How Comoros' Ministry of Education Works

The Union of the Comoros has a national Ministry of Education, whose official portfolio also covers teaching, scientific research, training and professional insertion. The ministry’s public site names Bacar Mvoulana as minister, originally appointed in 2024. He provides political direction, while education officials, island administrations, schools and the Office National des Examens et Concours (ONEC) handle different practical matters. A ministry decision about the curriculum, a pupil’s BEPC result and a University of the Comoros admission offer are not the same action.

The accurate post-reform schooling map is three years of pre-elementary learning, five elementary or primary years, four collège years and three lycée years. The education law revised in December 2020 and promulgated in January 2021 reclassified the earlier CP1 year into the pre-elementary stage, with the revised structure implemented from the reform period. Repeating an older six-year primary model without mentioning this change can mislead families comparing grades.

For 2026–27, education-calendar reporting on 7 August 2026 gave 1 September as the staff-return date and 7 September as the student start date. Official administrative decisions on examinations, school recognition and scholarships must be checked in their own year. The national legal intention of compulsory education from ages three to sixteen is different from proof that every child has a safe and accessible place. This guide explains the policy machinery and what a parent should verify at each step.

Comoros Ministry of Education at a glance

Reader question	Current authority or answer
Official ministry	Ministère de l’Éducation Nationale, with education, science, training and professional insertion responsibilities.
Minister shown on official site	Bacar Mvoulana, appointed in 2024.
Legal reform	Law 20-034/AU dated December 2020; promulgation by decree in January 2021.
Current stage model	Pre-elementary 3 years; elementary 5; collège 4; lycée 3.
Primary change	Former CP1 reclassified as pre-elementary under the revised structure.
Compulsory education	Law describes ages 3–16, subject to programme and implementation realities.
Collège qualification	BEPC, with session-specific national rules.
Lycée qualification	Baccalauréat, various approved series.
Formal examination body	ONEC, Office National des Examens et Concours.
2026–27 opening announcement	Teachers from 1 September, students from 7 September.
Geographical administration	Ngazidja, Ndzuani and Mwali with national and island-level delivery.
University application	University of the Comoros and its actual published entry requirements.
2026 scholarship example	Morocco scholarship pre-registration from 2 June 2026; rules apply to specified cohorts.

Quick reading guide

Who governs education and the 2020–21 reform
Pre-elementary, elementary, collège and lycée stages
BEPC, Baccalauréat and ONEC
2026–27 calendar, island administration and languages
University, skills programmes and scholarships
Worked examples, FAQ and official sources

1. The minister and the limits of the public government directory

The ministry’s official website names Bacar Mvoulana, appointed by presidential decree in 2024. The site does not automatically prove that every programme described on it is a newly enacted 2026 measure, because older events remain available in its news archive. Readers should identify the publication date and current rules before acting.

Political leadership can coordinate policy and intergovernmental partnerships; permanent officials, school administrations and examination offices provide operational continuity. An individual family’s incorrect BEPC subject record should normally be checked with the school or ONEC rather than an unsupported social-media account.

2. The full ministry portfolio goes beyond a classroom

The ministry’s title and public work encompass national education, teaching, research, training and professional insertion. These objectives span primary schools, collège, lycée, university cooperation and skills pathways. Yet each level has its own credentials and administrative processes; being part of one portfolio does not turn them into identical programmes.

An education system works through laws, curricula, facilities, teachers, assessments and recognition. A central ministry sets requirements and priorities, but a child’s school provides the lessons and keeps the student record. The outcome to monitor is what learners actually understand and can do.

3. The 2020–21 legal revision changed the grade map

The Comoros legal reform was adopted in December 2020 and promulgated in January 2021. It revised the education structure and made a significant change to early schooling: the former CP1 was moved into pre-elementary education. That matters when comparing old and modern reports or translating primary stages to a foreign system.

A parent should not interpret two reports bearing similar labels as proof of identical grade content across reforms. The receiving school may need to check the year completed, subjects actually taught and the child’s reading and numerical knowledge. The title of a stage is only the beginning of a placement decision.

4. Three years of pre-elementary education

The revised structure envisages three years of pre-elementary education. At this level, language development, play, early number sense and social learning are foundations for later study. A national framework can prescribe learning goals, but local staff and facilities determine what is actually available in a community.

A young child who has limited experience with formal classrooms may still recognise numbers and communicate well at home. Teachers should assess those capabilities rather than use an intimidating examination format. Parents can ask schools what the programme includes and how it supports children needing language or developmental assistance.

