517,493 in the 2014/2015 academic year, 526,947 in the 2015/2016 academic year and 555,810177in the 2016/2017 academic year. The number of teachers to supervise these pupils dropped from 10,686 (5,365 in rural areas) in 2015/2016 to 10,260 (5,077 in rural areas). 280- At the level of primary education, the number of schools stood at 18,135 in the 2013/2014 academic year (representing 5,465 in urban areas as against 12,670 in rural areas), 19,136 in the 2014/2015 academic year (representing 5,922 in urban areas as against 13,214 in rural areas), 19,711 in 2015/2016 academic year (representing 6,132 in urban areas and 13,579 in rural areas), 18,758 in the 2016/2017 academic year and 18,596 in the 2017/2018 academic year (representing 5,812 in urban areas as against 12,784 in rural areas) (Rec. 34). 281- The number of pupils on roll increased from 4,136,912 in the 2013/2014 academic year (representing 1,527,727 students in urban areas) to 4,369,988 in the 2014/2015 academic year (representing1,609,315 students in urban areas), 4,481,235 in the 2015/2016 academic year (representing 1,640,715 students in urban areas), then dropped to 4,346,811 in 2016/2017 academic year (representing 1,602,812 students in urban areas). 282- The staff strength in public primary education increased from 60,357 teachers in the 2013/2014 academic year (representing 19,712 teachers in urban areas) to 67,878 teachers in the 2014/2015 academic year (representing 20,802 teachers in urban areas), the decreased to 66,264 teachers in the 2015/2016 academic year (representing 20,016 teachers in urban areas), and 61,040 teachers in the 2016/2017178 academic year (representing 19,087 teachers in urban areas). 283- In addition to the gap between urban areas and rural areas, Priority Education Areas (PEA) that include East, North, Adamawa and Far North Regions benefited from the following special measures within the framework of the Project to Support Schooling in Priority Education Areas179: - curricula reform through development of new programmes based on competency approach; - enhancement of access to Basic Education, and school environment through the construction of school infrastructure in 40 schools, representing a total of 240 classrooms, 40 administrative structures, 40 houses for Head Teachers, 80 houses for teachers, 80 latrines, 40 security fences, 28 solar panels in 14 schools, 24 connections to the electricity network, 4 connections to drinking water network, and 32 boreholes with hand-operated pumps; - equipment of 40 schools referred to above with school furniture and office furniture including 7,200 2-seat benches, 240 chairs for teachers, 40 stools and 40 tables for Head Teachers, 40 chairs and 40 tables for the secretariat, and 160 reception chairs; - equipment of houses for Head Teachers with 40 7-seat lounge chairs, 40 4-seat worktables, 120 beds for 2 with mattress; - equipment of houses for teachers with 80 4-seat worktables and 160 beds for 2 with mattress; and - training of National Pedagogic Inspectors on the drawing up digital didactic resources. 2: Measures to support Economic Accessibility 284- As contained in previous Reports, public primary education was free in order to limit private financing by parents with insufficient financial capacity. In this regard, more attendant 177 Some 207,053 for the public nursery (103,468 girls and 103,583 boys) and 348,757 for the private nursery (174 401 girls and 174,356 boys). 178 The number of teachers estimated was 36 ,792 in private primary schools in 2016/2017 academic year as against 39,444 in 2015/2016 179 The areas in this action include Adamawa, Centre, East, Far North, Littoral, North; North West, South, and South West Regions. 53