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The schools in rural areas in developing countries are often confronted with difficulties which are, in general, related to poverty, the quantitative and qualitative insufficiency of the professionals and the organization. Consequently, every year, the examinations results are unsatisfactory playing on the curriculum and excellence in the educational system. Donon Manga in Tandjile in Chad is one of the examples with more than 70% of its schools held by the Community teachers who are sometimes without any formal qualifications. The study was carried out by interviewing pupils’ parents, pupils, teachers and the authorities in charge of education. The weakness of the financial contribution by the State (on average 20%) for the operational budget and the deficit of follow-up and control (0.01 inspectors by establishment for 0.004 per teacher) led to a completion rate cycle of 37.5% for primary education and a range of 5 to 18% for the secondary. The rates of success in the baccalaureate are always one of the weakest in the region. These have led to the closure, not without consequences, of secondary schools.

Rural schools in developing countries: A case of DononManga in Eastern Tandjil in Chad