Page 1 of 15

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Advances in Social Sciences Research Journal – Vol.7, No.11

Publication Date: November 25, 2020

DOI:10.14738/assrj.711.9372.

Claude, K. N., & Theodore, G. B. Z. (2020). The Issue Of School Privatisation In Côte D'ivoire. Advances in Social Sciences Research

Journal, 7(11) 401-415.

The Issue Of School Privatisation In Côte D'ivoire

Dr Koutou N’guessan Claude

Teacher/Researcher

Félix Houphouet Boigny University

Dr Goin Bi Zamble Théodore

Teacher/Researcher

Peleforo Gon Coulibaly University

ABSTRACT

The Ivorian state has been involved in the construction of public schools

given their importance for development. Since the 1980s, there has been

a reduction in funding linked to the economic crisis and structural

adjustment programmes. Thus, by a convention the State will concede

the public service of education to the private sector. The results of this

research on the conditions of access to private schools in the Abidjan

district were analysed through a cross-sectional study with descriptive

and analytical aims. This has led to disparities in costs between

municipalities. 40,000 FCFA for minima and 1, 922,000 FCFA for

maxima, a multiplication order of 48. In secondary school, the minimum

is 43,000 FCFA and the maximum is 2, 706,000 FCFA, a multiplication

order of 63. In higher education there are less disparities. In total, there

are many differences in the costs of schooling from one school to

another. While the public-private partnership has encouraged more

children to attend school, it has also created a challenge to access

because of the expensive costs of attending school.

Key Words: Privatisation, problems, education, school

INTRODUCTION

The education sector is an essential link in the development of a nation. It is in this context that

Article 26 of the Universal Declaration of Human Rights (1948) states that “everyone has the right

to education. Education must be free, at least for basic education. Elementary education is

compulsory. Technical and vocational education must be generalized, access to higher education

must be open to all, on the basis of merit.”

Thus in Ivory Coast it is in Elima, in the south of the country, that will be created the first official

school on August 8, 1887 with for teacher Fritz-Emile Jean d'heure, who came from Algeria. At the

time of its accession to political independence in (1960) Côte d'Ivoire had only 1543 educational

establishments, 939 of which were in the public sector and 604 in the private sector, with a school

enrolment rate of about 10%. This low rate will be seen by Ivorian leaders as a challenge. As a result,

they have made education and training a national priority by devoting to it about 44% of the

national budget each year to enable 100% of the country’s children to attend school.

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This decision gave a major importance to education, so that ten years later the total number of

schools doubled. Thus, in 1970-71, there were now 2252 schools with 426 for the private sector

and 1826 for the public sector: there is thus a significant decline in the contribution of the private

sector and a prodigious increase in the share of public education. The overall objective of the Ivorian

government was to increase access to basic education and to improve the quality and performance

of education, training and research. The commitment of authorities and development partners to

education and training has achieved remarkable results.

However, from the 1980s onwards, the Ivorian education system as a whole was faced with

difficulties despite the resources made available by the State. These include low gross enrolment

rates, persistent gender and regional inequalities, the lack of basic educational facilities and the lack

of available resources in view of the financing needs of the different levels of education. The demand

for schooling far exceeded the capacity of supply. This has resulted in class overload and a decline

in the quality of teaching at all levels of study.

In the face of the economic crisis in Côte d'Ivoire at the beginning of the years (1990), education,

like all social sectors, underwent reforms that significantly reduced investment. Despite the State’s

commitment to quality education for all and the significant progress made over the past decade, the

educational situation remains very problematic in terms of access, quality and equity. To

compensate for this deficit, the State has set up a partnership public-private provision aimed at

giving everyone the opportunity of access to school. This partnership, defined in the framework of

the Education Act of (1995), stipulates that the State may grant the public education service to

private institutions. Decree No. 97/675 of 3 December 1997 sets out the conditions for this

concession and provides for specific agreements by educational order.

