a3. Achievements Despite difficulties faced in education, Niger‟s education system has made some significant strides. Thus, the country agrees to the principle that education is the foundation of development. By adopting and implementing LOSEN and PDDE, Niger reaffirms its compliance with commitments made in the area of education. With regard to the development of the child, various programmes and policies implemented with the support of development partners have helped to improve the school enrolment rates, especially for girls. In 2005, the gross rate of primary enrolments stood at 62% for boys and 43% for young girls, corresponding to an average of 52%. UNICEF and other partners also provided support in the setting up and equipping of community alert centres. The infant development policy will soon be adopted. It previews the training of kindergarten educators and coordinators of community alert centres as well as skills development for a better management of preschoolers. In 1996, the Technical Unit for the Promotion of Girl Enrolments was set up under the Basic Education Sector Project (PROSEF). Also, the World Bank through PROSEF helped in the construction of 1,770 new classrooms, the rehabilitation of 1,500 others as well as the recruitment of 1,852 new teachers. Refresher courses were also organized for 1,401 already employed teachers. In 1999, a girl enrolments and women‟s literacy support programme was created as part of the Education/ADF (African Development Fund) Project. A memorandum of understanding was also signed between UNICEF and the Niger Traditional Rulers‟ Association (ACTN) aimed at sensitizing the public on the importance of enrolling girls in school. A research/action programme for girls‟ enrolment is under implementation. In 2002, a Department of Promotion of Enrolments and Training of Girls was created. It was responsible for coordinating all activities in the domain of education. The special Programme of the President of the Republic, initiated in 2001, contributed to the reinforcement of infrastructure. Thus, 3,595 new schools were created in 5 years. In private education, the number of schools increased from 120 in 2001 to 140 in 2002. The living conditions of pupils improved slightly. Thus, the number of schools with water points reached 60% while 4% of schools in nomadic zones were equipped with school canteens and 11.2% were equipped with latrines. Ten (10) community development centres were opened and offer training in agriculture, feed production, sewing, carpentry, secretariat services, leather processing and cooking. 33