Interview: Raed Mahmoud, Regional Director, Sabis, on creating learning environments to navigate an uncertain future
What role can private and international education play as Syria rebuilds educational capacity and seeks to bring skilled families back?
RAED MAHMOUD: Private education has an essential supporting role in any country and it is particularly relevant in Syria at a time when the public system is working to rebuild and restore capacity. It should complement rather than substitute public education by bringing experience, innovation, research and performance accountability. Providers that work according to internationally recognised standards can contribute experience and best practices that support the continued development of the wider education system. International education also meets an immediate need for Syrians and specialists returning from abroad with their families. Many people who may be needed for reconstruction have lived in the Gulf, Europe or neighbouring countries and want continuity in their children’s education. High-quality international provision gives such families greater confidence in returning to Syria. Over time, the effect should be broader than a single school: when high standards are visible, other institutions have an incentive to raise their own practice.
How can policymakers encourage investment in private education while protecting academic quality, affordability and inclusion?
MAHMOUD: The starting point is a clear policy and regulatory framework. As the sector develops and attracts new investment, authorities need procedures that make it possible for credible providers to invest while establishing the standards that protect students and families. My view is that regulation should be firm on outcomes. Schools should have room to innovate, recruit and develop their own teaching approaches but they must be accountable for meeting internationally recognised benchmarks. External examinations and university-entry requirements can offer an objective measure of whether a school is delivering the education it promises. They provide a safeguard against institutions that market an international label without the academic substance to support it. At the same time, a diverse market can offer different fee levels and models. Not every family will choose the same type of school and the public system remains essential, but greater choice can help the sector reach more families. Affordability must be considered alongside the genuine costs of teacher development, suitable buildings, learning resources and quality assurance.
Which priorities should educators adopt to better prepare students for the demands of a rapidly changing labour market?
MAHMOUD: Digital learning has become an essential part of the foundation of modern education. It should be embedded in the curriculum, assessment and the way teachers support students rather than treated simply as a set of devices in classrooms. Educational programmes also need continuous development because the pace of change is extraordinarily fast. Students increasingly ask which university major will best prepare them for the future, but educators must be honest that the answer cannot be fixed once and for all. The priority is therefore to give young people a broad academic base, strong digital confidence and the ability to adapt.
Alongside this, Syria must address the challenge of reintegrating children and young people whose education was disrupted by war or displacement related absence. They will need careful assessment, catch-up support and flexible pathways that help them rebuild confidence, close learning gaps and progress with their peers. This is essential if education is to equip an entire generation to participate in the country’s social and economic reconstruction. This cannot be an afterthought in recovery planning.
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