This liberalisation has made it possible to concede part of the public service of national education

to the private sector. It operates subject to compliance with the regulations in force, in particular

the agreements and conventions signed between the State, the operators of the secular and

confessional private sector. The private sector of education thus benefits from a favourable policy

and financial support of the State which is manifested in the form of grants, subsidies and support

for the students affected. This incentive and proactive policy has allowed the creation and increase

of the number of private secular and confessional institutions of the different levels of education

(preschool, primary, secondary and higher) in Côte d'Ivoire, thus increasing the capacity of

reception.

According to the most recent General Population and Habitat Census (GDPR 2014), the Ivorian

population increased from 19,800,000 in 2005 (with an annual growth rate of 3.3%) to 22,671,331

in 2014, for a growth rate of 2.6%. This situation will lead to a considerable increase in demand for

education. Also, in this desire to achieve Goal 4 of the Sustainable Development Goals (SDGs), which

is quality education, the State will encourage and facilitate the creation of private institutions.

It was counted in 2015, about 3824 private institutions in preschool, general secondary and

technical compared to the year 1960, where the country counted only 604 private

institutions. Secondary education is mainly made up of private schools. These represent 74% of

general secondary schools and 98% of technical secondary schools. Similarly, at the level of higher

education, the private sector accounts for more than 80% of the education system. Although there

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Claude, K. N., & Theodore, G. B. Z. (2020). The Issue Of School Privatisation In Côte D'ivoire. Advances in Social Sciences Research Journal, 7(11) 401-415.

has been an improvement in the imbalance between the supply and demand of education,

populations face a variety of tuition fees and benefits from one private school to another, regardless

of the level of education. Should not tuition fees and benefits be more accessible and inexpensive in

the face of the proliferation of private sector institutions? Why is there a disparity in costs for the

same level of education? Is this cost difference correlated with the level of supervision and

education? Has the State’s desire to allow the emergence of the private sector in education and

training not paved the way for the commodification of schools? What are the consequences of this

situation?

The overall objective of this article is to analyze the different conditions of access to private schools

in Côte d’Ivoire in order to better understand the disparities and the costly costs of them. From this

general objective derive the following specific objectives:

• Take stock of private education in Côte d'Ivoire;

• Analyse the factors that have contributed to the development of private education;

• Analyse the costs of private schools in Abidjan;

• Compare the number of teachers and students in public and private schools;

• Assess the level of study of teachers in the various sectors of education.

METHODOLOGY

Design of the study

This is a cross-sectional study that is both quantitative and qualitative. The study was carried out

on the basis of the school information sheets and interviews carried out within the specialised

supervisory structures of private schools, teachers' unions and parents' unions.

Study Site

The site of the preliminary study is essentially the city of Abidjan because this agglomeration

includes almost half of the private schools in Côte d'Ivoire. According to the statistical yearbook of

the Directorate of Supervision of Private Schools (DEEP) of the Ministry of National Education, for

the school year 2016-2017, there were 56% of private primary schools and 41% of private

secondary schools in Abidjan. The study was carried out in all four DRENET of the city of Abidjan,

on two main axes whose distribution is as follows:

• Axis 1: South Abidjan (Port-bouet, Koumasi, Marcory, Treichville and Plateau);

• Axis 2: North Abidjan (Cocody, Adjamé, Abobo, Yopougon and Attécoubé).

Study Population

The targets of the preliminary study are the main actors of the school, especially those whose

professional activity has a link with private school in Côte d'Ivoire. These are the four Ministries

responsible for the dismemberment of private schools: Higher Education, Technical Education,

Undergraduate and Graduate General Education and finally Primary Education. In these Ministries,

interviews were held with the specialised directorates such as the Directorate of Supervision of

Private Institutions (DEEP) and the Directorate of Planning, Evaluation and Statistics (DPES):

• DEEP: This directorate is responsible for supervising private institutions from their

authorization to their operating mode. It is responsible for the accreditation of private

schools. It is also responsible for their management

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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 11, November-2020

• DPES: This other directorate is responsible for planning and producing school statistics

across the country.

