Based on an approach focusing on actors and in particular on educational trajectories, this paper analyses the effects of diversification of educational provision on inequalities in rural Mali. It shows that there are considerable gaps in the skills acquired by students, including within formal education. These gaps are perceived as illegitimate by education stakeholders. The skills developed though the familial apprenticeship--which is simultaneous with schooling--play a prominent role in workplace integration. At the same time, the skills acquired through schooling are put into practice for productive activities. Consequences of these results for education policies are also analyzed.