Éducation des jeunes filles et autodétermination au Tchad : le cas du Lycée féminin dans le 5e Arrondissement de la ville de N’Djamena.

Abstract

The present study entitled « education of young girls and self-determination in Chad: case of the female high school in the 5th district of the city of N’djamena », stems from the observation that most young Chadian girls struggle to self-determine. This study has set itself the main objective of analyzing the influence of the education of young girls on their selfdetermination. In order to understand the reasons, which hinder this self-determination, a general question was formulated as follows: In the context of globalization, does the education of young girls in the female high school in the 5th district of the city of N’djamena in Chad influence self-determination? The general hypothesis of this question is formulated as follows: In the context of globalization, the education of young girls in the female High School in the 5th district of the city of N’djamena in Chad influences their self-determination. After the operationalization of the hypothesis in general, there are three secondary hypotheses, namely: HS1: the quality of education for young girls influences their self-determination; HS2: the quality of young girls’ learning influences their self-determination; HS3: the quality the educational environment for young girls impacts their self-determination; To make our study explicit, we called upon three (3) theories, namely: the selfdetermination theory, the self-efficacy theory and the locus of control theory. Methodologically, the study was conducted on a sample of ninety (90) pupils, two (2) administrators and one (1) teacher all from the female high school in the 5th District of the city of N’djamena in Chad. The perspective of collecting several opinions of the speakers, the methodological approach adopted and operationalized relates to that including a mixed approach (qualitative and quantitative). Chapters show that a quality education for young girls plays a decisive role in their selfdetermination. However, some constraints make it difficult for these young girls to receive a quality education for self-determination. To overcome these constraints, and package relevant and coherent proposals for the sectoral dynamics of education have been addressed to the various and actors in the education of young girls.