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Overview of the Education System in Contemporary Iraq
Jinan Hatem Issa
School of Educational Studies, University Sains Malaysia
E-mail: jenanfiras@yahoo.com
Hazri Jamil
School of Educational Studies, University Sains Malaysia
E-mail: hazri@usm.my
Abstract
Iraq enjoyed a long and proud reputation for its distinguished universities and the quality of
its education; however, a sequence of wars and sanctions severely damaged its education
system. Due to the invasion by the U.S troops in 2003 and till the time being, 84% of the
infrastructure in Iraqi higher education institutions has been burnt, looted or severely
destroyed in some form. Besides, the assassinations campaign which harvested hundreds of
Iraqi academics’ lives and the ongoing daily threats represented the situation in Iraq’s
today. This paper explored the education system in Iraq from its foundation till the present
time. The paper also sought to accomplish some if not many improvements in the Iraq
education sector which is characterized by a centralized policy.
Keywords: Education system, education policy, quality of education, role of woman.
1. Introduction
According to Iraq National Report (Shlash, et al., 2008), from ancient times Iraq was known as
Mesopotamia (Bilad Al-Rafidayn) "land between the rivers: Tigris & Euphrates", and was the cradle of
the first human civilizations known to man; wherein arose on the banks of the Euphrates and Tigris the
Sumerian, Akkadian, Assyrian and Babylonian civilizations witnessed flourishing the first forms of
social, political and economic organizations. Since the dawn of Islam, Iraq had a great significance in
its regions for the Arabic Islamic civilization especially during the time of the Abbasids; Baghdad
remained throughout the ages the lighthouse of culture, civilization and ingenuity bound for by seekers
of education from all places attracting men of thought and literature from all around the world
(UNESCO, 2000).
In Iraq also was the first historical model of a state that was based on established civic
relationships, a pattern of stable management and official institutions. Furthermore, the first centralized
authority in Iraq was emerged in response to a growing need for an effective state to oversee the
organization of economic life (Shlash, et al., 2008). Moreover, the first attempt by humanity to
establish a system of justice was taken place in Iraq too where the first legislative acts known in the
world were enforced, the most notable and renowned of which was the Code of Hammurabi (ca. 1792-
1750 BC) that included a broad body of laws which was applied throughout the Kingdom of Babylon
and established the legal system for the country (Hooker, 1996).
2. Education Development in Iraq
One of the first noble tasks that have been adopted by human beings in various times and over the
centuries is education, which is the basis of the overall development of any country and any
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civilization. Hence, education becomes in the priority concerns of the developed countries in terms of
the objectives, staff, curricula, educational and administrative means and laws that ensure respect and
even reverence for the human side.
Henry Peter Brougham, a British Liberal, said in the 19th century, "Education makes people
easy to lead, but difficult to drive; easy to govern but impossible to enslave" (Wang, 2005). All the
different types of governments that ruled the country showed a great concern in this relevant sector.
Thus, the historical overview of education development in Iraq as an independent state is divided in the
article into four phases according to certain time periods starting from the establishment of the
Kingdom of Iraq and ending in the ongoing occupation phase since 2003 till the present time.
2.1. The Establishment Phase of the Kingdom of Iraq in 1920
Iraq got its independence of the British Mandate in 1920. It was a poor country economically
dependent on agriculture as a basic income. After independence, Iraq established its educational system
in 1921, offering both public and private paths. Due to the fact that Iraq was one of the Ottoman States
for nearly 400 years, the proportion of illiteracy in 1920 was 90% of the Iraqi people (Charles, 2006).
The most important achievement in higher education of that stage was the foundation of some schools
like: Medicine, Engineering, Law and Arts which belonged to the University of Baghdad after its
establishment later (WES, 2004).
