Aggiornato il 03/05/18 at 04:30 pm
Assist. Prof. Dr. Ali Mahmood Jukil
English Department, College of Basic
Education, Salahaddin University-Hawler
E-mail address:galimjukil@yahoo.com
Abstract
This study is restricted to the policy of educational system that was adopted in Iraq- Kurdistan that is related to sociolinguistics, which, in turn, is related to the development of the educational system in Iraq- Kurdistan.
It is generally recognized that Iraqi- Kurdistan exposed to the racist and Arabization policy which raised many problems to the Kurdistan people and that is to be hindering progress in all respects and as such it has become an urgent issue, which has to be studied and solved.
This study contributes to the teaching infrastructure of the development of the education system in various stages. The present study is both theoretical and practical, the theoretical aspects will be beneficial for understanding the policy that was/is adopted in solving problems, especially to have an adequate understanding of the policy planning of the educational system. On the side it is an imperial study in developing educational system in order to contribute to the development of the education and sociolinguistics.
This study is divided into
The first one is about historical background of the policy of educational system. The second one presents the educational situation during the mandate period 1920- 1932 while the section three deals with the Kurdish education during the republican Iraq. While the section four is devoted to the 1970- 1974 period, but the section five explains the policy which is adopted during the period after the collapse of Kurdish Revolution of September while section six is devoted to the policy which is adopted during the period of aftermath of the Kurdish uprising March 1991 until the academic year 2010- 2011 that is the core of the study since the dramatic changes occurred in the policy of educational system. At the end the conclusion ,the list of reference and appendices are presented.
The Policy of Educational System in Iraqi- Kurdistan
Assist. Prof. Dr. Ali Mahmood Jukil
English Department, College of Basic
Education, Salahaddin University-Hawler
E-mail address:galimjukil@yahoo.com
I-0-Introduction
This study is restricted to the policy of educational system that was adopted in Iraq- Kurdistan that is related to sociolinguistics, which, in turn, is related to the development of the educational system in Iraq- Kurdistan.
It is generally recognized that Iraqi- Kurdistan exposed to the racist and Arabization policy which raised many problems to the Kurdistan people and that is to be hindering progress in all respects and as such it has become an urgent issue, which has to be studied and solved.
This study contributes to the teaching infrastructure of the development of the education system in various stages. The present study is both theoretical and practical, the theoretical aspects will be beneficial for understanding the policy that was/is adopted in solving problems, especially to have an adequate understanding of the policy planning of the educational system. Also it is an imperial study in developing educational system in order to contribute to the development of the education and sociolinguistics.
This study is divided into
The first one is about historical background of the policy of educational system. The second one presents the educational situation during the mandate period 1920- 1932 while the section three deals with the Kurdish education during the republican Iraq. While the section four is devoted to the 1970- 1974 period, but the section five explains the policy which is adopted during the period after the collapse of Kurdish Revolution of September while section six is devoted to the policy which is adopted during the period of aftermath of the Kurdish uprising March 1991 until the academic year 2010- 2011 that is the core of the study since the dramatic changes occurred in the policy of educational system. At the end the conclusion ,the list of reference and appendices are presented.
I-1-Historical Background
Little is known about education, culture and religion of the Kurds before the Islamic Conquest of the seventh century. The majority of the Kurds became Moslems though they did not, unlike some people such as the Copts, became Arabized in language, Kurdish language, education and culture were, however, profoundly affected by the new religion and the Arabic language which formed pillars of power structure of the Caliphate (Hassanpour, 1992: 50).
Islam as a religion paid attention to the education process, but Islam introduced literacy in the Arabic language into Kurdistan and elsewhere. The Holy Qur’an is written in Arabic which is believed to be the language chosen by Allah to deliver the divine message. In order to propagate the new faith in a language previously unknown to the populace. Individuals had to be trained who could read and write in Arabic, and who were able to interpret and to put into practice the religious law (Shariaha). These men, known as mullah (mela in Kurdish), were local Kurds trained in schools (called hujra) which formed part of the mosque system. The mosques were/are available in every village in Kurdistan. For along time the mosque system was the only method for learning and education. This method was respectful by the populace that was due to the religious belief. In the mosque system, the grade of learning as follows:
1. Suxta = pupil (It is Persian term. It means burning and this indicates that such pupils in working and learning under supervision of Mustahid were burnet)
2. Mustahid = students (It is Arabic term it means prepared)
Both were called faqê
3. The graduated grade = (mela)
I-1-1- The Curriculum of The Mosque System
The curriculum of that system was as follows:
1. Sipara: learning Arabic alphabet
2. Learning to read Holy Qura’an
3. Tasrifi Zinjani = Zinjani’s morphology
4. A’awamil Georgiyani (Arabic Syntax)
5. Bina( Structure )
6. Sahdulla*
7. Al_numzaj*
8. Al_Izhar*
9. Al_Samadiya*
10. Al_Kafiya*
11. Wazh u Istihara (borrowing)
12. Tasrifi (Morphology) mela Ali
13. Jami*
14. Siuiti*
15. Isaxoji*
16. Finari*
17. Said Abdulla*
18. Abdulla yazdi*
19. Sharh shamsi*
20. Gulinboy Adab*
21. Gulinboy Burhan*
22. Sharh Al-Haqaid(Explain of Believe )
23. Muxtasar (summary or Abstract)
24. Mitawad(Unity)
25. Jamhil Jawamih (Collect of Collections)
26. Tahzib-Al kalam(politness of Speech)
27. Sharhi Al-maqasid (interpretation of the purposes)
28. Sharhi-al-tajrid (interpretation of inventory)
29. Xulasat Al-hisab (the abstract of arithmetic)
30. Tashrih-Al-flaq (Astronomy)
31. Isterlab
32. Sharhi- Al-mawaqif
33. Chaqmi
The above curriculum indicates that the core of the mosque school (Hujra) curriculum,
*-Entitled according to the name of authors , the content is about Arabic Language and Islamic Law.
consisted of the Arabic grammar, the fundamentals of Islam, logic, elementary arithmetic,
Astronomy and jurisprudence (Sharihat), rhetoric, theology and prosodic. The curriculum concentrated on learning reading skills, therefore individuals trained to learn reading and interpretation the Holy Qura’an. The curriculum didn’t pay attention to learning writing skills (Kakasur 2002: 4).
I-1-2-The Methods of Teaching
When the children went to the Hujra for the first time they were called suxta, they were taught by Mustahid, both of them were called “faqê”, but Mustahids were taught by mullah (mela).
The students and the teacher were sitting in a circle as groups; they tried to learn reading and interpretation, the whole students shared in discussing the topic. They adopted traditional methods but late methods of teaching changed into classical methods, i.e. they focused on the interpretation of the unfamiliar Arabic. At the same time they didn’t pay attention to the writing skill or to communication in learning the Arabic language.
I-1-3-The Medium of Instruction
As previously mentioned. The core of the mosque school curriculum consisted of Arabic grammar, the fundamentals of Islam. According to Islam, the Holy Qura’an is the word (kalam) of Allah and cannot be translated into other languages, therefore, this explains why obligatory daily prayers (niwezh) and other religious rites:, such as burial, are conducted solely in Arabic, i.e. that the medium of instruction was Arabic, but after many attempts, Persian and Turkish alongside the Arabic became the medium of instruction in the mosque school system in Kurdistan. (In the Kurdistan which was under Persian occupation, the domain medium of instruction was Persian alongside with the Arabic, while in the part which was under the occupation of the Ottoman Empire, the medium of instruction was Turkish alongside with the Arabic language).
Literacy creation remained the only written use of the language until the 7th century when attempts were made to introduce Kurdish as a medium of instruction into the educational system of the mosque. Taking the practice of mosque schools since 19th century as a guide, it can be inferred that Kurdish was always used to explain the unfamiliar Arabic, Persian or Turkish languages to the student. The first one who introduced Kurdish into an educational mosque system was the Great Poet Ahmedi Khani (Xani), in spite of his love for his mother tongue; Khani had to teach his students (feqěs) in the mosque schools in Arabic language. Introducing a minor language such as Kurdish into an educational system, where “the language of Allah”. i.e. Arabic, was the medium of instruction, was a serious bid’ek which Khani to commit. He compiled a brief, easy-to-copy; Arabic-Kurdish lexicon entitled Nǔbehara Biçùkan “(Children’s Nubar” (first picking of fruit) or (New Spring for Children). A century later, a similar glossary was composed in Sorani (Central Kurmanji) by Sheikh (şex) Marif ki`Nodeyi (1790). The significance of the two works lies more in institutionalizing the use of written Kurdish in the religious educational system in its lexicographic contribution (Hassanpour1992, 89).
Khani (Xani) wrote another short work intended for use by mosque school students (faqês), known as “Eqida Iman” (belief in faith), and the work explains, in verse, the principles of Islam education
The mosque school system was criticized in various aspects such as the curriculum, the methods of teaching, the unhealthy institution, and the medium of instruction….etc. But the advantage of this system was that the students (faqês) could mobile and travel from school to another school for the purpose of continuing their studies. This type of transporting from place to another place in Kurdistan, geographically had the affect on the nationality feeling even it was in a silent type. It can be said this type of the educational system, in addition to that the students got information from the books, they became more experience in the way of life as the result of the transporting from one place to another place(Kakasur2002;6).