Outside the Ministries, interviews were also held with three teacher union structures (primary,

secondary and tertiary) as well as an organisation of parents of pupils and students.

Approach

We conducted an exploratory survey, based on a reasoned sampling, to assess the costs of schooling

in primary and tertiary schools in all the municipalities of the city of Abidjan. Our sample consists

of 35 primary schools, 44 secondary schools and 16 higher education institutions. These data were

collected from semi-directional interviews with 20 persons responsible for educational questions

from the various Ministries and the exploitation of secondary information through the statistical

yearbooks of the ministries in charge of education and the school intelligence.

Preliminary Results

3.1 Component of the Ivorian education system: Overall figures for primary education

• 1,980 elementary schools;

• 13,904 classrooms

• 638,558 students;

• 47,600 repeat students;

• 14,809 teachers

Table 1: Structures, numbers of pupils and teachers in primary education

Primary 2015-2016 Public Private Com Total

Structures

School 1 050 920 5 1 980

class 6 400 7 459 45 13 904

Teaching Groups 6 516 6939 32 13 487

Students

Boys 183 314 131 359 549 315 222

Girls 191 844 130 967 525 323 336

Total 375 158 262 326 1 074 638 558

% Girls 51% 50% 49% 51%

Repeating a

grade

Boys 19 997 5 241 26 25 264

Girls 18 135 4 186 15 22 336

Total 38 132 9 427 41 47 600

% Girls 48% 44% 37% 47%

Teachers

Boys 3 858 4 331 13 8 202

Girls 3 371 3 224 12 6 607

Total 7 229 7 555 25 14 809

% Girls 47% 43% 48% 45%

Source: MEN/DSPS/SDSP/Statistical Yearbook of elementary school 2015 Com : Community

In primary school out of 100 schools, 53 ares publics and accommodate about 59% of the workforce.

Regarding the average number of students per class, we have: 30 students in community schools,

36 in the private sector and 55 in the public according to the 2015-2016 statistical yearbook. The

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Claude, K. N., & Theodore, G. B. Z. (2020). The Issue Of School Privatisation In Côte D'ivoire. Advances in Social Sciences Research Journal, 7(11) 401-415.

same source states that the rate of repetition is 4.8% in community schools, 5.5% in the private

sector and 14% in the public sector.

Chart 1: Proportion of teachers by gender by primary school status

Source : MEN/DSPS/SDSP/Statistical yearbook of primary 2015 _2016

Regardless of the status of the school, there are more men than women among primary

teachers. The factors explaining this situation appear to be socio-cultural. Indeed, for a long time

the populations preferred to send the boy to school instead of the girl because she is called to marry

and join her new family unlike the boy.

Similarly, once in school, there are more reasons for dropping out of school for the young girl than

for the young boy: early marriage, pregnancydesired, etc. so that few girls reach the required level

to present the entrance exam to training schools for education. The actions carried out in recent

years by the State, international institutions and NGOs have made it possible to reduce these factors

of school dropout among young girls. For example, more girls stay in the education system,

complete their education and start a teaching career.

0

500

1000

1500

2000

2500

3000

3500

4000

4500

Male Female

3858

3371

4331

3224

Public Private

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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 11, November-2020

Chart 2: Distribution of teachers by employment and school status

Source: MEN/DSPS/SDSP/Statistical yearbook 2015 _2016

The diplomas of public school teachers are much better than those of private school teachers. In

these private schools, there are more volunteer teachers, teacher trainees and teachers who have

not received any pedagogical training. It is worth mentioning that ordinary teachers (recruited with

the BAC) and assistant teachers (recruited with the BEPC) from public schools are trained at the

Centre for Animation and Educational Training (CAFOP).

Chart 3: Distribution of teachers by diploma and school status

Source : MEN/DSPS/SDSP/Statistical yearbook of primary 2015 _2016

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

School Teacher

assistant

Ordinary teacher Volunteer teacher Teacher trainee Other

0% 0% 2% 0% 0%

53%

17%

83%

94% 100%

47%

83%

15% 6%

0%

Communuty Private Public

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

More baccalaureate Baccalaureate BEPC No

0% 0% 0% 0%

38% 39%

81% 90%

62% 60%

19%

10%

Community Private Public

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Claude, K. N., & Theodore, G. B. Z. (2020). The Issue Of School Privatisation In Côte D'ivoire. Advances in Social Sciences Research Journal, 7(11) 401-415.

