Aménagement Urbain De Bingerville Et Capacité De Gestion Des Flux Scolaires KOUASSI-KOFFI AMENAN

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Aménagement Urbain De Bingerville Et Capacité De Gestion Des Flux Scolaires KOUASSI-KOFFI AMENAN Aménagement urbain de Bingerville et capacité de gestion des flux scolaires KOUASSI-KOFFI AMENAN. MICHELLINE Assistante (IGT) Abidjan-Côte d’Ivoire E-mail : [email protected] RESUME ABSTRACT D’importantes mobilités scolaires se font Important student motilities are daily made in the quotidiennement en direction de Bingerville, une direction of Bingerville, an outlying town of Abidjan, ville périphérique d’Abidjan, du fait de l’existence due to the existence of a number of educational d’un ensemble d’équipements éducatifs. Quelle equipments. What is the management capacity of est la capacité de gestion de ces flux au regard de the flow with regard of the current fitting out of that l’aménagement actuel de cette ville quand on sait que town when we know that the student population has cette population scolaire a des besoins spécifiques ? specific needs ? Les résultats démontrent une incapacité de la mu- Results show an inability of the town council to nicipalité à s’occuper correctement des élèves qu’elle properly take care of the students that it accommo- accueille sur son espace. Ceux-ci sont confrontés dates in its space. These students are subject to à de nombreuses difficultés entre autre, une offre several difficulties: inadequacy of transportation, de transport insuffisante, des lieux de restauration unsuitable food spaces. The absence of adequate inappropriés. L’absence d’aménagement adéquat urban planning prevents Bingerville from assuming empêche Bingerville d’assumer véritablement sa really its school function. fonction scolaire. Key words : Bingerville, urban planning, student Mots-clés : Bingerville, aménagement urbain, mobility, management capability mobilité scolaire, capacité de gestion INTRODUCTION aussi des navettes de leur domicile à leur école. Les villes à la périphérie d’Abidjan connaissent ces La problématique des mobilités journalières en mobilités scolaires. Les travaux existant démontrent rapport avec l’aménagement des villes fait toujours leur fonction scolaire du fait d’un certain nombre débat aussi bien dans les pays du nord que ceux du d’équipements éducatifs. Cela est particulièrement sud, par l’abondance des écrits (BACCAINI, 1996; vrai pour une commune comme Bingerville qui ac- BREVET, 2005; WENGLENSKI, 2006, KOUASSI, cueille régulièrement près de 7000 élèves (MENFB, 2009). Elle porte sur l’existence des liens entre les 2008) en provenance d’Abidjan. Ancienne capitale de politiques urbaines et celles du transport mises en la colonie de Côte d’Ivoire, héritière d’infrastructures place, et leur degré d’efficacité. Ces migrations pen- scolaires coloniales, son rayonnement scolaire n’a dulaires ou alternantes, phénomène caractéristique nullement été perturbé suite au rapprochement de des métropoles et de leurs périphéries, désignent les toute la direction académique près des centres de déplacements quotidiens des personnes de leur do- décision en 1955-1958. Peuplée de 82 864 âmes en micile à leur lieu de travail et inversement. Etroitement 2011 (estimations Institut National de la Statistique, lié à l’organisation spatiale des villes et aux politiques INS, 2013), Bingerville est le théâtre d’importante des transports urbains instituées, ces déplacements mobilité scolaire alternante. Quelle est la capacité touchent également les élèves qui effectuent eux de gestion de ces flux au regard de l’aménagement Revue de Géographie Tropicale et d’Environnement, n° 2, 2013 87 © (EDUCI), 2013 actuel de cette ville quand on sait que cette popula- la mousson marine une bonne partie de l’année, tion scolaire a des besoins spécifiques? disposant d’une pente plus forte et de nombreuses sources d’eau potable facile à capter, le site de Une revue de littérature complétée par des Bingerville faciliterait la construction d’une ville en enquêtes de terrain a permis d’analyser les effets amphithéâtre. En outre, distante d’une quinzaine de des mobilités quotidiennes des élèves sur l’amé- kilomètres d’Abidjan, il serait plus aisé de l’isoler de nagement d’une ville périphérique comme Binger- la ville commerciale qui serait bâtie à Abidjan en cas ville. L’enquête a été menée uniquement dans les d’épidémie de fièvre jaune. établissements secondaires publics de Bingerville. Seuls les migrants ont reçu des questionnaires qui En raison du caractère provisoire de la ville, le portaient sur les problèmes vécus dans la ville. Sur gouverneur installa d’abord quelques maisons de 489 élèves enquêtés, 125 habitent Bingerville et bois démontables pour le logement et pour les ser- 364 y sont hors. Les responsables de la Société des vices. Ensuite, il procéda à des travaux de transfor- Transports Abidjanais (SOTRA) et des syndicats des mation pour faire de Bingerville un chef-lieu digne de transporteurs privés ont été interviewés. Il s’agissait ce nom (COULIBALY, 1982) : de grands travaux d’in- de connaitre le volume de leur parc automobile en frastructures furent entrepris, des rues empierrées et circulation, la