5. Five years of elementary school, not six

Under the revised model the elementary stage has five years, commonly described through a CP level followed by CE1, CE2, CM1 and CM2. Some older charts show six primary years because they count the pre-reform CP1 within primary. Using the wrong diagram can cause errors when advising a family about graduation or school transfers.

Elementary education needs coherent reading, arithmetic, elementary science and social learning. Teachers should make sure a pupil can apply mathematics to new situations rather than copy the same answer pattern. Grade transition depends on the current school programme and the actual child’s records.

6. The primary-to-collège transition

At the end of elementary education, pupils follow applicable completion and entry-to-sixième arrangements. The exact examination nomenclature, registration and placement instructions should come from the school and competent national or island education office. A generic ‘primary certificate’ label is insufficient for translating a formal award abroad.

A useful readiness check includes comprehension of a passage, fraction concepts, place value and explanation of an observation. If a child struggles, the school can identify missing prerequisites before collège begins. A single test outcome should not be treated as a complete psychological judgment.

7. Four years of collège and the BEPC

Collège commonly comprises four years. Pupils encounter more formal mathematics, languages, sciences and humanities, culminating in the Brevet d’Études du Premier Cycle, or BEPC, under the applicable examination arrangements. The BEPC is a different educational milestone from a later Baccalauréat.

Families should learn which subjects and examination session the pupil will enter and which results are necessary for the intended lycée programme. A student strong in practical science may still need help with formal French academic vocabulary. That should be diagnosed separately from conceptual knowledge.

8. Three years of lycée and the Baccalauréat

The upper secondary route comprises approximately three years culminating in the Baccalauréat. General, technical or professional series may have different subject combinations and practical requirements. A pupil interested in medicine or engineering needs to check current prerequisites rather than assume any Bac series automatically opens every course.

The Baccalauréat is an upper secondary qualification, not a university bachelor’s degree. A receiving institution may require an officially verified certificate, marks and translations. Admission remains a separate decision, even when the school credential is valid.

9. ONEC is the national examination authority

The Office National des Examens et Concours provides Comorian examination services, with an online portal at oneckm.com. Its role is technical and administrative, involving candidate information, sessions and results. It is not the student’s classroom teacher and cannot be replaced by a commercial result-checking website.

School staff help pupils prepare and often handle registration records. Families need correct names, age and grade information, the actual examination series and secure documentation. If a candidate record appears wrong, use official correction channels rather than publish identity documents online.

10. Why exam candidate data matter

National examinations depend on accurate candidate identity, subject entry, school affiliation and completed assessment records. An otherwise well-prepared learner can face unnecessary difficulty if administrative information does not match the official documents. That is why registration and confirmation are part of the education system, not minor paperwork.

Parents should keep original transcripts and official registration numbers, ask the school to verify each field, and follow the session-specific calendar. Exam authority rules may differ between BEPC and Baccalauréat or between general and technical options. Accurate records support future admission and recognition.

11. Different languages serve different roles

Shikomori and its varieties are important in everyday life, while French and Arabic also play significant roles in education and culture. Schools may differ in how languages are taught and used in subject instruction. A multilingual environment requires teaching methods that distinguish a child’s understanding from familiarity with a formal language.

A pupil might solve an equation when presented symbolically but struggle with a written French word problem. The teacher should test numerical understanding and vocabulary separately, then connect them. A language barrier is not an automatic lack of reasoning ability, and support must preserve ambitious learning goals.

12. Ngazidja, Ndzuani and Mwali are not interchangeable school settings

The Union of the Comoros comprises major inhabited islands including Ngazidja, Ndzuani and Mwali. National law provides a common framework, while geographical conditions affect transport, teacher deployment, examination logistics and school capacity. A national curriculum’s existence does not guarantee identical resources in every island community.

Families moving between islands should retain grades, current report cards and learning records. Ask the receiving school about availability and any administrative transfer procedure. The actual institution can advise on subject continuity more reliably than a general country diagram.

13. The 2026–27 school calendar and what it proves

Education reporting on 7 August 2026 described the ministry’s 2026–27 plan: teachers returning on 1 September, pupil classes beginning on 7 September and a three-term calendar. The report also referred to more regular evaluation. It should be cited with its date and source rather than presented as a permanent timetable.

A family planning the next academic year must obtain the new session’s official calendar. A school may communicate additional operational details, and assessment dates differ from the general start of lessons. A date reported in August is evidence of a plan, not proof that all children attended that day.

