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Le handicap de l’éducation pour les économies africaines (The handicap of education for the african economics)

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  • Mogni Ali

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    (labrii, ULCO)

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    Abstract

    En Afrique au XIX° siècle, l’école coloniale européenne a été mise en oeuvre pour imposer ses conditions de civilisation aux peuples africains. En 1960, le nombre total d’élèves ou d’étudiants africains s’élevait à 13 millions. Plus de 10 000 écoles ont été construites. Plus de 100 000 instituteurs ou enseignants ont été recrutés. Les taux de scolarisation étaient de 36% dans le primaire, 3% dans le secondaire et 0,2% à l’université. En 2001, le nombre total d’élèves ou d’étudiants africains était de 72,8 millions dans le primaire, 23,7 millions dans le secondaire et 1,66 millions à l’université. Les taux de scolarisation atteignaient 72,1% dans le primaire, 30,1% dans le secondaire et 17,3% à l’université. Pourtant, les problèmes linguistique, financier et/ou éducatif inquiètent beaucoup les autorités ministérielles et universitaires africaines qui ont entamé des négociations avec les institutions internationales (Banque Mondiale, FMI). Dans chaque pays africain, le choix d’une langue nationale africaine est une solution souhaitable. C’est en Afrique où le coût de l’enseignement est le plus élevé. L’amélioration de la qualité de l’enseignement, à tous les niveaux en Afrique, est une condition nécessaire à l’accès au marché de l’emploi : l’Afrique a besoin plus des cadres et des techniciens. Les politiciens et les scientifiques africains doivent être d’accord pour limiter ou freiner les départs des cerveaux africains de leur continent. In Africa, during the 19th century, european colonial school was implemented for dictate its terms of civilisation to African people. In 1960, the total number of african pupils or students was 13 millions. More than 10 000 schools have been constructed. More than 100 000 masters and professors have been recruited. The school rates were 36% in the primary, 3% in the secondary and 0,2% in the university. In 2001, the total number of african pupils or students was 72,8 millions in the primary, 23,7 millions in the secondary and 1,66 millions in the university. The school rates were 72,1% in the primary, 30,1% in the secondary and 17,3% at university. However, linguistic, financial and/or educative problems worry very much african authorities of education and university which entered into negotiations with the international institutions (World Bank, International Monetary Founds). In every african country, the choice of a national language is a desirable solution. It is in Africa where the cost of teaching is the highest. The improvement of the quality of teaching, in Africa, is a necessary condition to the access to employment market. Africa needs more executives and technicians. Politicians and scientists must be in agreement to limit or to brake the departures of African Brains from their continent.

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    Bibliographic Info

    Paper provided by Laboratoire de Recherche sur l'Industrie et l'Innovation. ULCO / Research Unit on Industry and Innovation in its series Working Papers with number 74.

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    Length: 24 pages
    Date of creation: Mar 2004
    Date of revision:
    Publication status: Published in Cahiers du Lab.RII, Mars 2004
    Handle: RePEc:rii:riidoc:74

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    Keywords: Education; enseignement; handicap; Afrique/Education; teaching; handicap; Afric;

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    Cited by:
    1. Agnes E. Walker & Stephen Colagiuri, 2011. "Cost-Benefit Model System of Chronic Diseases in Australia to Assess and Rank Prevention and Treatment Options," International Journal of Microsimulation, Interational Microsimulation Association, vol. 4(3), pages 57-70.

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