The Syrian teacher in the context of national transformation

This analytical study examines the structural and functional transformations that have occurred in the role of the Syrian teacher since the founding of the nation in 1946 and up to the post-conflict reconstruction phase in 2025.

The paper reviews four pivotal stages in the development of this role, beginning with its founding, through the era of politicization, then the conflict phase, and finally the reconstruction phase. It also presents a complex analysis of the current challenges facing Syrian teachers and proposes a development model based on comparative evidence and international experiences in post-conflict contexts, with the aim of redefining the teacher as an educational actor engaged in peacebuilding and reshaping a comprehensive national identity.

Introduction:

The Syrian teacher is one of the most prominent actors in the project of building the national state, and his role has historically been linked to the paths of political, social, and economic transformation that Syria has witnessed since its independence. However, this role has undergone sharp fluctuations, beginning with educational empowerment during the founding phase, followed by systematic politicization, institutional collapse during the years of conflict, and finally attempts at reconstruction in the post-war period.
This study aims to analyze the transformations in the role of the Syrian teacher within a complex historical and political context, and to present a developmental vision for repositioning the teacher as a key player in the national recovery process.

First, the historical framework of the transformations in the educational role:

1. The National Foundation Phase (1946–1963) : Following independence, the Syrian teacher emerged as an independent educational actor, enjoying a prestigious social status and relative professional autonomy. Official records from the Ministry of Education (1948) indicate that teachers’ salaries were equivalent to 150 Syrian pounds, equivalent to $75 at the time, reflecting institutional appreciation for their role. This period also witnessed a quantitative expansion in education, with enrollment in basic education rising from 32% to 48% between 1950 and 1960 (UNESCO, 1961).The role of the teacher at that time was linked to the project of building national identity and shaping collective consciousness in a post-colonial context.
2. The Period of Institutional Politicization (1963–2011):With the Ba’ath Party’s rise to power, the educational system began to be systematically politicized. Ministerial Resolution No. 11/1971 imposed party affiliation as a condition for career advancement, eroding teachers’ independence and transforming them into an ideological tool. In parallel, the country witnessed an economic decline that impacted the education sector. The real value of teachers’ salaries decreased by 400% between 1990 and 2010. Inefficient hiring policies also led to the migration of 28% of education college graduates to the Gulf states, contributing to the decline in the quality of education and the erosion of teaching competencies.
3. The Conflict and Collapse Phase (2011–2024): The Syrian conflict led to the fragmentation of the education system, with three distinct educational systems emerging according to the areas under control:
   official curricula in areas under the former regime, alternative curricula in opposition areas, and curricula with a Kurdish cultural character in areas under the autonomous administration.
   This division led to widespread cognitive disparity among students and a disintegration of the national narrative. The educational infrastructure also suffered a near-total collapse, with approximately 40% of schools destroyed.During this period, teachers faced unprecedented challenges, including a lack of institutional coordination, job insecurity, and increasing psychological and social pressures.
4. The Reconstruction Phase (Post-2024)
   With the launch of reconstruction efforts, profound structural and psychological challenges have emerged that hinder the restoration of the teacher’s role.
   Data from the World Health Organization (2025) indicates that 68% of students suffer from conflict-related psychological disorders, while 80% of teachers require specialized training in psychosocial support.
   The system also suffers from a 45% shortage of qualified teachers, and classroom overcrowding reaches a 70:1 ratio, placing a tremendous burden on teachers and limiting their ability to fulfill their educational role.
   