14. Continuous assessment and learning repair

Ministry discussions about more regular evaluation raise an important teaching question: what should be done when a pupil does not understand a concept? An effective approach uses short diagnostic tasks, specific explanations and further checks using different examples. Simply collecting more scores does not repair a knowledge gap.

In mathematics a student may confuse the denominator in fractions or misread a problem statement. In reading the issue might be decoding, vocabulary or inference. Teachers should identify the underlying cause before giving additional timed papers. Results become valuable when they change instruction.

15. The University of the Comoros and its own applications

The University of the Comoros maintains institutional admissions and programme information. The ministry can oversee higher education policy while the university sets academic programme requirements within applicable arrangements. A Bac result is relevant to eligibility but cannot automatically guarantee admission to every faculty or course.

Students should consult the current registration page, compare programme prerequisites and assemble original certificate and results documents. A foreign scholarship or degree has separate selection and recognition requirements. The right authority is the receiving institution, not an unofficial online adviser.

16. Morocco scholarships announced in June 2026

On 1 June 2026 the ministry published a scholarship pre-registration announcement for study in Morocco, opening the online process from 2 June. It outlined differentiated requirements for university, master’s, doctoral, medical and vocational routes and required official academic documentation. This is a concrete example of a ministry administering educational opportunity beyond local classrooms.

Some candidates could apply using 2025 Bac results, while the notice also described conditions for 2026 Bac candidates. Dates and criteria belonged to that specific scholarship call and should not be reused as a universal 2027 offer. Applicants need the current programme and must protect original documents.

17. Why official document authenticity matters

The 2026 Morocco scholarship notice required an authenticity certificate for the Baccalauréat issued through ONEC, alongside other records. This shows how a scholarship authority relies on examination services to verify qualifications. A school’s casual letter cannot always substitute for formal confirmation of a national award.

Families applying abroad should ask the destination institution which documents must be certified, translated or authenticated. An academic record is evidence of previous learning; a university admission decision is separate. Verification protects both the applicant and the receiving programme.

18. Skills and professional training are another educational track

The ministry’s wider remit includes vocational preparation and professional insertion. A technical-training programme may teach occupational competence through practical activities, modules or an external certificate. A short course and a school Baccalauréat cannot be assumed to hold equal academic status simply because both are taught in Comoros.

Before paying for a training programme, identify the awarding institution, required practical work, duration, recognition and the possible next qualification. A genuine skills route can be valuable without promising automatic university entry or employment. The student’s interests and strengths should guide the choice.

19. School buildings and basic infrastructure

The ministry’s 2024 news archive documented rehabilitation and expansion of Lycée de Fomboni. Physical facilities matter because reliable classrooms, water and learning equipment make attendance and practical teaching possible. However, a signed construction contract and a functioning classroom are different types of evidence.

When evaluating progress, check whether facilities were completed, staffed and used; whether pupil attendance improved; and whether teaching met the curriculum. A family should ask the actual school for current arrangements rather than interpret one building project as a nationwide programme.

20. Digital learning e-Shiyo and e-Msomo

UNICEF has described educational technology initiatives including e-Shiyo and e-Msomo in Comoros. Digital platforms may improve access to resources or support instruction, but availability, teacher preparation and internet connectivity can vary. A pilot or published product is not proof of universal uptake.

Parents can ask whether the school actually uses a platform, which subjects it serves, and how pupils receive feedback. Digital work should support understanding rather than encourage children to copy answers without explanation. Personal records should be protected and schools should follow applicable safeguarding guidance.

21. World Bank AIM4Learning programme

The World Bank’s AIM4Learning programme supports education-system improvement in Comoros through a wider focus on learning and reform. Its public materials describe financing and objectives, which should be separated from expenditure, completed services and measured pupil results. A project commitment is not an individual scholarship award.

Researchers should ask whether teacher support, materials and assessment improvements reached schools and whether learning was measured consistently. Families may benefit through better instruction, but cannot assume every child qualifies for any particular project assistance without checking the local programme.

22. Teacher preparation and professional support

Education quality depends on teachers who understand their subjects, can identify errors and have adequate resources. A central ministry can organise training and issue curriculum guidance, while schools must allocate time and provide consistent lessons. An island school may have different staffing or transport challenges from a school in Moroni.