2.2. The Republic of Iraq (Early 1958 to 1970)
The Republic of Iraq was initiated in 1958. That stage was marked by the adoption of Iraq to another
economic resource, since Iraq succeeded in getting a share of its oil about 45% from the foreign oil
companies, which were in control of the Iraqi oil. That share helped to great economic and social
changes, including its education development. Since then, the Iraqi society was starting-up a new
period of the spread of education and commencing scholarship programs by sending students to
different European countries and America in order to create a modern civilized society being able to
shift from rural agricultural into industrial civilized society which directly impacted on the political and
social awareness in Iraq. Hence, creating new dimensions in the Iraqi community with attracting
individual’s attention to the significance of education regardless of the class of individuals,
subsequently led into increasing literacy rate to 30% of adults during this period of time (Alobaidi,
2005). The modern universities in Iraq were established beginning with the University of Baghdad in
1957 (The Current Status and Future Prospects for the Transformation and Reconstruction of the
Higher Education System in Iraq, 2005), Then, other universities including the University of
Technology and Al-Mustansirya, other university in Baghdad as well as universities in Basra, Mosul
and Sulaymaniah were established during the 1960s. The establishment of technical institutes
represented further development of higher education in Iraq characterizing by the considerable demand
for qualified technicians created by the flourishing oil industry.
In the beginning of the 1960s, spending on health, education and culture in Iraq enjoyed a
special place considering these areas as the most important investments in human capital, in line with
developmental thinking at the time. The share of education and health expenditure increased in the
five-year plan for 1965-1969, a trend that continued up to 1980 (Shlash, et al., 2008).
2.3. The Phase from 1970 to 1990: The Education Achievement
The third stage was considered as one of the most important stages in the development of Iraq due to
the constitutional legislation in 1970 to create a giant leap in all sectors. The economic sector in Iraq
had achieved a breakthrough in terms of public income reached to 36 billion dollars of Iraq's income in
1978 and which continued to rise to the year 1981 (James A. Baker & Hamilton, 2006). It is during this
economic boom in the country, Iraq was able to develop its education horizontally and vertically, to
make the country in 1985 free from illiteracy according to the classification of UNESCO (2000). All
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people became able to read and write because of the campaign against illiteracy, which was launched
in the late seventies of the last century and ended in the eighties of the last century. In this stage, the
state policy of providing the free educational system was the main reason that helped to the elimination
of illiteracy. The text of the interim Iraqi constitution in 1970 that the State guarantees the right of free
education at all levels of primary, intermediate, secondary and university to all citizens and this was a
major factor and a major opportunity for the people of Iraq to obtain the highest certifications. The free
education policy in this period was not only limited to the Iraqis, but the education was free and
accessible to every Arab wants to study in Iraq and foreigners too. Up to the early 1980s, Iraq’s
educational system was considered one of the best in the Middle East and highly praised throughout
(Shlash, et al., 2008; UNESCO, 2000).
By 1984, major accomplishments had been achieved such as the rise into Gross Enrolment
Rates which exceeded 100% and the complete gender parity in enrolment (UNESCO, 2000).
Furthermore, the illiteracy among 15-45 age groups declined to less than 10%. In addition to that, the
dropout and repetition rates were the lowest in the Middle East and North Africa (MENA) region
(UNESCO, 2000). Also, spending in education reached 6% of Gross National Product [GNP] and 20%
of Iraqi’s total government budget and the average government spending per student for education was
~$620. Finally, the educational system in Iraq, including nearly 6 million students from kindergarten
up to the class of 12, in addition to the approximately 300,000 teachers and management (UNESCO,
2000). According to Unicef (2003), Iraq invested a reasonable part of its oil in providing fully social
services to all its citizens. Without any discrimination from the mid 1970s to the mid 1980s Iraq
witnessed a wide progress in various fields of life that included the educational sector which acquires a
special attention because of its role in the process of the cultural structure of the society. Based on the
Education for All (EFA) 2000 Assessment by the UNESCO (2000) about Iraq as a country witnessing
great developments and achievements that consist a part of the many big achievements accomplished
by the state in different economical, social, educational and cultural aspects of life. During this period
education was free throughout its different levels; elementary, secondary and university, and
commitment to the eradication of illiteracy. There were lots of true intense efforts and productive
activity to develop the educational process to conform to the movement of educational innovation in
the world which led to developing the primary education in its different levels by making use of the
modern practices and trends, included its plans, study books, methods of assessment and examinations,
the programmers of priming and training teachers; consolidating the relationship between education,
labour and production, benefiting from educational technologies and implementing sports, artistic and
recreational activities accompanying the program l2.
2.4. The Decline & Crisis Years from 1990 - Present Time
During the last two decades there were growing demands for equity and higher education made the
policy of establishing a university in each governorate responded accordingly by the foundation of 14
new universities (The Current Status and Future Prospects for the Transformation and Reconstruction
of the Higher Education System in Iraq, 2005).
Before the Gulf war in 1990, the educational system in Iraq was generally agreed upon that it
was one of the best in the region in addressing both access and equality. However, the situation began
to decline speedily due to several wars and economic sanctions (Qumri, 2009). The educational system
in Iraq worsened despite the provision of basics through the Oil for Food Programme (UNESCO,
2003). Due to the drastic and prolonged decline since then, it is now one of the weakest systems.
According to Iraq National Report on Human Development (Shlash, et al., 2008), all the indicators
show that Iraq’s educational system is no longer able to accomplish its main goals: to empower
individuals, equip them with lifelong capabilities and broaden their access to knowledge. Hence, the
damage affects the very foundations of the education system.
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According to Shereen T. Ismael (2003), the Gulf war is considered as a pivotal point in Iraq's
social and economic development. She also described the journey of how Iraq travelled from grade A
to grade B from relative prosperity to absolute impoverishment. Due to the sanctions imposed on Iraq
by the United Nations Security and the destructive war in 1991 by U.S. troops against Iraq, there was a
report by the United Nations on Iraq warned that "the humanitarian situation in Iraq will continue to be
a dire one in the absence of a sustained revival of the Iraqi economy which, in turn, cannot be achieved
solely through remedial humanitarian efforts" (U.N., 1999).
Deterioration of the situation of education in Iraq after the first Gulf War, has affected the
proportion of participants in the education system, as well as the lack of proportion of government
support for this sector which naturally resulted in a steep decline in overall social spending so the
education budget suffered from a deficit which continued to grow as the years passed (Bennis, 2003).
Some of the outcomes of the weakening system are represented in the share of education in the Gross
National Product [GNP] which dropped to almost half, resting at 3.3% in 2003 and the declining in the
Gross Income. Additionally, education came to assume only 8% of the total government budget
especially after the dropping in government spending per student on education from $620 in the
‘Golden Years’ to $47. Moreover, the Gross Enrolment in primary schooling dropped to 90% and the
dropout rate reached 20% [31% Female, 18% Male] whereas the repetition rate reached a figure which
is the double of the MENA region, 15%, and 34% for secondary schools. The gender gap increased
[95% Male, 80% Female] (UNESCO, 2003).
According to the World Education Services (WES, 2004), school attendance in the 1990s
decreased drastically since education funding was cut. Furthermore, economic conditions forced
children into the workforce which caused the education system in Iraq to descend gradually after the
first Gulf War and the blockade, forcing many families to feel there was no benefit of education
because of the lack of salaries leading many students to dropout from schools and universities. That
was even worse after the occupation of Iraq by the U.S. forces in April 2003 resulted in destruction of
80% of the educational institutions and the collapse of the educational process after the invasion.
Illiteracy rates increased again to 60% and the percentage of time student enrolment is 55% and 74% of
those aged between 15 and 24 are capable of reading and writing only (UNESCO, 2003). Unlike before
when books and stationery were distributed for free to the students. The new charges are a heavy
burden on the backs of the poor people. In addition, the deteriorating security situation in Iraq has
contributed significantly to the deterioration of the educational process.
Since the start of the war of 2003, 84% of Iraq’s higher education institutions have been burnt
or destroyed while around hundreds academics have been assassinated and many more brave daily
threats, according to an analysis of the system’s reconstruction needs released by UN Nations
University (Al-Rawi, et al., 2005).
Table 1: Ministry of Education Baseline School Statistics, ("Baseline School Statistics," 2003)
Schools in need of demolition or rebuilding 1,343 9% of all schools
Schools in need of major rehabilitation 5,970 40% of all schools
Schools damaged in some way 11,939 80% of all schools
* Statistics based on UNESCO and UNICEF numbers.
The deteriorating security situation has prevented many students from attending school which
leads to the suspension of school attendance for several days because of the curfew, which could last
for days and frequent curfews on several occasions in the year leading to the end of the school year
without completing the school curriculum (Hoffman, 2006).
