INTRODUCTION

Education is, etymologically, the action of 'leading out of', that is to say
develop, have produced. It now means more commonly
the learning and development of physical, mental, and
intellectuals, the means and the results of this development activity.
Human education includes skills and cultural elements.
characteristics of the geographical location and the historical period.

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 1. Definition

Education is an action to develop a set of knowledge and

moral values, physical, intellectual, scientific considered as
essential to reach the desired level of culture. Education enables ...
transmit from one generation to another the culture necessary for development of
the personality and social integration of the individual. The education of the child and
the adolescent relies on the family, the school, society, but also on some
personal lectures and on the use of media such as television
or the internet. The organization of education and teaching has long been
the monopoly of religions that have thus been able to pass on from generation to
generation their vision of the world and morality

2. The differences and similarities between Western education and a

type of traditional education.

In Africa, education serves three functions: instruction, socialization

and acculturation. Education involves transmitting skills, the
socialization to convey the sense of values, perspectives, and identity through
in relation to the whole of society. Acculturation includes exchanges
cultural, the contact of one value system with another, even an interaction
entire civilizations. However, there is a difference between the
socialization through the traditional educational system and socialization through the
modern educational system, the first guiding the second.

Traditional education is based on oral tradition much more than on

written tradition, once absent. It is not primarily a school education of
Western and individualistic type, whose goal is to integrate the youth into a
competition and production company. It integrates the individual into the group and
ensures the survival of this one in its natural and human environment. The base
from this education, it is the values it conveys that become at the same
time the basis of the educational tradition or its foundation. As such, it has
its internal functional logic; its values are not, like those of
school education, rational values, acquired from knowledge
taught at school. Traditional Ding values its own knowledge and is keen on
to use it to influence the elites. In fact, specifies Jean-Claude
Quenum, "the absolute of the traditional medium, is the wisdom of the ancestors or the
preeminence of the past; his knowledge is symbolic, magico-religious. As a result,
his educational project mainly consists of making the young one an 'elder', since the
A privileged place in society is given to the ancestors.
In general, traditional African education is fundamentally characterized
by its importance in pre-colonial societies, its intimate connection to life

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social, its versatile character and its progressive and gradual realization.
Education was important both within the family context and in the
community. The family has a sacred duty to ensure the correct conduct of
the child. When their parents or the adults, considered as their masters,
must demonstrate a sense of responsibility and care in their children,
the latter owe them, in turn, obedience; they actually play the role of
disciples. The entire community is equally held responsible for
Education. In various forms, the entire community participates.
indeed to the education of the child, which justifies the importance given to
this last one. To a large extent, her education is everyone's business, of
direct or indirect manner throughout its physical growth and its
psychic and intellectual development. Any adult or an elderly person can
to scold him, to correct him or on the contrary to advise him, to console him or to
reward. Under the guidance of the elders or seniors, a young person or a
adolescents are introduced to life, thus trusting their wisdom and their
experience. Adults make them, for example, attend discussions, make them
to listen, in a group, to tales, legends, and riddles. For their education, the
young people "roll up their sleeves," they do what they are taught and do not lose
not a crumb of what is said. They learn to listen and to act by watching
how their initiators do. The ability to observe silently is one of
One of the first things that is encouraged in education.

As can be seen, traditional education is rooted in life of

men: it is intimately linked to social life. As such, it is
particularly in connection with productive activity, as the child participates 'in the
production on behalf of and under the authority of adults or alongside them with
a gradual autonomy." In relation to its capabilities and by its
different activities, the child becomes helpful in household and agricultural tasks
or in learning the values of life through its numerous contacts with the
members of the community. These production tasks familiarize the child and then
the adolescent with the work of adults and helps them to get initiated into the different
social aspects of their future life. Besides this path that opens them to aspects
practices of life, traditional education also occurs through games.
By imitating adults through their contact with materials and the educational impact
of these, for example the taste for manual work in particular, children are
preparing to participate in further production. Through his education, he
is thus initiated into relationships with men, for example, by playing the role
intermediary between adults, through daily life actions or by
the learning of a profession with adults. The learning of the profession is linked
the child has its social function as an intermediary between adults and as an effective link
of solidarity and brotherhood among young people of the same age, but also among themselves and
their elders, between them and the whole community. Through play, the child or
Adolescents are introduced to social life; they learn about its various aspects:

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facts, behaviors. We can, therefore, say that, based on its
various features, traditional African education is versatile: it
is interested in all aspects of the personality of the child and the adolescent.
Its fundamental objectives include both the development of their
physical abilities, the formation of their character and the acquisition of their
moral qualities that the transmission of empirical technical knowledge and
theoretical, often resorting to manual and intellectual work. Of
the family framework of the house to what is outside, we end up forming, in
the child and in the adolescent, on one hand the attention to appearance, to politeness, to
honesty, the integrity of the child, and on the other hand, their character: sociability,
integrity, honesty, courage, solidarity, endurance, morality, meaning and the
sense of honor.

