2002年-世界发展银行全球_Republic_of_Djibouti___Education_Strategy_Note_56页_2mb

Summary of the Djibouti Education Strategy Note

Core Content

This document is a World Bank Education Strategy Note for the Republic of Djibouti, prepared in June 2002. It outlines the education system, current issues, government strategy, and proposed donor support to improve education in the country. The document also includes a list of abbreviations and acronyms used throughout the report, as well as a table of contents for reference.

Main Characteristics of the Education System

• Structure: The education system was restructured in 2000 to a nine-year compulsory basic education system, combining primary and lower secondary education.
• Levels:
  • Primary: 6 years (compulsory for the first 6 years)
  • Lower Secondary: 4 years
  • Upper Secondary: 2–4 years
  • Higher Education: Not detailed in the document
• Curriculum: Based on the French education system, with a focus on Arabic language and French as the main medium of instruction. There is a call to consider using local languages for early education.
• Administration: Managed by the Ministry of Education (MOE), which is under the Director General of National Education (DGEN). The MOE is described as over-centralized and weak, with many key units not functioning at full capacity.
• Private Sector: Includes 13 registered and 113 unregistered schools, but enrollments are low, with only 6% of students in private schools in 1999/2000.

Key Issues

1. Access:

   • 73% of the basic school-age population was out of school in 1999/2000.
   • Rapid demographic growth threatens to worsen access unless corrective actions are taken.
   • Geographic access is a major issue, especially in rural areas.

2. Equity:

   • Gender disparity: Female enrollment is lower at all levels.
   • Socio-economic disparity: Students from disadvantaged backgrounds are less likely to access education.
   • Tertiary level: Socio-economically advantaged students dominate higher education, with public subsidies for overseas studies contributing to this imbalance.

3. Quality and Relevance:

   • Weak learning outcomes due to insufficient teachers, archaic teaching methods, lack of textbooks, and rigid curriculum not adapted to local needs.
   • High repetition and dropout rates, especially among girls due to social pressures.

4. Institutional Capacity:

   • Weak management and planning capacities within the MOE.
   • Need for decentralization and improved coordination of education reforms.

5. Fiscal Sustainability:

   • Education accounts for 16% of the national budget and 5.8% of GDP.
   • Current resources are insufficient to increase access or improve quality.
   • The Government aims to increase its contribution and seek alternative funding sources.

Government Strategy

The Government has outlined a 10-year strategy for education reform, divided into seven areas of intervention, organized around four strategic axes:

1. Access and Equity:

   • Target: Increase primary enrollment to over 90% in 10 years.
   • Measures: Rationalize school mapping, construct and rehabilitate schools, double shifting of classes to optimize facilities, and increase private education.

2. Quality:

   • Interventions: Curriculum reform, textbook policy, teacher training, and evaluations.

3. Institutional Capacity:

   • Strengthen decentralization through reform implementation committees at national, district, and school levels.
   • Improve planning, management, and evaluation capacities.
   • Enhance supervision and monitoring functions of MOE staff.

4. Diversification and Rationalization of Resource Allocations:

   • Control recurrent costs through cost-recovery and efficiency measures.
   • Increase private sector involvement and community participation.
   • Explore alternative delivery modes for higher education, such as regional cooperation and distance learning.

Issues for Reflection

• Demand for education: Little is known about the demand side, especially refugee needs and vocational training demand.
• Economic context: The country has limited natural resources and relies heavily on human capital and strategic location for economic growth.
• School dropouts and refugees: Both have a significant impact on the country’s growth potential and require special attention.

Recommendations

Future Considerations

• Address refugee education needs and improve social services.
• Develop cost-effective scholarship programs for poor families.
• Review the vocational training program and its economic relevance.
• Enhance adult literacy strategies and ensure accessibility and effectiveness.

Conclusion

The document emphasizes the urgent need for reform in Djibouti’s education system, highlighting access, equity, quality, institutional capacity, and fiscal sustainability as key areas. It calls for donor support to be aligned with the Government's long-term strategy and urges more research and policy experimentation to ensure education meets the country's development needs.