Private Schools in the Kurdistan Region of Iraq: an Evidence Based Approach on their Functions

Abstract

Non-state, private schools in the Kurdistan Region of Iraq are considered new educational institutions, only introduced to the Kurdish society after the establishment of the Kurdistan Region of Iraq in 1992. Since then, private schools have contributed to providing education, from kindergarten to higher education (Vernez, et al., 2014). This development is continuing despite the wars, political conflicts, and economic problems that have affected the region in the last three decades. This study aims to describe the development of private schools in the Kurdistan Region of Iraq and to clarify their functions in the educational system. Accordingly, the research questions, which provide the structure of this study cover two main parts. The first part deals with describing the profiles of private education providers, the types of schools they offer, and the development of the non-state educational sector. The second part investigates the factors affecting the choice of private schools. In both aspects, the functions of private schools for the Kurdish society are discussed. Quantitative and qualitative methods have been adapted to tackle the research questions, and a mixed methods has also been applied. A quantitative method is used to give descriptive data about the increase in the number of private schools, the types of private schools and the factors influencing parents’ choice of private schools. Data have been collected from 103 private schools to describe the increase and types of private schools in the Kurdistan Region of Iraq. A questionnaire for parents (n=223) provides insights into the most important factors influencing the choice of private schools over public schools in the KRI. Qualitative methods are used to describe the profiles of private education providers. Data from 10 private education providers’ websites are collected and analysed using document analysis. The results of this study show that private schools are diverse and different from the public schools, especially concerning the language of academic instruction. Some private education providers share common goals, such as providing high-quality education, while some others have specific goals, such as serving a minority group. There are both local and international private education providers. Most private schools are profit-oriented, with only a few schools considered religiously oriented or private public partnership schools. The number of private schools in the region is constantly increasing, reaching 144 schools, enrolling 33,613 students, in 2018. Different factors affect parental choices of private schools. English as a language for instruction has been found to be the most important factor for parents when choosing private schools. This could be explained by considering English as a more global language comparing to Kurdish, as English is used as a tool to be connected with the international world. This study shows that private schools in regions with different conflicts do not necessarily act as an elitist movement for social distinction, as it is often described in the discourse, but rather covering further functions as qualification objectives of the population or compensating language policies. In general, private schools have the qualification function to provide individuals with the knowledge, skills and capacities that are necessary for themselves as well as for developing the Kurdistan Region of Iraq. Private schools appear to connect the Kurdish society to the rest of the world by creating global citizens through English as the medium of instruction. In addition, for minorities, private schools sustain an educational system that responds to their religious and cultural needs and expectations.