How is the integration process in Syria Proceeding? – 3

Issues related to education, the language of instruction, curriculum content (educational programs), private schools, and publishing in different languages hold a special place in the construction of the new Syria.

Following the January 29 agreement concluded between Damascus and the Syrian Democratic Forces (SDF), Autonomous Administration, these issues became a major item on the agenda. It is said that the outcomes of these discussions will affect Syria as a whole, given that there are currently three different educational systems in place.

Although the Kurdish language has emerged more prominently in discussions, the dialogue extends to the educational system as a whole. The reason Kurdish has taken center stage is that it has still not been officially recognized.

The struggle for Kurdish language and education from 1928 to the 1980s

After World War I, new states were established in the Middle East, including Syria, which remained under French control until 1946. When Kurdistan was divided into four parts under the Treaty of Lausanne (1923), the smallest section by area (Rojava) was incorporated within Syrian borders.

This situation, as in the other parts of Kurdistan, marked the beginning of a new phase of struggle for identity, culture, and language in Rojava.

The first steps

The Kurds of Rojava presented their demands for the first time in 1928 to the Syrian Constituent Council under the French Mandate.

These demands included education in the Kurdish language and the use of Kurdish alongside the official language. However, these demands were rejected due to racist factions among Turks and Arabs.

Despite the rejection of their demands, the Kurds continued their struggle for language and education. Between 1930 and 1956, activities in language, education, and publishing were carried out under the leadership of figures such as Othman Sabri, Nureddin Zaza, Celadet Bedirxan, Qadri Jan Derki, and Cegerxwîn.

The following are among the most significant milestones of that period:

Henano Association (1930 – Damascus)

Kurdish Youth Gathering (1930 – Amuda)

Hawar Magazine (1932 – Damascus)

Association for Cooperation and Aid to Poor Kurds (1932 – Hasakah)

Youth Union – Kurdistan Gathering (1939 – Damascus)

Cultural Association (1951 – Aleppo)

Kurdish Democratic Youth Union (1953 – Qamishlo)

Kurdish Culture Revival Association (1955 – Damascus)

Kurdish Knowledge and Cooperation Association (1956 – Aleppo)

Policy of Denial and Assimilation

After France withdrew from the region in 1946 and Syria was recognized as an independent state, conditions became even more difficult for Kurdish culture and language, especially after the Ba’ath Party came to power, when policies of denial and cultural assimilation were implemented.

With the “Arab Belt” project, all cultural and linguistic activities were banned, and the names of towns and regions were changed. This situation continued until the 1980s.

A New chapter

A new chapter for Kurdish identity, culture, and language began in the 1980s. With the rise of the Kurdish freedom struggle, language and educational activities in Rojava were revived.

Until 2012, alongside activities in Jazira, Kobani, and Afrin, language education and Kurdish-language publishing were also carried out in cities such as Aleppo and Damascus.

Despite the continued government ban, training and education continued secretly. Many teachers were trained, and the Kurdish Language Institution (SZK) was founded in 2007. In addition, many cultural and artistic activities were developed and spread within society.

The July 19 Revolution and Education

With the outbreak of the Syrian revolution in 2011, opportunities to develop education in Kurdish expanded significantly. When the Rojava Revolution began in Kobani on July 19, 2012, the restrictions imposed on Kurdish culture and language were removed. Hundreds of Kurdish schools and academies were opened from Afrin to Dêrik.

Following the establishment of the Democratic Autonomous Administration system in 2014, education in Kurdish became a fundamental and official component, and Kurdish became one of the region’s three official languages.

From primary school to university, Kurdish became a language of instruction alongside Arabic and Syriac. In addition to school curricula, official documents were also prepared in Kurdish.

Kindergartens for children not yet enrolled in primary school were also opened. Major steps were taken in Kurdish printing and publishing, including the launch of Kurdish-language radio stations, newspapers, television channels, news agencies, and magazines. Associations for Kurdish intellectuals and writers, as well as Kurdish cultural and artistic centers, were also established.

The pluralistic system

The struggle for the Kurdish language, which evolved into an institutional structure, expanded under the Autonomous Administration system beyond Kurdish alone to include all components of society.

Accordingly, there was no longer a need for separate Kurdish private schools, though language research and development centers continued their work.

In the Autonomous Administration’s “Social Contract,” Arabic, Syriac, and Kurdish were designated as official languages of education.

Under this contract, curricula were prepared for primary, middle, and secondary schools, universities, private schools, and academies. Educational materials were printed and distributed in these languages.