I-2-Formal Education in KR of Iraq
Modern Formal schooling, which is usually structured in the form of primary, secondary and higher education, relies on the extensive use of written and oral language.One major impact of the extension of Ottoman rule over all parts of Kurdish provinces in the latter of 19th century was the opening of modern schools. These schools nurtured a new generation of intelligentsia that was different from the traditional clerical and aristocratic literati:
1-Their students were educated in Turkish and learnt an European language, usually French
2-Their students were secular in world out look and education.
3-The Ottomanians, for discrimination between mosque schools and formal schools’ systems, used the name “Madrasa” (Medrese). For the mosque schools, while “Maktab” (Mekteb) for the formal schools (Hassanpoor1992:89).
I-2-1- Stages of Education
Formal education in Ottoman Empire and also in Iraqi Kurdistan was divided into four stages:
1-Primary study schools
2-Al- Rushdia ( secondary study schools)
3-Preparatory or Sultanian study schools
4-Higher studies
The Ottoman Empire opened several primary schools in various parts, according to ratio of the population. But for the Kurdish parts, the policy was different. Only Rûşdia (secondary schools) were opened. The proportion of Iraqi Kurdistan Region is illustrated in table No.I with a graduate age of approximately twelve years (cf. Table. No.I).
This phenomenon to notice, instead of paying attention to flourishing primary schools by Ottoman rulers, while they paid attention to opening secondary schools; therefore; the students of the mosque schools were admitted in the Rushdians’ schools(Kakasur2003:7).
A general view of the size of the new intelligentsia is provided by data on Rushdia schools, and their students in Iraqi Kurdistan region in 1898(cf. Table No.II).
I-2-2-The Curriculum of Formal Education
The curriculum of the modern schools consisted of natural sciences, mathematics, history, and geography, Religious materials, Turkish, Arabic, Persian languages; Turkish grammar, calligraphic; logic, physical training(athletics).
While military education provided training in cavalry, artillery, engineering, religious faith, natural science, mathematics, history, geography, logic, Arithmetic’s, the principle of registration, Turkish grammar; orthography; calligraphic, physical training, and athletics, logic, Arabic, Persian, Turkish, French and English language. The mentioned curriculum concerned with the Rushdia secondary schools in Kurdistan.
In general, during the Ottoman rules the curriculum of primary schools consisted of Arabic Alphabet, the Holy Qura’an, recital or modulation, moral ethics, the science of state affairs, learning, writing (orthography), Abstract of arithmetic, brief history of Ottoman Empire, Abstract of geography, General Information, as well as Turkish and Arabic languages.
While the curriculum of preparatory (Al-Sultanya) schools which was four years consisted of religious and moral sciences, Turkish, French, Arabic, and Persian languages , formal writing, law , economics, history, geography, arithmetic, the basic registration of (Accounting ) , Al- Jabir , engineering, mechanics , biology, cosmography, plants and agriculture art, practical agriculture , agriculture geography, health and science, philosophy, logic, calligraphic, and fine arts ( Kakasur2003:18) .
And finally, the graduates of these formal schools became cadres for the government’s civil military bureaucracies. The new intelligentsia played a significant role in the new literary, linguistics and political upsurge during and after the Young Turk Revaluation of 1908(Hassanpour1992: 79).
I-2-3- Methods of Teaching
The methods of teaching were traditional methods in which they concentrated on the contents and their interpretation i.e. that the methods were mixture of the classical and translation methods. They concentrated on the theoretical issues rather than practical and actual affaires. An important thing in the formal schools was regulations. Also in those schools the writing skill got more attention than in the mosque school system.
I-2-4- Medium of Instruction
The medium of instruction was Turkish alongside with Arabic, and raised the problem for the children from other nations, but this problem was solved by using the local vernacular in interpretations.After the Young Turk Revaluation of 1908, the status of formal education in provinces of Mosul Vilait (Iraqi Kurdistan) altered, and the situation was improved, some primary and three preparatory schools were opened, such as:
1-Mulki preparatory in Mosul; the number of students were (24).
2-Mulki preparatory in Karkuk; the number of students were (135).
3-Mulki preparatory in Sulemani; the number of students were (163).
In addition to the existing of primary schools in Hawler (Erbil), Sulemani,Karkuk and Musol, the new primary schools were opened in Akrê, Duhok, Koye, Zakho, Kifre, but the students of the mosque schools did not interest in joining the modern schools, and this is due that the modern schools concentrated on the Turkish language as a medium of instruction.
II-Educational Situation During The Mandate Period, 1920- 1932
After the occupation of Baghdad in 1917, the British authorities began to recognize the educational system that the Ottoman Turkish had established on the basis of European, chiefly French, and models. One change was happened in the medium of instruction which had formerly in Turkish. According to an official report ‘Arabic, or local vernacular in places where Kurdish, Turkish, Persian or Syriac was spoken, was adopted as the medium of instruction’ (G.B. 1923- 4: 201).
But during the mandate period, a great change occurred in the area, which was the establishing the modern state of Iraq and Southern Kurdistan ( Mosul Viliate) was affected by that event, because after that the southern Kurdistan became part of the modern country ‘ Iraq’ where the modern education was the progressive of the state. Individuals or minority groups were not allowed to establish schools or any type of educational institution without permission, which was usually not granted.According to the data taken from the annual reports and census, the situation of the educational development during the mandate period can be illustrated in the table No.III (cf. Table No. III).
II-2- Arabization of Kurdish Education
The connection between Kurdish nationalism and the demand for mother tongue education was well known to both the Arab government and the British Mandate authorities who, as an overall policy of curbing this nationalism, tried to restrict instruction in the language.Arabazation of the primary schools increased, especially in the Mosul, Karkuk and Hawler Liwas. Arabazation was carried out through channels, e.g, changing textbooks, appointment non-Kurdish teachers, alluring students to shift to Arabic, and direct Arabazation of the schools. (Zari Kirmanji, No.I, May 24, 1926: 16).
According to data taken from the annual reports, however, the Kurdish share of primary / elementary schools was not larger than 11.43 %( cf. Table No.IV).
II-3-Medium of Instruction
During the mandate period, the medium of instruction was Arabic or local vernacular in places where Kurdish, Turkish, Persian or Syriac was spoken, but later Arabazation of the primary schools increased, especially in the Mosul, Karkuk and Hawler Liwas.
II-4-The Curriculum
The curriculum during the six years of primary school consisted of religious, Arabic, Arithmetic, history and geography, health, civil & moral knowledge, English, calligraphy, drawing, manual jobs and songs. (cf.Table No. V).
II-5- Scope of Instruction in Kurdish
According to the previous syllabus which is indicated in Table No.V. the syllabus of the primary course of study of 1928, which was used at least until 1942, included twelve subjects taught in the six grades of Arabic language primary schools.This regular course of study was modified for Kurdish and Turkish schools-Arithmetic, Geography, Objects lesson, civic and morals were to be taught in Kurdish; also, the periods given to Arabic language (49) and Arabic penmanship (9) were divided between Kurdish and Arabic (cf. Table No. VI).
II-6-Educational System of Iraqi Kurdistan Region in The Monarchical period, 1932-58
The development of educational system of Iraqi Kurdistan during 1932- 1958 in the monarchical period, can be inferred from the difference of the number of the existing of schools in the provinces of Iraqi Kurdistan in the two recorded years “1933-34 and 34 and 1952-53(cf. Table No. VII).
II-7- Curriculum of That Period
According to the formal of the Ministry of Education (AlMAhrif knowledge) in the year 1938 the curriculum of the primary/elementary studies consisted of the subjects and their hours (of teaching per week) as illustrated in the Table No. VIII which are religion and the Holy Quran, Arabic, Mathematics, Geography, and History objects and health, moral information, English language, Arabic penmanship, drawing and manual and physical education, and singing ( cf. Table No.VIII).
This regular course of study was modified for Kurdish and Turkish schools, Mathematics, Geography, Objects lessons, and Civic and Morals were to be taught in Kurdish. Singing classes were both in Arabic and Kurdish; also, the periods given to Arabic (42) and Arabic Penmanship (8) were divided between Kurdish and Arabic (Akrawi, 1942: 181-197).
While the curriculum of intermediate schools in 1949 was as indicated in the Table No.IX(cf. Table No.IX).
But the curriculum of the preparatory school in 1949 consisted of Arabic, English, translating into Arabic, History, Geography, social situation and economics of Iraq, Al- Jabir, Engineering, Triangle, General science, General mathematics, Physics, Chemistry, Biology, Economics, Drawing and Athletics, ( cf. Table No .X).
II- 8- The Medium of Instruction
Even in Kurdish areas, the medium of instruction was Arabic since it was “an official language “and Kurdish was not, and the interpretation in Kurdish was prevented.By the 1950s it had become apparent that the Arabic-oriented curriculum had put Kurdish in a disadvantaged position. Students were more proficient in Arabic than in Kurdish.Another problem was inability of some, among them Kurdish, teachers to teach in Kurdish, apparently because they had themselves received education in Arabic and found it difficult to make the transition ( Zhin,February 18, 1954 ).
