The education system of Djibouti is strongly influenced by France.
The Human Rights Measurement Initiative (HRMI) finds that Djibouti is fulfilling only 44.6% of what it should be fulfilling for the right to education based on the country's level of income. HRMI breaks down the right to education by looking at the rights to both primary education and secondary education. While taking into consideration Djibouti's income level, the nation is achieving 45.9% of what should be possible based on its resources (income) for primary education but only 43.3% for secondary education.
Overview
Djibouti is a small and resource-poor country of 23,200 square kilometers. The population is estimated at 800,000, of which 87% live in urban areas. A poor pastoral and largely nomadic population sparsely occupies the hinterland, an extension of the deserts of Ethiopia and Somalia. Djibouti's population is young. About 40% of population is under age 15, and only 15% is over age 40. According to UNDP, Djibouti ranked 149th in Human Development Index in 1992.
Djibouti's education system is on track to meet the Millennium Development Goals (MDGs) although Djibouti has expanded its access to education. About 70% of the total population and 85% of women are literate. There are inequalities in access to education in regions, gender, and income levels. Moreover, pressures on the education system will intensify because of steady demographic growth (population growth rate is estimated at 2.4%) and increased demand for quality of education.
Since the Medium-term Plan 2000–2005 and the New Education Law were implemented, Djibouti has achieved significant progresses at all levels of education as they have internally and externally mobilized resources for the financing of construction, equipment purchases, and teacher recruitment.
Education system
The education system in Djibouti was originally developed to meet a limited demand for education; it was essentially designed for elites and borrowed heavily from the French system (administrative structure and pedagogical methods). This system was not adapted to the country's realities. Although the government effort resulted in an increase in enrollment during the 1990s, the education system is still below people's expectations and the needs of a developing nation.
A restructured education system by the New Education Law consists of nine years (five years of primary education followed by four years of middle education). This nine year education is now compulsory. To enter into the secondary educational system of three years, a Certificate of Fundamental Education is required. The New Education Law has also introduced vocational education in secondary level and has established university facilities in Djibouti. There are 81 public primary schools, 24 registered private primary schools, 12 secondary schools, and two vocational schools in Djibouti.
Government reform
In 1999 the government revisited its education policies and launched a consultative process, National Education Forum (Etats Généraux de l’Education), which included all stakeholders (administration, teachers, parents, national assembly, and NGOs). Facing challenges of extremely low enrollments, internal and external inefficiencies, gender and socio-economic inequities, high unit costs and a skewed expenditure structure toward teacher wages, the forum set out an ambitious reform program, aiming to develop an education system that is efficient, financially viable, and responsive to the country's development needs. Building on the consensus and the recommendations, the government developed a Ten-Year Perspective Plan (Schéma Directeur 2000–2010). In August 2000, the government passed a New Education Law (Loi d’orientation du système éducatif) and prepared the Medium-Term Plan 2000-2005 (Plan d’action à moyen terme).
The reform initiative sought to improve the quality of instruction, to increase the role of parents and communities, to introduce competency-based approaches to student learning, and to strengthen the capacity of private and non-formal system to reach youth who were not enrolled, especially girls.
Government strategy covers basic education, vocational education, secondary education, higher education, adult education and, in particular, women's literacy.