Education in Central African Republic
Even before the 2013 political crisis, the education sector in the Central African Republic had faced challenges including:
- Access to education: The primary school net enrollment rate is 72%, but enrollment rates are very low in preprimary education (3%) and secondary school (7%)
- Lack of teachers (83 students per teacher on average in primary schools), particularly a lack of qualified teachers because of the high prevalence of parent-teachers (40% before the crisis), and non-trained teachers,
- A shortage of classrooms, schools, basic facilities and textbooks
- Quality is also a concern as the country has one of the highest repetition rates in the world.
Source: Annuaire statistique 2015/2016
In 2012, the primary gross enrollment rate had reached 95%, showing slow signs of improvement with regards to access to school.
In the aftermath of the 2013 political crisis, over one-third of schools were damaged in the CAR, which exacerbated the situation.
The government of the CAR has affirmed the importance of education and the country developed its transitional education sector plan for the period of 2015 to 2017 to restore the education sector to its pre-2013 situation. The Transition Plan focuses on three specific objectives:
- facilitate the transition between emergency activities and normal teaching conditions
- ensure that the primary and secondary education systems will be able to attain the level of results achieved before the 2013 crisis regarding access to school and quality
- restore the educational authorities’ capacities to develop long-term education perspectives and sector strategies.
In order to achieve these objectives, the plan outlines 6 priorities:
- Accompany the emergency activities.
- Resume a teacher recruitment, training, and deployment policy.
- Progress towards free primary education by piloting the coverage of parent-teachers’ salaries.
- Improve access to school by implementing catch up programs, providing textbooks to schools, resuming school construction and rehabilitation programs, and implementing various activities to benefit the most vulnerable populations.
- Restore institutional capacities, political and administrative, to ensure the governance of the education sector.
- Develop a new long-term sectoral plan.
All amounts are in US dollars.
|Grant type||Years||Allocations||Disbursements||Grant agent|
|Sector plan development||2014||14,350||9,559||UNICEF|
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Primary Gross Enrollment Rate (%)
Primary Completion Rate (%)
Lower Secondary Completion Rate (%)
Out-of-school Children Rate (%)
Public Expenditure on Education as Share of GDP (%)
Public Expenditure on Education as a Share of Public Expenditure (%)
Public Expenditure on Primary as a Share of Total Education Expenditure (%)
Teachers Trained (%)
GPE in Central African Republic
The GPE grant of US$15.5 million for 2014-2017 aims to:
- improve access to primary school for all school-aged children, with particular focus on vulnerable groups (girls, orphans, people living with HIV or AIDS…) and those of disadvantaged areas
- improve the quality of teaching and the learning outcomes of children
- reinstate the effective operation of the Ministry of Education’s most essential services and sector governance capacities through the following main activities:
- resume contract teachers recruitment
- experiment subsidies to communities for the payment of community teachers’ salaries, and providing training
- provide textbooks to reduce the student/textbook ratios
- reestablish basic governance by supporting the operating costs of priority services
- refurbish and build classrooms and separate latrines for boys and girls, and providing equipment
- respond to emergencies.
The ministry of education leads the program in partnership with UNICEF as the grant agent and coordinating agency.
In CAR, GPE played a unique role in promoting donor coordination through the creation of the first local education group, which in turn proved to be an important mechanism for planning when crises struck. It also helped to leverage additional financing aligned with the transitional education plan.
The latest GPE grant of US$15.5 million has contributed to the following results in the first year of implementation:
- 24 additional classrooms were built or rehabilitated and equipped,
- 12,000 French and math teacher’s guides were distributed received new teacher’s guides to improve instruction
- 5,000 school-in-a-box kits were distributed to students and teachers,
- 600 recreational kits were distributed to schools,
- Approximately 74% of schools in GPE target areas reopened and are functioning compared to 35% schools in the previous school year
- 600,000 literacy and math textbooks have been procured to decrease the ratio of pupils per textbook to two students per textbook
- 222,968 students benefitted from the distribution of teaching and learning materials in 600 schools,
- 350 new teachers were recruited and trained,
- 709 teaching parents were trained,
- The education management information system (EMIS) was restored and modernized,
- Statistical digest was produced after having been discontinued since 2012,
- 132 officers at the Ministry were trained on data collection.
Source: Partenariat Mondial pour l’Education – Rapport pour la période de janvier à décembre 2016