Paper long abstract:

The Ivorian education system has two types of study paths: one formal and the other non-formal constituted by Islamic educational structures managed by religious or private actors. This communication describes reactions of these non-state actors to the response measures against the Covid-19 pandemic in Bouaké, a town located in the center of Côte d'Ivoire. Although nearly four hundred kilometers from Abidjan, where many cases of infection was registered, Bouaké has lived to the rhythm of information around Covid-19 crisis. It first saw panic seize its inhabitants, before experiencing the application of its social distancing measures, with the closure of schools, including Islamic educational structures. Confinement at home, which underpinned these emergency provisions, gave rise to the idea of distance learning. If the reopening of classes has caused concern for all schools, it is notable that these difficulties have been harshly felt in Islamic education structures where a dialogue has had to be initiated between official standards and practical standards to save the both the school year and the promoters of these schools of the consequences of Covid-19.

More descriptive than analytical, this communication takes place in Bouaké, known as a gateway of the introduction of medersas in Côte d'Ivoire. However, data collection extended to the city of Abidjan, the economic capital and headquarters of the majority of Islamic umbrella organizations. This collection of materials consisted of virtual participant observations of the practices of the actors involved in the promotion of Islamic schools relayed on social networks.