{"id":73730,"date":"2026-07-08T14:55:38","date_gmt":"2026-07-08T11:55:38","guid":{"rendered":"https:\/\/fawe.org\/?p=73730"},"modified":"2026-07-08T14:56:22","modified_gmt":"2026-07-08T11:56:22","slug":"africa-has-made-remarkable-progress-for-girls-education-now-to-address-the-most-stubborn-remaining-barriers","status":"publish","type":"post","link":"https:\/\/fawe.org\/fr\/africa-has-made-remarkable-progress-for-girls-education-now-to-address-the-most-stubborn-remaining-barriers\/","title":{"rendered":"L'Afrique a r\u00e9alis\u00e9 des progr\u00e8s remarquables en mati\u00e8re d'\u00e9ducation des filles. Il s'agit d\u00e9sormais de s'attaquer aux obstacles restants les plus tenaces."},"content":{"rendered":"

\u00c0 l\u2019approche de 2030, il est important de revenir sur le parcours de l\u2019Afrique en mati\u00e8re d\u2019acc\u00e8s \u00e0 l\u2019\u00e9ducation, marqu\u00e9 \u00e0 la fois par des progr\u00e8s remarquables et des d\u00e9fis encore \u00e0 relever. Au cours des 25 derni\u00e8res ann\u00e9es, des millions de gar\u00e7ons et de filles suppl\u00e9mentaires ont int\u00e9gr\u00e9 les salles de classe, sont rest\u00e9s plus longtemps \u00e0 l'\u00e9cole et ont achev\u00e9 leur parcours scolaire. Pourtant, derri\u00e8re ces moyennes, de profondes in\u00e9galit\u00e9s persistent, en particulier pour les filles vivant en milieu rural, dans des foyers pauvres et dans des zones touch\u00e9es par des conflits.<\/p>\n\n\n\n

Un partenariat entre le Rapport mondial de suivi sur l\u2019\u00e9ducation et le Forum des femmes africaines sp\u00e9cialistes de l\u2019\u00e9ducation (FAWE) a permis la publication de nouvelles donn\u00e9es dans un rapport consacr\u00e9 \u00e0 l\u2019\u00e9galit\u00e9 entre les sexes en mati\u00e8re d\u2019acc\u00e8s \u00e0 l\u2019\u00e9ducation en Afrique. Ce rapport montre que le d\u00e9fi auquel sont d\u00e9sormais confront\u00e9s les gouvernements ne consiste pas seulement \u00e0 scolariser les filles encore exclues du syst\u00e8me scolaire, mais aussi \u00e0 leur garantir l\u2019\u00e9galit\u00e9 des chances pour poursuivre et achever leurs \u00e9tudes secondaires et universitaires. Il r\u00e9it\u00e8re un message g\u00e9n\u00e9ral du Rapport GEM 2026 sur l\u2019acc\u00e8s et l\u2019\u00e9quit\u00e9 : il n\u2019existe pas de solution politique unique qui \u2018 fonctionne \u2019. Une combinaison de mesures est n\u00e9cessaire pour s\u2019attaquer aux diff\u00e9rents obstacles qui emp\u00eachent une pleine \u00e9galit\u00e9 entre les sexes dans l\u2019\u00e9ducation.<\/p>\n\n\n\n

Une g\u00e9n\u00e9ration de progr\u00e8s dans l'enseignement primaire et du premier cycle du secondaire<\/strong><\/p>\n\n\n\n

Dans un contexte marqu\u00e9 par de nombreuses informations n\u00e9gatives \u00e0 l'\u00e9chelle mondiale concernant les tendances dans le domaine de l'\u00e9ducation, il ne faut pas sous-estimer l'ampleur des progr\u00e8s r\u00e9alis\u00e9s en mati\u00e8re d'\u00e9galit\u00e9 d'acc\u00e8s entre les sexes.<\/p>\n\n\n\n

