The «community schools» in Chad. Opportunities or obstacles to learning? Elements of understanding and guidance
Edouard Mbairo Abdallah
Community schools are a post-independence reality in sub-Saharan Africa. Their presence substantially highlights the will for a change of culture/civilization for a population that had become wary of public school. Those of Chad were created in the period «place-conflict» (1979-182) are marked by the precariousness of various types: this is a new and serious phenomenon that must merit the consideration of researchers and decision-makers in the educational system in order to give a solid and properly negotiated response with the community responsible for this initiative. Indeed, community schools are being created every year and take on a very important public responsibility where the State is absent from the modern educational point of view, despite the precariousness from every point of view that they meet to consolidate. This is a problematic situation, and therefore an urgent need for in-depth reflection in order to be able to better guide these schools and create the conditions to facilitate the learning of children. This article is a modest contribution of reflection to the effective orientation of these schools in order to facilitate meaningful learning for children.
Keywords
Community schools, public school provision, school explosions, precariousness, learning opportunities.