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General Inspectorate of National Education

General Inspectorate of National Education

The General Inspectorate of National Education (IGEN) of the Comoros was inserted into the country's education system by Order No. 87-11 / MEN of November 06, 1987, on the organization of the Ministry of National Education.

It was then structured by Decree No. 93-043 / PR, of March 9, 1993, Fixing the organization and attributions of the General Inspectorate of National Education.

Finally, the IGEN was integrated into law n° 94 – 035/AF, of December 20, 1994, concerning orientation on education. at the IGEN the mission of evaluation of the functioning of the education system, relating to the pupils, the personnel, the establishments, the external services and the central administration. The IGEN must therefore, each year, report on the implementation of the national education objectives and the results obtained.

On the basis of the institutional organization of the Comorian education system, resulting from the Constitution of the Union of the Comoros of December 23, 2001, the structures initially under the IGEN were divided (i) into a central level placed in the administration of the Ministry of National Education (MEN), defined as the General Inspectorate of National Education, and (ii) at a decentralized level composed of primary and secondary education supervisors, reporting to the Commissariats in charge of education. Education in the Autonomous Islands (CEIA).

With the revision of the Constitution of the Union of the Comoros in May 2009, the matters falling within the competence of the autonomous islands in the field of education have been reviewed (article 9). This led to a reform that resulted in the unification of the two levels mentioned above (central and decentralized) in the single structure of the General Inspectorate of National Education (IGEN), which reports to the Ministry of Education. National (MEN).

This reform aimed at the unification of the IGEN was integrated into the resolutions taken by the Minister of National Education and the Commissioners in charge of Education in the Autonomous Islands, within the framework of the 7th National Conference of the Education (CNE), held in Moroni from September 23 to 26, 2011.

The reform was subsequently formalized by:

  • Decree No. 12 – 011 / PR of January 13, 2012, Amending and repealing certain provisions of Decrees No. 93 – 044 / PR of March 10, 1993, creating regional pedagogical inspection districts for preschool and elementary education and N ° 08 – 020 / PR of March 04, 2008, On the Organization and missions of the Ministry of National Education, Higher Education and Scientific Research.
  • Order No. 12 – 009 / MENRCAJS / CAB of June 12, 2012, Unifying the General Inspectorate of National Education.

On this basis, the missions of the IGEN are in accordance with article 18 of decree N° 08 – 020 / PR of March 04, 2008, on the Organization and missions of the Ministry of National Education, Higher Education and the scientific research.

The institutional organization of the IGEN

The latest developments of the IGEN concern the organization of its architecture, ranging from the Ministry of National Education (MEN) to the Regional Educational Inspection Districts (CIPR), as well as the definition of its missions.

The architecture of the IGEN

The architecture of the IGEN is determined by the decree n° 06-215 / PR, of December 18, 2006, Fixing the particular statute of the civil servants of the framework "Inspection and Council of National Education" which, in its article 1, precise:

"The National Education Inspection and Council framework includes the following bodies:

  • The body of Inspectors General;
  • The corps of pedagogical inspectors for primary and secondary education;
  • The body of educational advisers".

On the physical level, and in view of Decree No. 14-147 / PR of September 20, 2014, Amending Decree No. 93-044 / PR of March 10, 1993, creating Regional Pedagogical Inspection Districts for Preschool Education and Elementary:

Article 1: Each CIPR is placed under the responsibility of a Regional Pedagogical Inspector appointed from among the Pedagogical Inspectors of 1st and 2nd degree education (…)

Article 2: Twenty-eight (28) regional educational inspection districts are created, distributed as follows:

  • For Ngazidja, sixteen (16) constituencies placed under the authority of a Coordinator of the General Inspectorate of National Education. (…)
  • For Ndzuani, nine (09) constituencies placed under the authority of a Coordinator of the General Inspectorate of National Education. (…)
  • For Mwali, three (03) constituencies placed under the authority of a Coordinator of the General Inspectorate of National Education. (…)

It should be noted that Decree No. 14-147 / PR of September 20, 2014 increased the total number of CIPRs from 18 to 28. At island level, the number of CIPRs increased from 11 to 16 in Ngazidja, 05 to 09 in Ndzuani and from 02 to 03 in Mwali.

