History
The first system of public education in Mauritania was established by the French colonial administration. The first schools were largely concentrated in the sedentary communities of the Sénégal River Valley. In 1950, the first teacher training school was established at Boutilimit, and in 1957, the secondary school in Rosso also began training teachers. In part because public schools were concentrated in the south, black Africans enrolled in large numbers. As a result, the overwhelming majority of public school teachers were black, and the nation's secular educated class was dominated by black people.
French Influence
The few French schools located in nomadic areas had difficulty attracting students. The Maures in particular were reluctant to accept the public schools and continued to favor purely Islamic instruction. Gradually, however, they began to send their children to public schools, as they saw that traditional religious training was not preparing their children for life in the twentieth century. The French also experimented with "mobile schools" after World War II, and in this way they provided public education for a larger number of nomads. In 1954 there were twelve so-called "tent" schools serving 241 students. At least some of these tent schools continued to function after Mauritania gained independence from France in 1960.
After Independence
The independent government viewed secular education as one of the major methods to promote national unity, as well as a necessary step toward the development of a modern economy. It still faced shortages of funds, adequately trained teaching staff, and classroom facilities at all levels. Another teacher training school was opened in Nouakchott in 1964. School attendance was not compulsory, and in 1964-65 only 19,100 primary-school students and 1,500 secondary-school students (about 14 percent of school-age children) were enrolled. By 1985 an estimated 35 percent of primary-school-age children were enrolled in school, but only about 4 to 10 percent of eligible secondary-school-age children were enrolled. In both cases, boys heavily outnumbered girls.
In 1985-86, primary-school enrollments had climbed to 140,871, and enrollments in secondary and vocational schools amounted to 34,674. The government reported a total of 878 primary schools and 44 secondary or vocational institutions. A total of 4,336 students were enrolled in postsecondary training programs. An additional 448 students were attending the National Islamic Institute (formerly the Institute of Islamic Studies), and some 1,900 Mauritanians were enrolled in various training programs abroad. The public schools employed almost 2,900 primary teachers, 1,563 secondary and vocational teachers (412 of them foreign), and 237 postsecondary instructors, more than half of them expatriates. In 1982, the National College of Administration and the National College of Sciences opened in Nouakchott, and in 1983 nearly 1,000 students began instruction at the University of Nouakchott.
Difficulties
Illiteracy remained a major problem and an important impediment to economic and social development. In 1985, the adult literacy rate was estimated at 17 to 25 percent, approximately half the average for sub-Saharan Africa. Nonetheless, this rate represented an improvement over the estimated 5 percent literacy rate at independence and 10 percent a decade later. Recognizing the need for a better educated work force, in 1986, the President Ould Taya's government launched a major literacy campaign and created the State Secretariat of Culture, Information, and Telecommunications to head the effort. That same year, the government reported that the number of literacy classes had already increased more than ten times over the 1985 number.
At the same time, the cost of education was quite high in comparison with neighboring countries. In the mid-1980s, Mauritania was spending about US$45 million (20 percent of current expenditures) on education every year. Its costs for primary schooling were the highest per student in francophone West Africa, and only Côte d'Ivoire exceeded the cost per secondary pupil. These high costs were due in part to teachers' salaries, particularly those of expatriates, and to a generous system of scholarships. Planned investment in education for the years 1985 through 1988 was set at US$27 million under the Economic Recovery Program for 1985-88, an increase of less than 1 percent over the period from 1980 through 1984.