School in Djibouti

The Ministry of Education and Vocational Training (MENFOP) organizes the state school system and also supervises private schools, which must comply with state principles. Education law protects access regardless of age, gender, social or ethnic origin, or religion. Compulsory schooling applies to Djiboutian nationals and regularly resident children from ages 6 to 16. Exceptions include illness, disability without suitable structured schooling, home education, non-formal provision, international arrangements, and nomadic schools with formal educational content. Preschool education is not generally compulsory and is provided through public ministry offerings, community-based provision (MFF), and private French- or Arabic-language institutions. Access rose from about 14 percent in 2019 to around 28.5 percent in 2024. The state aims to achieve at least 40 percent access by 2030 and one year of preschool for all five-year-olds. Poor households and rural areas have so far reached these services less often. Primary school lasts five years. CP and CE1 form the first cycle, lasting two years; CE2, CM1 and CM2 form the second cycle, lasting three years. The standard age range is 6 to 12. Within a cycle, progression is automatic with at least 75 percent attendance, while progression between cycles is decided through an assessment. At the end, the Certificate of Completion of Basic Studies (Certificat de Fin d’Etudes de Base (CFEB)) may be obtained; this qualification is not a prerequisite for access to middle education. Middle education lasts four years and typically takes place at a middle education college (Collège d’Enseignement Moyen). Access is intended up to age 13 and requires an entrance test. The qualification is the Basic Education Certificate (Brevet d’Enseignement Fondamental (BEF)). Functional alternatives include Apprenticeship Centres (Centres d’Apprentissage), whose educational provision is more strongly oriented towards practical or vocational pathways. General secondary education lasts three years and is provided at a general secondary school (Lycée d’Enseignement Général). Access is intended up to age 17 and requires the BEF and an entrance test. The qualification is the Secondary Education Baccalaureate (Baccalauréat de l’Enseignement Secondaire). Technical or vocational education and higher education follow this stage but do not fully belong to schooling in the narrower sense. In the 2023/24 school year, there were 234 primary schools, including 177 public schools, with 73,714 pupils and 3,016 teachers. At the middle level, there were 96 schools, including 53 public schools, with 47,119 pupils. General secondary education comprised 48 schools, including 29 public schools, with 20,666 pupils. The transition rate from primary school to the middle level was about 90 percent for girls and about 98 percent for boys. Depending on the institution and programme, instruction may be in French, Arabic, Afar or Somali. English is not automatically the language of instruction. A school year comprises at least 32 effective teaching weeks; the annual calendar is established by ministerial order. Ongoing assessment results are communicated to school administration and parents. Public schools may provide canteens or boarding facilities, particularly where distances make attendance difficult. In rural areas, schools sometimes operate multigrade classes. Access remains limited by poverty, weak infrastructure, missing birth certificates, disability, nomadism, internal displacement, flight, and natural or climate-related risks. In 2024, around 31,528 refugees lived in Djibouti, approximately 43.7 percent of them children; about 5,099 children attended refugee schools controlled by the ministry, and around 4,000 attended public schools. Girls are more likely to lose access from secondary school onward, including because of social norms, early marriage and pregnancy. Inclusion is legally recognized but remains in transition. Alongside expanding inclusive schooling, the ministry continues to operate special schools. Inclusive pedagogy, accessible buildings, adapted learning materials and reliable data are lacking in many places. The ministry works with the National Agency for Persons with Disabilities (Agence Nationale des Personnes Handicapées (ANPH)) on this issue. Learning quality remains a central challenge. In 2024, at least 35 percent of children achieved basic mathematics proficiency and 67 percent achieved basic reading proficiency in the national ENI assessment. In the EGRA assessment of second grade, 23 percent of children correctly understood the text they read; 54.1 percent scored no points. Reforms therefore focus on curriculum changes, formative and national assessments, teacher training, and digital and distance-bridging learning opportunities. School matters are administered through school leadership, teachers and inspection. The National Centre for Teacher Training in National Education (Centre de Formation des Enseignants de l’Education Nationale (CFEEF)) supports teacher qualification. The Conseil d’Etablissement, Comité de Gestion d’Etablissement and parent associations enable participation; parents have a right to participate. Secondary students additionally have a right to freedom of expression and to a student delegates’ council. UNICEF, UNHCR and the World Bank support individual areas but do not replace state responsibility.