The training of teachers in the public sector in pedagogy and in the trades of trainers could explain

the better quality of education in public primary schools than in private schools.

The least educated are in private primary schools and the most educated are in the public sector.

90% of teachers without PEBC are in private primary schools.

3.2 Component of the Ivorian education system: Overall figures for secondary education

• 473 Institutions

• 8,799 Classrooms

• 455,400 Students

• 41,108 Repeaters

• 17,122 Teachers

Table 2: General Secondary School Structures, Enrolment and Teachers in 2014-2015

Source: MEN/DSPS/SDSP/Statistical Yearbook of elementary school 2015_2016

In general secondary education out of 100 schools, about 9 are public and receive about 30% of the

student population in this order of education. Regardless of status, there are more men than women

among general secondary teachers. Nevertheless, women are twice as numerous in the public as in

the private sector. For the average number of students per class, we have: 46 in private schools and

76 in public schools according to the 2015-2016 statistical yearbook. According to the same source,

the rate of repetition in secondary education is 11.7% in the private sector and 13.5% in the public

sector.

General secondary Public Private Total

Structures

Schools 44 429 473

Class 1 519 7 280 8 799

Teaching groups 2 064 7 174 9 238

Students Boys 68 001 161 702 229 703

Girls 67 102 158 595 225 697

Total 135 103 320 297 455 400

% Girls 50% 50% 50%

Repeating a grade Boys 8 734 13 568 22 302

Girls 7 798 11 008 18 806

Total 16 532 24 576 41 108

% Girls 47% 45% 46%

Teachers Boys 3 512 10 404 13 916

Girls 1 412 1 794 3 206

Total 4 924 12 198 17 122

% Girls 29% 15% 19%

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Claude, K. N., & Theodore, G. B. Z. (2020). The Issue Of School Privatisation In Côte D'ivoire. Advances in Social Sciences Research Journal, 7(11) 401-415.

Figure 6: Breakdown of technical and vocational establishments according to their status and

labour market relations.

Source: MEN/DSPS/SDSP/Statistical Yearbook of elementary school 2015_2016

Public technical and professional institutions develop much more relationships with the

professional environment than those in the private sector. These relationships generally relate to

the contents of the teaching for a suitability between training and employment and to practical

training courses to enable learners to complete their training.

Chart 7: Distribution of technical and professional institutions supporting graduates in job search

Source: MEN/DSPS/SDSP/Statistical Yearbook of elementary school 2015_2016

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

48%

21%

82%

42%

Private Plublic

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Private Public

21%

42%

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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 11, November-2020

Only 21% of private institutions follow their graduates, compared to 42% of public institutions. For

information on higher education, with the exception of public universities:Félix Houphouët-Boigny

(Abidjan-Cocody), Alassane Ouattara (Bouaké), Péléforo Gon Coulibaly (Korhogo), Lourougnon

Guédé (Daloa), University of Man (opening scheduled for this year), the National Poly Technical

Institute of Yamoussoukro, the Higher Normal school, the Nationale school of Administration, the

National Pedagogical Institute of Technical Education,, all other higher education training

institutions are private structures. It is difficult to have the exact number of students in private and

public educational structures.

ANALYSIS

The results of this research indicate disparities between the different municipalities in terms of the

costs of schooling in private schools in Côte d'Ivoire. The registration fee ensures the presence of

the learners on the class lists. Tuition fees are related to the cost of training and are generally paid

according to a schedule defined by the institution. To these costs it is necessary to add, the canteen,

the school dress, the supplies, etc. whose requirement and the costs vary according to the private

schools.

