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Educational Development in Guinea, Mali, Senegal, and Ivory Coast. SPONS AGENCY Institute of International Studies (DHEW /OE), Washington, D.C

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Educational Development in Guinea, Mali, Senegal, and Ivory Coast. SPONS AGENCY Institute of International Studies (DHEW /OE), Washington, D.C DOCUMENT RESUME ED 069 581 SO 004 985 AUTHOR Bolibaugh, Jerry B. TITLE Educational Development in Guinea, Mali, Senegal, and Ivory Coast. SPONS AGENCY Institute of International Studies (DHEW /OE), Washington, D.C. REPORT NO OE -72 -44 PUB DATE 72 NOTE 150p. // EDRS PRICE MF-$0.65 HQ $6.58 DESCRIPTORS AgriculturAl Education; *Comparative Education; Educational Administration; Educational Change; Educational Demand; *Educational Development; Educational Finance; Educational History; Educational Objectives; *Educational Practice; *Educational Problems; Educational Supply; *Educational Trends; Elementary Education; Foreign Countries; Higher Education; International Education; Secondary Education; Teacher Education; Vocational Education IDENTIFIERS *Africa; Educational Systems ABSTRACT This study describes the educational system and discusses major educational trends and problems inelementary, secondary, higher, agricultural, and vocational education offour major French speaking West African countries sincetheir achievement of independence. One major problem considered is thatrapid expansion of educational opportunity in terms of existing formal systemscannot be maintained in the 1970's because of limited resources, yetpopular demand puts pressure on expansion since less than 50% of each age group attends school. Further, the existingformal education systems are not adapted to the needs of ruraldevelopment--which is essential to economic development. A challenge for the 701sis to produce and implement new strategies for educatio6. The bookis divided into six main sections. Education during the Colonial era from1870 through 1960 is discussed in the first section. The next foursections present Republic characteristics, describe theeducation systems at all levels, including information on vocational andagricultural education, and explain educational expenditures of thefour mainly agricultural Republics of Guinea, Mali, Senegal, and theIvory Coast. The last section compares major characteristicsof the educational system during the first decade of Independenceand derives generalizations concerning common trends and problems. (Author /SJM) CO EDUCAlIONAL DP/ELOPMENT INGUINEA. AttlEtAla AND wort COAST U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE /Office of Education Highlights Four former Frenchcolonies which became independent in1958 (Guinea) or 1960 (Ivory Coast, Mali, Senegal) are basically agricul- tural. Industrialization has progressed vigorously only in Ivory Coast, which has an estimated per capita income of $245 and one of the fastest economic growth rates in Africa. Each of the countries has an estimated total population of less than 5 million but an annual population growth rate usually estimated between 2 and 3 percent. In the luidsixties, all four countries were spending a significant por- tion of the gross domestic product (GDP) upon educational develop- ment. External assistance was substantial for all of them. Official statements give a key to the differences in educational objec- tives among the four countries. The differences in emphasis can perhaps be seen best in the references to education in Guineaand in Mali in the pastas a factor of revolution, and in Senegal and Ivory Cont as a factor of evolution. Activities to ad? V. .;.:te content and/or structure of the inherited educa- tional systems to local needs, including rural development, are current in all four countries. Guinea and Mali altered the structures of their systems in the early 1960's and Senegal and Ivory Coast are likely soon to modify theirs: they are attempting to develop an elementary system that can in the foreseeable future become universal. Guinea, Senegal, and Ivory Coast have tither initiated or erperimented with terminal lower secondary education emphasizing practical skills used in rural areas. Enrollment increase from 1952-53 to 1967-68 varied for the four coun- tries for each level as follows:elementary- -500 to1,200 percent: general secondary -2,000 to 9,000 percent: and vocational-11 to 1,700 percent. Estimates of the percentage of elementary- and secondary-level age groups in school for 1966 are as follows: Guinea-30.0; Ivory Coast- 40.0; Mali-13.0; Senegal-30.0. Educational opportunities vary con- siderably by region within each of the countries. An imbalance between elemental). enrollments and the much smaller enrollments at the secondary level has continued, and studies of student flow through the various systems indicate that both the elementary and and secondary levels are inefficient. A high percentage of students drop out