In the Kurdistan Region, inequality is a deeply rooted issue that permeates every aspect of society, from education to healthcare. The disparity begins with the circumstances of one's birth, including the family they are born into, the region they reside in, their financial means, and even their political affiliations. Regrettably, social mobility is severely restricted without political connections, and when coupled with educational disparities, the impact on equality becomes even more pronounced.
One of the concerning manifestations of inequality in the Kurdistan Region is evident in the education sector. While private primary and secondary schools thrive, offering high standards of education, they are often financially out of reach for working-class families. This perpetuates a system that caters exclusively to the privileged, creating a stark divide that hampers upward social mobility. Meanwhile, public schools frequently suffer from insufficient resources, including a lack of quality educational materials and programs essential for fostering future-ready skills such as STEM and coding. These disparities hinder the Region's ability to adequately prepare the younger generation for a future that is increasingly reliant on artificial intelligence and technological advancements.
Private schools in the Kurdistan Region effectively perpetuate a two-tier society, where children attending these schools benefit from fluency in multiple languages, internships, and greater opportunities to study abroad. However, this reality exacerbates the marginalization experienced by children with disabilities and learning difficulties. These vulnerable individuals are often disregarded, as centers claiming to provide services for individuals with autism, for instance, charge exorbitant fees while offering minimal intervention and speech therapy, if any at all.
Shockingly, not a single individual on the autism spectrum disorder has successfully completed secondary or university education in the Kurdistan Region. Schools throughout the Region persistently reject admission to students with learning difficulties and disabilities, irrespective of their capabilities or potential. A blanket ban on these students remains in place, leaving high-performing children with autism abandoned after primary education. The education system fails to provide equal accessibility for all. As an advocate for change, I am currently engaged in an ongoing campaign urging the Ministry of Education to lift this unofficial ban and ensure that school teachers receive appropriate training to accommodate neurodiverse students in the classroom. While it is true that some individuals with autism may struggle to function in a traditional classroom environment and might display disruptive behaviour, with the right support system in place, those who are minimally disruptive should be able to continue their education in a relatively normal manner.
Our own experience in England, where my children attended school, offers a striking contrast. In their classrooms, there were two classmates on the autism spectrum disorder. However, their condition did not prevent them from attending class. On the contrary, the government had allocated specific funding to the school to hire additional staff, align educational materials with their abilities, and foster an understanding among other students that differences exist in life. This approach not only encouraged classmates to respect and comprehend those differences but also ensured an inclusive and supportive learning environment. Sadly, such understanding and inclusive practices are sorely lacking in the Kurdistan Region.
Historically, the Region faced widespread poverty and destitution, with a relatively narrower wealth gap. However, today, an elitist segment of society considers itself superior to others, propelled by the wealth they have amassed—whether acquired rightfully or not. Meanwhile, the working class remains devoid of political representation and equal opportunities to thrive. They struggle to afford quality education for their children and access relatively decent healthcare within the existing system.
To address these pervasive inequalities, a comprehensive and multi-faceted approach is necessary. The government must prioritize policies that promote equitable economic opportunities, reduce income disparities, and ensure equal access to quality education and healthcare for all members of society. Reforms should include increasing funding for public schools, enhancing resources and educational programs, and promoting inclusivity for students with disabilities.
The healthcare sector requires significant attention, with a focus on regulating pharmaceutical practices, improving local medical services, and reducing the reliance on foreign healthcare providers.
Furthermore, political structures and governance systems must be reformed to ensure equal representation and participation for all segments of society. This entails combating corruption, promoting transparency, and empowering marginalized communities to actively engage in decision-making processes. By addressing the root causes of inequality and implementing comprehensive reforms, the Kurdistan Region can strive towards a more equitable society that provides equal opportunities for all its citizens, regardless of their background or circumstances of birth.
In conclusion, tackling inequality in Kurdistan is a pressing challenge that requires urgent attention and concerted efforts from all stakeholders. By prioritizing equitable access to education, healthcare, and economic opportunities, and by implementing reforms to enhance political representation and governance, Kurdistan can bridge the divide and build a more inclusive and prosperous society. The path to equality may be long and arduous, but it is one that the Kurdistan Region must embark upon for the sake of its people and the future generations.
The views expressed in this article are those of the author and do not necessarily reflect the position of Rudaw
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