Education in Chad
The Transitional Education Plan (SIPEA) supports the development and launch of a ten-year program for the development of education and literacy (PDDEA). As a result, the SIPEA focuses on issues of immediate concern, including universal primary education, institutional capacity building, and organizational and pedagogical national structures.
Chad’s education system faces 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 and do not complete the primary education cycle, or they never enroll. There are also concerns of teacher shortages, teacher quality, classroom deficits, and 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
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 will benefit 8,500 children, both refugees and displaced in the region of Lake Chad, who will have access to school lunches and improved learning environments. The grant will also support:
- Construction of 86 permanent classrooms, 25 wells and 80 latrines;
- Funding of more than 60,000 textbooks and other school supplies for students and teachers;
- Provision of micronutrients and parasite treatment to students in the entire Lake Chad region;
- Provision of in-service training for 877 teachers and functional training for more than 1,000 youths.
The US$40.1 million and US$7.06 million grants 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
The implementation of the latest GPE-funded program began in mid-2013 and has already contributed to significant progress in Chad’s education sector, including:
- Delivery of school meals to 214,360 students in 2014.
- 221 classrooms and 30 latrines built by the end of 2014.
- Schools receiving nutrition support had higher retention rates for boys and girls than non-assisted schools. Retention rates for boys and girls in schools with nutrition support were 32% and 25% respectively, compared to 24% and 18% in other schools.
- Purchase and distribution of 1,651,672 textbooks, master guides, and student handbooks in 2014.
Source: Projet de revitalisation de l’éducation de base du Tchad –IIème Rapport Annuel Conjoint pour 2014