This study investigates urban-rural disparities in Mali’s secondary education system, focusing on academic performance, access and equity, and resource allocation. Using mixed-methods design, the research integrates quantitative data from DEF pass rates (2019–2023) and educational infrastructure statistics with qualitative insights from 48 semi-structured interviews conducted with students, teachers, principals, and policymakers in Bamako (urban) and Mopti (rural). The results reveal persistent performance gaps, with urban schools consistently outperforming rural schools by 20% to 30% points. Rural schools face severe resource shortages, overcrowded classrooms, and limited access to essential infrastructure such as electricity, internet connectivity, and learning materials. Socio-cultural barriers, including early marriage and domestic responsibilities, further restrict educational opportunities for rural girls. Additionally, the study identifies significant gaps in policy implementation, as national initiatives often fail to reach rural communities effectively. The findings suggest that structural inequalities, compounded by weak teacher deployment policies and social norms, sustain the educational divide. The study recommends targeted investments in rural infrastructure, equitable teacher distribution, professional incentives, and gender-sensitive interventions to close the gap. These actions are essential for achieving Mali’s Ten-Year Education Development Program (PRODEC) objectives and its commitments under Sustainable Development Goal 4 (SDG 4) for inclusive and equitable quality education.
Drissa et al. (Tue,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: