Tunisia‘s Education System Reveals Deepening Inequalities
Tunis,Tunisia – A widening chasm in educational opportunity is fracturing Tunisia’s system,with private schools offering significantly improved student-teacher ratios and learning conditions largely inaccessible to the majority of the population,a Nawaat inquiry reveals. The disparity underscores a system failing to deliver equitable access to quality education, potentially jeopardizing future generations.
The report highlights a stark contrast between public and private institutions. Private schools boast a considerably lower student density – 18.8 students per class – compared to their public counterparts. This translates to more individualized attention, supported by a teacher-to-student ratio of 11.7.At the secondary level, the trend continues: an average of 20.5 students per class in private schools, with a ratio of 6.7 teachers per student, versus 15.6 in public schools. These figures demonstrate a clear advantage for students whose families can afford private tuition.
Beyond the core private system, a growing number of schools cater to families seeking international curricula – French, British, and Canadian among them. institutions like the International Franco-British School and the Canadian International School of Tunis are increasingly popular, but entry is highly competitive, requiring strong academic records, aptitude tests, and substantial fees. Tuition at the Canadian International School of Tunis, for example, can reach 7,500 dinars annually for primary school.
This tiered system exacerbates existing inequalities based on geography, socioeconomic status, gender, and school type, solidifying structural disadvantages. Despite repeated promises, systemic educational reforms remain largely stalled, hampered by political maneuvering and resulting in stagnation that disadvantages Tunisian students. The investigation underscores the urgent need for thorough reform to address these disparities and ensure equitable access to quality education for all.
