School in Niger

Niger's legal basic education structure includes preschool, basic education cycle I and basic education cycle II. Official statistics usually present the system as preschool, primary education, secondary first cycle and secondary second cycle. German school categories cannot be transferred directly because Niger uses its own institutions and pathways. Preschool generally serves children aged 3 to 5. Provision can include one to three years of pre-initiation, Jardin d'Enfants (JE) and nursery classes. In 2024–25, official figures recorded 2,813 preschool structures and 186,432 children. The gross preschool participation rate was 10.3%, with a large urban-rural gap. Primary education normally lasts six years. The grades are commonly called CI, CP, CE1, CE2, CM1 and CM2, with entry usually at age 6 or 7. In 2024–25, primary schools recorded 17,904 establishments and 3,037,661 pupils. The gross enrollment rate was 64.6%, the net enrollment rate was 59.1%, and the reported primary completion rate was 42.3%. The secondary first cycle covers 6ème, 5ème, 4ème and 3ème and normally lasts four years. It ends with the Brevet d'études du premier cycle (BEPC). The secondary second cycle covers 2nde, 1ère and Terminale and normally lasts three years. It ends with the Baccalauréat (BAC). In 2024–25, the first cycle had 575,450 pupils, with reported gross and net enrollment rates of 22.1% and 17.1% and a completion rate of 13.0%. The second cycle had 148,973 pupils, with reported gross and net enrollment rates of 8.8% and 5.1% and a completion rate of 6.7%. Moving from CM2 to 6ème and from 3ème to 2nde involves learner results, the preferences of the learner and parents, and available places. A conseil d'orientation supports these placements. The reported transition rates were 37.8% from CM2 to 6ème and 35.7% from 3ème to 2nde. The supplied research does not confirm one national catchment-area or centralized school-choice rule, so the procedure can require confirmation with the relevant local education authority or school. The school year lasts about 36 weeks and is organized into three teaching periods and two vacation periods. The responsible ministry sets the annual calendar, with possible local adaptations. Learners have a duty to attend regularly and follow school rules, but the supplied research does not confirm a single national compulsory-school-age and free-schooling rule that can be stated in the same way as German school attendance law. Language and curriculum depend on the track. In basic education cycle I, instruction is based on the mother or first language, while French is introduced as a subject from the first year. In cycle II, French becomes the language of instruction and mother or first languages remain subjects. The classique track is mainly French-based. Franco-Arabic schools use French and Arabic, while bilingual schools combine national languages with French. Official programs, teaching volumes and instructions apply to public and private institutions, although curriculum reforms and older arrangements can coexist, so the school and school year should be checked. School provision includes public non-confessional schools, private schools, franco-Arabic schools, bilingual schools, Medersa and alternative structures such as CEA, CCEAJ and ECR recorded in official statistics. Specialized schools and centers for physical or intellectual disabilities are legally recognized. The State has primary responsibility for specialized education, but availability depends on the location and the institution. There is no uniform national fee amount established in the supplied research. The State finances areas such as infrastructure, equipment, manuals and supplies, teacher training, salaries, logistics and bursaries. Local authorities can contribute to infrastructure, equipment, supplies, salaries, maintenance and utilities. Families commonly still pay for supplies and some school maintenance, while private-school fees are set by the individual institution. Transport and school meals are not nationally uniform, and bursary access depends on the applicable budget and arrangements. Parents can participate through representatives in school management and activities. Public schools have a conseil d'administration. Regional and local implementation involves DREN/A/PL offices, inspections and sectors, local authorities, school administrations and parent representatives. The central DSP/TICE service is associated with statistics and data, DECCS with CFEPD and BEPC examinations, and OBEECS with BAC examinations and equivalences. Regional disparities are pronounced, particularly between Niamey and rural regions. Distance, safety, retention, school quality, gender barriers and child marriage can affect attendance and progression. Primary completion can lead toward the next basic cycle or shared training centers, while completion of basic education or the relevant DFEB credential can lead toward middle education or working life. Higher education and initial vocational education outside the formal school system are separate pathways rather than parts of school education.