scholarships, support libraries and assist students. Historically, waqfs in Syria supported madrasas and other educational institutions. With transparent management and state oversight, they could supplement the reconstruction budget by funding repairs to schools and universities, scholarships for displaced students and long-term education costs. Auditing, equal access and protection against politicization or discrimination would nevertheless be essential.
What language and educational difficulties do Syrian children returning from countries of refuge face, and what integration programs could help them continue their education? — Children may have limited proficiency in Modern Standard Arabic if they studied in Turkish, Kurdish, English or another language. They may also struggle to adapt to Syrian terminology, the curriculum, the grading system and more centralized exam preparation. Additional obstacles include knowledge gaps caused by interruptions in schooling, differences between curricula and the psychological consequences of displacement. Language courses and transitional classes, individual assessments of knowledge, accelerated catch-up programs, recognition of school records and flexible enrollment procedures could help. Teacher training, school psychologists, peer support and the option of taking some subjects in a child’s familiar language during the transition period would also be important.
Full version: After Assad’s regime destroyed it, can the new Syria revive its education system?