Education in Comoros | Global Partnership for Education



In Comoros, 311,500 textbooks were distributed to primary schools during 2014-2016 thanks to the efforts of GPE and other partners.
Photo of the week: Ali Attoumani, Minister of Education of Comoros, and Pierre Ngom, UNICEF representative in Comoros, sit side by side on the first day of the education joint sector review in Moroni.
In February 2013, Comoros joined the Global Partnership for Education as its 55th developing country partner. Read the full interview with GPE Lead Education Specialist, Paul Coustère, here.

Education in Comoros

The government identifies education as a playing an important and decisive role in Comoros’ development. The educational strategies aim to improve peoples’ living conditions and livelihoods.

The Interim Education Sector Plan serves to drive efforts in the education sector before the development of a 5-year education sector plan.

There is a critical need to enhance sector dialogue between the Ministry and its partners and between the partners. This is key to the success of the partnership for education in the Comoros through consultation and dialogue at all levels and under the leadership of the Ministry of National education.

The objectives of the Interim Education Sector Plan fall within 7 intervention areas:

  1. Early childhood
    • Raising parental awareness and education about care for children ages 0-3.
    • Increasing and diversifying preschool opportunities.
    • Improving guides and manuals to shift from a three-year pre-school cycle to two.
  2. Primary school:
    • Expanding access through a construction and rehabilitation program and stimulating demand by distributing school kits and uniforms.
    • Expanding access to children with disabilities through awareness building, developing a handicapped database, and training teachers to support children in special education classrooms.
    • Improving teacher quality and learning outcomes quality through revising curricula, textbook and materials distribution, and providing training in assessment and remediation methods.
    • Developing and implementing a national learning assessment system to evaluate learning.
  3. Literacy:
    • Developing literacy policies, strategies, and procedures.
    • Developing curricula, textbooks, and materials for teachers and students involved in literacy services.
  4. Secondary school:
    • Developing textbooks, booklets, and guides in basic secondary disciplines.
    • Constructing and rehabilitating schools and classrooms to improve facilities and infrastructure.
    • Continuing to train teachers and principals.
  5. Technical and vocational education and training (TVET):
    • Developing legal and regulatory framework to guide the network of partners.
    • Expanding services to help children and youth who leave school to qualify for employment.
    • Fostering public-private partnership to ensure relevance of technical and vocational education and training.
  6. Higher education & scientific research:
    • Providing a structure to identify sectors and monitor graduates to facilitate matching between professionals and market needs.
    • Developing a national research policy, improving scientific and technical documentation, and organizing research conferences, seminars, symposia to serve as performance indicators.
  7. Sector management:
    • Strengthening educational management and governance through IT infrastructure and information systems for statistics, school mapping, and human resources.
    • Providing IT, statistics, planning, and economics of education trainings.

Source: Plan sectoriel de l'éducation 2013-2015. Comores


All amounts are in US dollars.

Grant type Years Allocations Disbursements Grant agent
Program implementation 2013-2017 4,600,000 3,006,835 UNICEF
Sector plan development 2012 150,000 150,000 UNICEF
Program development 2016 444,274 352,099 UNICEF
  TOTAL 5,194,274 3,508,934  


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 (%)

Domestic Financing

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 (%)


Student/Teacher Ratio

Teachers Trained (%)

GPE in Comoros

The GPE grant of US$4.6 million supports the implementation of the Interim Education Sector Plan. The program focuses on access, quality, and sector management.

The three components of the GPE program are:

  1. Increase access and improve student retention through:
    • infrastructure rehabilitation at the primary school level and school mapping
    • increasing school accessibility for vulnerable and disabled children
    • reducing the repetition rate.
  1. Improve education quality through:
    • purchasing schoolbooks and training materials
    • system management and standardized testing
    • strengthening inspections and pedagogical supervision.
  2. Strengthen sector management, monitoring, and evaluation through:
    • strengthening information and statistical systems
    • project planning, budgeting, monitoring, and evaluation.

The Ministry of Education leads the program in partnership with France as coordinating agency, and UNICEF as grant agent.

Source: Program document, 2016.


The GPE grant of US$4.6 million has contributed to increasing the quality of and access to education. These contributions and results include:

  • Primary school textbooks and pre-primary teaching and learning materials are being revised for alignment to the national competency-based curriculum.
  • 311,500 primary school textbooks are being provided to benefit all pupils across all primary schools in the country.
  • A primary-school improvement program, named “Ecole d’excellence”, is being piloted.
  • Nationally validated school construction norms and guidelines are available.
  • 52 classrooms, eight head-teachers’ offices and six latrines have been rehabilitated and 6 new classrooms and 2 latrines constructed.
  • The national school census has been carried out in 2013-2014 and 2014-2015.
  • A medium-term expenditure framework for the education sector is being established.
  • Primary-school repetition rates have decreased from 24% in 2013-2014 to 17% in 2014-2015.
  • The 6th grade entrance exam success rate has increased from 58% in 2012 to 80% in 2014 and 90% in 2015.

Source: UNICEF

Last updated June 26, 2017