Dans l\u2019enseignement primaire, l\u2019Afrique a parcouru un long chemin depuis les graves disparit\u00e9s entre les sexes qui pr\u00e9valaient au cours des d\u00e9cennies pr\u00e9c\u00e9dentes. En 1970, on ne comptait que 69 filles scolaris\u00e9es dans le primaire pour 100 gar\u00e7ons. En 2000, ce chiffre \u00e9tait pass\u00e9 \u00e0 86. La parit\u00e9 entre les sexes a finalement \u00e9t\u00e9 atteinte en 2021. Des progr\u00e8s importants ont \u00e9galement \u00e9t\u00e9 enregistr\u00e9s dans l'enseignement secondaire premier cycle, o\u00f9, en 2024, on comptait un peu moins de 97 filles scolaris\u00e9es pour 100 gar\u00e7ons, et o\u00f9 la parit\u00e9 est d\u00e9sormais \u00e0 port\u00e9e de main.<\/p>\n\n\n\n

Les progr\u00e8s sont tout aussi \u00e9vidents en mati\u00e8re de scolarisation. Entre 2000 et 2024, le taux de non-scolarisation des filles en \u00e2ge d\u2019aller \u00e0 l\u2019\u00e9cole primaire et secondaire est pass\u00e9 de 47% \u00e0 28%. Chez les gar\u00e7ons, il est pass\u00e9 de 39% \u00e0 27%. L'\u00e9cart entre les sexes en mati\u00e8re d'exclusion scolaire a pratiquement disparu.<\/p>\n\n\n\n

Les taux d'ach\u00e8vement scolaire t\u00e9moignent d'une \u00e9volution tout aussi marquante. L'\u00e9cart de neuf points de pourcentage entre les gar\u00e7ons et les filles dans l'ach\u00e8vement du primaire, qui \u00e9tait en faveur des gar\u00e7ons en 1990, s'est invers\u00e9 : les filles sont d\u00e9sormais plus susceptibles que les gar\u00e7ons de terminer l'\u00e9cole primaire dans les d\u00e9lais pr\u00e9vus. Dans l'enseignement secondaire inf\u00e9rieur, l'\u00e9cart de cinq points de pourcentage qui existait en 1990 a \u00e9t\u00e9 combl\u00e9 en 2022.<\/p>\n\n\n\n

L'enseignement secondaire sup\u00e9rieur et l'enseignement sup\u00e9rieur continuent de poser des d\u00e9fis<\/strong><\/p>\n\n\n\n

En 2022, la publication et la campagne annuelles du rapport GEM consacr\u00e9es \u00e0 l'\u00e9galit\u00e9 des sexes ont appel\u00e9 \u00e0 \u2018Approfondir le d\u00e9bat<\/a>\u2019 concernant les d\u00e9bats sur l'\u00e9quit\u00e9 et l'\u00e9galit\u00e9 entre les sexes dans l'\u00e9ducation. Plus on examine les donn\u00e9es de pr\u00e8s, plus les nuances apparaissent.<\/p>\n\n\n\n

Si la parit\u00e9 a \u00e9t\u00e9 atteinte dans l'enseignement primaire et le premier cycle du secondaire, on ne comptait encore, en 2024, que 93 filles inscrites dans l'enseignement secondaire sup\u00e9rieur pour 100 gar\u00e7ons \u00e0 l'\u00e9chelle de l'Afrique. Au niveau de l'enseignement sup\u00e9rieur, on comptait 94 jeunes femmes inscrites pour 100 jeunes hommes.<\/p>\n\n\n\n

Les disparit\u00e9s r\u00e9gionales sont frappantes, ce qui montre qu\u2019il n\u2019existe pas de r\u00e9alit\u00e9 africaine unique. En Afrique du Nord, le nombre de filles inscrites dans l'enseignement secondaire sup\u00e9rieur d\u00e9passe d\u00e9sormais celui des gar\u00e7ons, tandis que l'Afrique australe et l'Afrique occidentale se rapprochent de la parit\u00e9. En Afrique centrale, cependant, on ne compte que 79 filles pour 100 gar\u00e7ons, et en Afrique orientale, seulement 71 filles pour 100 gar\u00e7ons.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Ce que les taux de r\u00e9ussite ne r\u00e9v\u00e8lent pas<\/strong><\/p>\n\n\n\n

Alors que nous nous attachons \u00e0 approfondir le d\u00e9bat, l'une des conclusions les plus int\u00e9ressantes de ce document d'orientation concerne la mani\u00e8re dont on mesure le taux de r\u00e9ussite.<\/p>\n\n\n\n

