School in Central African Republic

The formal pathway follows a 2-6-4-3 structure. Préscolaire normally covers two years for children aged about three to five and is not compulsory. Enseignement Fondamental 1, also called F1 or Primaire, covers CP1, CP2, CE1, CE2, CM1 and CM2 over six years, usually from ages six to twelve. It leads to the Certificat d'études fondamentales and, where applicable, the entrance examination for 6e. Enseignement Fondamental 2, known as F2 or Collège, covers Sixième through Neuvième over four years. Secondary school, or Secondaire Général and Lycée, lasts three years through Seconde, Première and Terminale and can lead to a general or technical baccalauréat. Schools include public schools, recognised private schools, confessional schools and community centres. The Ministère de l'Éducation Nationale, its education directorates, Inspections Académiques, local circuit or sector heads and school directors administer the formal system. UNICEF, Education Cannot Wait, UNHCR and non-governmental organisations support construction, teacher training, learning materials, child protection and psychosocial services, but they do not replace the state school structure. The right to education applies without discrimination based on sex, social status, ethnicity, religion or political affiliation, and formal schooling is secular. French is used for instruction, while Sango supports teaching during the first school years. Nominal ages do not always determine entry because conflict, displacement and interrupted schooling can cause late enrolment or re-entry. A birth certificate can be relevant for examination registration: pupils entered through a school are submitted on school lists, while free candidates register through the Direction des Examens, Concours, de la Scolarité et de la Promotion, with a copy of a birth record required for the baccalauréat. Although public primary education is formally free, attendance can still create household costs. Families may face registration or school contributions, exercise books and other stationery, uniforms, transport, meals and school kits. Private and confessional fees vary by locality, and no reliable nationwide tariff or universal waiver rule is established in the available evidence. Qualified teachers, classrooms, learning materials, water and sanitation facilities and safe routes remain unevenly available. Parent-teachers, often called maîtres-parents, are common in underserved areas. Attendance and completion remain difficult. Available UNICEF indicators report regular attendance of about 66% in primary school and 8% in secondary school. Primary completion is about 27%, including 24% for girls, while secondary completion is about 12%, including 10% for girls. Only about 5% of pupils demonstrate sufficient end-of-primary mathematics skills and 14% sufficient reading skills. Girls, rural children, displaced children and children with disabilities face additional barriers. The country has no evidenced nationwide network of dedicated special schools. Children with disabilities are mainly included in regular schools, although stigma, poverty, inaccessible buildings, distance, overcrowding and limited teacher training restrict access. One centre for blind children is documented in Bambari, and about 41,000 children with disabilities are identified as needing education support. Local projects may provide remedial learning, school kits, teacher support, radio clubs, cash-plus-education assistance, community platforms or safer learning environments, but project coverage is local and is not a nationwide guarantee. Vocational and tertiary education follow separate pathways; school content covers only the transitions needed to understand progression after the baccalauréat.