The children enjoyed attending the French school more than they did the Arabic school. The simple explanation of this was the fact that many of the children saw that going to the French School was a great hope and wonderful opportunity, which could lead to a superior and comfortable future. This is was to be the primary expectation from many parents.

The first generation of the children who attended the State Schools in a near by villages earned much love and respect from the Seleans (The inhabitants of Selea). The old and young generations realized a bright and promise future for the Village. The children enjoyed much of moral support and encouragement from the village community during academic period and all year around. Sadly and disappointingly, most of these beloved students actually did not manage to obtain the general certificate of secondary education known by the French educational system as Baccalaureate. It was seen as an intellectual step backwards for the future of the Village. Achieving the Baccalaureate was regarded as a form of competition between neighbouring villages. It was definitely, something to brag about and showing off. Many people would talk big on how many graduated Baccalaureate they have in their village. In fact it is stills the case in some villages, though most of us consider degrees, Masters and doctorates to be the qualifications to aim for.

During the French colonial time on the Islands, it was very hard for many students to obtain the Baccalaureate. Nevertheless, after the independent some students from the Village of Selea-Bambao succeeded in their general certificate of education. The Baccalaureate was the highest level in the educational system on the Island. This means that any student who managed to pass their Baccalaureate was given the opportunity to continue his or her university education abroad. However, this practice did not last very long after Comoros gained independence from the French.

When the first generation of students from Selea-bambao passed their certificate of higher education (Baccalaureate), members of the Village rejoiced side by side along with the children' relatives to celebrate the success . It was seen as most important achievement by the children, their families and the Village as a whole. A new light for the entire Village was about to be born.

It was an interesting time for many people in the Islands, particularly in the Villages of Selea-Bambao. Things were about to change in the entire country. Many people did not realize what was about to take place on the Islands.

A new regime led by new radical thinker called Ali Swalih, nicknamed (Mogozi,meaning a guide) came to power with a new regime and new leadership. Ali Swalih brought a new social order with some revolutionary ideas to the Islands. Members of the so called Comorian elite, the petit bourgeoisie and the aristocrats on the Islands never dreamt of such a regime before. They were absolutely mystified, confused and troubled by the rapid radical changes lead by Mongozi (Ali Swalih). The application of power, rules and regulation he introduced to the people were some how miss-implemented by his cliques. Perhaps the very simple explanation for the misapprehension of many Comorian on Ali’s practical ideas and measures could be the fact that the wide majority of Comorians, mainly the so called aristocrats, the petit bourgeoisie and members of the elite were not read to absorb such drastic measures and rapid changes.

The introduction of the new regime and its practical measures, rules and regulations began to be implemented mostly in every institution on the Islands. The educational system was the primary target for modification and the new regime decided to redesign it. They came up with a system, which of course would suite the new regime and its ideology. The new educational system, which came to existence was known as Alifube'. It was instituted in every town and village all over the Islands. Every citizen young and older was obliged to attend school to learn the Alifube’.

The educational system embarked a new rapidly change within all the Islands. All citizens from young to old were divided into set of groups according to age and gender. The process of teaching the Alifube’ progressively began. Schools were attended days and night all over the Islands. Any one who failed or neglect attendance to the teachings of the Alifube’ he or she would face a harsh sentence.

It was made obligatory for every citizen to obey the new leadership with its rules and regulations. In the educational point of view things began to change fundamentally in every educational institution in towns and villages. Many people were infallibly confused with the new regime and its ideology.

Most members of the Comorian elite, the petit bourgeoisie including the aristocrats disliked the regime along with its leader and followers. Three years later the regime collapsed and the country decided to take a U turn to the old regime. The educational system has once again become a subject of change. Many people were unquestionably cheerful and delightful with this new regime. Later on many students came to discover that the new educational system was based into favoritism and bias. A large numbers of children, who failed to reach their academic target marks, were dismissed from schools before completing their secondary education.

Later on after Ali Soillih's regime came to an end; many students from villages began to realize more about the importance of education. Many people in the Island also started thinking very deeply on Ali Swalih's ideas and new approaches towards education and social life.

All children from Selea loved going to the state schools so much. It was seen as something fashionable by many children. Many parents were very keen and enthusiastic to send their children to the state Schools, which were always taught in French. Parents also had a great hope and higher expectation on their children that one day they will succeed and enjoy a better life.

Nonetheless, few parents were not in favor of sending their children to the state School, simply because they felt that they are going to lose control over them. Also they had the impression that the children will be exposed to a non-welcomed influence, which would undermine the local norms, values and religion. This view, however, did not take a long time to transform after a few children from the Village managed t complete their secondary education and achieved their Baccalaureate (the general certificate of secondary education)

From this point on ward, every parent decided to send their children to the state School voluntarily. Sadly most of the children did not manage to finish their secondary education. This is not because they did not want to! Simply because the educational authority felt that they did not have enough resources to accommodate every student. Therefore, every student who failed to reach the target marks set up by the educational system was expelled from school without given a second chance to finish his or her secondary education. This rule was very unpopular among many children particularly those who come from villages, simply because they felt that it was applied unfairly and discriminately by those who were in authority at that time. It was pitiful for most of the children as many of them were devoted and lively to learn for the purpose of improving the condition of their lives. Students felt a sense of being failed by the educational system as it was under-funded by the government. The state, was unable to build new schools and also unable maintain the existing ones and provide further education for all children.

The majority of the children from villages were terribly failing in all subjects, while a large number of children from towns were succeeding in large numbers to their Baccalaureate.

Despite the dismissal of some children before completing their secondary education, the need to learn remains very central among the Village children and their parents too. The spirit of education remains very high and vibrating in many children from Selea with a high expectation from their parents.

For many villages, the students’ viewpoint on their dismissal from high school after failing to reach their academic target marks, is that it was indeed a failure on the educational authority. It was undeniably a big knock-out effect on the children’s life and development. This idea brought a significant change on the children perception in the educational system on the Islands. From this point onward the children dreams began to fade away. However, since the Village children did not give up education voluntarily, the need be educated remain our priority in every step we are taking. The children still want to continue learning and develop their educational standard. Unfortunately, some of those who fought harder and succeeded are faced with the lack of job opportunities on the Islands.

Presently, we have in the village of Selea a significant number of qualified students from different universities world wide, some of them with university degrees, high diplomas and other qualifications in different academic fields. The critical problems facing most of these qualified young people in Grande Comore in general is unemployment. Government is not able to provide employments for its young energetic people. Many graduated young males and females feel demoralised by this issue.

As far as education is concern in Selea-Bambao, there is still work to be done to improve the standard of education in the Village, particularly in the public School. It is the only institution, in which many parents who cannot afford to send their children to private schools can send their dearly loved children to get an educated.

Improving education in Selea is one of our main priorities among all our projects as we strongly believe that a community without education is a lost community.

We are hoping that every citizens of of Selea-Bambao will support us by his or her efforts and join us to combat illiteracy and the lack of education among the Village inhabitants.