Overview of the General Education System

Mayotte's education system operates under the authority of the French Republic and is modeled on the French national education framework. The island, located in the Mozambique Channel and officially a French overseas department since 2011, voted in a 1974 referendum to remain under French governance rather than join the newly independent Comoros. This political decision significantly influenced the development of its current education infrastructure.

Since then, France has gradually integrated Mayotte into its education system. This process led to the creation of the Académie de Mayotte as a full-fledged educational authority in January 2020. This change followed Decree No. 2019-1200 and the "School of Trust" Law, which was passed in July 2019.

The Académie de Mayotte, headquartered in Mamoudzou, oversees all educational activities on the island. It operates under the support of the French Ministry of National Education and the Ministry of Higher Education, Research, and Innovation. Its organizational structure is tailored to local geographic and climatic realities, with an adapted school calendar reflecting seasonal changes. As the island's academic authority, the office coordinates the administration of public schools and supervises teacher recruitment, curriculum alignment, and student performance assessments.

The educational structure consists of several levels: pre-primary (école maternelle), primary (école primaire), lower secondary (collège), upper secondary (lycée), and postsecondary or tertiary education. While public schools dominate the landscape, traditional Islamic schools continue to function in parallel, especially in rural areas, with a focus on Qur’anic instruction.

The medium of instruction in all formal public education institutions is French. The use of French as the sole language of instruction complicates learning for many students, especially those from households where Shimaore or other local languages are spoken. This language gap contributes to early learning difficulties, resulting in retention issues and low academic self-confidence. Cultural dissonance between the academic curriculum and traditional community values also affects attendance and retention, particularly for girls in conservative settings.

Despite France’s investment in school infrastructure and governance reforms, the education system in Mayotte continues to face significant challenges, including high dropout rates and inadequate academic performance. Over 50% of students fail their first attempt at the baccalauréat examination. Access to quality education remains uneven, particularly in remote communities where teacher shortages and under-resourced facilities are common.

In Mayotte, compulsory education is mandated for children aged six to 16 and follows the same structural principles as in mainland France. However, local circumstances significantly affect the actual delivery and accessibility of schooling. While early childhood education (école maternelle) is widely available for children aged 3 to 6, attendance is not legally mandatory, and enrollment rates vary based on location and socioeconomic status.

The transition into formal education begins at age six with the start of primary school, which lasts five years and culminates at age 11. The primary education cycle (CP to CM2) focuses on foundational skills, including literacy, numeracy, science, civic education, and the basic arts.

After completing primary school, students transition to lower secondary education (collège), which spans four years (ages 11 to 15). The curriculum becomes more diverse and includes subjects such as mathematics, French literature, geography, history, a foreign language (usually English), technology, and physical education.

At the end of collège, students take the Diplôme National du Brevet (DNB) as a summative assessment. Upper secondary education (lycée), which encompasses general, technological, and vocational pathways, commences at the age of 15 and concludes at the age of 18. However, only a minority of students complete this stage, as dropout rates remain high.

The single public lycée in Mayotte cannot accommodate the full demand for vocational and technical training, contributing to a significant outflow of students to mainland France or Réunion for further studies. The state continues to build new schools and increase teacher recruitment under the Académie de Mayotte. Yet, challenges remain, such as overcrowded classrooms, a shortage of qualified teachers, and inconsistent school attendance.

Higher education opportunities in Mayotte are notably limited, with only one postsecondary institution operating on the island, the Centre Universitaire de Mayotte (CUFR). This institution offers a small selection of undergraduate programs and professional diplomas, mainly in general studies, education, and administrative sciences. Its goal is to provide foundational university-level education and reduce the need for students to migrate off-island for higher studies. However, its capacity and academic offerings remain narrow, and it cannot meet the full demand for specialized or advanced degrees.

Students seeking comprehensive academic programs or technical training at the Licence (Bachelor’s), Master’s, or Doctorat (Doctorate) levels typically relocate to mainland France or Réunion. This presents a significant socio-economic barrier for many families, particularly those with limited financial resources.

As a result, access to tertiary education is significantly stratified by socioeconomic status, rather than income. Children from wealthier households are more likely to pursue and complete university studies abroad, while those from disadvantaged backgrounds are often limited to primary or lower secondary education.

The Centre Universitaire de Mayotte operates under the authority of the French Ministry of Higher Education and is subject to national accreditation and curriculum standards. Admission generally requires successful completion of the baccalauréat and follows the standard French Parcoursup university application platform. While the CUFR does provide a pathway for local students to begin university studies without leaving the island, limited program offerings and academic support services make long-term academic success difficult.

Efforts are underway to expand the CUFR’s academic programs and partnerships, but for now, the island’s higher education infrastructure remains insufficient to support a robust knowledge economy or produce large numbers of professionally qualified graduates. This limitation continues to reinforce the cycle of educational underachievement and outward migration among Mayotte’s youth.