Tuition fees in private primary schools

In primary schools, tuition fees vary from class to class. The average amount of schooling is in the

range of 222,129 CFA francs to 254,557. However, these averages hide very large disparities. The

differences between minimum and maximum costs are significant. For the Second-year

Intermediate Course (CM2) class the minimum is 40,000 CFA francs when the maximum is

1,922,000 CFA francs or a multiplication order of 48. This observation is the same for all levels of

education. For example, at CP1 the minimum is 30,000 CFA while the maximum is 1,922,000 or 64

times.

From one municipality to another, three categories of tuition costs can be identified. Schools with

moderate tuition fees, those with average tuition fees, and finally, schools with high tuition

fees. Schools with moderate education costs are those attended by children from the most

vulnerable social classes. These schools are generally located in two municipalities: Abobo and

Attiécoubé.

In these municipalities, the maximum costs of schooling are below the general average cost of the

Abidjan district. Middle-cost schools bring together middle-class children. These schools are

located in the municipalities of Adjamé, Koumassi and Yopougon. The high-cost schools are located

in the «posh» communes of Cocody and Marcory. In these two communes live the highest

personalities of the country, the ambassadors, the personnel of international organizations and also

the rich traders.

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Claude, K. N., & Theodore, G. B. Z. (2020). The Issue Of School Privatisation In Côte D'ivoire. Advances in Social Sciences Research Journal, 7(11) 401-415.

Graphique 8 : Frais de scolarité en fonction des communes de la ville d’Abidjan

Source: Pre-Study, December 2016

Tuition fees in private secondary schools

In secondary schools, the average costs of schooling are between 278,244, 89 FCFA for the terminal

classes and 230,545 for the sixth classes. As the curriculum evolves, so does the cost of

schooling. However, the cost differentials are very high. The minimum for the sixth grade is 43,000

CFA francs and the maximum is 2,706,000 CFA, a multiplication order of 63. When the analyses are

carried out according to the municipalities, several categories appear. For example, we have

moderate-cost institutions, medium-cost institutions, and high-cost institutions.

In the category of moderate costs, the municipality of Attiécoubé is the only one where the average

costs do not exceed FCFA 100,000. The second category of schools with average costs is in the

municipalities of Adjamé, Koumassi, Yopougon and Abobo. The third category, high costs, is in the

municipalities of Cocody and Marcory.

Figure 9: Private secondary school tuition in Abidjan

Source: Pre-Study, December 2016

-

100,000.00

200,000.00

300,000.00

400,000.00

500,000.00

600,000.00

700,000.00

800,000.00

900,000.00

1,000,000.00

senior class 11th grade second grade ninth grade class of fourth fifth grade sixth grade

Abobo Adjamé Attiecoubé Cocody Koumassi Macory Yopougon

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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 11, November-2020

Tuition fees in higher education

In private higher education the first years of the tertiary Higher Technician Patent (BTS) have the

most moderate average costs. They are between 367,500 CFA francs for BTS 1 and 398,214, 86 for

BTS 2. The first two years of BTS in the industrial sectors are on average double the tertiary sectors.

The average cost for both levels is 793 750 CFA francs.

Licences 1 and 2 are more expensive for the first two years of higher education. The costs are

938,333.33 CFA francs and 1,021,666.67 CFA francs respectively. At the Masters 1 and 2 level, the

average costs are 1,055,384 CFA francs and 1,148,000 CFA francs.

Figure 10: Cost of higher education (BTS) by neighbourhood

Source: Pre-Study, December 2016 MOYENNE MINIMUM MAXIMUM

MOYENNE

MINIMUM

MAXIMUM

MOYENNE

MINIMUM

MAXIMUM

MOYENNE

MINIMUM

MAXIMUM

BTS 1 BTS 2 BTS 1 INDUS BTS 2 INDUS

366667 300000 450000 400000 350000 450000

300000 300000 300000 333333 300000 350000

450000

450000

450000

450000

450000

450000

456250 300000

600000 493750 300000

700000

908333

450000

1800000

908333

450000

1800000 275000

250000

300000

275000

250000

300000

300000

300000

300000 350000

350000

350000

470000 470000 470000 500000 500000 500000

Cocody Koumassi Macory Yopougon Plateau Treichville

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Claude, K. N., & Theodore, G. B. Z. (2020). The Issue Of School Privatisation In Côte D'ivoire. Advances in Social Sciences Research Journal, 7(11) 401-415.

