Tunisia's Public Education System in Crisis Ahead of Baccalaureate Exams
As the baccalaureate exams approach, Ridha Zahrouni, president of the Association of Parents and Students, has delivered a scathing assessment of Tunisia's public education system, placing it "at the bottom of the rankings." In an interview on RTCI, he highlighted several structural issues that exacerbate inequalities and compromise the future of young people.
The Private Tutoring System: A Perfect Example of Dysfunction
Private tutoring, which costs around 100 dinars per month per subject, is inaccessible to 80% of Tunisian families. Zahrouni notes that students who do not have access to these services have "practically no chance of success." He also points out that the pressure to attend private tutoring sessions, in addition to regular classes and revisions, leaves students with no time for rest or extracurricular activities.
Massive Dropout Rate and Structural Failure
Every year, 100,000 students drop out of the system before the age of 16, representing 50% of a generation. Half of Tunisia's population has a primary education level or lower. Only 4% of a given age group achieves the baccalaureate. Zahrouni condemns the "silent hemorrhage" that has been ongoing for 40 years, estimating its cost to the state at 3 billion dinars over 10 years, not to mention the financial sacrifices made by families.
The 1991 Reform: A Disaster
Zahrouni blames the 1991 reform, which introduced Arabic as the primary language for scientific subjects in primary and secondary school, for the system's failures. This sudden change causes a terminological shock and a loss of learning time, as chapters must be retaught in the other language. As a result, only 5% of baccalaureate candidates choose the math stream, despite it being the most successful. Zahrouni argues that the inadequate mastery of French contributes to math difficulties (72% of students struggle with it), unlike in OECD countries where 60% of 15-year-olds have a good grasp of the subject.
Rejection of "Second Chance" Schools
Zahrouni rejects the idea of "second chance" schools, which he considers to be a threat, as they normalize the failure of the first chance. He believes that a 16-year-old who cannot read or calculate will not be able to take advantage of such an opportunity. These discussions about vocational training only serve to anesthetize collective consciousness without addressing the problem.
A Ministerial Plan Without Quantifiable Objectives
Zahrouni strongly criticizes the current ministerial plan ("attractive school," "digital school," etc.), which he considers to be empty and lacking in quantifiable commitments. He proposes a clear objective: reducing the dropout rate from 100,000 to 25,000 students per year over 10 years. He also laments the lack of accountability: no minister is held responsible for the results of their policies.
A Call for a Deep Structural Reform
Zahrouni recalls that the 2022 Constitution provides for a Higher Education Council, but fears that it will be used as an excuse for inaction. He believes that this council should have a transversal role, coordinating Education, Higher Education, Training, Sports, and Culture to define future specialties and build programs accordingly, from kindergarten to university. Zahrouni calls for an end to "apaisement" speeches and for a deep structural reform that can restore equality of opportunities and effective free public education.
