WORDS FOR EVIL: Education: Why Perpetuate the Worst Inequality?

Today, here and now, in the year 2022, “a man is prevented” with us. Especially as school dropout reaches 100,000 cases per year.

Only 2.9% of students from poor families achieve certain cognitive achievements. Those in rural areas are left at the mercy of their desolate condition.

Result: In the PISA ranking (International Program for Monitoring Student Achievement initiated by ECOWAS), Tunisia has ranked at the bottom in recent years.

But the regulator is still going at 5 an hour. The sloth and laziness of the spirits are there for many.

Disappointed with an educational system that encourages brainwashing, parents in the cities resort to it in vain on extracurricular education (private tuition). In the country, things look even grimmer for schoolchildren who take a long daily walk before reaching the banks of knowledge.

failure of our methods

The only survivors of the abyss are the children of “lucky people” who have enough money to enroll their own in international schools.

That being said, hopes of finally seeing a state emerge that will guarantee everyone access to quality education can only be dashed.

So the answer to the question of why little Salah can’t read, or to the more general question of why the educational standards of Tunisian schools fall so short of international standards, is just as simple. The failure of our educational methods in the mass society we are today is undeniable.

The evils of the Tunisian school have been around for more than two decades. The overcrowding of the classes (more than 30 students per class), the ailing state of the infrastructure, the lack of cultural and artistic activities, the lack of leisure opportunities, the virtual lack of continuous training for teachers hinder any modernization of our education system.

The welfare of the teacher and that of the learner

In the opinion of educators and didactics, good knowledge transfer requires a terrain that promotes success. By fertile ground we mean the joy of learning, giving more importance to the teaching of the arts, the sharing of experiences, discipline by involving parents more, and respect for the teacher by guaranteeing him a decent life.

Otherwise, how can a teacher maintain the habit of learning to avoid passing on dead knowledge?

How can we adapt our educational programs to the radically new needs of today’s world?

What will tomorrow’s men be like if today’s child is forced to adopt a passive attitude that forces them to abandon their most characteristic activity: play and study in the old sense of the word?

Do we at least know that the child’s own initiative only manifests itself in play?

Those responsible for the Tunisian education sector seem to have drunk the pasta water. If necessary, however, they hoarse in front of running cameras.

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