CÔTE D'IVOIRE

HISTORY & BACKGROUND

The Republic of Côte d'Ivoire is located on the southern coast of West Africa and is one of the richest nations in the country. It is bordered by Liberia and Guinea on the west, Mali and Burkina-Faso to the north, Ghana to the east, and the Atlantic ocean to the south. Its area is 124,501 square miles, and its population in 2001 was 15,900,000 people. The population of Côte d'Ivoire is diverse, with more than 60 different ethnic and tribal groups, among them Baoulé (23 percent of the population), Bété (18 percent), Sénoufou (15 percent), and large Krou, Malinke, and Mandingo tribes. Côte d'Ivoire's prosperous economy has also attracted a large number of foreign African workers, mostly from Guinea, Ghana, and Burkina-Faso (estimated at 2.6 million in 2000), as well as a contingent of 200,000 Lebanese expatriates. Together, these workers represent nearly 20 percent of the country's population. Abidjan is the economic capital of Côte d'Ivoire, with an estimated 2001 population of 3,305,000 people. Yamoussoukro (population 125,000) is the official capital and the site of the world's largest Christian church: the basilica of Notre-Dame de la Paix, erected at a cost of $200 million and dedicated by Pope John-Paul II in 1990. The population is 60 percent Muslim and 22 percent Christian, with another 18 percent representing animist and indigenous religions. French is the official language, though the Dioula dialect is also widely used.

French settlers first appeared in 1687, but France did not exercise political control over Côte d'Ivoire until the late nineteenth century. Côte d'Ivoire became a French protectorate in 1883, a colony in 1889, and a territory of French West Africa in 1904. It gained full independence from France in 1960. For 33 years, between 1960 and 1993, Côte d'Ivoire was ruled by a single man: president Félix Houphouet-Boigny, a benign dictator who led the country from independence to economic prosperity. He chose to keep close cultural, political, and economic ties with France (the French still maintain a modest military presence), and in 1985 changed the nation's official name from Ivory Coast to Côte d'Ivoire. Côte d'Ivoire is a member of the"Zone Franc,"and its currency is backed by the French treasury. True democratic institutions were slow to arrive, but Houphouet-Boigny's single-handed rule (no opposition parties were allowed until 1990) was not marred by the sort of terror and torture that characterized many of the dictatorial governments that emerged from the former colonies of West Africa after 1960. From the late 1950s through the start of the twenty-first century, Côte d'Ivoire enjoyed a prosperity and a political stability unmatched in neighboring countries. When Houphouet-Boigny died in 1993, president Bédié became the country's leader until he was ousted in a coup in 1999. In October of 2000, Laurent Gbagbo was democratically elected to a five-year term as Côte d'Ivoire's president.

CONSTITUTIONAL & LEGAL FOUNDATIONS

The constitution of Côte d'Ivoire, originally adopted in 1960 and modified between 1971 and 1985, was abrogated in 1999. The new constitution, adopted by a vast majority of voters in a referendum in July of 2000, stipulates that education is free and compulsory for all between the ages of 7 and 13. Prior to that, in 1995, the government adopted the Loi de Réforme No. 696. This document spelled out the fundamental principles behind the government's educational policies and outlined strategic planning and curricular developments for all educational levels.

EDUCATIONAL SYSTEM—OVERVIEW

The early history of Côte d'Ivoire's educational system is rooted in French colonial policy in Africa at the end of the nineteenth century. Originally, African colonies were considered a new frontier for missionary work, as well as a source of raw materials and ores. The French government, though officially unattached to religious organizations, welcomed the outreach efforts of Catholic and Protestant missionaries. These groups effectively laid the foundations of primary and secondary education in Côte d'Ivoire and the other colonies that made up the Afrique Equatoriale Française (French West Africa). Today's religious private schools, which still educate the children of the elite, are the direct descendants of these colonial institutions.

As the French intensified their political influence, they also began coordinated efforts to create an official public school system. By 1923, Côte d'Ivoire had a rudimentary network of primary schools in place, The first secondary school opened in 1928. French authorities, however, faced a pedagogical and sociocultural dilemma. They intended the primary school system to educate young Ivoirians in the three Rs(reading, writing, and arithmetics) with the intent of encouraging their entry into the lower echelons of the workforce. Secondary education, by contrast, represented a potential long-term threat: officials worried that further education might nurture a climate of resistance against the established colonial order. Because of such misgivings, secondary education was never developed to its full potential between 1928 and the end of World War II. But since the French also planned gradually to replace their own administrators and officials with native Ivoirians, it was vital to establish an educated demographic base. Accordingly, only the sons of local tribal chiefs were selected for secondary education in Côte d'Ivoire and later sent to France on scholarships for postgraduate training.