of school or repeat grades. lab DHEW PUBLICATION NO. (OE) 72-44 U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO. DUCE0 EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG INATING IT POINTS OF VIEW OR OPIN- IONS STATED 00 NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EOU CATION POSITION OR POLICY EDucAnomAL DEVELCOMDIT IN GUINEA, i'VIALI,SENEGAL, ANDIVORY coAsT BY JERRY B. BOLIBAUGH EDUCATIONAL FINANCING DIVISION UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION U.S. DEPARTMENT OF HEALTH, EDUCATION, ANDWELFARE ELLIOT L. RICHARDSON, Secretary OFFICE OF EDUCATION S. P. MARLAND, JR., Commissioner INSTITUTE OF INTERNATIONAL STUDIES ROBERT LEESTMA, Associate Commissioner for InternationalEducation This report was made by Jerry B. Bolibaugh, Division of Educa- tional Financing, UNESCO, pursuant to Contract No. OEC 4-7 000056-0056 with the Office of Education, U.S. Department of Health, Education, and Welfare. Opinions expressed in the report are those of the author and do not necessarily reflect official policy of UNESCO or of the U.S. Office of Education. Superintendent of Documents Catalog No. HE 5.214: 14163 U.S. GOVERNMENT PRINTING OFFICE WASHINGTON: 1972 For sale by the Superintendent of Documents, U.S. GovernmentPrinting Office Washington, D.C. 20402 - Price $1 Stock Number 1780-0896 Foreword This study describes the educational system and discusses major educa- tional trends and problems in each of four major French-speaking West African countries since they achieved their independence (Guinea in 1958; Mali, Senegal, and Ivory Coast in 1960). A concluding chapter presents some comparisons between and among the four countries. The study fills an important gap in the comparative educational literature readily available to Americans and others interested in recent educational developments in these four countries. The U.S. Office of Education has published many studies on education inforeign countries,incluclihg the following on sub-Saharan African countries: Education for Africans in Tanganyika, the country that merged with the former Zanzibar in 1964 to form the new nation of Tanzania; Education in Uganda; Educational Developments in the Congo (Leopold- ville), the country now known as Zaire: and Education in the Republic of Kenya. The author of the present report, Jerry B. Bolibaugh, holds a doctorate from Stanford University, where he specialized in comparative education and philosophy. His doctoral dissertation was a study of France's colonial educational policy in Africa. Dr. Bolibaugh served the U.S. Agency for International Development from 1963 to 1966, first as general education advisor in Mali and then as higher education advisor in Tunisia. He later returned to West Africa to gather information for this study. Currently he is a senior officer of UNESCO's Division of Educational Financing. The Office of Education and the author wish to thank officials of Guinea, Mali, Senegal, and Ivory Coast and officials of the French Govern- ment and UNESCO for their assistance in facilitating the author's research. ROBERT LEESTMA Associate Commissioner for International Education iii Contents Page Foreword iii Introduction 1. Education During the Colonial Era 3 The Three Periods 3 The First Period: 1815-70 3 The Second Period: 1870-1944 7 The Third Period: 1944-60 12 II. The Republic of Guinea 18 Summary of Characteristics 18 The Educational System .... 19 Elementary Education(First Cycle) 25 Secondary Education (Second and Third Cycles) 27 Higher Education 31 Study Abroad 33 Out-of-School Education 34 Educational Expenditures 35 Summary . 36 III. The Republic of Mali 39 Summary of Characteristics 39 The Educational System 40 Fundamental Education 48 General Secondary Education 52 Teacher Training ... 53 Vocational-Technical Education .. 55 Agricultural Education 57 Health and Welfare Occupational Education 58 Higher Education 59 Study Abroad 60 Out-of-School Education 61 Educational Expenditures ........... 63 Enrollments and Effi :iency . 65 Summary 67 iv Page IV. The Republic of Senegal 69 Summary of Characteristics 69 The Educational System 71 Elementary Education 78 General Secondary Education 79 Teacher Training 81 Postelementary Education 83 Vocational and Technical Education 83 Agricultural Education 85 Higher Education 86 Study Abroad 86 Literacy Education 87 Educational Expenditures 87 Enrollments and Efficiency 90 Summary 91 V. The Republic of Ivory Coast 95 Summary of Characteristics 95 The Educational System 96 Elementary Education 101 General Secondary Education 103 Teacher.Training 105 Vocational and Technical Education 107 Agricultural Education 108 Higher Education 110 Study Abroad 111 Out-OI-School Education 111 Educational Expenditures 111 Enrollments and Efficiency 115 Summary 117 VI. Comparison of Educational Development: 1960-70 121 Introduction 121 Educational Sy..;tems 123 Study Abroad 128 Educational Expenditures 128
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