Togo Introduces Specialized Teaching in Primary Schools to Tackle Sixth Grade Transition Crisis
In a bold move to address persistent educational challenges, Togo’s Ministry of Primary and Secondary Education has announced a significant reform set to take effect at the start of the 2025–2026 academic year. Under the leadership of Minister Dodzi Kokoroko, the final two years of primary education—CM1 and CM2—will no longer be taught by a single generalist teacher. Instead, students will be instructed by two specialized educators: one focusing on language and literature, and the other on science and mathematics.
Addressing a Long-Standing Educational Challenge
The reform is a direct response to alarming data revealing high failure and repetition rates among students entering the sixth grade—the first year of secondary education in Togo. For years, educators and policymakers have observed that the transition from primary to secondary school is a major stumbling block for many young learners. The shift from a single-classroom, one-teacher structure to a multi-teacher, subject-based environment has proven overwhelming for numerous students.
Minister Kokoroko emphasized that the changes are designed to mirror the structure of secondary education, providing a smoother and more gradual adjustment for pupils. “We are introducing this system to better prepare our children academically and psychologically for the demands of collège,” he stated.
Why the Sixth Grade Poses Such a Challenge
Educational experts in Togo and across West Africa have long noted that the jump to sixth grade represents one of the most critical—and difficult—transitions in a student’s academic journey. In primary school, children benefit from the stability of a familiar classroom environment and a single teacher who knows their strengths and weaknesses intimately. Suddenly, in secondary school, they are faced with multiple instructors, stricter grading, heavier coursework, and the social pressures of a new school setting.
This “system shock” often leads to a sharp decline in academic performance, loss of self-confidence, and, in the worst cases, school dropout. Regional educational data supports these observations, particularly in rural and underserved areas where support systems are limited.
A Gradual Transition Through Specialization
By introducing subject-specialized teachers in the upper primary years, Togo’s education ministry aims to ease this transition. Students in CM1 and CM2 will become accustomed to switching between instructors and adapting to different teaching styles—a experience that closely resembles secondary school. This approach is expected to reduce anxiety, improve foundational knowledge in core subjects, and build student resilience.
Similar models have been successfully implemented in other francophone African countries, including Senegal and Côte d’Ivoire, where results have shown improved retention and performance in early secondary grades.
Part of a Broader Educational Strategy
This reform is not an isolated initiative. It fits within a broader series of adjustments the Togolese education ministry has rolled out in recent years. These include the phased introduction of English language instruction at the primary level, modernization of national curricula, teacher training programs, and investments in school infrastructure.
Such efforts reflect a growing recognition that foundational learning in primary school is critical to long-term academic success and national development. As Minister Kokoroko noted, “If we strengthen the base, the entire educational structure becomes more solid.”
What This Means for Teachers and Students
For teachers, the reform will require specialized training and possibly a reassignment of roles. Generalist teachers currently covering CM1 and CM2 may need to deepen their expertise in either literary or scientific disciplines. The ministry has assured that professional development programs will be made available to support educators through this transition.
For students, the benefits are anticipated to be both academic and psychological. With teachers focusing on their specific subject strengths, instruction quality is expected to rise. Moreover, students will enter sixth grade already familiar with a multi-teacher format, reducing the fear and confusion that often accompany this step.
Looking Ahead: Implementation and Expectations
As the 2025–2026 school year approaches, the ministry will be tasked with logistical planning, including classroom scheduling, teacher assignment, and monitoring mechanisms. Pilot programs may be launched in select regions before a nationwide rollout.
Parents and education advocates have largely welcomed the news, though some have expressed concerns about resource allocation and teacher readiness. The success of the reform will depend not only on structural changes but also on continued investment in training, materials, and community engagement.
If successful, Togo’s experiment could serve as a model for other nations grappling with similar educational transition challenges. It underscores a global shift toward more responsive, student-centered approaches that prioritize not just curriculum content, but the overall learning experience.
Conclusion: A Step Toward Educational Resilience
Togo’s decision to specialize teaching in the final years of primary school is a proactive—and promising—step toward reducing academic failure and supporting student well-being. By reimagining the structure of primary education, the country is investing in the success of its future generations. As one education specialist put it, “You don’t prepare a child for a marathon by having them sprint on the first day. You build their endurance gradually.” That’s exactly what this reform aims to do.
Credit: This article is based on reporting from Focus Infos. For more detailed coverage, readers are encouraged to consult the original source.