Education in Chad
The Transitional Education Plan (SIPEA) 2013-2015, which was extended to cover 2017, focuses on issues of immediate concern, including universal primary education, institutional capacity building, and organizational and pedagogical national structures.
At the time of the development of SIPEA, Chad’s education system faced several challenges. While access to primary education has improved from 85% in 2002 to 110% in 2010 (gross enrollment rate), completion rates remain low. In 2011, 2 out of 3 children of a given cohort either enroll but do not complete the primary education cycle, or never enroll. There are also concerns of teacher shortages, low teacher quality, classroom deficits, and poor student achievement.
The SIPEA outlines 9 main priorities to develop the education sector in the short term:
- Deliver universal primary education.
- Reduce geographical, socioeconomic, and gender disparities to promote access to education services for the most disadvantaged and vulnerable children.
- Establish alert mechanisms for the timely management of emergencies in schools.
- Reduce education expenses to the community at the primary level.
- Establish a functional literacy strategy, involving all stakeholders and partners.
- Experiment with non-formal basic education services for school children aged 9-14 to integrate them in society.
- Improve the quality of learning.
- Establish standards, technical tools, and institutional mechanisms to streamline management and transform allocated resources into student learning.
- Improve the mobilization of public resources for the education sector.
The SIPEA also has specific objectives for primary education, literacy, and non-formal education:
- Establish conditions that will allow all children to complete six years of primary education in good conditions.
- Diversify and improve literacy provision, and the quality of literacy instruction and programs.
- Develop and improve the quality of the non-formal basic education system to serve as an alternative to the formal education system.
All amounts are in US dollars.
|Grant type||Years||Allocations||Disbursements||Grant agent|
|Sector plan development||2016||250,000||0||UNESCO|
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 Chad
Two GPE grants of US$40.1 million and US$7.06 million support Chad's short-term interim education strategic plan, as well as the development of a long-term 10-year education plan.
The four main components supported by GPE funding are:
- Strengthen primary education supply and demand by building 1,300 classrooms and providing meals in almost 800 schools;
- Improve the quality of primary education by providing teaching and learning materials, and improve pre-service and in-service teacher training systems;
- Improve non-formal education and adult literacy programs;
- Strengthen sector management by building capacity at the central and local levels to manage the education system and by developing a new ten-year education sector plan.
Source: Project document 2016 and Project document 2012
In early February 2016, a US$6.95 million grant under GPE's approach for accelerated funding for emergency and early recovery was approved, with UNICEF as grant agent.
The grant contributes to the efforts of the Government and the Education Cluster to enhance inclusive basic education in the Lake Chad region for the benefit of returnee, refugee, displaced and host community children and focuses on:
- Building new classrooms and temporary learning spaces,
- Providing water and sanitation facilities, and hygiene kits for girls,
- Providing food subsidies or school meals, combined with micronutrients and deworming,
- Supporting awareness activities and trainings to foster civil society involvement,
- Providing learning and teaching materials for primary schools,
- Enhancing teachers’ performance,
- Improving school supervision and inspections,
- Facilitating the integration of displaced, returnee and refugee young people of 15-year-old and above,
- Contributing to the empowerment of young people aged 15 or above
- Facilitating the integration of unschooled children aged 9 to 14 by putting in place non-formal basic education program in Bol and Bagassola.
The Projet de revitalisation de l’éducation de base du Tchad (PREBAT) has contributed to tangible progress in the education sector including:
- 552 classrooms were equipped,
- 15,000 students benefitted from school meals,
- 7,500 girls received school kits,
- 15,792 girls received dry rations,
- 557 new classrooms were built between 2013 and 2015,
- 20 latrines were built,
- 233,966 children benefitted from school meals and dry rations in 2015,
- 1,469,505 textbooks and 23,752 teacher’s guides were distributed in 2015.
The accelerated funding for emergency and early recovery has contributed to the following results:
- 15,000 children benefitted from school meals in 2015/2016,
- 22,000 hygiene kits are available,
- 450 packs of 100 micronutrients are available,
- 570 packs of 100 deworming are available (ready for distribution/have been acquired),
- 1,169 recreation kits are available,
- 61,000 textbooks and 2,700 teacher’s guides are being printed,
- 58 teacher trainers were trained and will train 877 teachers
Source: Suivi du projet PUEBT - Situation Novembre 2016