A teacher’s participation in a workshop is a professional input, not proof of improvement for every student. Meaningful evaluation examines changes in teaching practice, pupil explanations and later independent work. Parents can ask what support exists when a pupil has missed a prerequisite.

23. School entry and compulsory attendance

The revised law describes compulsory education across the ages three to sixteen. This expresses a national policy ambition covering important early and basic schooling stages. Actual participation also depends on school places, distance, family circumstances, teacher availability and operating conditions.

A parent should check the exact legal text and the current school’s admission procedure instead of treating the age bracket as an automatic admission letter. Education policies become real through accessible services and timely information to families.

24. Girls’ learning and continued participation

Educational equity should be evaluated through enrolment, attendance, progression and qualifications for different learner groups. A national school diagram may show the same routes for everyone while some communities face barriers related to distance, costs or limited specialised provision.

When a child has interrupted schooling, educators should assess prior learning fairly and design a return plan. Lower expectations are not a substitute for accessible, high-quality teaching. Public reports should distinguish government commitments from real measured improvements.

25. Private, community and religious provision

Comorian families may encounter public, private and community-linked institutions with different ownership and programmes. The key questions concern current authorisation, curriculum, examination eligibility and recognised certificates. A centre that teaches extra Arabic or religious subjects does not necessarily award the same general-school qualification as an accredited lycée.

Before enrolling, request a description of the actual curriculum, languages of instruction, grade levels, fees and issuing institution. If the learner later transfers, the receiving school may require documentary verification and a subject-level assessment. Institutional names cannot settle all those questions.

26. Worked example: a pupil with a former CP1 record

A child moving schools has an older report labelled CP1. A relative interprets it as modern first-grade primary school. The revised education law, however, reclassified the former CP1 into the pre-elementary stage. The receiving school therefore needs the record’s year, actual subjects and observed learning rather than rely on the label alone.

A teacher can check decoding, oral comprehension, counting and early operations. This is not an exam-preparation exercise; it is evidence for suitable placement. The family should obtain a formal decision and preserve the prior report without relabelling it inaccurately.

27. Worked example: comparing fractions before collège

A pupil finishing elementary school thinks 2/3 is smaller than 3/5 because the numerator two is smaller than three. The teacher uses fifteenths: 2/3 = 10/15, 3/5 = 9/15, so 2/3 is greater. The learner explains why the same whole must be divided into equal-sized parts.

The teacher next compares equivalent portions of two equally sized containers. If the symbolic problem succeeds but the word problem fails, language or representation may need work. This is an original diagnostic example, not a claimed ONEC paper. It supports meaningful progression to collège.

28. Worked example: a BEPC student planning lycée

A lower-secondary student wants to enter an academic or technical lycée after BEPC. The family first checks the current ONEC examination results and the intended institution’s admission conditions. Then it compares the learner’s actual literacy, mathematical reasoning and subject interests with the chosen programme.

A student interested in science needs to be able to interpret measurement and explain concepts, not simply memorise formulae. If the pupil lacks a prerequisite, targeted teaching can improve readiness where admission rules permit. Formal school placement remains the institution’s decision.

29. Worked example: applying for an international scholarship

A Bac candidate sees the June 2026 Morocco scholarship announcement and assumes registration remains open indefinitely. The proper response is to check the current scholarship call, effective application window and eligibility level. The applicant prepares truthful examination records and the ONEC authenticity certificate if required.

A 2025 Bac holder, a current 2026 candidate and a master’s applicant may have different documentary rules. A third-party offer promising a scholarship without meeting those conditions should be treated cautiously. Published programme requirements, not informal advice, govern selection.

30. Four-week learning and administrative plan

Week one: identify the pupil’s stage, current curriculum and language of instruction, gather two pieces of authentic work and check any current ONEC or school notice. Week two: diagnose the most important reading and mathematics gaps and teach the missing principles explicitly.

Week three: practise the same ideas in changed contexts and invite the pupil to explain their reasoning independently. Week four: use fresh tasks to assess understanding and resolve administrative questions with the school. This does not promise a specific examination grade; it creates evidence of real progress.

31. How to evaluate the ministry’s 2026–27 actions

A ministry’s performance can be examined through five connected stages: published law, operational planning, adequate teachers and materials, actual student participation and measured learning. The 2026 school calendar, scholarship announcement, education technology stories and financing programmes occupy different points in that chain.

Researchers should record dates, affected islands, cohorts and the difference between budget commitments and outcomes. Families need concise accurate answers about the actual school and qualification, not claims that every national plan was fully implemented immediately.