fréquence de leur voyage. carrossables ouvertes, des caniveaux creusés le long de ces voies pour l’écoulement de l’eau de pluie, la Le travail a été organisé autour de trois axes construction de deux châteaux d’eau, de bâtiments principaux La première partie a été consacrée à administratifs et l’hôtel du gouvernement. Suivirent l’analyse des fonctions de la ville, la deuxième, à ensuite la mise en place d’un hôpital, d’un service l’évaluation des différents aménagements entrepris à de poste et de télégraphie, d’un service des travaux travers les offres de services (transport, restauration) publics. Bingerville, ville de fonctionnaires était ainsi et enfin la troisième à l’inadaptation de Bingerville à l’objet d’une attention constante de l’administration. sa fonction scolaire. La plupart des directions générales y étaient grou- pées : agriculture, inspection des écoles, imprimerie 1. BINGERVILLE, UNE VILLE du gouvernement, tribunal de première instance, ADMINISTRATIVE ET SCOLAIRE service automobile. Les autres services se trouvaient Bingerville à l’image de toutes les villes ivoiriennes à Abidjan (santé, poste et télécommunication (PTT), est d’abord une ville administrative à laquelle s’est travaux publics (TP)), à Bouaké (service zootechni- greffée une fonction scolaire considérable. Ces deux que, textiles) et à Bassam (service du wharf). fonctions sont les héritages de la colonisation. Ville administrative avant tout, les activités éco- Situé sur un site de plateau à l’est d’Abidjan, nomiques s’y trouvaient peu développées, avec la Bingerville est une sous-préfecture du département présence de quelques factoreries européennes, un d’Abidjan de 24 500 ha. Ville littorale érigée en petit nombre de commerçants indigènes, des unités commune en 1900, son histoire remonte à l’époque industrielles de fabrication de savon et d’extraction coloniale. Elle est née de la volonté de l’administra- d’huile de palmiste. Toutes les catégories profession- tion coloniale d’asseoir une économie de traite en nelles s’y rencontraient. facilitant l’acheminement des produits agricoles vers Outre son statut administratif, Bingerville devient la métropole. Constituées au départ de quelques une ville scolaire grâce à la mise en place des équi- villages disséminés, elle a entamé son développe- pements éducatifs. ment par la mise en place d’un ensemble d’équipe- ments. Elle était avant tout une ville administrative. Alors que Grand-Bassam conserve ses activités Choisie comme capitale provisoire de la colonie portuaires et commerciales, Bingerville rayonne à tra- en remplacement de Grand-Bassam, du fait d’une vers l’école. Hormis les bâtiments administratifs, il fut épidémie de fièvre jaune, Bingerville, commence à créé deux écoles en 1903: l’école de Gbagba, école du être aménagé dès 1900. Plusieurs raisons ont milité village et le groupe scolaire central, qui recevait les élè- en sa faveur. Sa proximité de Grand-Bassam, située ves en provenance des écoles régionales de la colonie, sur un plateau de 70 à 95m, balayée en partie par celles-ci étant des écoles de second degré. Plusieurs options s’offraient aux élèves. Certains y préparaient KOUASSI-KOFFI A. M : Aménagement urbain de Bingerville et capacité de gestion des flux scolaires 88 soit le concours de l’Ecole normale de Saint Louis ou de l’Ecole professionnelle Pinet-Laprade de Gorée, soit le concours local des moniteurs de l’enseignement. D’autres suivaient des formations pour les différents emplois dans l’administration (les postes et télégraphes, les bureaux), dans les maisons de commerce ou dans les petites unités industrielles. A partir de 1924, le Groupe Scolaire Central est transformé en Ecole Primaire Supérieure (EPS) qui deviendra pus tard le lycée des garçons (Photo 1). Un orphelinat est créé pour les jeunes métis abandonnés dans les postes de la colonie. Bingerville assoit alors sa réputation de ville scolaire, puisque parallèlement aux Photo 2 : Autobus de la SOTRA transportant les élèves cours dispensés aux jeunes élèves, il y avait des cours destinés aux adultes désireux de se perfectionner dans Cliché : Kouassi- Koffi A. M., février 2012 la connaissance de la langue française : des interprètes, Les élèves en uniforme Kaki, prennent place à bord des employés de l’administration, du commerce, des des bus en direction d’Abidjan fonctionnaires indigènes. Les scolarisés représentaient 32 % de la population de la ville (COULIBALY, 1982). En 1931, un établissement d’enseignement agri- C’est de Bingerville que sortaient les «cadres de l’ad- cole dénommé station agricole de Bingerville puis ministration». Elle demeura alors la place centrale de mué en école professionnelle d’agriculture en 1947 la formation des intellectuels de la colonie. «Suite au voit le jour. L’Ecole des enfants de troupe d’Abidjan transfert de la capitale sur le site d’Abidjan en 1934, créée au début de la seconde guerre mondiale est elle devint un centre urbain ordinaire» (KIPRE, 1985). transférée à Bingerville. Les recrutements se font Mais «les services de l’enseignement étaient restés à dans tous les territoires de l’Afrique Occidentale Bingerville ». (DESALMAND, 2005). Française (AOF).
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