From 2003 to 2012, the number of preschool centres has been multiplied by 4.07, from 13 256 to 53 920 children The gross enrolment rate which stagnated at around 3% a decade ago, has now reached 15.57%, that is to say, nearly 16% of children aged 36-59 months of school attend preschool level. The DCAT-II, however, reveals that this proportion is affected by significant inequalities. Indeed, in rural areas, only 6% of children against 23% in urban areas benefit from this type of education programme. In a department like the Kouilou this attendance rate is only 2.4%, compared to 21.6% in Brazzaville and 28.6% in Pointe-Noire. In addition, the proportion of children attending preschool education programme significantly increases with the level of maternal education and the level of household welfare: from 5% for children of illiterate mothers, the proportion rises to 43% when she has attended high school or more; in households with the poorest quintile, only 2% of children are attending preschool programmes against 47% in households with the richest quintile. Preschool education therefore remains to a large extent the domain of the affluent urban classes. This is due in part to the over-representation at this level of schooling, of the private sector, which accounts for 67% of the paid workforce. Nevertheless, it should be noted the significant efforts made by the State to increase its presence at this level: while public preschool centres recorded approximately 20% of the workforce by 2006, their share has now reached 33%, and with more than 20,000 children in school, they have already surpassed the 13,000 children set by the sectoral education strategy paper for 2020. More significant progress, particularly in rural areas where the development of pre-schools remains too slow, are possible only on the condition of involving, in addition to the state and the lucrative private sector, in accordance with the recommendations of sectoral education strategy paper, a third stakeholder, which are families and communities. At primary level According to the DSSE recommendations, primary education will help guarantee to all children, particularly girls and those in difficulty or ethnic minorities, the ability to access compulsory, free and quality education and complete the school cycle. More specifically, it will take measures related to strengthening community participation, particularly in expanding access. Among other types of intervention, it has planned to proceed with the construction and rehabilitation of classrooms, more efficient use of facilities and personnel, strengthening the education of children (especially girls) in poor areas. The primary education cycle was composed of 734,493 schoolchildren in 2012, an increase of 28% compared to 2003. Compared to those of 2005, all indicators of access and participation (with the notable exception of the retention rate) increased in 2012, which can allow being reasonably optimistic about the possibility of achieving the objective of the Millennium development on universal primary education (MDG 2). Table 27: Trend of indicators of access and participation in primary school from 2005 to 2012. TBS All 91 TBA Parity TA All Parity All TR Parity All Parity