A general language system was established, but in areas where the majority population was Kurdish, Arab, or Syriac, the language of schools was determined according to that demographic reality.

According to the Social Contract, in addition to the official languages, education and schools may also be established in other local languages such as Armenian, Turkmen, and Chechen.

Within this framework, research centers in various languages (Arabic, Kurdish, Syriac) were opened, and multilingual media and television activities flourished.

According to the Education Authority, before the attacks of January 6, 2026, North and East Syria had:

4,175 schools

41,509 teachers

837,466 students

There is also:

Al-Sharq University in Raqqa

Kobani University in Kobani

Rojava University in Jazira

What Are the Solutions?

While these developments were taking place in Autonomous Administration areas, crises continued in other Syrian regions.

In Afrin, Girê Spî/Tal Abyad, and Serekaniye/ Ras al-Ain , which were occupied by the Turkish state, the educational system was determined by the Turkish Ministry of Education.

After the collapse of Ba’ath regime control in other Syrian regions, the interim government attempted to build a new system. However, the situation in Afrin, Serekaniye, and Girê Spî/Tal Abyad remained unchanged in terms of dependency on Turkey.

As a result, the Autonomous Administration’s educational experience spanning more than ten years, emerged as a potential model for a solution.

Following the March 10, 2025 agreement between the SDF, the Autonomous Administration, and the interim government, the educational system was discussed and a committee was formed for this purpose.

Within these meetings, exams were held in Autonomous Administration areas for students who had studied in Ba’ath regime schools.

After the January 29, 2026 agreement, meetings and discussions began regarding these educational systems.

Key meetings and developments

February 22: Hasakah Governor Nureddin Ahmed met with Education Minister Dr. Mohammed Turko and his delegation at the governorate building.

March 1: Adnan Mohammed al-Bari (co-chair of the Education Authority in Jazira Canton) was assigned as Director of Education in Hasakah Governorate, with approval from Damascus.

March 7: The governor met another delegation from the Ministry of Education to discuss reconstruction and educational administration tasks.

March 9: Discussions focused on examination mechanisms for students studying in government schools.

March 12: A meeting was held between the governor and the administrations of Al-Furat University and Rojava University to discuss academic development and scientific research opportunities.

March 25: Governor Nureddin Ahmed met with the Deputy Representative of UNICEF in Syria to discuss the educational system.

April 14: Azad Issa Hussein (co-chair of the School Administration in Qamishlo) was assigned responsibility for school and teacher administration in Qamishlo.

For her part, Samira Haj Ali, who participated in some meetings representing the Autonomous Administration, stated that a decision had been made to establish a joint committee, which was recently formed. This committee will work on curricula and educational programs.

According to Samira Haj Ali, Damascus agreed to maintain the Autonomous Administration’s educational system in its current form for another year, although this has not yet been officially finalized.

In other words, the 2025–2026 and 2026–2027 academic years will continue under the Autonomous Administration system.

According to unconfirmed information, the Kurdish Language Institution (SZK) will be recognized as the primary linguistic authority. The institution would then be able to evaluate Kurdish-language educational materials and curricula and make decisions regarding them.

What does each side say?

The educational system of the interim government in Damascus is based on centralization and a single language; therefore, all programs and curricula are prepared in Arabic.

During the discussions, the interim government believes that the Kurdish language should exist in the curriculum only as an “elective subject,” meaning it would be taught for only two hours per week.

On the other hand, Decision No. (13), issued by interim government leader Ahmed al-Sharaa, states that Kurdish is a “national language.” Based on this, the Kurds demand practical implementation consistent with that decision.

In contrast to Damascus’ views, educational institutions in Hasakah Governorate have put forward different and more comprehensive proposals. According to available information, the region’s proposals are as follows:

Syria is a multicultural society; therefore, there must be balance among languages so that every ethnic group can speak and learn in its own language, and this must be guaranteed in the constitution and laws.

A modern educational curriculum that reflects Syria’s diversity must be developed, ensuring the right to education in the mother tongue according to each region.

Arabic can remain the official language throughout Syria, but Kurdish should also be recognized as an official language in regions where Kurds form the majority.

Students throughout Syria, beginning in the fourth grade, should learn the language of another Syrian community alongside their mother tongue. For example, a Kurdish student could learn Syriac or Arabic, etc.

Language planning should not be limited to the field of education alone, but should extend to all aspects of life, such as media, literature, politics, and economics.

Language policies and planning could be included as a core subject within higher education programs and become an academic specialization.

Annual workshops on language and policy should be organized.

ANHA