III- Kurdish Education in Republican Iraq
III- 1-The 1958 -61 Period
Education expanded rapidly under the new republican regime. By the academic year 1961 – 62, the number of primary schools in Iraq had increased in Iraqi Kurdish by120% over 1952 – 58, schools in Sulemania recorded an increase of 84 – 4 % ( 232 schools), Hawler ( Erbil) 130-7% ( 240 schools ), Karkuk 173-6% ( 342 schools) and Mosul 84-7% (449 schools).
III-2-Kurdish Education and The Congress of Kurdish Teachers (1958-1961)
In addition to the expansion of education after the July 14, 1958 Revolution, the opportunities were provided for Kurdish children to be trained and instructed in their national language. In May 1959, a Directorate General of Kurdish studies was established as part of the Ministry of Education. In September, the first congress of Kurdish teachers submitted a number of recommendations to government, among which were teaching in Kurdish in all parts of Kurdistan and in secondary schools, and the establishment of a teacher training college in which Kurdish would be the medium of instruction but these recommendations were largely ignored (Abdulla 1980:158).
The second congress of Kurdish Teachers (1960) had become the mouthpiece of Kurdish cultural demands. By the academic year 1960-61 the number of children who would be allowed to join schools in the Kurdish area was 207 thousands, but only 136 thousand children joined schools. For the first time, in the Bahdinan region during the period 1958-60, the Kurdish as a medium of instruction was implemented in 175 schools from 314 in Zakho, Duhok, Shekhan and Aqrê, but it was not implemented in Sinjar and Tillehfer (2nd Congress 1960:38).
III-3-The Period 1961-70
By the summer of 1961, relation between the Kurds and the government grew tense, and as the result, the war in Kurdistan broke out in September and all these expectations of Kurdish education were put to an end during the Kurdish revolution (1961-1970).
During the Kurdish uprising of 1961-1969, the education situation worsened since most governmental schools in Kurdistan villages were destroyed by military operations or closed by government. Illiteracy was spread in wide areas. As a consequence, the leaders of the Kurdish uprising, in spite of their modest capacities were forced to open many primary schools and a secondary school in the liberated areas. But they were suffering from deficiency and limitation of the educational aids and capacity, because they didn’t get any aid from the UNESCO, although more than one million persons of Kurdistan population were practically living under the control of Kurdistan revolution (Jukil 2004, 115).
No progress had been made by July 1968 when a coup d’etat put the second Ba’th government in power. The new regime promised to respect the June 1966 accord, and August 4 a decree was promulgated to put some one of its articles into practice. Among these were the founding of a Kurdish scientific academy in Baghdad and a university in Sulemani. The latter, consisting of three colleges (Engineering, sciences and agriculture) was opened during the academic year of 1968- 1969.
III-4- Medium of Instruction
During the Kurdish uprising of 1961, the question of native tongue education, as a major demand of Kurdish nationalism, had been tied to the autonomist war. During the early stages of conflict, two Kurdish lessons to the primary schools curriculum and make Kurdish a compulsory subject of study at teachers training institutions. While the medium of instruction in all supervised by the Kurdish uprising in the liberated areas of Kurdistan was Kurdish. The use of Kurdish was a main demand in all negotiations, which took place with successive central governments.
III-5 Development of the Educational System
During this period many alternations happened in the system of education, especially in the vocational education system. Throughout this period few vocational institutions had been opened, such as industrial institution in Karkuk in 1967, agricultural preparatory in Hawler in 1967, in addition to teachers college, the central institution of teachers training in Hawler in 1967, were opened. Also in 1967 the preparatory schools were expanded into three academic years, the 4th grade was devoted for general preparation which the other two was academic studies; literary and scientific academic studies. For further information about the expansion of educational system during the period 1961-1969, Erbil situation of education can be taken into account in which the number of schools; students and teachers are illustrated in the table No. XI for the period 1961- 1970 (cf. Table No. XI)
III- 6- Curriculum of this Period
The curriculum of this primary schools consisted of religion, Arabic, Kurdish and English language, arithmetic, geography, Objects and health, notional education, drawing, athletics, and singing. While the curriculum of the intermediate schools consisted of religious education, Arabic, English, arithmetic, engineering, Ali jabir, general science, biology, health, chemistry and physics, geography, history, national education, athletics and drawing. Whereas the curriculum of preparatory schools ; literary , academic consisted of religion, Arabic, English, mathematics, general science, economics, history, geography, status, athletics and drawing, but the curriculum of scientific consisted of religion, Arabic, English, Al- jabir, triangle, solid engineering, physics, chemistry, botany, animals, athletic, and drawing.
As previously mentioned in 1967 the preparatory schools were expanded into three years, therefore the curriculum also changed, the 4th grade was devoted to general preparation and its curriculum consisted of religion, Arabic, English, physics, chemistry, biology, history, geography, social education, athletics. While the two others was academic studies, the curriculum of scientific academic consisted of religion, Arabic, English, al- jabir, triangle, chemistry, physics, botany, animals, athletics and drawing and the curriculum of literary academic consisted of religion, Arabic, English, history, geography, mathematics, status, economic and athletic.
IV-1-The 1970- 1974 period
A break through was the march 11,1970 agreement which prescribed ” that Kurdish language be taught in all schools, institution and universities, teacher training institute, the military college and the policy college” ( Iraq Republic 1974:12).
The article of this decree and other cultural rights of Kurdish were stated in the text of the agreement of March 11, 1974, which was a historical agreement between the leaders of Kurdish national movement and central government. As far as educational system is concerned, the first two years was the period of cultural property that building schools increased in Kurdistan, when the government helped in opening a large number of primary, intermediate secondary schools and institutions in Kurdistan which were about 600 schools during 1970- 1974. In addition to the enhancement of Sulemani University, many school textbooks were printed in Kurdish (A.P- 1986:22-24). For further illustration and knowing the ranges of expansion in the educational system see the table XII in which the expansion of educational system in Hawler as a sample is taken in to account. (cf. Table XII).
IV-2- Medium of Instruction
The demands for mother tongue education in all educational levels and in all parts of Kurdistan were realized for the first time in Iraq’s history, because prior to the 11 march agreement Kurdish was the medium of instruction of the primary stage in the governorate of Sulemani and Hawler(Erbil), which was later extended to Duhok without much difficulty. In only 202 schools out of 476 in Karkuk the teaching is in Kurdish, and another 100 schools could be opened if there are adequate staff and facilities. In Nineweh (Mosul) governorate there are, so far, 93 schools teaching in Kurdish and there has been no difficulty in this respect of Akrê, Shaikhan. But problems have centered in Sinjar and Zimar Nahiya because of the political circumstances. As to Diyala, 60% of the schools in Khanaqin and those of the Qaratu and Miran Nahiyas are taught in Kurdish. A few schools have been opened in Jilawla and sa’adiya, and one school in Mandali. Kurdish teaching in these areas, however, is subject to continuous pressure. While teaching in Kurdish for the secondary stage has been initiated since 1970-1971 in Sulemani and Hawler (Erbil) governorates. At 18 intermediate and secondary schools in Karkuk; and at 5 schools in Khanaqin. Kurdish language and literature are taught in secondary schools in the areas designated for Kurdish teaching (K.D.P 1974; 19).
IV-3-Arabization of The Education System, 1972-1985
As early as 1972, the government initiated to implement the policy of arabization and change the historical and demographic nature of the large areas in Kurdistan such as Karkuk, Khanaqin, Sinjar and … etc. the government authorities used intimidation to force Kurds in those areas to transfer their children from Kurdish language schools to Arabic ones. In the province of Duhok and Nineweh, 110 schools were closed down (Jukil.2004, 117).
IV-4-Education in liberated Areas; March 11, 1974- March 19, 1975)
In March 1974, when the government launched its fifth offensive, the results was that education in all its stages was incapacitated in the area, a large number of teachers and students left their schools and joined the revolution that year. Over 66 instructors and over 1500 students from the Sulemania University left Sulemani. The staff decided to restart classes again in Qaladze, but the relocated University was bombed on April 24, 1974 by the Air Force. As a result there were 132 victims (10) ten of them were students of the University.
In the liberated areas, which were under the control of Kurdistan revolution, there were over 4000 primary school teachers and over 1500 secondary school teachers. That year over 6000 intermediate school students and over 550 preparatory school students were deprived from the final exams (A.P1984:28)
By the academic year 1974- 1975, and inspite of the intense war. 153 schools were operating throughout the area extending from Khanaqin to Zakho. The medium of instruction for all subjects was Kurdish (Jukil2004, 119).
For further understanding one can take the situation of educational system in Hawler (Erbil) into consideration and compare the situation of academic year 1973- 1974 and 1974- 1975; in which the number of primary schools in 1973- 1974 was 542 schools while in 1974-1975 was 395 schools; however many primary schools were opened in the area which were under the control of the government authorities. The number of secondary schools in1973-1974 was 53 schools while it was 46 schools in 1974-1975. These numbers indicate the difference between the two situations. For illustration see the Table No, XII (cf. Table XII).
