Since 1967 all Syrian schools, colleges, and universities have been under close government supervision. The Ministry of Education and the Ministry of Higher Education are primarily responsible for all aspects of administration, including curricula development.

Schooling is divided into 6 years of compulsory primary education, 3 years of lower secondary education, and 3 years of upper secondary education. General secondary education offers academic courses and prepares students for university entrance; the last 2 years of this stage are divided into literary and scientific streams. Vocational secondary training offers courses in industry, agriculture, commerce, and primary school-teacher training. The usual entrance age for secondary schooling is 15 but is 14 for teacher training institutions. This system was established in 1967, when the country signed the Arab Cultural Unity Agreement with Jordan and Egypt, introducing a uniform school ladder in the three countries and determining curricula examination procedures and teacher training requirements for each level.

In the mid-1980s, Syrian education policies reflected the official intention of the Baath Party to use the schools to indoctrinate the masses with its ideology and to make school training responsive to the nation's manpower needs. The Fourth Five-Year Development Plan (1976- 80) established a target of full enrollment of boys of primary school age by 1980 and of girls by 1990. By the early 1980s, Syria had achieved full primary school enrollment of males of the relevant age; the comparable figure for females was about 85 percent. Enrollment in secondary school dropped to 67 percent for boys, and 35 percent for girls, reflecting a high drop-out rate. Enrollments in remote rural areas were frequently far below the national average. In some villages of Dayr az Zawr Province, for example, only about 8 percent of the girls attended primary school, whereas in Damascus about 49 percent of the girls completed the 6-year primary system.

The demand for education has increased sharply. Between 1970 and 1976, enrollment in the primary, lower secondary, and upper secondary levels increased by 43 percent, 52 percent and 65 percent, respectively. During the same period, enrollments in the various institutes of higher learning increased by over 66 percent. In 1984, 1 million boys and 818,000 girls attended primary schools, which numbered 8,489. Nearly 1,600 secondary schools enrolled over 700,000 pupils.

The Ministry of Higher Education in 1984 supervised four universities, one each in Damascus, Aleppo, Latakia, and Homs. The University of Damascus, founded in 1923, had faculties of law, medicine, pharmacology, letters, dentistry, Islamic jurisprudence, agriculture architecture, engineering, science, fine arts, commerce, and education. The Higher Institute for Social Work, established in 1962 to conduct research into social and economic problems, also was affiliated with the university. Syria's ruling Baath Party operated an institute of political science at the university which conducted mandatory classes in political orientation and current Syrian history. The University of Aleppo, opened in 1958, had faculties of engineering and sciences, agriculture, and literature. Tishrin University in Latakia had a similar curriculum. Al Baath University in Homs, opened in 1979, was Syria's only university with departments of petroleum engineering and veterinary medicine.

In the 1980s, the Syrian government was attempting to expand enrollment in its university faculties of science. In 1984, Syrian universities graduated 948 medical doctors and 1,693 engineers. However, over 3,100 students graduated from the faculties of arts and literature.

A second major thrust of Syrian educational planning was eliminating illiteracy. In 1981, an estimated 2 million Syrians-- 42 percent of the population over 12 years of age--were illiterate. In accordance with the government's drive to eliminate illiteracy by 1991, in 1984 approximately 57,000 Syrians attended literacy classes sponsored by the Ministry of Education and the Ministry of Social Affairs and Labor.

Public demand for education has remained strong, reflecting the importance of education as a channel of upward mobility. The government has continued to expect the system to provide trained citizens to meet the economic and political needs of the society. In the mid-1980s, however, the educational system was still inadequately funded, and, even within its funding restrictions, was viewed by impartial observers as failing to achieve its limited objectives and goals.

In the Syrian education system of the mid-1980s, the concept of examining a "truth" in an effort to confirm or refute it was largely unknown, and, in any event, was often viewed as an unacceptable challenge to authority. If the teacher's instructions and assertions are questioned and refuted, other centers of authority--the family and the government--might then be asked to submit their truths to objective examination and testing. Because research possesses limited intrinsic value, the inadequate research and laboratory facilities were infrequently used.

In 1977 one observer stated that although the Syrian government has been seeking to improve the situation, the task was formidable because of the "many shortcomings and defects" in the educational system and because the society and government have been unable to agree on a modernizing, energizing social role for the system. This assessment was largely valid in the mid-1980s.

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Source: U.S. Library of Congress