32. Law, policy circular, admission and examination must be separated

The revised education law establishes formal aims and structure; a ministerial calendar tells schools when an academic cycle begins; an ONEC notice instructs examination candidates; a university application provides the conditions for a named course. These documents are not interchangeable. An older five- or six-year diagram may also use a different definition of primary.

When reporting school reform, state which kind of source supports the claim. A legal amendment may be in force while some local implementation is uneven. A ministry announcement of support for a new training course does not provide every pupil with automatic eligibility. Accuracy begins with that classification.

33. Learning in rural and island communities

Comoros’ islands include communities with varying access to roads, teachers, textbooks and specialised institutions. National policy may define consistent qualifications, while the availability of a science teacher or a complete lycée route differs in practice. A family choosing a school must examine real services, not only the country’s formal stages.

A school access audit can record whether classes are operating, subjects have qualified teachers, pupils can travel safely and assessment services are available. These factors affect achievement even when the syllabus is national. Strong public reporting does not infer learning from the mere existence of a school building.

34. Education research and policy reform discussions

Ministry archives include news of a June 2025 national education consultation involving higher education providers. That illustrates how curriculum and university policy can be discussed with institutions before any final change. Stakeholder participation can improve decisions, but a meeting is not equivalent to an enacted law.

A later ministry circular or official decision must confirm which proposals were adopted. Researchers should avoid presenting older consultations as a newly completed 2026 nationwide rollout. Families should use the version of the curriculum currently assigned to their child and request clarification when teaching materials conflict.

35. What an accurate national education statistic means

A statistic might count students enrolled, candidates registered, exam attendees, certificates issued or scholarships awarded. All can be valuable, but their denominators and dates are different. One result percentage should never be repurposed as a national enrolment or school-completion rate.

A ministry that evaluates education quality needs evidence of access, teacher availability and actual learning. If a test changes its difficulty or candidate population, year-to-year scores require careful interpretation. Parents should focus on the learner’s own skills and school documentation rather than extrapolate from one national number.

36. Special education and appropriate assessment

A child with disability or an additional learning need may require adapted materials, accessible classrooms or examination adjustments under current rules. A national legal promise has educational value when schools can implement appropriate support, safeguarding and fair opportunities to demonstrate the intended knowledge.

Parents should speak with the school and responsible education service before a high-stakes exam, not rely on verbal assurances at the last moment. The assessment authority can explain whether adjustments or documentation are required. A student’s learning potential cannot be inferred solely from a limitation in one assessment format.

37. Reading development in an early-years curriculum

A child can sound out a word without understanding a sentence or infer meaning from a familiar story only when it is read aloud. Those are different reading skills, and a good teacher tests them separately. The transition from pre-elementary to elementary education should build comprehension as well as recognition of letters.

Families can support short daily storytelling and ask children to explain what happened and why. A teacher can model finding evidence in a passage and later test understanding through a new text. This does more for long-term school readiness than copying many pages of the same vocabulary.

38. Mathematics understanding across the primary reform

With the reclassification of the first CP stage, curriculum continuity matters. Elementary teachers need to know what early number and measurement ideas children should bring from pre-elementary work. A change in the name or location of a grade cannot by itself guarantee that learners received the necessary teaching.

A teacher can check grouping tens and ones, addition, subtraction and explaining quantities using objects. When pupils progress, they need fraction reasoning and comparisons. Supporting these concepts early helps avoid compounding problems in collège algebra and science.

39. What a secondary school should tell parents before an exam

A credible school should be able to identify the pupil’s examination session, subjects, current specification, examination coordinator and procedure for checking candidate data. It should also explain whether school coursework or internal results have a formal role for the qualification involved.

Parents can keep a secure folder of registration confirmations and results. If any published schedule conflicts with a class announcement, the school should confirm the current official ONEC instruction. An unsupported social-media message about early results or guaranteed passes is not a reliable source.

40. Technical training and the risk of misleading equivalence

A family may compare a vocational technician course with academic upper secondary study. The first question is what exact credential the programme awards, what skills are assessed and which body recognises it. A course with a prestigious French title does not automatically have university degree status.

Practical work can be an excellent route to a skilled occupation when the provider and assessment are legitimate. The family should still ask about further study, required mathematics and language competence, workplace hours and costs. No education ministry overview can substitute for a receiving institution’s programme-specific decision.

