Political instability, protracted internal violence, and multiple waves of mass displacement present a complex and changing picture of the needs of children in Iraq. In 2016, as many as 11 million people were estimated to be in need of humanitarian assistance. As of December 2016, three million people remained displaced internally, forced from their homes due to ongoing armed conflict and managing disrupted lives, loss of livelihoods, and disintegration of social networks. Approximately 1.4 million of those people (nearly half) are children under 18 years of age

 

 

 

 
In 2017, protracted conflict and internal political tension in Iraq continued to cause a complexand multi-layered humanitarian crisis that left 11 million people in need of humanitarian assistance, approximately half of them children. Throughout the year, armed violence intensified as the Government of Iraq re-took areas of the country held by Islamic State of Iraq and the Levant (ISIL)
 
 
 
 
In Iraq, the academic year begins in October and ends in June, and the official primary school entrance age is 6. The system is structured so that the primary school cycle lasts 6 years, lower secondary lasts 3 years, and upper secondary lasts 3 years. Iraq has a total of 6,902,000 pupils enrolled in primary and secondary education. Of these pupils, about 4,864,000 (70%) are enrolled in primary education. Figure 3 shows the highest level of education reached by youth ages 15-24 in Iraq. Although youth in this age group may still be in school and working towards their educational goals, it isnotable that approximately 10% of youth have no formal education and 24% of youth have attained at most incomplete primary education, meaning that in total 35% of 15-24 year olds have not completed primary education in Iraq.

 

 

 

 

 

 

 

The Ministry of Education is pleased to present herewith this statistical report which is the first extensive report released after the end of the war in mid 2003 and, which clearly documents the results of the detailed statistical survey conducted to capture data for the 2003/4 academic schoolyear.
In spite of the extremely difficult circumstances affecting the Ministry of Education and its various institutions resulting from the generally unstable conditions of Iraq at the present juncture, the Ministry and its institutions have made a very creditable and extraordinary effort during 2003 and 2004 to resume its effective role and educational responsibility for the welfare of Iraqi children to fulfill all the needs of children, specially to fulfill their rights to qufalidty education.
 
 
 
تمهيد 
أُعـد هـــذا التقريــر اســتجابة لقــرارالمجلــس الاقتصــادي والاجتمــاعي ١٩٩٥/٥٥ المـؤرخ ٢٨ تمـوز/يوليـه ١٩٩٥ ،الــذي اعتمــد فيــه المجلــس اختصاصــات لجنــة الســكان والتنمية وبرنــامج عملـها المتعـدد السـنوات الـذي يركـز علـى مواضيـع وأولويـات محـددة، (١ .(وطبقـا لبرنـامج العمـل وهو البرنامج الذي اقترحته اللجنة في دورتها الثامنـة والعشـرين المتعدد السنوات، الـذي وضـع ليكـون إطـارا لتقييـم التقـدم المحـرز في تنفيـذ برنـامج عمـل ، يتـم إعـداد سلسـلة مـن التقـارير السـنوية الـتي تتنــاول (٢) المؤتمـر الـدولي للسـكان والتنميـة مجموعـة خاصـة مـن المواضيـع الـواردة في برنـامج العمـل. وقـد قـررت اللجنـة في مقررهــا ، أن يكـون الموضـوع الخـاص لدورتهـا لعـام (٣) ٢٠٠٠ مــارس/آذار ٣٠ المؤرخ ١/٢٠٠٠ ٢٠٠٣ هو السكان والتعليم والتنمية، وهو موضوع هذا التقرير.

 

 

Education systems around the world are continuously evaluating their curricula in response to these challenges. Iraqi students need a modern, well- planned curriculum that builds upon our strong educational traditions and prepares them to live successfully in the 21st century. Under our new curriculum, our children will:
  • • Acquire up-to-date knowledge
  • • Learn valuable and modern skills that prepare them for life and work and promote ‘learning to live
  • together’
  • • Develop values that are relevant to our country
  • • Be prepared for the future as responsible and competent community members and citizens.

 

 

 

Abstract
The first section deals with the importance, limitation and method whereas the second tackles the primary education throughout seven years (1914-1921) focusing on the conflict between the Iraqi and British administrations. The third section introduces a general idea about the Iraqi primary school and its development. The fourth section involves the history of female education in Iraq.