Despite a massive effort, stability in Iraq remains elusive and the situation is
deteriorating.... Time is running out.” (James A. Baker & Hamilton, 2006)
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Figure 1: The Assassinations of Iraqi Academies in Graph (Khamas, Abdulah, Wasfi, Al-Mukhtar G., & Jalili,
2006)
In Madrid International Seminar on the assassinations of Iraqi academies (Khamas, et al.,
2006), it was proven with evidences that more than 180 academics, from a wide range of academic and
scientific fields of study from all over Iraq, have been assassinated since the US invasion in 2003 and
many hundreds more have been forced into exile. The way of assassinations to those academics
appears to substantiate claims that a campaign exists and is being conducted to erase a key section of
the secular middle class in Iraq — a class that has largely resisted the US occupation of Iraq and
refused to be co-opted by the so-called “political process” or Iraq’s US-installed puppet
government. Moreover, according to official Iraqi sources academics are not the only ones being
killed: 311 teachers of both sexes killed, 182 pilots, 416 senior military officers killed in the first 3
months of 2006. 20.000 people kidnapped since the beginning of 2006 (Crain, 2007; Ghosh, 2006;
Janabi, 2004; Watenpaugh, 2003). Khamas et al. (2006) express on this: “We call upon all people,
especially academics and students, to help end the silence that surrounds the ongoing crime of the
assassination of Iraqi academics and the destruction of Iraqi’s educational infrastructure, and support
Iraqi academics’ right and hope to live in an independent, democratic Iraq, free of foreign occupation
and hegemony”. The international community should deal with this relevant issue seriously and do an
action to stop the assassinations’ campaign against Iraqis’ intellectuals.
Iraq is considered as one of the countries that once had a bright private sector and educated
population; yet it has come to have one of the lowest human development indicators in the region
(USIP, 2007). The reality of education in today's Iraq is becoming a serious and painful orientation. All
the circumstances which the country passed through as a result of the long term war imposed on it
since 1980 and what followed by a thirty days of destructive attack and a page of a treason directed at
the infra-structure of the country, especially in the field of education and its institutions, and a cruel
and very harsh blockade that touched every trivial and significant details of the citizen’s daily life
(UNESCO, 2000, 2004). Those hard times are still going on represented by the invasion by U.S. in
2003 and since then the country lives in an insecure and deteriorating situation.
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3. The Recent Education Development in Iraq
Education in Iraq is highly centralized and state-controlled in which the State fully finances all aspects
of public education such as supplying books, teaching aids and free student residences. The academic
year in Iraq starts from September till June. There are three authorities control the process of decision-
making and supervision of the Iraq education system: local government educational authorities, which
are in charge of kindergarten and primary education; Ministry of Education [MOE], which is in charge
of secondary and vocational education (general, vocational, and teacher training), including curriculum
development; and the Ministry of Higher Education and Scientific Research [MOHSR], which is in
charge of the administration of universities and the Foundation of Technical Institutes (tertiary
education and research centres). Arabic is used as the primary language of instruction at all institutions,
whereas Kurdish is taught in Kurdish areas (WES, 2004). The educational policy extends across four
learning levels, which are:
Table 2: The Education Policy in Iraq (UNESCO, 2000; WES, 2004).
Learning Level Period of
learning Accepted Ages Notes
1 Pre-School Education
(Nurseries) 2 years 4-5 years Kindergarten and Preliminary
2 Elementary Learning Stage 6 years 6-11 years Compulsory
3 Secondary Education Stage 6 years 12-17 years Two phases
1st Phase
Intermediate education: for three year (12-14). It is complementary to what the pupil learns in the elementary stage and
supplies him with broader information of what he learned in language and general culture.
2nd Phase
Preparatory education: for three years (15-17). Its role is to prepare for university and occupational life. It is specialized
studies (academic) in sciences and arts after the fourth secondary year. The two general preparatory education branches:
the scientific and literary. There is another type of preparatory branch which covers the years of age (15-17). It includes
vocational and applied studies in the kinds of industrial, agricultural and commercial education, where the student is
prepared for the vocation and the university education in the industrial, agricultural and commercial domains.
4 Priming Teachers 5 Years after the
Intermediate stage 15 years Others institutes after the preparatory
education most of which could be
tuned into colleges for teachers of
university level with four years
studying period.
5 University Stage 3 & 6 years 18 and onwards Tertiary studies which prepare its
students to attain the Master and
Doctorate degrees or the occupational
life.