In order to achieve it better, traditional education is carried out gradually and

gradually through different phases and according to age groups
of the child's and adolescent's development. Generally, three are distinguished:
birth at six or eight years, from six to ten years and from ten to fifteen years. The mother
takes care of education within the family framework for the first period, so
only after six years do we witness the sexual differentiation of education: girls
they are educated by women, boys by men. They are mainly introduced to
in manual work, but also in games between girls or boys from the same class
age. This sexual differentiation in education continues during the
the third period is devoted to the education of the intimate life of men and
of women and, as a consequence, to the sexual differentiation of labor:
men or women carry out their work or professions separately
with a sense of responsibility and autonomy. With Gaston Mialaret137we
we can therefore say that traditional education was characterized by a
functional diversity and it was almost always inseparable from education
sexual. The transmission, almost ideal, of sexual education was done by
uncles, aunts, or grandparents – according to the customs of different
communities. But it was insufficient to prepare a child for life of
family. Traditional education is functional: it prepares both the young
girl that the young boy plays an important role in life: being, for example,
breeder or hunter, for the boy, and, for the young girl, to be a good housekeeper
to take care of the children and cook, manage the house. Specific aspects
traditional education will show how a child Ding is educated.

3. The different functions of education (political, social, cultural)

and economic)

The analysis of the previous articles seems to leave no doubt about the existence
of an increasingly significant economic dimension of educational policies
and training. In order to remind that the rapid obsolescence of general knowledge

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and specific skills in a sociotechnical evolution context
accelerated involves placing these policies within a learning framework to
In addition to 'educational policies,' the notion of 'policy' has been added above.
of training." In the rest of the text, we will use, for the sake of simplicity,
the broad expression of 'educational policy' incorporating this policy of
training. This means that the period of teaching and/or training
Initial is no longer just the foundational base for the various learnings that can
intervene during life, whether they have a predominantly personal character or
dominated by professional.

The economic approach to educational policies has always presented

difficulties due to the multi-dimensionality of these policies. They
concerning, indeed, both the individual development in the strict sense and the
development of the citizen, the parent, the body, artistic sensitivity,
producers, etc., all elements that may have a variable weight according to the
national contexts. However, to varying degrees, each of the elements can provide
birth to "externalities", that is to say effects on welfare or income
additional that can benefit the entire community, but are not
easily quantifiable. In this case, one quickly faces limits
methodological or the inadequacy of the available statistical tools, such as the
underline the article by Jean-Jacques Paul. This very great difficulty of mastery
individual benefits and social benefits of educational policies, in order to
to refine the evaluation of the results and to administer them in the most
adequate as possible, should not, however, mask the fact that it has existed for a long time
various instruments available to political-administrative decision-makers to
root the economic dimension in the implementation of these policies. However, for
For various reasons, this necessity is not always openly acknowledged, or if
She is, we do not always give ourselves the means to overcome.
the obstacles to the use of the economic approach to policies
educational. It is this necessity and the constraints related to it that will be
examined below.
4. The existing relationships between education and personality and one's own
conception

By tradition, we mean a set of ideas, doctrines, customs,

practices, knowledge, techniques, habits, and attitudes passed down
from generation to generation among the members of a human community. Due to
the perpetual renewal of its members, the human community presents itself
as a moving and dynamic reality. Thus, tradition takes on both a
normative and functional character.

Normativity is essentially based on both collective and individual consent.

individual. It makes tradition a kind of accepted collective agreement
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by the majority of the members, a framework that allows a people to
to define or to distinguish oneself from another.
The functionality of a tradition is revealed in its dynamism and in its
ability to integrate new structures or borrowed elements
susceptible to improve (sometimes even to disaggregate) certain conditions
of existence of the community members.