The formal education of former president Houphouet-Boigny is itself an illustration of that policy. Born in Yamassoukro, the son of a powerful Baoulé tribal chief, he was educated in private elementary schools and then sent to Dakar, in French Senegal, to attend the prestigious Ecole Normale William Ponty. Later he studied at the Ecole de Médecine et de Pharmacie de Dakar, the first medical school established by the French in their West African colonies. After graduation in 1925, Houphouet-Boigny returned to Côte d'Ivoire, where he practiced medicine while running a coffee plantation. He became mayor of Abidjan, was elected a congressman to the French National Assembly, and was ultimately appointed to a cabinet minister post in Paris.

When Houphouet-Boigny became Côte d'Ivoire's first president in 1960, he favored the elaboration of an educational system that would both democratize and retain most of the elitist characteristics of his own schooling. He chose not to follow the path of radical Africanization favored by Guinea and Ghana, and against the criticism of neighboring African nations decided instead to continue a close alliance with France. Politically, economically, and educationally, that controversial decision handsomely paid off as Côte d'Ivoire became the wealthiest and most literate nation of the sub-Sahara. Since the death of Houphouet-Boigny in 1993, a new generation of Ivoirians has initiated some distancing from French influence and has been more assertive in the affirmation of its African heritage. In a like manner, the educational system of Côte d'Ivoire is gradually adopting an identity of its own, while still solidly resting on its French foundations.

PREPRIMARY & PRIMARY EDUCATION

Preprimary education is still a new concept in most developing African nations. In rural areas, women tend to remain at home and care for their own children until they enter elementary schools. In large urban centers like Abidjan, Bouaké, Divo, and Daloa, the increasing integration of women into the workforce has encouraged the growth of childcare centers and preschools. In 2000, there were 35,553 preschoolers (17,381 girls) enrolled in 276 schools. Of these, 19,075 were enrolled in 230 public institutions. They were taught by a total of 1580 teachers (96 percent women)—870 of them working in public schools.

Ivoirian children attend primary schools between the ages of 6 and 11. Classes are divided into three two-year cycles: preparatory stages I and II (CP1 and CP2, or Cours préparatoires de première et deuxième année), elementary levels I and II (CE1 and CE2 or cours élémentaires de première et deuxième année), and intermediary levels I and II (CM1 and CM2 or cours moyens de première et deuxième année). In 2000, there were 1,910,820 children enrolled in primary schools in Côte d'Ivoire: 1,688,503 in public schools and 222,317 in private institutions, with a gender distribution of 58 percent boys and 42 percent girls. There were 8,082 primary schools (including 781 private institutions) offering a total of 43,406 classes and a teacher-student ratio of 1:44. There were 44,731 primary school teachers (including 5,791 in the private sector) and 23 percent of them were women.

The six-year primary school program ends with a selective national examination known as the CEP (certificat d'études primaires or elementary school proficiency examination). Only the children who pass this exam are allowed to continue into the secondary education cycle. In 2000, there were 285,391 candidates for the CEP, and a total of 155,246 succeeded—a 54 percent passing rate. It is a measure of both the selectivity and the pedagogical difficulties of primary education in Côte d'Ivoire that, after six years of schooling, only 15 percent of the children who originally entered the system at the age of six qualified as candidates for the national examination, reflecting a dropout rate of 85 percent over six years. In 2000, out of the 253,293 children enrolled in CM2 (the grade preparing the children for the CEP), 107,827 were also repeating the entire year.

SECONDARY EDUCATION

Secondary education in Côte d'Ivoire consists of a seven-year curriculum divided into two cycles. The lower level, lasting four years, prepares the students for a selective, national exam known as the BEPC (brevet d'études du premier cycle, or junior high school national proficiency exam). Only those students who succeed are allowed into the next cycle of secondary education, which lasts another three years. It leads to the Baccalauréat, a highly selective national examination and a prerequisite for admission to the university or other levels of higher education in Côte d'Ivoire. The last three years of the secondary school curriculum are sub-divided into different sections that allow students to concentrate on a future major: section A for the humanities, B for economics and law, C for exact sciences, D for biological sciences and pre-medicine, and so forth.

