The precarious status of migrants labours in Tunisia is visible. Sub-Saharan migrants are over-represented in low paid service jobs such as assistant waiters, bathroom cleaners, or street and public space cleaners. Of the 53,000 foreigners that live in Tunisia, 12,000 are from sub-Saharan Africa[1]. Yet institutionally, these migrants are nowhere.

While Tunisia ratified the Convention on the Rights of Persons with Disabilities, following which the local legal arsenal only knew a simple amendment which did not correspond to the content of the convention, the rights of persons with disabilities remained confined to the media fanfare and political propaganda to which one resorts in case of need.

Since independence, Tunisia has had periods of different educational policies. Faced with high rates of illiteracy, education initially focused on content. This was later replaced with an objective-based approach, and when this proved to be a failure, it was replaced by a skills-based approach. Educational innovations may have continued throughout the world, but they have ceased in Tunisia. Tunisia has not benefited from this research and has persisted with old methods for more than two decades which has caused a reduction in school success rate. This Policy Brief discusses these failures and proposes solutions to address the shortcomings of the current system.

Schools now reflect the instability of society and the deteriorating mental health of citizens. Therefore, the state must take immediate action to counteract the long term effects of these problems.

Executive summary Education is guaranteed by the Tunisian constitution but, in practice, children with autism are excluded from the education system and do not benefit from this right. Despite the law that grants children with disabilities the right to access public schools, the law fails to acknowledge children with autism. They should not be denied