Niger is a poor country. Its one misfortune was to believe it was rich for a period of time. Between 1976 and 1982, uranium seemed to be an inexhaustible source of money. The welfare state spent money lavishly and the charismatic Ministers “wished the best for the people”. The salaries of the government staff was double or triple that of the surrounding countries, streams of foreign teachers were encouraged to come to the country, so the government could satisfy the urgent and high demand for education.
Furthermore, Niger’s new system was formed too quickly. School was completely free of charge, everything, even pencils were provided. The least qualification, even a primary school diploma was a sure chance to get a job with a salary in hand, big enough to feed a large family. The school programme was based around the idea of making new government workers. However, with the rapid exhaustion of the uranium, drought and political chaos the government fell into debt.
National education is still centred on the idea of educating government officials. The skills of savoir -etre and know-how are not yet properly taken into account in pupil evaluation. The work of a school teacher is normally only recognised when the child gets a diploma and, in time a job. However, the rural population are becoming more and more aware that the skills learnt in school can be used in everyday life.
The Ministry is represented by a regional office in every department and by an inspectorate in every district. However, there is only one educational adviser, on average, for every 182 teachers, with next to no means of transport to cover the vast distances required.
