As every year, the results of the baccalaureate are not content to reveal the winners, but also draw a card of regional educational performance. In 2025, Sfax 1 and Sfax 2 reaffirm their supremacy in terms of secondary education, by winning the first two places in the national classification according to success rates.
At the top of the peloton, Sfax 1 records an impressive success rate of 55.75 %, with 3,256 candidates received on 5,840 present. Just behind, Sfax 2 displays an equally remarkable score of 54.89 %, with 2,364 admitted on 4,307. This double podium confirms a trend now well anchored: the Sfax region remains a model in terms of school rigor, educational supervision and students monitoring.
This constant leadership can be explained by several factors: a family tradition with investment in education, a teaching staff renowned for its seriousness, but also a local culture where academic success is perceived as a vector of social mobility. These combined elements create an ecosystem favorable to academic performance.
While the national average of success is around 40 %, the domination of Sfax contrasts with the difficulties encountered by other regions. For example, the governorate of Kasserine closes the march with a success rate of only 24.53 %, followed closely by Gabès, Zaghouan, or Gafsa, who struggle to cross the 30 %mark. This educational gap challenges and relaunches the debate on equal opportunities between regions.
Faced with these persistent differences, Sfax becomes a case of school to study, not to glorify, but to be inspired by them. What local governance? What involvement of parents? What investments in infrastructure? So many questions that the authorities could be interested in making the Sfaxian example an improvement lever for the entire education system.
The success of Sfax 1 and 2 is therefore not the result of chance, but that of a successful alchemy between culture of effort, quality of teaching and long -term educational vision. A dynamic to encourage and, above all, to generalize.
