School failure is a difficult experience for students and their families. The identified causes of such failures however vary. While some are related to the educational system, others are extrinsic and related to the family or society. This paper focuses on promoting the notion of equity in education since there is a close relationship between equality of opportunity and the reduction of school failure and drop-out. Oftentimes, students from disadvantaged social backgrounds have less access to teaching aids, which results to the highest rate of school failure. The results interpret two things: the impact of the integration of the ICT in education through the Ministry of National Education and Vocational Training and the use of teaching aids in the performance of students. Through the responses of students and teachers to the questionnaire, two main factors of school failure were distinguished. The first factor is specific to the school such as teaching and evaluation methods, the school climate, the content of the curricula taught, and the difficult relationship between teacher and student, while the second factor is identified outside the school such as the students' standard of living or the lack of support at home.

Pour obtenir le certificat d’études primaires, secondaires collégiales ou secondaires qualifiants l’élève doit passer un examen normalisé au niveau régional ou au niveau national, dans les différentes matières enseignées. Dans cet article, nous avons traité les notes de la matière science de la vie et de la terre de l’examen normalisé et de contrôle continu. Cette étude menée auprès de 267 enseignants de cette matière (SVT), répartis sur un nombre important des établissements (secondaire collégiale, secondaire qualifiant), vise à comparer entre les notes du contrôle continu et les notes de l’examen normalisé régional et national, réaliser un diagnostic et une analyse de la réalité des notes obtenues dans la matière de SVT au secondaire collégial ou qualifiant, et identifier les perceptions des enseignants ainsi que des élèves sur les notes obtenues. L’ensemble des résultats de cette recherche permet de déterminer le niveau de l’échec scolaire dans cette matière.   To obtain the primary school, junior high and high school certificate, the student must pass a standardized test at a regional or at a national level in the various taught subjects. In this article, we have covered the life science and earth science subject marks of both the standardized exam and continuous assessment. This study, conducted among 267 teachers of this subject (SVT), spreading over a large number of establishments (junior high school, secondary school), aims to compare the scores of the continuous assessment and the scores of the regional and national standardized examination, to achieve a diagnosis and analysis of the reality of the grades obtained in the SVT subject in college secondary or qualifying secondary, and to identify the perceptions of teachers of this subject as well as students on the obtained grades. All the results of this research allowed us to determine the level of failure in this subject.

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