Education System in Mandoul in Chad: Between Poverty and the 2014 Reform

Abstract

If education is a factor of sustainable socio-economic development, the reform of the education system of a country like Chad where poverty affects almost 50% of households appears as the motor of the machine of the "well-being of the populations" among which 75.6% live in rural areas. As a result, the geographic region of Mandoul is not the rest because it has a poverty rate of over 26%, which makes it a province of extreme poverty. Despite repeated reforms, this southern part of the country with enormous economic potential is lagging behind in terms of education with a low literacy rate for those aged 15 and over (40.3%). This is why it was chosen for this study. The objective is to measure the impact of the 2014 reform on the quality of school infrastructure and the recruitment of qualified teachers and the improvement in the quality of education provided for by this reform. The realization of this study focused on documentary research and a survey of key actors in the education system. The results showed that seven years after the reform, the results of its implementation remain mixed and its impact remains barely visible, especially in rural areas. Indeed, some public establishments around major urban centers have closed their doors due to precarious working conditions and the lack of teachers. This situation has caused, on the one hand, the creation of community colleges in rural areas and, on the other hand, the influx of students to the commune of Koumra, a major center of human attraction in the area. This category of students, living alone or with a tutor, finds it difficult to integrate and adapt to the new life far from their parents. Difficulties related to food, accommodation and school fees force learners to anticipate holidays for field work in order to ensure their school survival.