Second, an analysis of current challenges:

1. The institutional legacy of the conflict: The multiplicity of curricula has created knowledge gaps among students and a decline in community trust in teachers as an institution.The SCARS Center survey (2024) showed a 62% decline in the social standing of teachers, reflecting a deep crisis of trust between the community and the educational institution. This decline is not only related to material conditions, but also to the loss of the teacher’s symbolic role as a source of knowledge and moral authority.
2. Structural Issues:The education system suffers from weak funding, with education accounting for no more than 4% of the public budget, compared to the global average of 15%.Fifty-five percent of schools lack basic facilities, including electricity, water, and sanitation.
   At the level of higher education, Syrian universities have lost approximately 52% of their faculty members, leading to a decline in the quality of teacher training and a lack of specialized educational research.
3. Societal Psychological Trauma:Rebuilding education cannot be discussed without addressing the psychological effects of the conflict.
   Teachers themselves suffer from chronic psychological exhaustion, job insecurity, and a lack of institutional support.
   WHO reports (2025) indicate that teachers in conflict zones are vulnerable to high levels of anxiety and depression, which directly impact their educational performance.
   Training in psychosocial support is no longer a luxury, but an urgent educational necessity
   .

Third, the proposed development model – towards the engaged teacher:
In light of the previous challenges, this study proposes a development model based on redefining the role of the teacher as an active participant in peacebuilding, rather than a mere transmitter of knowledge.
This model is based on three main pillars:

• Educational identity: Unifying curricula based on education for peace, justice, and cultural diversity, drawing on the experience of post-apartheid South Africa.
• Professional competence: Establishing the “Syrian Academy for Teacher Training” in partnership with international and social.
• Institutional Sustainability: Issuing the “Law to Protect Educational Dignity,” linking salaries to the inflation index, and establishing a national fund to support education through a joint funding mechanism.

Fourth: Strategic Recommendations:
In the statement we issued on March 20, 2025, entitled “Teacher’s Day in Syria,” we emphasized that there is no future for Syria without quality education, and no quality education without honored and competent teachers. Accordingly, we, in the Scientific Office of the Syrian Future Movement, recommend the following:

• To the Syrian government: Increase investment in education to 15% of GDP, activate the talent attraction project, and implement an adaptive digitization system.
• To academic institutions: Document war experiences in the “Educational Memory Archive” and produce educational materials that take into account societal diversity.
• To the international community: Establish a “Syrian Education Reconstruction Fund” and support academic exchange programs with conflict studies centers.

Conclusion:

Although rebuilding Syria begins with rebuilding the infrastructure, the priority also lies in reshaping collective consciousness, which cannot be achieved without redefining the role of the teacher.
The Syrian teacher is not merely a transmitter of knowledge; he is a bearer of the national narrative, a trustee of peacebuilding, and qualified to shape a unifying identity that transcends divisions.

The success of the reconstruction project depends on the teacher’s ability to address the psychological legacy of the conflict, unify the historical narrative, and build a unifying national identity.

This is not merely an educational task; it is a national one, requiring everyone—the state, institutions, and the international community—to reconsider the role of the teacher, not as a victim of politics or wars, but as an active player in shaping the country’s future.

References:

• Syrian Ministry of Education. (1948). Official Records of Salaries and Appointments. Damascus: Central Archives of the Ministry.
• Syrian National Archives. (2024). Documents of Educational Policies in Syria (1970–2011). Damascus: Department of Public Policies.
• World Bank. (2011). The Deterioration of the Public Sector in Syria: An Economic Analysis. Washington: Middle East and North Africa Unit.
• Damascus University – Faculty of Education. (2007). The Emigration of Syrian Educational Competencies to the Gulf States: An Analytical Study. Damascus: Graduate Studies Unit.
• UNESCO. (1961). The Development of Education in Syria: A Country Report. Paris: Department of Basic Education.
• UNESCO. (2023). Education in Emergencies: Damage Assessment in Syria. Paris: Middle East Office.
• World Health Organization. (2025). Mental Health in Post-Conflict Societies: Syria as a Model. Geneva: Community Mental Health Division.
• UNICEF. (2024). Post-Conflict Education Needs Assessment in Syria. Amman: Middle East and North Africa Regional Office.
• Syrian Center for Advanced Studies Research (SCARS). (2024). Assessing Educational Gaps in Syria: A Multi-Regional Field Study. Damascus: Education Policy Unit.institutions, and developing training programs that combine academic skills, psychological support, and