In 2000, there were 565,850 students enrolled in secondary education (365,795 in public schools), and 193,742 were female. There were 508 secondary schools (194 public and 314 private) offering 10,667 classes. The total number of teachers was 18,033 (10,905 in public schools and 7,128 in private institutions.) In 2000, at the end of the first cycle of secondary education, there were 137,779 candidates for the BEPC and 36,122 passed (26.2 percent). At the conclusion of the second cycle of secondary education, there were 72,627 candidates for the baccalauréat examination and 26,590 passed (36.1 percent).

Vocational & Technical Education: After relegating vocational education to a lesser level of importance for decades, Côte d'Ivoire decided in 1985 to create a cabinet-level post that would invigorate and supervise technical and vocational education at the national level: the Ministère de l'Enseignement Technique et de la Formation Professionelle.

Students enter vocational training at two different stages. At the secondary level, once they have successfully passed the BEPC, they can gain admission to the National Institute for Technical and Professional Training (the INFTP) or the National Office for Professional Training (the ONFP). The students who pass the baccalauréat have access to numerous public and private institutes that award the BTS (Brevet de Technicien Supérieur) after a three-year curriculum, such as the Institute for Higher Technical Training (the INSET). They can also enter university-run programs that award the DUT (Diplôme Universitaire de Technologie). In 1999, there were over 27,000 students enrolled in technical and vocational schools, taught by 2850 instructors (19 percent women). Côte d'Ivoire's largest vocational school is the Institut National Polytechnique Félix Houphouet-Boigny founded in 1975 in Houphouet-Boigny's native town of Yamassoukro. In 2000, it enrolled over 3,500 students and employed 350 teachers.

HIGHER EDUCATION

Higher education is well-developed in Côte d'Ivoire, with a university system and research centers that are highly respected in Africa. The system is organized after the French national model: holders of the selective baccalauréat follow a two-year curriculum leading to the DUEL (Diplôme Universitaire d'Etudes Littéraires), the DUES (Diplôme Universitaire d'Etudes Scientifiques), or the DEUG (Diplôme Universitaire d'Etudes Générales). One more year of study leads to the Licence (the level of an American bachelor's degree), and an additional year leads to the Maîtrise (the equivalent of a master's degree). Further studies lead to the DEA (Diplôme d'Etudes Approfondies), a post-graduate specialized degree, and after the successful defense of a doctoral dissertation, to the Doctorat de Spécialité de Troisième Cycle (the Ph.D.). The university also awards the M.D. and the degree of Doctor of Engineering. The university system in Côte d'Ivoire has grown at such a rate that, following student-led demonstrations against crowded facilities in the early 1990s, the government opened two additional campuses. The universities of Côte d'Ivoire have also acquired their own distinct identities. Until 1985, the majority of professors were expatriates from France or French-speaking countries, but by 2000 their number had dwindled to less than 5 percent of the faculty.

The Université de Cocody is the main university in Côte d'Ivoire. Founded in 1958 in Abidjan as the Centre d'Enseignement Supérieur, it became the Université Nationale de Côte d'Ivoire in 1964 and adopted its present name in 1995. It is comprised of 12 different schools, including Law, Medicine, Pharmacy, Economics, Liberal Arts, and Engineering. In 2000, there were over 45,000 students enrolled at Cocody, with a faculty of 990. In 1992, a new university opened in Bouaké, to alleviate the crowding problems of Cocody (which had been built to accommodate 7,000 students.) The Université de Bouaké started with 2,800 students and 45 professors. In 2001, it enrolled 15,700 students and employed 145 faculty members. To continue to decentralize the main campus, the government also opened the Université d'Abobo-Adjamé in Abidjan in 1995.

Côte d'Ivoire also runs numerous research institutes, including:

• Institut Africain pour le Développement Economique et Social (economics, sociology, and ethnology), founded in 1962 in Abidjan by the Society of Jesus
• Institut Pasteur de Côte d'Ivoire (research on viral diseases and AIDS), founded in 1972 in Abidjan
• Institut Pierre Richet (research on tropical endemic diseases), founded in Bouaké in 1973
• Centre de Recherches Océanographiques (research on oceanography and hydrobiology), founded in Abidjan in 1958.

Higher education in Côte d'Ivoire is not limited to the university system and its associated research facilities. In 2000, there were more than 50,000 Ivoirians students enrolled in private and public institutes of higher education and in the Grandes Ecoles. The latter are prestigious, highly selective post-graduate schools (patterned after their French models in Paris) that train the very best of the country's diplomats, politicians, civil servants and engineers:

• Ecole Nationale d'Administration, founded in Abidjan in 1960. In 2000, it enrolled more than 1000 students.
• Ecole Supérieure d'Agronomie, founded in 1996 in Yamoussoukro. In 2000 it enrolled 600 students and employed 75 teachers.
• Ecole Nationale Supérieure des Travaux Publics (civil engineering), founded in 1963 in Yamoussoukro. In 2000, it employed 97 professors for a student population of 597.

