Syrian education between administrative correction and structural transformation

Introduction:

In a remarkable move, the Syrian Ministry of Education announced yesterday, Saturday, October 10, 2025, the completion of the reinstatement of approximately 20,000 employees who had been dismissed over the past years, as part of what it described as “correcting administrative injustice” and restoring rights to their rightful owners.

This decision, despite its administrative nature, raises fundamental questions about the future of education in Syria and the ability of current policies to overcome the effects of war and division and move toward an educational model that rebuilds both the individual and the institution.

Background of the Decision and Its Political Implications:

Since the outbreak of the Syrian revolution in 2011, the education sector has suffered severe blows, including the destruction of thousands of schools, the displacement of millions of children, and the dismissal of tens of thousands of educational personnel for security or political reasons. We, in the Syrian Future Movement, believe that the reinstatement of these employees carries multiple implications, the most important of which are:

The symbolism of national reconciliation, as the decision comes within the context of the new era’s attempt to restore relations with marginalized groups, especially in the education sector, which is considered sensitive and influential in shaping public awareness.

In response to internal and external pressures, such as human rights organizations and international institutions that repeatedly demanded the reinstatement of those arbitrarily dismissed, this may have contributed to the decision.

In an attempt to rebuild institutional trust, after years of politicization and marginalization, the Ministry of Education seeks to portray itself as a service institution rather than a security institution. This transformation requires more than simply reinstating employees.

However, the reality of educational policies in Syria is as follows:

1. Politicization of Education:
   Since the Ba’ath Party seized power, the Syrian regime has used education as a tool to promote partisan ideology and consolidate autocracy, rather than as a beacon of knowledge and learning. Curricula, school activities, and even teacher appointments have been subject to security and political considerations, weakening the independence of the educational institution.
2. Collapse of Infrastructure:
   The war between the people and the Assad regime has destroyed more than half of the country’s schools, putting thousands out of service.
3. In some areas, schools have been transformed into shelters or military headquarters, further complicating their rehabilitation.
4. Multiple Authorities and Curricula:
   With the geographic and political division, multiple educational curricula have emerged, some affiliated with the regime, some with the opposition, and others with the Kurdish authorities or international organizations. This diversity has created educational chaos and fragmented the national educational identity.
5. Lack of Qualified Personnel:
   Displacement and migration, in addition to arbitrary dismissals, have led to the loss of a large number of experienced teachers. In some areas, middle school students are taught only by high school graduates, negatively impacting the quality of education.

Despite the importance of reinstating dismissed employees, this step alone is not sufficient to reform the education sector. Structural challenges require a comprehensive vision, which, in our opinion, includes:

• Rehabilitating teachers psychologically and professionally after years of exclusion or informal employment.
• Legal guarantees against repeated dismissals for non-professional reasons, and establishing a work environment based on competence, not loyalty.
• Reforming curricula to emphasize critical thinking and life skills, rather than political indoctrination.
• Involving the local community in formulating educational policies, thus enhancing transparency and accountability.

However, drawing on international models of post-conflict education reconstruction is beneficial and healthy. The Syrian Dialogue Center published a comparative study reviewing the experiences of countries emerging from devastating conflicts, such as Rwanda, Bosnia, and East Germany. Education played a pivotal role in rebuilding national identity and the social fabric. The most prominent lessons learned were:

1. Neutralizing education from political conflicts and making it a space for national encounter.
2. Redefining the role of the school as an institution of citizenship, not merely a transmitter of knowledge.
3. Investing in teacher training and providing a safe and stimulating learning environment.
   For education in Syria to transform from a tool of indoctrination into a lever for development, a strategic vision must be adopted, which we, in the Future Political Movement, believe must include:

1. Comprehensive institutional reform:

• Separating the Ministry of Education from the security services.
• Establishing an independent body for curricula and educational evaluation.
• Enhancing the autonomy of universities and educational institutions.

2. National educational reconciliation:

• Unifying curricula across different regions.
• Reintegrating children who have dropped out of school.
• Launching psychosocial support programs for students and teachers.

3. Digitizing and modernizing education:

• Integrating technology into classrooms.
• Training teachers on digital education tools.
• Developing unified national educational platforms.

4. Partnering with civil society and the private sector:

• Supporting local educational initiatives.
• Involving parents in evaluating school performance.
• Publishing opportunities for investment in education without completely privatizing it.

Conclusion:

The reinstatement of 20,000 dismissed employees to the Ministry of Education, despite its symbolic importance, represents only the first step on a long road toward education reform in Syria.

The problem is not the number of teachers, but rather the nature of the policies governing the educational institution and the absence of a comprehensive national vision.
Education is a project for building individuals, society, and the state. If it is not redefined accordingly, all steps will remain merely administrative patchwork that does not address the essence of the crisis.