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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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• 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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