V-Educational System after The Collapse of Kurdish Movement
This section deals with the status of the education and the policy adopted in this period in which many changes occurred which can be presented in details as follows:
V-1-The period 1976-1990
Even the census of this period indicates that many changes in the educational system and the expansion occurred according to the growth of the population. The government paid a vital attention to the vocational, Islamic and Basic education, in addition to the teenagers and illiteracy education, but after the Collapse of the Kurdish Movement practically Kurdish education even in the autonomous areas, was shrunk because of the Arabazation policy and the Iraqi regime’s authorities, through a widespread campaign, displaced Kurds from their villages and thousand of schools were destroyed. Thus hundreds of children were deprived from education. For knowing the range of the development of the educational system in Kurdistan, one can take the development of education in Hawler as a sample by comparing the census of the existing schools and the number of their students and teachers in the academic yeas in 1973-1974 and 1989-1990 and find out the percentage of the development in accordance of the duplication of the growth of population (cf. Table No. XIII).
V1-1-The Period of Aftermath of The Kurdish Uprising March 1991
Aftermath the Kurdish uprising in March 1991, the phase of education in Iraqi-Kurdistan has improved in the interest of Kurdish language teaching and in the interest of modern system which adopted as using the modern technology such as video-center, network system, new pedagogical implications such as the most modern methods of teaching and new regulations.
In the aftermath of the Kurdish uprising in March 1991, the Iraqi government withdrew its administrative units in Kurdistan to taint the image of the Kurdish leadership and create chaos in the region. In short period, the Kurdistani Front took the responsibility of administrating Kurdistan.
In a historic attitude, the teachers in Kurdistan announced that they will work without any payments; they raised the slogan “we do not bend the high head for the salary”. This coincided with the severe economic crises emerged in the region, but the teachers insisted on their decision. This lasted for a complete year, in which the teachers worked without any payments, and served their nation voluntarily.
After the first parliamentary election of Kurdistan in 1992, the first Kurdish cabinet was formed, including the Ministry of Education and under the auspice of the first Congress for altering the educational system was held in 1993 in which many recommendations were taken including the modification of the law which was adopted for education field in Kurdistan and removing the hostile curriculum adopted by the ba’thist regime from the social sciences and to be replaced by lessons of tolerance, brotherhood and peacekeeping as well as removing ba’th party’s racist and belligerent history to be replaced by Kurdistan and Kurdish history. Regarding the diverse linguistic minorities in Kurdistan, the decision was taken to promote their status as native languages and they to be used in media and as medium of instruction in both primary and secondary schools and they to be used as the language of administration in some particular sectors such as the general directors which had been suggested to be opened in the Ministry of Education (Jukil, 2005;39)
In 1994, the first resolution (resolution 4) regarding the Ministry of Education was issued. In 1996 the Resolution No. (986) was taken by the United Nation-Security Council which was the program of “Oil for food”. This program relived all aspects of life in Kurdistan; nearly all destroyed schools have been reconstructed and also many schools have been built, funded, and provided with equipments, since before this program the aim was to continues the educational process and provide it for each six years-old child in Kurdistan, but to the lack of sufficient funds, no modification was adopted first.
Two other Conferences were conducted in Kurdistan to develop the educational system of the region, especially the last one which was held in 2007. Many local and education scholars invited to this conference in which the new education system has been adopted and replaced the old one.
V1-2-Educational System During 1991-2011
Despite what the KRG has gone through in crises, the Ministry of Education has always been putting efforts to develop education in Kurdistan. Throughout this period, dramatic education changes happened and rapid expansion of educational system can be illustrated in table No.”XIV“, where the number of schools in the academic year 1990- 1991 was 1320 schools in the Region and in academic year 2010- 2011 the number of schools has increased by 5746 schools from 534963 to 1463874 students, which the number of teacher has increased from 21389 to 95666 teachers. For further information about this expansion look at table No. XIV In which the expansion of the number of schools students and teachers with their gender are illustrated (cf. Table No. XIV).
On the other hand, education in Kurdistan is still in need of serious support and funding. Many new buildings are still lacking in the cities and districts, which resulted in crowded schools and classes. This has seriously affected the students and their academic level, but KRG has planned to provide a required budget for the ministry of education as well as to the KRG’s treasury which is saved as extra budget for building modern schools. As previously mentioned, dramatic attentions occurred in education system in the region round the rights of minorities’ languages and religious rights. Therefore, education by mother tongues is granted right for all minorities in Kurdistan which has been a home to diverse linguistic minorities such as Arabic, Turkmani, Syriac and Armeny. Therefore, the Arabic, Turkmani, Syria and Armenian schools are seen. Also religion is also tolerated in education as Muslims, Christians and Yazidis study their religions.
Another change happened in education system is that in Iraq, there are six primary years, three secondary and three high preparatory years of studying. Only the first six years are compulsory to attend in Iraq, while in Kurdistan, this system is altered. Students attend nine years of basic level which is compulsory, then three years of preparatory level. In Kurdistan, public education is free and provided for all six years old children even in remote villages. The ministry of education is planning to push education forward, and develop it in all dimensions. In the past, graduate students of teaching preparatory institution were teaching in primary schools. This is not implemented any more. Such institutions are closed now and replaced by College of Basic Education. Thus, holding at least a bachelor’s degree will be a must for teaching in Arabic level. Also the concepts of the basic education, private schools and schools for the gifted developing curriculum and pedagogy are implemented. Another alteration is that training the teachers and academics has always been in Education Ministry’s Agenda. Many NGOs and associations were asked by the ministry to increase the level of teachers. Recently UNSEF and British Council started a project to enhance academic levels and principles of teachers, school principles and education supervisors.
V1-3-Minorities’ Rights in Education
Educational System in Kurdistan covers minorities’ rights in education such as Turkmani; Assyrians and Arabs. Aftermath Kurdish Uprising in March 1991, for the first the minorities of Turkmanis and Assyrians has gained their rights in Education and their languages become medium of instruction. Since the previous Iraqi Baa’th regime put Turkumani and Syraic languages in the corner of domestic function and forced their users to change their real nationality into arabs through many channels. Concerning Syriac language, the Iraqi Baa’th regime had attempted to put in the corner of religious function only. But after the Kurdish uprising of March, 1991, Turkumani and Syriac languages have gained their real status as native language for Turkmans and Assyrians respectively. For the first time some primary schools for Turkmani and Syriac were opened in the areas where the majority of population are Turkmani or Syriac speaker. By the academic year 2001-2002 Turkmani and Syriac schools has expanded as in indicated in the Table No.XV.
The Table (XV) devoted to undergraduates 2001-2002 while by the academic year 2010-2011, the range of the expansion of Turkmani and Syriac schools has increased and for further understanding one can compare the Table No. XVI with the above table in order to deduce the average of the expansion in which illustrated that the number of Turkmani has increased by 18 schools and the number of Syriac schools has increased by 57 schools and the number of students has increased by 2123 students in Turkmani education and by 8696 students in Syriac Education (cf. Table No. XVI).
V1-4-Religious Rights in Educational System
Aftermath Kurdish Uprising of March 1991, for the first time the Christian and Yazidian Religious have been taught in the schools in which the most students are believer of these religious. Since before the Kurdish Uprising these religions are not allowed to be taught, the believers of these religions only right they had not to attend the religion lesson which was devoted to Islamic religion, but after the Kurdish uprising special schools have been opened for them. nowadays, in 57 schools the Christian religion has been taught particularly in Erbil and Dihok Governments and the Yazidian religion has been taught in schools especially in government Dihok and some districts such as Sinjar, Bahshiqa and Shekhan.
V1-5-Private Schools
In the monarchy period, many isolated attempts were made for spreading education in Kurdistan. In this case Kurdish nationalists played an important role because education was considered significant in the propagation of education which in turn stimulated national and patriotic consciousness. Example of these private schools “ Kashti Noah” founded by writer Najmadin Mullah, and “Jamhiyat Zanisti Kurdi” “scientific society” founded by Ahmed Tawfiq for teaching the Kurdish language. This society continued to teach laborers in the evening until 1937 when it was closed and the government (Mutasarif) of Sulemani withdrew its license later (Jukil 2004, 113).
Since that time any private school as were not granted any license to be opened in Kurdistan till 1997.
Since 1997 the phase of private education in the Kurdistan region has improved in the interest of the modern educational system under the auspice of the Ministry of Education of KRG. Many private schools have been opened and this is due to the policies have been adopted and to the globalization order in the world, therefore; many private sectors and foreign companies contributed in opening private schools as join-ventures and this is due to the Ministry which is encouraging private sectors to participate in the education process in Kurdistan involve in enhancing education level. The KRG provides private sectors which land and legal contribution. Recently, a considerable wave of private contribution in education witnessed in Kurdistan, which is likely to grow (cf. Table No.XVII).
These private schools utilize from the modern technical instruments, they concentrated on it in their curriculum in addition to civic and democracy in formation, the medium of instruction in these private schools is English language and Kurdish language is taught as a language. These schools are criticized by the majority of the population since their fees are too expensive in accordance they gain financial supports from KRG.
