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.