L'indicateur officiel des ODD \u00e9value si les jeunes terminent leur scolarit\u00e9 dans un d\u00e9lai raisonnable de trois \u00e0 cinq ans apr\u00e8s avoir atteint l'\u00e2ge de fin de scolarit\u00e9 (ach\u00e8vement dans les d\u00e9lais). D'apr\u00e8s cet indicateur, les filles semblent avoir rattrap\u00e9 leur retard par rapport aux gar\u00e7ons et, dans certains cas, les avoir m\u00eame d\u00e9pass\u00e9s, comme le montre le graphique ci-dessus.<\/p>\n\n\n\n

Mais lorsque l\u2019on prend en compte ceux qui terminent leurs \u00e9tudes encore plus tard (ce que l\u2019on pourrait appeler la \u00ab fin d\u2019\u00e9tudes ultime \u00bb), une image diff\u00e9rente se dessine. Les gar\u00e7ons sont bien plus susceptibles de commencer l\u2019\u00e9cole tardivement, de redoubler et, au final, de terminer leurs \u00e9tudes \u00e0 un \u00e2ge plus avanc\u00e9. Lorsque l\u2019on prend en compte ces \u00e9l\u00e8ves qui terminent leurs \u00e9tudes tardivement, l\u2019\u00e9cart entre les sexes passe de un \u00e0 cinq points de pourcentage. En d\u2019autres termes, les filles ont peut-\u00eatre autant de chances que les gar\u00e7ons de terminer le secondaire sup\u00e9rieur dans les d\u00e9lais pr\u00e9vus, mais les gar\u00e7ons sont plus susceptibles de rester \u00e0 l\u2019\u00e9cole suffisamment longtemps pour finir par obtenir leur dipl\u00f4me.<\/p>\n\n\n\n

Ce constat refl\u00e8te les pressions auxquelles sont confront\u00e9es de nombreuses filles \u00e0 mesure qu'elles grandissent, notamment le mariage pr\u00e9coce et les grossesses pr\u00e9coces, qui rendent plus difficile la poursuite de leur scolarit\u00e9.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

La pauvret\u00e9 et la situation g\u00e9ographique ont autant d'importance que le genre<\/strong><\/p>\n\n\n\n

Cet article pr\u00e9sente une analyse des donn\u00e9es issues du Base de donn\u00e9es mondiale sur les in\u00e9galit\u00e9s en mati\u00e8re d'\u00e9ducation (WIDE)<\/a> ce qui montre que le lieu de r\u00e9sidence d'une jeune fille et le niveau de richesse de son foyer peuvent avoir une influence consid\u00e9rable sur ses chances de r\u00e9ussite scolaire.<\/p>\n\n\n\n

Dans des pays tels que le R\u00e9publique d\u00e9mocratique du Congo<\/a> et S\u00e9n\u00e9gal<\/a>, la parit\u00e9 entre les sexes est d\u00e9sormais une r\u00e9alit\u00e9 dans les zones urbaines. En revanche, dans les zones rurales, on compte moins de 6 filles qui terminent le deuxi\u00e8me cycle du secondaire pour 10 gar\u00e7ons.<\/p>\n\n\n\n

Les disparit\u00e9s sont encore plus marqu\u00e9es lorsqu'on examine la r\u00e9partition des richesses. En Angola, Mozambique <\/a>et d'avant-guerre Soudan<\/a>, parmi les m\u00e9nages les plus pauvres, on compte au maximum trois filles qui terminent leurs \u00e9tudes secondaires sup\u00e9rieures pour dix gar\u00e7ons. En revanche, parmi les m\u00e9nages les plus riches de certains de ces m\u00eames pays, les gar\u00e7ons et les filles terminent leurs \u00e9tudes secondaires sup\u00e9rieures \u00e0 des taux presque identiques.<\/p>\n\n\n\n

Ces conclusions soulignent la n\u00e9cessit\u00e9 d'aller au-del\u00e0 des moyennes \u00e0 mesure que nous approfondissons le d\u00e9bat. Un pays peut sembler proche d'atteindre la parit\u00e9 entre les sexes dans l'ensemble, tout en laissant aux jeunes filles issues de milieux ruraux d\u00e9favoris\u00e9s peu de chances de mener leur scolarit\u00e9 \u00e0 son terme.<\/p>\n\n\n\n

Adopter une approche \u00e0 plus long terme pour trouver des solutions<\/strong><\/p>\n\n\n\n