V1-6-The Curriculum of This Period
As previously, mentioned due to the lack of sufficient funds, no modification was adopted first. Later, especially after the first conference in 1993, the hostile curriculum adopted by the Ba’th regime was replaced removed from the social sciences, and was replaced by lessons of tolerance, brotherhood, and peacekeeping. Ba’th party’s racist and belligerent history was replaced by Kurdistan and Kurdish history.
Despite what the KRG has gone through in crises, the Ministry of Education of KRG has always been putting efforts to develop education in Kurdistan. Courses of civil education, democracy and human rights were added to education curriculum. English language was taught at the fifth primary class during Saddam’s regime, but it was relatively decreased by KRG, as now it is even taught in some Kindergartens.
The alteration of the curriculum also covers the scientific courses, such as mathematics, physics, chemistry and biology are renewed and modified by the help of local and foreign scholars.
Concerning languages, Kurdish, beside Arabic and English are taught. In some private schools, French and German are also taught. As well as the minorities languages such as Turkmani, Syriac and Armani languages are taught in the schools which are devoted to the minorities’ communities. Religion is also tolerated in curriculum such as Christian and Yazidy Rligions. There are already plans to include wider fields in the curriculum of the different levels and train the teacher to familiarize them with the updates at the meantime (cf. Table No. XVIII).
V1-7-The Medium of Instruction
The medium of instruction in this period is Kurdish, alongside Arabic and English. In some of private, French and German are medium of instruction and this is due to the returning back some diaspora people from Europe and Children have educated in French and German. Also the languages of minorities has gained their status as medium of instructions aftermath the Kurdish Uprising; these languages are Arabic,Syriac and Turkmani languages.
Kurdish language is the domain language in the region therefore it is taught in the whole schools. The Kurdish dialect base in instruction is Central Kurmsnji that is accepted as standard language, but there is still a problem because it is not entirely accepted by Northern Kurmanji speakers, therefore the Ministry of education attempts to amalgamate both dialects especially in teaching Kurdish language (cf. Tables No. XIX, XX, XXI XXII).
V1-8-Vocational Education
As previously mentioned, the Ministry of Education of KRG has been putting efforts to develop education in Kurdistan in various ways, therefore, the Ministry of Education paid a great attention to the Vocational education, such as Agricultural, Industrial, Commercial, Athletics and Fine Arts schools and Institutions as well as giving opportunities blindness and handicap people, for achieving this purpose many formal schools are opened in the Region. In these preparatory schools and institutions the core of their curriculum concentrates on Vocational training.
V1-9-Religious Schools
In the region, there are two types of religious schools which are formal and informal which depends on the traditional method of the old Mosque system but formal ones are authorized by the Ministry of Aewqaf and Religious Affairs in which their system are modernized. Concerning Islamic religion, the core of their curriculum still consists of Arabic fundamental grammar, the fundamental of Islam, law and jurisprudence (Jukil 2005; 52).
V1-10-Unsystematic Education (Rapid Education)
Beside systematic education, unsystematic education is also adopted by the Ministry of Education to uproot illiteracy. Those who are between the ages of 15-45 can attend unsystematic education, in which they will be taught two years curriculum in one year, so as to reach their level quickly. This is organized according to an agenda which is intensively planned. For further knowing about the types of educational system the statistics of the academic year 2010-2011 carried out by the General Directorate of Education of (Hawler) Erbil in which the various educational system with the number of their schools, students and teachers are illustrated, (cf. Table No. XXIII).
V11-Conclusion
It can be concluded that the policy of the educational system in Iraqi- Kurdistan region was the same of Iraq, which was adopted by the British mandatory rule in 1920s that system has continuously been modified by the Iraqi regimes in a way that serves Arabization and their interests. This has reached the peak in 1968, when the Ba’thist Party came to power and used the whole education system to dominate its ideology over the state and the people. The system was based on a racist agenda, which mostly used to deny the Kurdish culture and language alongside with other minorities.
In the aftermath of the populous uprising in Kurdistan in the spring of 1991, the policy of educational system has witnessed a dramatic changes, first of all the hostile curriculum adopted by the Ba’thist regime was removed from the social sciences, and was replaced by the lessons of tolerance, brotherhood and peacekeeping, Ba’th party’s racist and belligerent history was replaced by humanitarian history. Courses of civil education, democracy and human rights ware added to education curriculum the scientific courses such as mathematics; physics, chemistry, and biology are renewed. Concerning medium of instruction, the multilingual policy has been adopted, in which Kurdistan is a dominant language as first language as a medium of instruction and Arabic is also a dominant language as a second language while English was considered as a foreign language and was taught at the fifth primary class during Saddam’s regime. But now it’s even taught in some kindergartens and the policy is that English to be the second language in the regime. Syriac and Turkumani are the minority languages which have gained their status as medium of instruction. In some private schools, French and German are taught.
Religion is also tolerated in education as Muslims, Christians and Yazidis study their religions, changes also included teachers and system, they should hold at least a bachelor’s degree in order to be a must for teaching in basic level.
In the past, there were six primary years, three intermediate and three high preparatory years of studying. Only the first six years were compulsory to attend, while now in Kurdistan, this system is changed. Students attend nine years of basic level which is compulsory, then three years of preparatory level.
Basic education is free and provided for all six years old children even in remote villages. Beside systematic education, unsystematic education is also adopted in KR to uproot illiteracy. Those who are between the ages of 15- 45 can attend unsystematic education, in which they will be taught two years curriculum in one year, so as to reach their level quickly.
Also the private sector is encouraged in order to participate in the educational process in Kurdistan and involve in enhancing education level.
On the other hand, education in Kurdistan is still in need of serious support and funding. Many buildings are still lacking in the cities and districts, which results in crowded schools and classes.
References
- Abdulla, Jamal Jalal (1980). Some Aspects of Language Purism among Kurdish Speakers. PhD dissertation, University of York (England).
- Ahmed,Ibrahim, Kh (1982) Tatwir Al- Tahlim Alwatani fi Al- Iraq 1869- 1932 ‘development of the National Education in iraq 1869- 1932’. Iraq university of Basra press.
- Akrawi, Matta (1942). Curriculum Construction in the Public Primary Schools of Iraq in the Light of a Study of the Political, Economic, Social, Hygienic, and Educational Conditions and Problems of the Country, with Some Reference to the Education of Teachers: A Preliminary Investigation. PhD dissertation. Columbia University.
- A. P. (1986). On Education in Iraqi Kurdistan. Iraqi Kurdistan; Xabat press.
- Great Britain (1923- 1924). Report by His Britannic Majesty’s Government on the Administration of Iraq for the Period April, 1923 December, 1924. London; HMSO, 1925. (Colonial No. 13).
- Hassanpour, Amir (1992) Nationalism and Language in Kurdistan 1918-1958. USA; San Francisco.
- Iraqi Government. (1947- 1987). Decennial Census, issued by Ministry of Planning. Baghdad
- Iraq republic (1974). March 11 Manifesto on the Peaceful Settlement of the Kurdish issue in Iraq. Ministry of Information, documentary series, 31. Baghdad: Al- Hurriya printing house.
- Jukil, Ali Mahmood (2004). The Process of Standardization with Reference to English and Kurdish Languages. Unpublished PhD dissertation, Salahaddin University. Hawler (Erbil).
- …………………… (2005). Language Status Profile of Erbil City. Zanco Magazine No.25 July- 2005;35- 67
- Kakasur, M. Abdulla(2003) Gashasandi Xiwendn le Kurdistan da la 1920- 1958 “Development of Education in Kurdistan during 1920- 1958” (Unpublished dissertation Salahaddin University- Hawler).
- K.D.P “Kurdistan Democratic Party- Iraq”1974. On the Kurdish Question at the United Nations. Know the Kurdish series, No.2, June 1974.
- KRG ministry of? Ewaf, Directorate of Islamic studies. (2000) Program for International and Preparatory of Islamic Schools. Erbil.
- …………. Ministry of education, General Directorate for Program and Education Planning (1996). Program for preparatory studies. Erbil.
- …………. Ministry of Education. The third conference held in September 10- 12,2011. Erbil.
- ………… (1997). Program for Vocational Studies. Erbil.
- ………… Ministry of Education. The Static Bulton 2001- 2002. Erbil.
- ………… Ministry of Education, General Directorate for Education Planning (2011) the Statistic Bulton 2010- 2011. Hawler
- ……………….Ministry of Education, General Directorate for Program (2011). Program for Basic Schools and Preparatory Schools2010- 2011. Hawler.
- ……………, Ministry of Education, General Directorate of Education in Hawler (Erbil) (2011) The Statistic Bulton 1960- 2011. Hawler
- Zari Kirmanji, No.I, May 24, 1926; 16.
- Zhin,February 18, 1954.
Appendices
Table No. I
Al-Rushdia Schools in the Iraqi Kurdistan Region and Date of their Opening
Al-Rûshdia in the province of
Date of opening
Karkuk 1870 A.D
Hawler (Erbil) 1875 A.D
Sulaimani 1875 A.D
Salahia (Kifri) 1880 A.D
Rawandiz 1890 A.D
Table No.II
Schools and number of students in Kurdish Towns of Mosul Vilayet 1989
Location Students Teachers
Sulaimania city Rûşdia 21 3
Military Rûşdia 149 12
Rawandiz 22 2
Hawler(Arbil) 28 2
Total 220 19
Source: based on Ottoman Government cited from (Hassanpour; 1992, 80).
Table NO.III
The number of schools, teachers, and students during the mandate period
Year Liwa No. of schools No. of teacher No. of student
1920- 1921 Mosul, Hawler, Karkuk, Sulemani 9
2
4
2 16
16
18
13 313
220
301
237
1921- 1922 Karkuk
Hawler 11
5 817
514
1922- 1923 Karkuk
Hawler 12
5 934
565
1923- 1924 Hawler
Karkuk
Sulmani 6
17
0 24
48
0 566
985
0
1924- 1925 Hawler
Sulemani
Karkuk 7
1
18 25
5
44 614
106
998
1925- 1926 Hawler
Sulemani
Karkuk 7
4
18 27
12
44 602
326
1066
1926- 1927 Hawler
Sulemani
Karkuk 23
14
46
Table No. IV
Number and Proportion of Kurdish Schools in Iraq, 1923-1930
Total NO. of Schools in Iraq Kurdish Schools Of Total Annual Reports Year
205
228
247
249
264
271
291 6
15
19
24
28
31
28 2.92
6.57
7.69
9.39
10.44
11.43
9.62 1923-24
1925
1926
1927
1928
1929
1936
Table No. V
The curriculum of primary school in 1928
Subject Primary class Other classes
1st stage 2nd stage 3rd stage 4th stage 5th stage 6th stage
Hours Hours Hours Hours Hours Hours
Religious 6 5 5 3 3 3
Arabic 12 9 8 7 6 6
Arithmetic 6 6 5 5 5 5
History & geography 1 2 4 4 4 4
Health & information 2 2 2 2 2 2
Civil & ethnic knowledge - - - 2 - -
English language - - - - 9 9
Calligraphy - 3 2 2 1 1
Fine arts - - 1 2 2 2
Manual Jobs 2 2 2 2 1 1
Athletic 2 2 2 2 2 2
Songs 1 1 1 1 1 1
Total Hours
32 32 32 32 36 36
Table No. VI
Teaching Arabic and Kurdish in Primary schools of Iraqi Kurdistan Region, 1928
Hour per Week
Grade Arabic Kurdish
1
2
3
4
5
6 7
8
6
6
5
5 5
2
2
2
1
1
Total 36 13
Based on Aqrayi (1942; 181,197)
Table No. VII
The number of the formal primary schools in the cities and villages as well as Kindergarten and evening schools, in addition the number of students and teachers
Academic year Liwa Number of schools Number of students Number of teachers
Boys Girls Total Men Woman Total
1933-34 Karkuk 30 2121 648 2769 57 24 99
Hawler (Erbil) 23 1497 172 1669 62 9 71
Sulemani 21 1135 230 1365 39 10 49
1952-53 Karkuk 84 8680 2130 11410 324 135 459
Hawler (Erbil) 56 4592 1158 5750 189 46 235
Sulemani 56 4592 1286 5881 184 58 242
Based on (Kakasur 2003)
Table No. VIII
Curriculum of the primary studies 1938
Subjects 1st grade 2nd grade 3rd grade 4th grade 5th grade 6th grade
Religion & the Holy Qura’an 4 4 3 3 2 2
Arabic Penmanship 11 8 7 7 5 5
Mathematics 6 6 5 5 5 5
Geography &History - - 4 4 4 4
Objects & Health 2 2 2 2 2 2
Civic & Moral information - - - 1 1 5
English Language - - - - 5 5
Arabic Penmanship - 3 3 2 - -
Drawing & Manual 3 3 4 4 4 4
Physical Education & Singing 4 4 2 2 2 2
Total 30 30 30 30 30 30
Table No. IX
The Curriculum of Intermediate Schools in 1949
Subjects Hours per week
1st grade 2nd grade 3rd grade
Religion 1 1 1
Arabic 6 6 6
ENGLISH 6 6 6
HISTORY & Geography 2 2 3
Morals & Duties - 2 2
Mathematics 4 2 -
Al-Jaber - 2 3
Engineering 2 2 3
General Science 6 - -
Physics - - 3
Chemistry 6 - -
Biology - 2 -
Drawing 2 2 1
Athletics 1 1 1
Health 1 1 1
Total 33 33 33
Table No. X
The curriculum of the preparatory schools in 1949
Subject Scientific studies Literary studies
Hrs per a week Hrs per a week
4th Grade 5th Grade 4th Grade 5th Grade
Arabic 5 5 7 7
English 6 6 7 7
Translating into Arabic 1 1 1 1
History - - 4 4
Geography - - 2 3
Social Situation & Economic of Iraq 2 - 2 2
Al-Jaber 2 2 - -
Engineering - 3 - -
Triangle 3 - - -
General Science - - 4 -
General Mathematics - - 2 2
Physics - 7 - -
Chemistry 5 - - -
Biology 5 5 - -
Economics - - - 3
Drawing 1 1 1 1
Athletics 2 2 2 2
Total 32 32 32 31
Based on Kakasur (2003; 264).
Table No.XI
The number of schools, teachers, and students in Hawler
(Erbil) province according to their gender for academic years 1961-1970
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1961-1960 Kindergarten 2 0 0 2 95 83 178 0 7 7
primary 219 73 14 132 18202 5147 23349 854 196 1050
Secondary 9 3 2 4 1992 449 2441 69 18 87
Special Secondary 1 1 0 0 317 0 317 0 0 0
Agriculture 0 0 0 0 0 0 0 0 0 0
Industrial 0 0 0 0 0 0 0 0 0 0
Domestic arts 1 0 1 0 0 0 0 0 10 10
Central institute for teachers 0 0 0 0 0 167 167 0 0 0
Teachers training college 2 1 1 0 330 0 330 16 6 22
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1962-1961 Kindergarten 2 0 0 2 0 124 124 0 8 8
primary 240 69 16 155 14762 44967 59729 882 229 1111
Secondary 11 5 2 4 2507 773 328 81 21 102
Special Secondary 0 0 0 0 0 0 0 0 0 0
Agriculture 0 0 0 0 0 0 0 0 0 0
Industrial 0 0 0 0 0 0 0 0 0 0
Domestic arts 1 0 1 0 0 202 202 0 15 15
Central institute for teachers 0 0 0 0 0 0 0 0 0 0
Teachers training college 2 1 1 0 319 72 391 15 6 21
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1963-1962 Kindergarten 2 0 0 2 69 49 118 0 0 0
primary 208 95 24 89 18465 6191 24656 963 274 1237
Secondary 12 4 3 5 2699 692 3391 90 29 119
Special Secondary 1 0 0 1 453 1 454 0 0 0
Agriculture 0 0 0 0 0 0 0 0 0 0
Industrial 0 0 0 0 0 0 0 0 0 0
Domestic arts 1 0 1 0 0 210 210 0 14 14
Central institute for teachers 0 0 0 0 0 0 0 0 0 0
Teachers training college 2 1 1 0 282 105 387 9 8 17
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1964-1963 Kindergarten 1 0 0 1 46 42 88 0 6 6
primary 183 102 21 60 16538 5799 22337 853 267 1120
Secondary 13 7 2 4 2863 781 3644 72 20 92
Special Secondary 1 0 0 1 1970 110 2080 12 0 12
Agriculture 0 0 0 0 0 0 0 0 0 0
Industrial 0 0 0 0 0 0 0 0 0 0
Domestic arts 1 0 1 0 0 224 224 12 0 12
Central institute for teachers 2 1 1 0 68 26 94 Lecture 0
Teachers training college 0 1 1 0 268 149 417 6 7 13
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1965-1964 Kindergarten 1 0 0 1 77 53 130 0 6 6
primary 241 120 27 94 20649 6752 27401 1088 325 1413
Secondary 14 5 3 6 3603 1000 4603 100 28 128
Special Secondary 1 0 0 1 561 2 563 0 0 0
Agriculture 0 0 0 0 0 0 0 0 0 0
Industrial 0 0 0 0 0 0 0 0 0 0
Domestic arts 1 0 1 0 0 217 217 0 14 14
Central institute for teachers 0 0 0 0 0 0 0 0 0 0
Teachers training college 2 1 1 0 230 137 367 12 8 20
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1966-1965 Kindergarten 2 0 0 2 146 96 242 0 12 12
primary 237 114 36 87 21278 6988 28266 1253 421 1647
Secondary 17 7 5 5 3782 1081 4863 140 43 183
Special Secondary 1 1 0 0 789 0 789 0 0 0
Agriculture 0 0 0 0 0 0 0 0 0 0
Industrial 0 0 0 0 0 0 0 0 0 0
Domestic arts 1 0 1 0 0 200 200 0 13 13
Central institute for teachers 0 0 0 0 0 0 0 0 0 0
Teachers training college 2 1 1 0 190 321 321 10 10 20
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1967-1966 Kindergarten 1 0 0 1 92 65 157 0 6 6
primary 243 143 32 68 21408 6808 28216 1246 388 1634
Secondary 18 7 6 5 4462 1228 5690 134 19 153
Special Secondary 3 3 0 0 1408 45 1453 5 0 5
Agriculture 0 0 0 0 0 0 0 0 0 0
Industrial 0 0 0 0 0 0 0 0 0 0
Domestic arts 1 0 1 0 0 229 229 0 14 14
