DOI: 10.36347/sjahss.2018.v06i12.015

Pages: 2263-2268

In Côte d'Ivoire, the integration of national languages in the education system, begun in the 1970s and then resumed in 2001, aimed to reduce the rate of school wastage and failure in rural areas. After more than 15 years of experience, the fact is that despite presupposed advantages, this program is struggling to become widespread at the national level. This text intends to analyze the factors that limit the extension of the Integrated School Project (PEI) at the national level. Adopting a qualitative perspective, it shows that the bilingual school project is struggling to become widespread because of the different perceptions of the school between institutional actors and parents of students.