Table 2 shows that Pre-school education in Iraq lasts for duration of two years and is open to
children 4 years old whereas primary education is six years in duration and is compulsory through age
11. On the other hand, secondary education is six years in duration and completed in two stages:
Intermediate and Preparatory. Intermediate education lasts for duration of three years for students aged
12 to 14 years. Similarly, preparatory education also lasts for three years and is designed to prepare
students for the labour market or university study. Preparatory education is divided into two branches
(scientific and literary) beginning with the second year of preparatory education, during which students
pursue academic studies in the sciences or humanities. Furthermore, there is a six or three-year
(depending on the point of entry) vocational preparatory stream of education, which covers industrial,
agricultural and commercial branches which is designed to prepare students for work in the professions
or for university study. Besides, there are also two-year postsecondary institutes which train students
for various technical professions. Finally, tertiary education is open to students who satisfactorily
complete secondary education it lasts from three to six years in duration. In addition to that, there are
also programmes leading to postgraduate degrees.
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4. Quality of Education
The quality of education has deteriorated after the 1990s. Factors responsible for the decline in quality
are represented in the low level of education financing, lack of minimum standards in the form of
teaching-learning materials (such as textbooks, libraries, laboratories), deteriorating infrastructure,
outdated curricula, and overcrowding. Moreover, staff member are poorly trained, demoralised and
unmotivated. The followed teaching methods carry on being dependent on lecture with no emphasis on
analysis, synthesis or other forms of knowledge application. Innovation and initiatives to improve
quality outside the rigid state-run education system were generally not encouraged. The gifted
students’ schools represent a very limited exception.
Preparation of teachers and basic training is weak and skills in communication and information
technology are seriously limited. The teaching workforce is isolated from the outside world.
Furthermore, professional development programs are lacking; opportunities for progressing education
and clinical supervision are scarce. There is no encouragement for rural areas. A large number of
qualified and well trained teachers have been lost; they have been replaced by less qualified teachers
(Alwan, 2004).
5. Role of Woman in Education
Iraq is considered as one of the few countries in the Middle East that made a real change through the
social investment in women’s education and the best evidence for this is submitting its second and
third reports to the Committee which presented the implementation of the Convention on the
Elimination of Discrimination of Women (CEDAW) in 1998. The labour law legislation which was
formulated in 1971 guaranteed women equal opportunity in government employment and women
continued to be a majority in some professions (65% of all teachers at both the primary and secondary
school level are women), whereas they are less well represented in other professions (Unicef, 2003).
6. Conclusion
Before 1990s, Iraq's education system statistically surpassed its neighbours in terms of access, literacy
and gender equality. However, almost three decades of wars, cruel sanctions and humiliated blockade
have pushed back those advances. The curriculum in Iraq is based on Western patterns but also
includes religious teaching. The language of instruction is Arabic. Secondary education for girls dates
from 1929 and one-single gender schools start after the primary school till university life when
students from both genders attend the same classes. For all Iraqis and foreigners, education is free at all
levels from primary to higher and no private schools are permitted to operate. Emigration of Iraq’s
best-trained educators to other countries like Jordan, Libya, UAE and others (an estimated 30-40%
have fled since 1990). Because of the economic blockade that Iraq suffered from for more than 13
years and 3 wars that were imposed on the country in which the last one is still ongoing resulted in
poorly equipped libraries and labs.
The discussion highlights the major achievements accomplished in the past, but also the
weaknesses in the perspectives that guided the policy and program approaches for their rehabilitation
and development. In harmony with the above mentioned information, there come into view to be
massive challenges to tackle within the Iraqi educational system. Obviously, the system was one of the
best in the region in the 1980s and can reach those levels with the correct steps once again. The main
challenge to the Iraqi government is represented in the conflict-state of the country. Poor school
conditions and quality inputs, an insufficient supply of schools, insecurity, lack of teachers and teacher
training all are post 2003 war issues which must be addressed and dealt with. This task is not easy nor
can be accomplished over night but it become possible with the dedication of the Iraqi people.
A good education system is essential for revitalising the Iraqi economy and is the key route to
security and the development of a unified, cohesive community. There is an urgent need for a more
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comprehensive reconstruction effort than solely compassionate assistance or physical rehabilitation of
social facilities which ought to be centred on systems of reform processes.
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