ADMINISTRATION, FINANCE, & EDUCATIONAL RESEARCH

The Ministry of National Education in Abidjan supervises the educational system of Côte d'Ivoire, while delegating administrative and curricular authority to three other cabinet-level ministries: the Ministry of Primary Education, the Ministry of Technical and Vocational Training, and the Ministry of Higher Education and Scientific Research. The Ministry of National Education is the only agency in Côte d'Ivoire that accredits schools and validates diplomas and degrees. It delegates authority to ministries in matters of specific curricular development, faculty evaluation, and school inspections. In 2000, the educational budget of Côte d'Ivoire represented 26 percent of national expenditures. The government has pledged to increase this figure to at least 30 percent of the national budget by fiscal 2003.

TEACHER TRAINING

Primary school teachers are trained in several écoles normales and centres d'animation et de formation pédagogiques. They are open to those who have passed the BEPC. After completion of the program, students are awarded the Certificat d'Aptitude Professionelle des Instituteurs. Teachers for the first cycle of secondary schools must hold the baccalauréat degree and follow a three-year program of study at the Ecole Normale Supérieure, leading to the Certificat d'Aptitude au Professorat des Collèges d'Enseignement Secondaires. Those wishing to teach in the second cycle of the secondary school system must study for an additional year and pass the CAPES (the Certificat d'Aptitude au Professorat de l'Enseignement Secondaire). The national teacher training program has been quite successful: whereas in 1985 up to 80 percent of Ivoirian secondary school teachers were not in possession of proper teaching credentials, within 15 years that number fell below 5 percent. In 1999, there were 15 teacher training colleges in Côte d'Ivoire, with 538 professors and 2,821 students.

SUMMARY

Côte d'Ivoire enjoys an educational system the quality of which is unparalleled in other sub-Saharan nations. This success, however, has been achieved primarily at the tertiary level, with universities and research centers that have become a benchmark of quality for other developing African nations. Though substantial progress has been made at the primary and secondary levels, especially in the area of teacher training, problems and weaknesses remain. After 1960, Côte d'Ivoire inherited an educational system that was a carbon copy of the French national model. President Houphouet-Boigny retained a pedagogical philosophy that many Ivoirian educators consider excessively elitist and out of touch with the country's needs. An illustration of the educational system of Côte d'Ivoire is a pyramid in which the base represents 85 percent of the eligible population, while the top consists of a 1.3 percent minority that alone shapes the destiny of the country. Thus while Côte d'Ivoire is one of the richest and most stable countries of West Africa, it still has an illiteracy rate of 58 percent.

Secondary education in Côte d'Ivoire has set an impressive example in enrollment growth, developing from 12,000 students in 1960, 70,000 in 1970, 238,000 in 1980, to nearly 566,000 in 2000. Nonetheless its rewards remain limited to a privileged few: after nine years of schooling, only 26.2 percent of qualified candidates pass the national proficiency examination (BEPC) at the end of junior high school. Ivoirian educators are well aware of this disproportion. The Educational Reform Law of 1995 has laid down the theoretical principles that will allow a larger segment of the population to gain access to higher levels of academic opportunities. The government also faces a dilemma if it attempts to rectify the apportionment of its educational resources: selectivity is viewed as a necessary evil, since the Ivoirian economy cannot absorb a larger number of qualified personnel, and the nation's universities are already being used to maximum capacity. The primary and secondary educational systems need to be reshaped from their rather obsolete French model and adapted to the future needs of Côte d'Ivoire.

BIBLIOGRAPHY

Annuaire Statistique de l'Enseignement Pré-Scolaire, Primaire et Secondaire. 2 vols. Abidjan: Ministère de l'Education Nationale, 1999.

Bretherick, Dona. Côte d'Ivoire. Washington, DC: American Association of Collegiate Registrars, 1995.

Kompass: Côte d'Ivoire. Abidjan: Kompass Côte d'Ivoire, S.A., 1999.

Kouadio, Aska. Enseignement Technique et Professionnel en Côte d'Ivoire: Evolution et Eléments pour une Pé dagogie Rénovée. Villeneuve d'Ascq: Presses Universitaires du Septentrion, 1998.

Ogbu, S.M."On Public Expenditures and Delivery of Ed ucation in sub-Saharan Africa." Comparative Educa tional Review 36 (1991): 295-318.

—Eric H. du Plessis