5. The problems of education in the third world

Educational systems are very variable in space and time,

education being sometimes more adapted to the socio-economic demands of
adults (need for child labor, work of adults and all
particularly women, etc.) than to the needs of children. However, we
distinguish somewhat generalized formulas:

education focuses on children and only marginally concerns the

adults;
during early childhood, education is taken care of by the family, where
learn oral language and the basics of manners
necessary for social life;
during childhood (from about 7 years old until puberty), care
collective (at least partially), for the learning of basics
legal, religious and cultural (including, possibly, written language);
during adolescence, specialization, through apprenticeship with a master or
(non-exclusive) collectively.

6. The goals of various education reforms in the countries of

the world in general and Ivory Coast in particular.

For several decades around the world, educational system reforms have been
follow and resemble each other in their process of development and implementation:
an ambitious political vision, consultations of varying lengths and
stormy with social partners, the enactment of a law or the
publication of an administrative text (decree, order, circular), a cover
media coverage that oscillates between support and mistrust, and, on the ground, a reception
more or less enthusiastic and a more or less faithful implementation to the letter
and to the spirit of these directives that come 'from above'.

In Ivory Coast, the education policy in Ivory Coast is conducted at

through various ministries. Each level of education corresponds more or
less to an autonomous ministry. Thehigher education is managed by the
Ministry of Higher Education and Scientific Research,

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theprimary educationandsecondaryis under the Ministry of Education
national, thetechnical and professional training stand out in majors
parties of the Ministry of Technical Education although some fields of
vocational training should be managed by various other ministries
techniques (Ministry of Agriculture, Ministry of Public Service,
Ministry of Water and Forests...
Since the country's independence in 1960, thepublic authorities Ivorians have placed
national education among the priorities and displayed their political will to
to fully educate 100% of the children in the country. To do this, they have allocated each
year, around 44% of the national budget to education. TheConstitution
Ivorian of 1erAugust 2000 confirms this voluntary option and dedicates
henceforth the obligation of the State to ensure equal access to education for all
children of the country. In this perspective, the free schooling from the class
ofCP1up to that of 3andhas been institutionalized. The school books are
data provided free of charge by teachers to their students for primary education
Registration fees range from 5,000 to 11,000 francs for secondary school.
On the contrary, wearing the school uniform is mandatory. The supply policy
free teaching materials to students, already underway at the beginning of
independences before being abandoned, was restarted during the school year
2001/2002; However, it was strongly disturbed by the Ivorian crisis.
since 2002.
The Ivorian state also plans to extend its action through local authorities.
decentralized (Regional Councils, General Councils, Municipal Councils)
to which powers and resources have been transferred
construction and maintenance of public educational institutions. The whole
The Ivorian education system is managed by national officials. Similarly, the
didactic materials for primary schools as well as school textbooks of
High schools and colleges are designed and produced on site. In addition to this, there is a
enthusiasm of many local village communities for the
construction of primary schools and the schooling of children.

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 CONCLUSION
Here are my ten (10) tips for achieving effective education.

1. Affection and understanding. There must always be around the child

an atmosphere of love and understanding. Create a setting within
in which the child will not feel judged. Show him your appreciation in everything.
Times. Gestures of love and affection are essential for development.
emotional of children.
2. Discipline. Over time, children learn how to behave and
to shape their personality. It is therefore good to test them and to test what they
can do. They must also know what is permissible or not to
to do.
3. Consistency. It is important that educational rules also contain
notions of coherence. It is necessary to ensure that there is coherence between what
is said and what is done by the children; there must also be a difference between what
thus say the educators. This coherence must finally be applicable in all
weather.
4. The experience. The experience will serve to consolidate learning. It must be
to do with patience and firmness in order to give the children peace
of mind and discipline.
5. The example. As parents and educators, adults serve as role models.
for the little ones. We must take this into account and act accordingly.
6. Emotional education. Do not neglect the emotional education of children.
For their proper development, it is essential to pay attention to skills.
social and personal aspects such as self-esteem, self-control, empathy,
self-assertion, etc.
7. Trust calls for trust. We must let children do the little they
can face difficulties; they must learn to overcome them themselves
the same. It is also essential that we understand that if we do it to them
trust, they will trust us in return.
8. Communication, listening, and dialogue. A good education is closely
linked to effective communication.
9. Time and games. Spend time with your children; they will feel reassured.
and taken care of knowing that you have time for them. Take advantage of the
time spent together because in childhood, play is essential and has benefits
significant at any age. Games serve to strengthen emotional bonds, while
providing an excellent opportunity for learning and development.
10. Set boundaries. Set clear and precise boundaries for your children in order to
maintain a good atmosphere at home.