The natural sciences textbooks used in CM1 and CM2 classes in the Comoros are currently the subject of vast controversy. Many clerics, members of civil society and parents have expressed dissatisfaction with some of the explicit images of human genitalia in these textbooks, as well as the teaching of reproduction. Their main concerns relate to the students’ age, culture and Islamic faith. In response to this controversy, the Ministry of Education issued a notice on October 6 suspending these lessons.
This decision to suspend these controversial chapters was announced by the Minister of Education after a meeting with education union representatives and a collective bringing together preachers and ulemas. The incriminated chapters are therefore temporarily set aside.
For religious people, their position is not against the teaching of human reproduction as such, but they believe that this should be reserved for middle school and not taught in primary school. Thus, they hope that during the next meetings on education, ulama, religious and parents of students will be able to participate actively in order to find a balance between the protection of children against diseases and sexually transmitted infections, while respecting the culture, the age of the students and their intellectual level.
However, even with this temporary suspension, criticism persists and some point the finger at Western donors. They believe it is inappropriate to see educational programs developed by Western countries imposed on the Comoros. Some educators go even further by suggesting banning or controlling access to smartphones and television programs, considered more harmful than classroom science lessons.
It is clear that this controversy over natural science textbooks raises important questions about the adaptation of educational programs to the specific cultures and beliefs of each country. It is essential to find a balance between health education and child protection, while respecting local values and traditions. This case should serve as a reflection to rethink the development of educational programs and promote a more inclusive approach adapted to each context.