Graph 11: Tuition fees in higher education (Master’s degree) in Abidjan

Source: Pre-Study, December 2016

At the level of higher education the disparities are not as large as in primary and secondary

education. At the level of BTS 1 and BTS 2 the minimum average costs are located in Yopougon and

the maximums in the municipality of Marcory. As far as the industrial BTS is concerned, the costs

vary from simple to double between the municipalities of Koumassi and Marcory. In Koumassi the

average cost is 450,000 CFA francs and 908,333 CFA francs in Marcory. The most significant

differences are in Masters 2. They are 2,000,000 CFA francs at most in Treichville and 700,000 CFA

francs in Koumassi.

DISCUSSION

The landscape of private education in the city of Abidjan presents many dissimilarities in the levels

of schooling costs. The municipalities of Abobo and Attiécoubé are the localities where the tuition

fees in primary and secondary are very moderate and acceptable. Indeed, these two municipalities

are the poorest in the city of Abidjan with inadequate living conditions and basic social services. The

costs of schooling depend on the financial capacity of the populations living there.

The middle classes are found in the communes of Yopougon, Koumassi and Adjamé, which is why

the costs of schooling are higher than those of the aforementioned communes. In the «chic» districts

of the city of Abidjan like Cocody and Marcory the costs of schooling are more expensive. So there

is a link between the standard of living of people and the cost of education. A more in-depth survey

will make it possible to know the differences in quality, service delivery infrastructure, etc. in order

to assess the other aspects that can explain the commodification of the school in the different levels

of education in Côte d'Ivoire.

The Ivorian authorities passed a law on compulsory school in 2015 (Law No. 2015-635 of 17

September 2015) to make school compulsory for all children of school age throughout the national

0

1000000

2000000

3000000

4000000

5000000

6000000

7000000

8000000

Moyenne

Minimum

Maximum

Moyenne

Minimum

Maximum

Moyenne

Minimum

Maximum

Moyenne

Minimum

Maximum

Moyenne

Minimum

Maximum

Licence 1 Licence 2 Licence 3 Master 1 Master 2

Cocody Koumassi Macory Yopougon Plateau Treichville

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Advances in Social Sciences Research Journal (ASSRJ) Vol.7, Issue 11, November-2020

territory. (See text in annex). Today, it must be recognized that the Ivorian education system is

marked by a very strong presence of private training institutions and an increasingly smaller

proportion of public schools. This observation is the same regardless of the cycle of education

(primary, secondary and higher) or the order of education (general, technical, professional).

These establishments are mostly only looking for profit, as pointed out by Aiglepierre, (2013). For

him, profit-making institutions are small businesses with financial profitability targets. Private

education can then be seen as a market with operators responding to a solvable educational demand

not met by public education. In addition to the specific administrative constraints imposed by the

Member States on the opening and management of educational establishments, the functioning of

the market for private education for profit appears to be similar to other types of commercial

markets.

Almost 40 years after the opening up of the education/training sector to private investors, it can be

seen that, at all levels of education, there are far more private schools than public schools, Can we

therefore say that the education provided is of quality? Do we follow the directives of the various

ministries? The comments made raise the question: Are not the many private schools moving from

privatization to the commodification of the school? Some facts suggest this: non-compliance with

regulations, non-payment of teachers over long months, non-compliance with teacher recruitment

criteria, insufficient teaching materials, etc.

In order to better appreciate the extent of this phenomenon, to analyse its manifestations and

consequences in the various sectors of education, A second phase of study is needed to gather the

opinions of all the school stakeholders on this subject and to make recommendations so that State

investments in education are mainly allocated to public schools and that theseIt welcomes the

largest number of pupils and students in place of private schools.

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