Overview of the General Education System

Mali’s education system reflects the country’s layered history, demographic pressures, and ongoing security challenges. With a population of around 16.5 million, nearly half of Mali’s citizens (47.6%) are under the age of 14, placing enormous demands on the system’s capacity. Before French colonization in the late 19th century, education in Mali was informal and community-driven, focusing on oral traditions, religious schooling, and cultural transmission under the guidance of elders and Islamic scholars.

French rule replaced much of this with a Western-style education system conducted entirely in French, which marginalize local languages and traditional methods. After gaining independence in 1960, Mali aimed to reclaim educational ownership by merging modern pedagogies with indigenous knowledge, promoting universal primary education and adult literacy. However, a prolonged conflict beginning in 2012 has displaced an estimated 800,000 school-age children, further straining an already fragile system.

Mali’s education system is organized in a 6–3–3 structure. Six years of primary, three of lower secondary, and three of upper secondary education. Students typically start school at age seven, with an academic year running from October to July to align with local agricultural cycles. The Ministry of Education governs the system and sets national policy, with oversight extending to public and private institutions alike.

Education is officially compulsory and free through grade nine, although indirect costs can limit access for poorer families. Pre-primary education remains limited, with a gross enrollment rate of just 7.6% in 2020. Primary enrollment shows notable gender gaps: in 2012, it was 82.9% for girls and 93.8% for boys. Mali’s adult literacy rate is among the lowest in the region, standing at only 31% in 2020.

Schools in Mali include public institutions, private schools, and Islamic schools (madrassas). French remains the sole official language of instruction, although some community-based programs seek to integrate local languages in early grades.

Recent strategies address structural barriers by expanding vocational pathways and apprenticeships to ease bottlenecks at the secondary level. Yet, secondary schools are still concentrated in urban areas, often privately operated, making access difficult for rural and disadvantaged students, particularly girls.

In Mali, compulsory education technically spans from age seven to 16, which cover both primary and lower secondary levels. Despite legal guarantees of free education, hidden costs for uniforms, materials, or transportation often prevent children from attending, especially in rural and impoverished communities.

Early childhood education is not compulsory; participation remains very low, with just 7.6% gross pre-primary enrollment as of 2020. This leaves many children without structured early learning opportunities before formal schooling begins.

Primary education consists of six grades and starts at age seven. At the end of this cycle, students sit for the Diplôme d’Études Fondamentales (DEF). Passing the DEF is required to continue into lower secondary school, which covers grades seven through nine. However, many students fail to transition; in 2008, for example, nearly 21% of those who passed the DEF were unable to find a place in middle school due to insufficient capacity—an issue that disproportionately affects girls.

Upper secondary school, grades ten to twelve, is not mandatory but is critical for university access. Quality secondary schools are mainly urban and private, posing further barriers for rural youth. To bridge these gaps, the government has expanded vocational training and apprenticeships, integrating practical literacy and agricultural skills to prepare students for work when formal schooling ends.

Mali’s compulsory education system remains shaped by social inequalities, fragile infrastructure, and the need to reconcile modern curricula with cultural and community realities. Balancing these demands is one of the Ministry of Education’s central challenges as it works to expand equitable access and reduce dropout rates.

Mali’s higher education system includes a mix of public universities, technical institutes, and vocational colleges. The University of Bamako, founded in 1996, is the flagship institution and continues Mali’s long tradition of learning rooted in historic centers like Sankore Masjid in Timbuktu. The University of Bamako has five faculties such as science and technology, medicine, humanities and social sciences, law and public administration, and economics and management. Additionally, there are also institutes for management and applied research.

Other significant institutions include the University of Segou and various polytechnic schools that deliver technical and professional training to meet labor market needs. Programs award Bachelor’s, Master’s, and Doctoral degrees. Students typically gain entry through completion of the baccalauréat and relevant preparatory courses. Progression often depends on success in competitive examinations, with top-performing students securing limited places in popular faculties like medicine or engineering.

Oversight of higher education lies with the Ministry of Higher Education and Scientific Research, alongside professional councils that accredit technical programs and vocational degrees. As the country expands its vocational and technical sectors, new initiatives focus on apprenticeships and practical training to address graduate unemployment and bridge skills gaps.