Central institute for teachers 0 0 0 0 0 0 0 0 0 0
Teachers training college 2 1 1 0 0 0 0 0 0 0
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1968-1967 Kindergarten 1 0 0 1 88 68 156 0 7 7
primary 269 163 29 77 22683 7121 29804 1362 428 1790
Secondary 23 11 6 6 5023 1839 6862 203 52 255
Special Secondary 1 1 0 0 718 0 718 0 0 0
Agriculture 1 1 0 0 90 0 90 12 0 12
Industrial 0 0 0 0 0 0 0 0 0 0
Domestic arts 1 0 1 0 0 232 232 0 20 20
Central institute for teachers 1 1 0 0 45 0 45 0 0 0
Teachers training college 2 1 1 0 381 192 573 11 13 24
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1969-1968 Kindergarten 1 0 0 1 77 53 130 0 7 7
primary 284 181 38 70 23300 6806 30106 1392 488 1880
Secondary 29 12 7 10 244 67 311 6019 1783 7802
Special Secondary 1 1 0 0 712 0 712 0 0 0
Agriculture 1 1 0 0 191 0 191 9 0 9
Industrial 0 0 0 0 0 0 0 0 0 0
Domestic arts 1 0 1 0 0 206 206 0 16 16
Central institute for teachers 1 1 0 0 50 0 50 0 0 0
Teachers training college 2 1 1 0 336 149 485 14 6 20
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1969-1968 Kindergarten 1 0 0 1 77 53 130 0 7 7
primary 284 181 38 70 23300 6806 30106 1392 488 1880
Secondary 29 12 7 10 244 67 311 6019 1783 7802
Special Secondary 1 1 0 0 712 0 712 0 0 0
Agriculture 1 1 0 0 191 0 191 9 0 9
Industrial 0 0 0 0 0 0 0 0 0 0
Domestic arts 1 0 1 0 0 206 206 0 16 16
Central institute for teachers 1 1 0 0 50 0 50 0 0 0
Teachers training college 2 1 1 0 336 149 485 14 6 20
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1970-1969 Kindergarten 1 0 0 1 40 42 82 0 7 7
primary 270 184 45 41 22648 6788 29438 1413 448 1861
Special primary 1 0 0 1 32 13 45 1 4 5
Secondary 27 18 6 3 6513 2047 8560 226 75 301
Special Secondary 1 1 0 0 163 15 178 0 0 0
Agriculture 1 1 0 0 205 0 205 20 0 20
Industrial 0 0 0 0 0 0 0 0 0 0
Domestic arts 1 0 1 0 0 127 127 0 16 16
Central institute for teachers 0 0 0 0 0 0 0 0 0 0
Teachers training college 0 0 0 0 0 0 0 0 0 0
Table No. XII
The number of schools, teachers, and students in Hawler (Erbil)according to their and gender for academic years 1970-1974
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1971-1970 Kindergarten 1 0 0 1 85 76 161 0 8 8
primary 390 241 36 113 27994 7477 35471 1649 449 2098
Special primary 1 0 1 39 16 55 1 4 5
Secondary 32 14 8 10 6177 1994 8171 300 84 384
Special Secondary 1 0 0 1 275 0 275 1 0 1
Agriculture 1 1 0 0 207 0 207 22 0 22
Industrial 0 0 0 0 0 0 0 0 0 0
Domestic arts 1 0 1 0 0 83 83 0 8 8
Central institute for teachers 0 0 0 0 0 0 0 0 0 0
Teachers training college 0 0 0 0 0 0 0 0 0 0
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1972-1971 Kindergarten 1 0 0 1 10 65 75 0 10 10
primary 415 364 51 0 30914 7913 38827 1885 514 2399
Special primary 2 0 0 2 201 151 352 7 7 14
Secondary 1 1 0 0 467 20 487 0 0 0
Special Secondary 37 29 8 0 6476 2261 8737 352 105 457
Agriculture 1 1 0 0 214 0 214 27 0 27
Industrial 0 0 0 0 0 0 0 0 0 0
Domestic arts 1 0 1 0 0 48 48 0 7 7
Central institute for teachers 0 0 0 0 0 0 0 0 0 0
Teachers training college 0 0 0 0 0 0 0 0 0 0
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1973-1972 Kindergarten 2 0 0 2 177 66 243 0 12 12
primary 468 391 77 0 34330 9143 43473 1938 657 2595
Special primary 2 0 0 2 183 128 311 5 7 12
Secondary 1 1 0 0 646 46 692 0 0 0
Special Secondary 39 30 9 0 7857 2550 10407 350 128 478
Agriculture 1 1 0 0 244 0 244 15 0 15
Industrial 1 1 0 0 42 0 42 3 0 3
Domestic arts 1 0 1 0 0 60 60 0 10 10
Central institute for teachers 1 0 0 0 0 0 0 30 0 30
Teachers training college 0 0 0 0 0 0 0 0 0 0
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1974-1973 Kindergarten 2 0 0 2 97 63 160 0 12 12
primary 542 395 126 21 36903 11450 48353 1940 826 2799
Special primary 1 0 0 1 68 69 137 2 3 5
Secondary 53 43 10 0 9239 2926 12165 373 133 506
Special Secondary 1 1 0 0 585 60 645 0 0 0
Agriculture 1 1 0 0 246 0 246 25 0 25
Industrial 1 1 0 0 197 0 197 12 0 12
Domestic arts 1 0 1 0 0 113 113 0 10 10
Central institute for teachers 1 0 0 1 798 463 1261 27 1 28
Teachers training college 0 0 0 0 0 0 0 0 0 0
Academic year Grades No. of schools Gender of school No. of Pupils No. of teachers
Boys
Girls Mixture Boys
Girls
total
Male Female total
1975-1974 Kindergarten 2 0 0 2 111 94 205 0 13 13
primary 395 209 86 100 30657 11320 41977 1585 718 2303
Secondary 46 30 9 7 9438 3060 12498 336 170 506
Agriculture 1 1 0 0 300 0 300 26 0 26
Industrial 1 1 0 0 294 0 294 16 0 16
Domestic arts 1 0 1 0 0 28 28 0 11 11
Central institute for teachers 1 0 0 1 550 623 1173 1 36 37
Teachers training college 0 0 0 0 0 0 0 0 0 0
Table No. XIII
Number of students, teachers, and classes with gender for the academic year 1989-1990
Academic year Stages No. of schools Gender of school No. of Pupils No. of teachers No. of groups
Boys
Girls Mixture
Boys
Girls
total
Male Female total
Boys
Girls
Mixture total
1989-1990 Kindergarten 34 - - 34 1276 1168 2444 - 226 226 - - 82 82
primary 430 52 37 341 86169 54296 140465 2181 4804 6985 937 525 2923 4385
Intermediate 60 31 18 11 9786 4320 14106 304 356 660 296 147 26 469
Secondary 59 13 12 34 10024 6998 17022 270 641 911 296 187 194 677
Preparatory 6 5 1 - 2634 345 2979 106 16 122 80 12 - 92
Vocational 13 6 2 5 3189 1125 4314 317 167 484 113 33 16 162
Institutes 3 1 1 1 799 1314 2113 59 33 92 22 22 24 69
Islamic primary
2 2 - - 155 - 155 17 - 17 10 - - 10
Islamic secondary 2 2 - - 618 - 618 18 3 21 22 - - 22
Teenagers 5 4 1 - 505 115 620 30 7 37 18 4 - 22
Table No. XIV
Statistical numerical data (schools-pupils*students- teachers) during
academic years (1990-1991) until (2010-2011)
Academic year Total
No. of pupils-schools No of pupils-students No. of teachers
Boys Girls Male Female
1990-1991 1320 322482 212481 7182 14207
534963 21389
1991-1992 1225 321394 220846 7256 13456
542240 20713
1992-1993 1304 317555 221572 8368 13500
539127 21868
1993-1994 1656 330265 224140 9936 14045
554405 23981
1994-1995 2101 332427 237005 11982 14732
569432 26714
1995-1996 1947 330676 240322 10411 15271
570998 25682
1996-1997 2086 337000 255769 11571 16343
592769 29914
1997-1998 2241 354063 262821 12677 18394
616884 31071
1998-1999 2460 382065 285427 13317 19981
667492 33298
1999-2000 2782 418308 313926 14556 21552
732234 36108
2000-2001 3082 436929 337048 14995 22676
773977 37671
2001-2002 2928 396306 314860 14762 22962
711166 37724
2002-2003 3140 428478 351673 15904 24683
780151 40587
2003-2004 3280 465252 377945 17971 26994
843197 44965
2004-2005 4754 588639 501419 25991 33849
1090058 59840
2005-2006 4996 620699 501419 26523 35768
1144774 62291
2006-2007 5069 641971 551997 30304 43124
1193968 73428
2007-2008 5327 659728 572404 33824 47416
