Main Barriers to Education
- Gender Discrimination
- Lack of Schools & Trained Teachers
- Political Unrest
Interventions to Barriers
- School Renovation and Construction
- Accelerated-Learning Programmes
- Teacher Training
In spite of a Malian government amenable to education serving as the driver of the country’s development aspirations, the education sector paid a heavy price as a result of the aforementioned 2012 political and security crisis. As of 2014, Mali occupied the 176th ranking in the UN Human Development Index and OOSC prevalence relative to its population is of the highest in the world. Yet the government has held fast to the vision, elaborated in its Ten-Year Education Sector Plan, that ‘all Malian children will complete a quality primary education cycle and that the education sector will provide the country with the human resources necessary for its development’.
Of the issues confronting Mali’s education sector, poverty, child labour, harsh environmental conditions, political unrest and gender discrimination figure prominently. In addition, nomadic populations, the perceived irrelevance of education, and severe shortages of schools and trained teachers, particularly in rural areas, create formidable access barriers.
To breakdown such barriers, EAC has partnered with buildOn, Education Development Center (EDC) Handicap International, Plan and UNICEF. Specific project interventions include: parental engagement through outreach and training; the construction of 112 new schools; mobile schools for nomadic/migrating populations; accelerated-learning programmes through the Speed Schools model; teacher training; and capacity-building initiatives to improve education governance.
Geographic Location: West Africa
Languages: French (official), Bambara, Bobo, Dogon, Malinke, Minianka, Peul, Senoufo, Soninke, Sonrhai, Tamacheq
The Remote Rural Schools Construction project aims to inspire, partner with, and train more than 78,000 parents in rural and isolated villages in past (buildOn) and future project locations to be active participants in improving the quality of, and access to, education for 43,056 OOSC and 117,264 children at-risk of dropping out of primary school.
In developing countries, disability tends to be linked with poverty and hinders access to education. It is estimated that 90 per cent of children with disabilities (CwDs) are not schooled. According to UNICEF reporting being identified as disabled has a significant influence on the likelihood of education exclusion in West and Central Africa.