Gross School Enrolment Rate. Gross Admission Rates Completion Rates 1st cycle 89.1 74.0 81.5 2nd cycle 63.9 46.0 54.8 1st cycle 80.1 69.2 74.6 2nd cycle 53.5 39.2 46.3 1st cycle 65.7 51.0 58.3 2nd cycle 43.0 29.1 36.0 2- NON FORMAL EDUCATION: 271. On the reform from 1962 to Dakar 2000 through Tehran in 1965, literacy has passed through many stages in its development in Mali: - From 1962 to 1967: the emphasis has been laid on literacy in the French language; - From 1967 to 1972: functional literacy is taught in national languages for the benefit of rural adults and workers in industrial units; - From 1972 to 1980: at the end of the PEMA, Mali opted for an implicit integration policy of the literacy component into the sectoral development programmes, mainly in the rural communities; - From 1980 to 1990: This period was marked by programme diversification and coverage of other sectors such as health; - From 1990 to date: This stage was characterised by the massive participation of civil society organisations (NGOs and National and International Associations) in literacy. This participation took the form of a reduction in interventions in all areas and the inclusion of new target groups. New structures came up and they include Development Education Centres (CED), Women’s Apprenticeship Centres (CAFE), and Vocational Training Centres (CFP), designed for neo-literates in the peri-urban communities. New programmes saw the light of the day: the National Agricultural Extension Programme (PNVA), the Support Programme for the Agricultural Sector and Farmers’ Organisations (PASAOP), which generally engaged in and implemented literacy activities. 272. Furthermore, Integration Education Centres (CEI) were established in Bénéna (CAP of Tominian). The aim of this Centre was to facilitate integration of burkinabè and Malian nationals through education. 56