Chad

Chad

Highlights

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Cabo Verde, Cambodia, Chad, Comoros and Somalia (Somaliland) are set to receive new grants from the Global Partnership for Education (GPE) totalling more than US$45 million.
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Education in Chad

The government of Chad has developed an interim education plan (Plan Intérimaire de l’Éducation au Tchad, PIET) for the period 2018-2020, which follows the SIPEA transitional education plan. The plan seeks to increase supply of education services, improve the quality of learning, ensure balance between financing and selected development ambitions, foster equity and reduce disparities, and make the management and governance in the education sector more effective.

The PIET outlines three priorities to develop the education sector in Chad:

Priority 1: Continue to deliver quality universal primary education by including the first years of secondary education to basic education and by reducing disparities with a focus on:

  • improving access to fundamental education by enrolling all 6 to 11 years-old children to a full six-year schooling, and facilitating access to the secondary cycle which will be equipped with well-trained teachers and infrastructures allocated equitably throughout the country
  • reducing gender, geographic and social disparities
  • developing literacy for a better integration of illiterate adults into socioeconomic development, with an emphasis on disadvantaged groups
  • developing diversified and adequately adjusted education services for out-of-school young people aged 9 to 14.

Priority 2: Improve the quality and relevance of learning at all levels by:

  • improving educational inputs, training of teachers, student supervision and education service supply for early childhood
  • reforming technical and vocational education to ensure that it meets the job market’s needs and facilitating the enrollment of young people to trainings that match their aspirations
  • strengthening the capacity of agencies in charge of supervision and monitoring.

Priority 3: Foster governance of the education sector by improving management, coordination and deconcentration by:

  • strengthening management capacity within the education sector by improving the quality and quantity of agencies in charge of statistical data
  • applying deconcentration progressively to financial, material and human resource management to help deconcentrated agencies in the education sector function better
  • strengthening partnership management at all levels.

Grants

All amounts are in US dollars.

Grant type Years Allocations Disbursements Grant agent
Program implementation 2018-2020 27,800,000 - UNICEF/UNESCO
2016-2017 6,955,170 6,016,886 UNICEF
2013-2017 40,140,000 39,035,209 UNICEF
2013-2017 7,060,000 6,933,935 UNESCO
Sector plan development 2016 250,000 - UNESCO
2014 106,000 - UNESCO
Program development 2016 199,605 - UNICEF
2014 143,213 129,820 UNICEF
  TOTAL 82,653,988 52,115,850  

Data

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.

Access

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 (%)

Teachers

Student/Trained teacher ratio

Teachers Trained (%)

GPE in Chad

Girls attend class in Chad. Credit: Educate a Child

Two GPE grants of US$40.1 million and US$7.06 million supported Chad's interim education strategic plan, as well as the development of a long-term 10-year education plan.

The four components supported by GPE funding were:

  1. Strengthen primary education supply and demand by building 1,300 classrooms and providing meals in almost 800 schools;
  2. Improve the quality of primary education by providing teaching and learning materials, and improve pre-service and in-service teacher training systems;
  3. Improve non-formal education and adult literacy programs;
  4. 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.

The Ministry of Education led this program in partnership with UNESCO and UNICEF as grant agents.

Source: Project document 2016 and Project document 2012

In 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 contributed 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 focused on:

  1. Building new classrooms and temporary learning spaces,
  2. Providing water and sanitation facilities, and hygiene kits for girls,
  3. Providing food subsidies or school meals, combined with micronutrients and deworming,
  4. Supporting awareness activities and trainings to foster civil society involvement,
  5. Providing learning and teaching materials for primary schools,
  6. Enhancing teachers’ performance,
  7. Improving school supervision and inspections,
  8. Facilitating the integration of displaced, returnee and refugee young people of 15-year-old and above,
  9. Contributing to the empowerment of young people aged 15 or above
  10. Facilitating the integration of unschooled children aged 9 to 14 by putting in place non-formal basic education program in Bol and Bagassola.

Source: Project document 2016

Results

The Projet de revitalisation de l’éducation de base du Tchad (PREBAT) has contributed to tangible progress in the education sector including:

  • 1,499 new classrooms were built and equipped with school furniture,
  • A guide to classroom maintenance for parent associations was updated and 570 members of maintenance committees received training,
  • 56 water points and 144 latrines were built,
  • 10,200 girls received school kits,
  • 30,792 girls received dry rations,
  • 448,326 children benefitted from school meals in 2014 and 2015,
  • An additional 49,606 students in the Sahel belt benefitted from the nutrition program,
  • 1,800,163 textbooks and 25,672 teacher’s guides were distributed,
  • 150,000 slates and 4,713 boards were distributed to the most vulnerable schools,
  • 228,837 booklets and guides were distributed to 1,317 literacy centers for adult education and literacy program,
  • 91.31% of participants to the adult education and literacy program successfully passed their final exam in 2017,
  • 6 new centers dedicated to non-formal basic education were built and equipped with latrines and water points, benefitting 746 participants of which 335 were girls,
  • 6,025 booklets and textbooks and 893 guides for levels 1 and 2 were distributed,
  • 17 community education workers were trained in the use of the new curricula, booklets and textbooks,
  • 437 supervisors and heads of sectors in charge of literacy and non-formal education were trained,

Source: Projet de Revitalisation de l’Education de Base du Tchad (PREBAT) – Rapport Final de la Mise en Œuvre pour la période du janvier 2013 au 30 juin 2017

In addition to the results achieved through the PREBAT, the accelerated funding for emergency and early recovery provided by GPE also contributed to the following results:

  • 66 classrooms and 58 learning centers have been built. These allowed 37,528 students (IDPs, refugees and from host communities) to attend school in better conditions,
  • 75 latrine blocks and 25 wells have been completed,
  • 11 multi-purpose sports grounds have been completed to promote social cohesion through physical activity,
  • 288 persons were trained in maintaining school infrastructures and textbooks,
  • 26,603 children benefitted from school meals in 93 schools,
  • 5,822 students received micronutrients and deworming supplements,
  • 22,000 hygiene kits were distributed to 1,964 girls in 176 schools,
  • 58,164 students received school kits, including school supplies and more than 28,000 textbooks for kindergartners,
  • Teachers received monthly payments through mobile phone banking starting in April 2017,
  • 58 teacher trainers received training, and in turn trained 1,117 teachers on psychososial support, peace education and social cohesion, and another 855 teachers on the use of textbooks,
  • Literacy activities for youth older than 15 have taken place, with among others the construction of 2 new literacy centers, a new curriculum in 3 languages and the production of teacher guides,
  • 2 non-formal education centers have been built benefiting 210 out-of-school children (9 to 14 years old).

Source: Etat d’exécution du projet d’urgence de l’éducation de base au Tchad (PUEBT). Juillet 2017

Last updated April 15, 2018