Furthermore, pursuant to this decree, Order No. 14-034 / MENRCAJS/CAB of November 04, 2014, Reorganizing the Districts of Regional Pedagogical Inspection (CIPR) proceeded to the distribution of CIPRs, educational zones and localities, in relation to the territorial organization of the country.

This distribution was made in accordance with the resolutions of the 7th National Education Conference, in particular in their Chapter 3, The reorganization of the school map, for which:

“To redevelop the school map, the following measures are adopted: (…) 2) Match the Educational Zones with the Municipalities (…) – 4) Rely on the framework law n ° 11-006 / AU of May 02, 2011 , On territorial organization to redevelop the CIPRs”.

The missions of the IGEN

In view of Title IV, Article 18, of Decree No. 08 – 020 / PR of March 4, 2008, on the Organization and missions of the Ministry of National Education, Higher Education and Scientific Research:

“The General Inspectorate of National Education is placed outside the hierarchy, under the direct authority of the Minister of National Education.

The General Inspectorate of National Education exercises functions of expertise, supervision and evaluation, and has the following missions:

  • Monitor the functioning of the education system and manage its evaluation;
  • Contribute to the definition of the overall policy and strategy for teaching and training in education;
  • Lead the development of educational programs and methods and ensure their adequacy with the socio-economic development needs of the country;
  • Ensure the proper application of teaching programs and methods;
  • Ensure the management of pedagogical supervision structures;
  • Contribute to the development of legislative and regulatory texts for education;
  • Ensure compliance with laws and regulations governing the functioning of the education system;
  • Monitor the implementation of the country's education policy;
  • Ensure the proper functioning of the administration of the education system;
  • To formulate, for the Minister of National Education, opinions and proposals concerning the execution of the educational policy and any modifications to be made thereto”.

IGEN relations and partnership

By virtue of its missions, the IGEN is called upon to work, directly or not, both with the institutions of the education system and with its partners; this within the framework of the activity plans that are implemented and the projects that accompany them.

At the level of the Ministry of National Education, the IGEN is supposed to collaborate with:

  • the General Secretariat, responsible for overall monitoring of the overall policy and strategy of the education system;
  • the General Directorates, in charge of the different levels and areas of education and training, for issues related to the programming, organization and evaluation of teaching and learning;
  • the National Office of Examinations and Competitions (ONEC), with regard to the organization and conduct of national examinations;
  • the Directorate General for Education Planning and Projects (DGPEP), mainly on the status and performance of the education system, in terms of access and quality.

The IGEN must also collaborate closely with the Commissariats in charge of Education in the Autonomous Islands, in particular through (i) its Coordinations in the islands (largely based on the observations and recommendations of the educational supervisors), the studies themes carried out by the institution, to allow permanent regulation of the organization and operation of education and training establishments.

As part of the actions carried out between the education system and its technical and financial partners, the IGEN is called upon to participate in the implementation of certain activities, or even to coordinate certain aspects of education projects. This is the case with regard to, among others:

  • the action plan with UNICEF;
  • the education project with GPE (Global Partnership for Education / Global Partnership for Education);
  • the PRePEEC (Project to Strengthen the Steering and Supervision of Education in the Comoros) with the European Union;
  • the AFC project (Support for French in the Comoros) with the French Cooperation;
  • actions with the OIF (International Organization of La Francophonie).

Operational relations also exist between the IGEN and institutions of the education system, or partner NGOs, such as:

  • IFERE (Institut de Formation des Enseignants et de Recherche en Education), a structure of the University of the Comoros with which IGEN is responsible for the training, both initial and continuous, of teachers;
  • the NGO Maeecha (Associative movement for education and equal opportunities), which supports and accompanies educational actions, specifically in Nyumakele, in Ndzuani.