1232132 81240
2008-2009 5482 715561 623984 36435 46869
1339545 83304
2009-2010 5534 747558 648571 39278 49673
1396129 88951
2010-2011 5746 778667 685207 41771 53955
1463874 95666
Table No.XV
Minorities ,Undergraduates: 2001-2002
Kurdish Syriac Turkumani Arabic
school student school student school student school student
Primary 391 157138 2 90 9 1573 2 658
Intermediate 48 19980 3 1475 - - - -
Secondary 56 27886 1 126 2 355 1 571
Preparatory 9 6962 42 1022 24 304 - -
Total 507 211966 10 2713 13 2232 3 1229
Table No.XVI
Kurdistan Regional Government
Ministry of Education Census of schools (Turkumani and Syriac Studies)
Directorate of General Educational Planning academic year 2010-2011
Directorate of Census
Number of Schools
Governorate Secondary Primary Preparatory Total
Erbil 2 11 2 15
Kfry 1 1 1 3
Total 3 12 3 18
Number of Students
Governorate Secondary Primary Preparatory Total
Boys Girls Boys Girls Boys Girls Boys Girls
Erbil 220 201 618 385 230 123 1068 709
421 1003 353 1777
Kfry 31 47 78 77 68 45 1777 169
78 155 113 346
Total 251 248 696 462 298 168 1245 878
499 1158 466 2123
Number of Teachers
Governorate Secondary Primary Preparatory Total
Male Female Male Female Male Female Male Female
Erbil 0 27 48 122 14 25 62 174
27 170 39 236
Kfry 0 6 12 13 9 5 21 24
0 25 14 45
Total 0 33 60 135 23 30 83 198
33 195 53 281
Number of Schools
Governorate Secondary Primary Preparatory Total
Erbil 3 15 3 21
Duhok 0 30 6 36
Total 3 45 9 57
Number of Students
Governorate Secondary Primary Preparatory Total
Boys Girls Boys Girls Boys Girls Boys Girls
Erbil 167 211 1925 2111 295 729 2387 3051
378 4036 1024 5438
Duhok 0 0 1480 1325 214 239 1694 1564
0 2805 453 3258
Total 167 211 2405 3436 509 968 4081 4615
378 6841 1477 8696
Number of Teachers
Governorate Secondary Primary Preparatory Total
Male Female Male Female Male Female Male Female
Erbil 28 46 100 351 20 64 148 461
76 451 84 609
Duhok 0 0 135 254 38 21 173 275
0 389 59 448
Total 28 46 235 605 58 85 321 736
74 840 143 1057
Governorate Stages Total
Kindergarten Primary Secondary Preparatory
Erbil 21 21 1 4 47
Sulaimania 17 2 0 2 21
Duhok 5 6 0 1
Total 43 29 1 7 80
Table No.XVIII
The curriculum of educational system in KR for the academic year 2010-2011
Schedule (1)
Lessons Kurdish Study Arabic Study
First and second shift Third shift First and second shift Third shift
Classes Classes Classes Classes
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
Islamic Education 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
Kurdish Language 10 10 9 5 5 5 9 9 8 4 4 4 8 6 6 5 5 5 8 6 6 4 4 4
Arabic Language - - - 4 4 4 - - - 4 4 4 5 5 5 4 4 4 4 4 4 4 4 4
English Language 3 3 3 4 5 5 3 3 3 3 4 4 3 3 3 4 5 5 3 3 3 3 3 3
Mathematics 6 6 6 6 6 6 5 5 5 5 5 4 6 6 6 6 6 6 5 5 5 5 5 4
Social Science - - - 2 3 3 - - - 2 2 2 - - - 2 3 3 - - - 2 2 2
Civic Education - - 1 1 1 1 - - 1 1 1 1 - - 1 1 1 1 - - 1 1 1 1
Science for all 5 5 5 5 5 5 4 4 4 4 4 4 5 5 5 5 5 5 4 4 4 4 4 4
Human Rights - - - - 1 - - - - - 1 - - - - - 1 - - - - - 1 -
Arts 2 2 2 1 1 1 2 2 2 1 1 1 2 2 2 1 1 1 2 2 2 1 1 1
Music 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Athletics 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
Total 31 31 31 32 36 34 28 28 28 29 31 30 34 32 33 33 36 35 31 29 30 29 30 29
Table No.XVII
Private schools 2010-2011
Lessons Basic Stage Preparatory Stage
7th Grade 8th Grade 9th Grade 10th literary 11th literary 12th literary 10th scientific 11th scientific 12th scientific
Islamic Education 2 2 2 2 2 2 2 2 2
Kurdish Language 4 4 4 4 4 4 4 4 4
Arabic Language 4 4 5 4 4 4 3 4 4
English Language 5 5 5 5 5 5 5 5 5
History - - - 3 3 3 - - -
Geography - - - 3 3 3 - - -
Social Science 3 4 4 - - - - - -
Sociology - - - 2 - - - - -
Philosophy - - - - 2 - - - -
Economics - - - 2 3 3 - - -
Mathematics 6 6 6 3 3 3 6 6 6
Computer 1 1 1 2 2 - 1 1 1
Science for all 6 6 6 - - - - - -
Physics - - - - - - 4 4 4
Chemistry - - - - - - 4 4 4
Biology - - - - - - 4 4 4
Vocational Education 2 2 2 - - - - - -
Arts 2 2 2 2 2 1 1 1 1
Athletics 2 2 2 3 3 3 1 1 1
(Human rights) & (Democracy & Politics) 1 - - 1 - - 1 1 1
Total 38 38 38 36 36 36 36 36 36
Schedule (2)
Schedule (3)
Lessons Basic Stage Preparatory Stage
7th Grade 8th Grade 9th Grade 10th literary 11th literary 12th literary 10th scientific 11th scientific 12th scientific
Islamic Education 1 1 1 1 1 2 1 1 2
Kurdish Language 4 4 4 4 4 4 4 4 4
Arabic Language 3 3 3 3 3 4 3 3 4
English Language 4 4 4 4 4 5 4 4 5
History - - - 3 3 3 - - -
Geography - - - 3 3 3 - - -
Social Science 3 4 4 - - - - - -
Sociology - - - 1 - - - - -
Philosophy - - - - 1 - - - -
Economics - - - 2 3 3 - - -
Mathematics 5 5 4 2 2 2 4 4 4
Computer 1 1 - 1 1 - 1 1 -
Sciences 6 6 - - - - - - -
Physics - - 2 - - - 3 3 3
Chemistry - - 2 - - - 3 3 3
Biology - - 2 - - - 3 3 2
(Human rights) & (Democracy & Politics) 1 - - 1 - - 1 - -
Total 28 28 26 25 26 26 27 26 28
Table (No. XIX )
Teaching Kurdish, Arabic and English in the medium basic education and preparatory schools in which the medium of instruction is Kurdish 2010-2011
Grade Kurdish
Arabic English
1 10 - 3
2 10 - 3
3 9 - 3
4 5 4 4
5 5 4 5
6 5 4 5
7 4 3 4
8 4 3 4
9 4 3 4
10 (literary) 4 3 4
11 (literary) 4 3 5
12 (literary) 4 4 5
10 (scientific) 4 3 4
11 (scientific) 4 3 4
12 (scientific) 4 4 5
Total 80 41 61
Table (No. XX)
Teaching Kurdish, Arabic and English in the medium basic education and preparatory schools in which the medium of instruction is Kurdish 2010-2011
Grade Kurdish
Arabic English
1 8 5 3
2 6 5 3
3 6 5 3
4 5 4 4
5 5 4 4
6 5 4 5
7 4 4 5
8 4 4 5
9 4 4 5
10 (literary) 4 4 5
11 (literary) 4 4 5
12 (literary) 4 4 5
10 (scientific) 4 3 5
11 (scientific) 4 4 5
12 (scientific) 4 4 5
Total 69 62 68
Table (No. XXI)
Teaching Kurdish, Arabic and English in the medium basic education and preparatory schools in which the medium of instruction is Kurdish 2010-2011
Grade Kurdish
Arabic English Turkmani
1 8 - 3 6
2 6 - 3 6
3 6 - 3 6
4 5 4 4 4
5 5 4 5 4
6 5 4 5 4
7 4 4 5 2
8 4 4 5 2
9 4 4 5 2
10 (literary) 4 4 5 2
11 (literary) 4 4 5 2
12 (literary) 4 4 5 2
10 (scientific) 4 3 5 2
11 (scientific) 4 4 5 2
12 (scientific) 4 4 5 2
Total 71 47 68 48
Table (No. XXII)
Teaching Kurdish, Arabic and English in the medium basic education and preparatory schools in which the medium of instruction is Kurdish 2010-2011
Grade Kurdish
Arabic English Turkmani
1 8 - 3 6
2 6 - 3 6
3 6 - 3 6
4 5 4 4 4
5 5 4 5 4
6 5 4 5 4
7 4 4 5 2
8 4 4 5 2
9 4 4 5 2
10 (literary) 4 4 5 2
11 (literary) 4 4 5 2
12 (literary) 4 4 5 2
10 (scientific) 4 3 5 2
11 (scientific) 4 4 5 2
12 (scientific) 4 4 5 2
Total 70 47 68 42
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