On Djibouti's Public Education System
Introduction
In this newsletter, I will be discussing the Djiboutian public education system and how the government has shaped the system over the past two decades and how that has impacted the overall quality of education for students.
Consequences of Reform
One of the main goals of the administration over the past two decades has been to increase the percentage of students enrolled in elementary and secondary education. These reforms were in parallel with efforts to bridge the gender gap in primary and secondary education. Although the government was successful in achieving these goals through opening a number of schools, the quality of education received by students dropped below average.
This was mainly due to an increase in the ratio of number of students per teacher, which reaches 60:1 in some schools and 30:1 on the lower end, combined with the fact that many teachers are under-qualified, do not have the necessary qualifications and are not being adequately trained (UNESCO 2007, GlobalEconomy 2018). As a result, teachers are frequently overwhelmed with the number of students, and are unable to provide the necessary attention on each student. Additionally, the students are generally not able to ask enough questions to improve their learning experience and their understanding of the study material, because of the sheer number of students and distractions that arise as a result from the astronomical student-to-teacher ratio.
This is without even discussing the state of Special Needs Education in public schools, which remains largely non-existent. The absence or lack of such crucial services deters and creates potholes along the educational journey for students who may need vital assistance.
Emergence of Tuition Centres
We need to significantly reduce the number of students per class for a more engaged and interactive learning experience, and provide students with the necessary attention and support for them to thrive. Many teachers have noticed this gap in the education system and have started one-on-one tutoring and even opened tuition centres to provide more individual attention to students, and limit their classes to 10 students on average.
Students who attend these classes find better academic fulfilment, which helps improve their grades. These tutoring sessions are fairly common; however, they have reached a level where they are replacing school attendance because the student simply cannot benefit from their classes at school due to the aforementioned issues. Tutoring sessions are meant to supplement what is taught in class, not replace it, and the fact that it is, illustrates the systemic inefficiencies of the current public education system which frustrates students and teachers.
Not to mention the social class divide that arises as a result. Depending on the teachers rates, they routinely charge $30+ per student per month per subject. This isn't sustainable for many families who live in poverty and already struggle to make ends meet.
Although government officials may argue that a lack of funding is preventing them from creating a more engaging space for students, about 11% of our national budget is spent on education (Doualeh Ofleh, 2019). This percentage excludes grants, donations as well as foreign aid assistance. Better funding for the education sector can be achieved through a broader restructuring of our national budget.
Public High School in Balbala, Djibouti City (Lycée de Balbala)
Nationalisation of the Curricula & Aftermath
Another problem that hinders the educational achievement of our youth is a new school curriculum that has lowered the educational standard. This has artificially increased the number of students who pass their exams at all levels of education. This was complemented by the fact that, over the past decade, we have observed the gradual nationalisation of our curriculum from a French curriculum. Notably, the STEM subjects have been made significantly easier to pass, without intellectually challenging & pushing the limits of the students.
As our curriculum became more independent from the French system, over the past several decades, the Djiboutian assessment boards gained more control over the process of awarding qualifications. On several occasions, they to had to multiply the points on all students' final marks to prevent them from retaking the year or dropping out.
Such practices are not uncommon for high school entrance exams, as it reduces the backlog of administrative tasks that they may have to catch up on if students retake.
The consequences of the defects inherent in the education system rise to the surface and become apparent when students sit the baccalaureate and only 20% of students pass in the 1st attempt, with this percentage rising to 45% for students eligible for the new attempt (MENFOP 2017). The other students either retake the next year or drop out with no alternative.
There are several technical colleges & middle schools scattered around the country, founded 2007, which aims to provide students with technical training for the job market. However, stigma against these schools have seen their students struggle with employment.
The government have recently launched additional Technical and Vocational Education and Training (TVET) programs that focuses on providing students with readily employable skills. However, we will revisit these efforts in a couple years when the impacts of these efforts become more apparent.
Conclusions
Finally, there’s a lack of data on how students progress after they have finished high-school and university. Do they become employed? If so, what’s the percentage? Or, do they continue further education? We need transparent data to inform our educational policies.
In summary, although the government has undertaken reforms in the education sector and increased enrolment, public schools still face problems that systematically deprive young people of a meaningful education. As students progress through the years, the lowered standards of training and education allows them to 'pass' and when they reach university level, they do not have the necessary background to be competitive in the labour market, at home or abroad.