Les donn\u00e9es examin\u00e9es dans le rapport mettent en \u00e9vidence plusieurs mesures qui ont permis d\u2019am\u00e9liorer la participation et le taux de r\u00e9ussite des filles.<\/p>\n\n\n\n

    \n
  1. La l\u00e9gislation a son importance. <\/strong>La mise en place de la gratuit\u00e9 et de l'obligation de l'enseignement secondaire inf\u00e9rieur dans 14 pays africains a permis d'augmenter la dur\u00e9e moyenne de scolarit\u00e9 des filles de 1,6 ann\u00e9e et d'am\u00e9liorer le taux d'ach\u00e8vement du secondaire de 14 points de pourcentage.<\/li>\n\n\n\n
  2. La r\u00e9duction des obstacles financiers est \u00e9galement efficace<\/strong>. Les transferts en esp\u00e8ces, les bourses d'\u00e9tudes et les programmes de cantines scolaires ont permis d'am\u00e9liorer de mani\u00e8re constante les taux de scolarisation, d'assiduit\u00e9 et d'ach\u00e8vement de la scolarit\u00e9, en particulier chez les filles et les \u00e9l\u00e8ves d\u00e9favoris\u00e9s. Au Mali, le programme national de protection sociale \u00ab Jigisemejiri \u00bb a permis de doubler le taux de scolarisation des filles en \u00e2ge de fr\u00e9quenter le deuxi\u00e8me cycle du secondaire. Il est tout aussi important que les \u00e9tablissements scolaires soient s\u00fbrs et offrent un environnement favorable.<\/li>\n\n\n\n
  3. Il a \u00e9t\u00e9 d\u00e9montr\u00e9 que les investissements dans l\u2019assainissement, les transports, les infrastructures scolaires et la protection contre les violences li\u00e9es au genre contribuent tous \u00e0 accro\u00eetre la scolarisation des filles<\/strong>. Au Mozambique, la formation du personnel scolaire \u00e0 la lutte contre les violences li\u00e9es au genre et le fait d'encourager les filles \u00e0 signaler les incidents ont permis de r\u00e9duire la violence et d'augmenter le taux de scolarisation.<\/li>\n<\/ol>\n\n\n\n
    \"\"<\/figure>\n\n\n\n

    Mais l\u2019enseignement plus g\u00e9n\u00e9ral tir\u00e9 du rapport GEM 2026, qui trouve tout son sens dans l\u2019article d\u2019aujourd\u2019hui, est qu\u2019aucune mesure isol\u00e9e ne suffit. Les pays qui ont r\u00e9alis\u00e9 les progr\u00e8s les plus rapides et les plus \u00e9quitables ne se sont pas appuy\u00e9s sur une seule r\u00e9forme ni n\u2019ont import\u00e9 une politique d\u2019ailleurs. Au contraire, ils ont fait des choix politiques adapt\u00e9s \u00e0 leur propre contexte, en adaptant les id\u00e9es aux r\u00e9alit\u00e9s locales, en tenant compte de la combinaison unique d\u2019opportunit\u00e9s, de contraintes et de capacit\u00e9s institutionnelles propre \u00e0 chaque pays.<\/p>","protected":false},"excerpt":{"rendered":"

    As 2030 approaches, It is important to recall Africa\u2019s access to education story, one of both remarkable progress and unfinished business. Over the past 25 years, millions more boys and girls have entered classrooms, stayed in school longer and completed their education. Yet behind averages, deep inequalities remain, particularly for girls living in rural areas, […]<\/p>\n","protected":false},"author":6,"featured_media":73736,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[89,78,79],"tags":[],"class_list":["post-73730","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-advocacy","category-news","category-featured"],"yoast_head":"\nAfrica has made remarkable progress for girls\u2019 education. Now to address the most stubborn remaining barriers - FORUM FOR AFRICAN WOMEN EDUCATIONALISTS (FAWE)<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/fawe.org\/fr\/africa-has-made-remarkable-progress-for-girls-education-now-to-address-the-most-stubborn-remaining-barriers\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Africa has made remarkable progress for girls\u2019 education. Now to address the most stubborn remaining barriers - FORUM FOR AFRICAN WOMEN EDUCATIONALISTS (FAWE)\" \/>\n<meta property=\"og:description\" content=\"As 2030 approaches, It is important to recall Africa\u2019s access to education story, one of both remarkable progress and unfinished business. 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