The State of Formal Education in the City of Ranya, 1991–2003

Abstract

Educational institutions in the Kurdistan Region have deep historical roots, since education is a special system within the frameworks of social interaction and it is a social institution, serving as a driver for advancing society to a more developed stage. In this system, the school is considered one of the main pillars of education, while the teacher has a central influence on the process, with the aim of preparing students to take on constructive roles and promote enlightenment. Therefore, presenting a realistic picture of the educational situation in Ranya reflects the pedagogical condition of an important historical period in this city. Since education is one of the essential elements of culture, and also a producer of a type of culture, it holds significant importance in shaping a worldview among individuals that prepares them for a successful life. From this perspective, the aim of this study is to portray the general state of education in the city of Ranya—whether it was in decline and regression, or in a state of ongoing development. Accordingly, the research evaluates the efforts of international organizations and Resolution (986) in terms of their impact on the field of education in Ranya, which contributed to revitalizing the educational process during that period. This study relies on the historical-descriptive method to analyze the educational context of the time, with the purpose of highlighting both the strengths and weaknesses of the educational situation, as well as the obstacles that negatively affected it, resulting in a condition full of shortcomings and limitations. Based on this, the study is structured into five main sections that examine the educational conditions and challenges in Ranya after the uprising.