Education in Djibouti

The education system of Djibouti is strongly influenced by Arabs and France's colonial empire.

A poor pastoral and largely nomadic population sparsely occupies the hinterland, an extension of the deserts of Ethiopia and Somalia.

[6] 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.

[7] 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).

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.

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).

[13][14][15][16] 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.

[20] In Djibouti, households play an important part in the financing of education services.

In addition, the local teacher-training institute is unable to graduate more than 130 teachers per year.

[43] Djibouti has yet to develop a sector-specific information and communication technologies (ICT) for education policy although ICT has been recognized as a critical tool in modernizing the education sector to meet the diverse human resource demand for the country.

These programs mainly cover secondary school subjects such as mathematics and science in French.

Parents appear to be open to sending their children to school as they see a bleak future in animal husbandry.

[46] Although Djibouti has improved student access to schools, it is still not on track to meet the MDGs.

In the Middle East and North Africa region, Djibouti and Yemen are eligible.

The purpose of the Catalytic Fund is to provide transitional financial assistance to FTI eligible countries.