School in Côte d’Ivoire

State school administration is led by the Ministry of National Education and Literacy (Ministère de l’Éducation Nationale et de l’Alphabétisation). Regional and local offices, such as the regional education office (DRENA), the local education office (DDENA) and the primary education inspectorate (IEPP), implement requirements and handle practical matters depending on the location and school. French is the central language of instruction. The preschool stage (préscolaire) usually covers three years from ages 3 to 5: Petite Section, Moyenne Section and Grande Section. Such programs exist in public, private and community institutions, as well as in preschool classes at primary schools. Access is considerably lower than at the primary level; expansion is focused particularly on rural areas. The primary school (école primaire) lasts six years and runs from CP1 to CM2. Legal admission generally takes place from age six. At the end is the national CEPE examination, which is relevant for admission or assignment to secondary school. Public schools provide the largest share of places: in 2021–2022, 79 percent of primary schools were public and 81 percent of primary pupils attended a public school. Lower secondary school (collège) consists of 6e, 5e, 4e and 3e, while upper secondary school (lycée) consists of 2nde, 1re and Tle. The BEPC concludes the first secondary cycle, and the Baccalauréat concludes the second. Access to higher levels depends, among other things, on the CEPE, school performance, assignment and available places; an automatic place at the next level is not secured everywhere. Government education policy describes public schools as tuition-free. Families nevertheless often pay for uniforms, school materials, transport, meals, documents and other indirect expenses. Private school fees vary by institution; there is no uniform national fee schedule. Poverty, distance, lack of materials, shortages of teachers and infrastructure, child labour, displacement and gender-specific expectations make school attendance more difficult. There are significant differences between cities, rural areas and historically disadvantaged regions. For children with special needs, the provision consists mainly of inclusive classes and a small number of specialised institutions. Availability is uneven geographically; trained staff, sign language, Braille, adapted materials and transport are lacking in many places. As public institutions for sensory disabilities, MENA names INIPA and ECIS. A uniform nationwide procedure for recognition and placement is not documented. The state is expected to secure children’s access to school and continued attendance between ages 6 and 16. Families must enrol children and ensure regular attendance. For children outside the regular system, bridge classes (passerelles) are available for ages 9 to 13. For ages 14 to 16, transitions into vocational education may become relevant; this is not part of general school education. Schools and authorities must consider risks such as violence, sexual abuse, harassment, discrimination, child labour, forced marriage and interruptions due to pregnancy. Complaints and support are handled depending on the case through the school, education authorities and social or child-protection services. The school year usually begins in September; the responsible administration sets the current calendar. Despite rising participation, substantial learning deficits remain, especially in reading, writing and arithmetic.