41. Safeguarding and uninterrupted education

School safety and continuity affect the right to learn. A programme may have excellent paper qualifications but still struggle with unsafe buildings, long travel distances or classes cancelled through staffing gaps. Ministries and schools should identify and correct these barriers using evidence.

Parents can ask who is responsible for safeguarding, how absences are followed up, whether catch-up teaching is provided and how to report a serious concern. Teaching children to read and reason requires a safe environment in which they can attend consistently.

42. An honest interpretation of 2026 progress

By October 2026 the available evidence includes a ministry leadership profile, national law, a stated 2026–27 calendar, scholarship administration, university information and partner projects. That does not establish that every reform objective has been achieved. Government action and educational impact need different proof.

The most informative review describes the source of each claim and its limitations: law for a legal right, school for delivered services, exam office for certification and independent learning evidence for achievement. This is how a guide can remain optimistic and practical without inventing results.

Frequently asked questions

Who is the education minister listed on Comoros’ official site?

Bacar Mvoulana, described as appointed in 2024. Always confirm later changes from a current government order when needed.

Why do some references describe six primary years?

The 2020 law reform moved the earlier CP1 into the pre-elementary stage, resulting in a revised five-year elementary structure.

What is the current school-stage map?

Three years pre-elementary, five elementary, four collège and three lycée under the revised legal framework.

At what ages is education compulsory?

The revised law describes a three-to-sixteen range, though local access and implementation need independent verification.

What does BEPC stand for?

Brevet d’Études du Premier Cycle, associated with the completion of collège.

What is the Baccalauréat?

An upper-secondary qualification, distinct from a university bachelor’s degree or a diploma from a technical course.

Who publishes official examination information?

The Office National des Examens et Concours, ONEC, and competent school administrators.

When did pupils return for the 2026–27 year?

The ministry calendar reported in August specified 7 September for pupils and 1 September for staff.

Do all island schools follow identical daily schedules?

The national framework is shared, but actual local school operations, services and timetables should be checked directly.

What is the University of the Comoros’ role?

It provides tertiary programmes and decides admissions under its current regulations. The ministry’s wider portfolio does not guarantee any particular place.

What did the June 2026 Morocco notice offer?

A particular scholarship pre-registration opportunity with requirements for university and vocational applicants. Its old dates should not be reused for 2027.

Why is an ONEC authenticity certificate important?

Scholarship and receiving institutions may require formal verification of Bac results rather than only a school letter.

Are e-Shiyo and e-Msomo exam-awarding authorities?

They are described in educational technology initiatives and should not be assumed to issue all nationally recognised school certificates.

Does an international education project cover every child?

Not necessarily. Funded programmes have their own scope, delivery conditions and evaluation timelines.

How can multilingual learners receive fair support?

Teachers should distinguish academic subject understanding from difficulty with formal French or Arabic terminology and provide appropriate explanations.

What should a family preserve before transferring schools?

The child’s official reports, subjects, class and year completed, instructional language and any authorised examination or placement document.

Can a tutor guarantee a student will pass BEPC?

No. Genuine preparation uses the current syllabus and understanding; only the official exam body issues formal results.

What is the safest response to an apparent exam-record error?

Contact the school examination coordinator and the relevant ONEC service with private, authentic supporting documents.

How should a parent select extra support?

Identify a specific literacy or mathematics prerequisite, teach the principle, practise changed examples and check independent understanding.

Comoros education terms

Union des Comores: the Union of the Comoros.
Ministère de l’Éducation Nationale: national education ministry and associated wider portfolio.
ONEC: Office National des Examens et Concours.
Pre-elementary: three-year stage after the revised 2020 law, including former CP1.
Elementary: five primary years under the revised structure.
Collège: four-year lower secondary route.
Lycée: three-year upper secondary route.
BEPC: lower secondary examination credential.
BAC: Baccalauréat, upper secondary award.
Ngazidja: Grande Comore.
Ndzuani: Anjouan.
Mwali: Mohéli.
AIM4Learning: World Bank-supported learning improvement programme.
e-Shiyo / e-Msomo: education technology resources described by UNICEF.

Official and independent verification sources

Continue through eduKate Comoros guides

Independently researched and reviewed on 18 October 2026 using current ministry, national law, ONEC, UNICEF and World Bank information. The five-year primary structure reflects the post-2020 legal revision. Eligibility, student records, school calendars and qualification recognition require current individual confirmation.

How Ministry of Education for Comoros Works | Five-Year Primary, ONEC, BEPC and 2026–27 School Rules