Education in Comoros

The education sector in Comoros is beset by the difficulties resulting from the incomplete process of decentralization begun in 2011. Persistent shortcomings may still be observed in the coordination, implementation and monitoring of national policies on education. These failures are attributable to the lack of clarity in defining and assigning the roles and responsibilities of each entity at the central level of the islands, as well as at the local level. 

The Government of the Union of Comoros has developed a Transitional Education Sector Plan (TEP) for the years 2017/18 to 2019/20.  The plan was validated by the Council of Ministers and endorsed by development partners, members of the local education group, in October 2017. 

The TEP covers the entire sector.  It proposes key strategies for developing the governance and management of the sector, as well as for improving system access and equity, quality and relevance. The plan has been developed on the basis of data from the CSR conducted in 2012, as well as from annual school data for the period 2013-2015 and from an institutional and performance analysis of the system conducted in 2016 with support from the Dakar Pole (UNESCO-IIPE).  

It is accompanied by a budgeted triennial action plan for the period 2018-2020 that was developed from a 2016-2026 simulation model and is aligned with a medium-term expenditure framework developed in collaboration with the Ministry of Finance.  It is also accompanied by a 2018-2020 policy letter and a macrofinancial framework note.

In Comoros, the local education group has been in place for several years and is co-chaired by the Secretary General of the Ministry of Education and the coordinating agency (Embassy of France since June 2016).  It meets each month and brings together representatives of the national authorities, from both central government and the islands, as well as the principal international and national partners (UNICEF, European Union, Maeecha (local NGO), AFD, World Bank, Teachers Union).

Blogs and news

School building. Mozambique. Credit: GPE/Arnaldo Langa
April 29, 2019
In the wake of the powerful Cyclone Kenneth that hit Comoros and Mozambique over the weekend, we extend our deepest sympathies to the families of those who lost their lives and to all who have...
Students readingat the Angthlork Reang Sey School in Cambodia. Credit: GPE/Livia Barton
May 23, 2018
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.
Young children gather to have breakfast at the Nkazi school in Moroni, Comoros. Credit: GPE/Aminata Maiga-Touré
August 31, 2017
The Global Partnership for Education Secretariat approved a US$200,000 grant for Comoros to develop a new education program.

Latest grant

A popular folk tale character is used to tell a story and better explain the lesson to the students. Comoros

CREDIT: GPE/Adrien Boucher
Development objective: Increase access and improve student retention through infrastructure rehabilitation, increased school accessibility for vulnerable and disabled children and reduction of repetition rates.
Allocation:US$2,300,000
Years:2018 - 2021
Grant agent:UNICEF
Disbursements:US$105,849

The Transitional Education Project for the Union of the Comoros (PTEUC), supported by a US$2.3 million GPE grant, combines country-wide interventions with innovative initiatives that have been tested on a sample of institutions (50 public primary schools located on the three islands and representing 15% of the total number of primary schools in the country), or in a geographic area (Moheli).

The project focuses on the primary education level and consists of the following components:

Component I. Governance and Oversight

  1. Capacity development in the area of governance on an experimental basis at the grassroots level across 50 project schools (targeting public schools only). The outcomes expected include an increase of 15 points in the average scores for French and mathematics achievement tests, a jump of 6 points in retention rates, and a reduction of 5 points in the repetition rate.
  2. Improvements in the use of school data at the national level through the provision of support for producing statistical yearbooks; and the development of a common culture in the area of oversight, by training actors at the grassroots level involved in the 50 pilot schools to use available statistical data to inform their decisions.
  3. Improvement of accounting management in the four financial affairs departments (of the Ministry and the three Commissions of the islands), and the development of oversight and monitoring of the TEP (organization of annual sector reviews) and of the GPE program (establishment of four focal points in the national administration offices).  Organization of a PASEC-type assessment in 2020, as a follow-up to that conducted in 2017 under the GPE program and also included here.

Grants

All amounts are in US dollars.

Grant type Years Allocations Disbursements Grant agent  
Program implementation 2018-2021 2,300,000 105,849 UNICEF
2013-2018 4,600,000 4,582,599 UNICEF Completion report
Sector plan development 2012 150,000 150,000 UNICEF
Program development 2017 200,000 UNICEF
2016 444,274 352,099 UNICEF
  TOTAL 7,694,274 5,190,547    

Education sector progress

The graphs below show overall progress in the education sector in Comoros. Download this PDF to view the country’s progress on 16 results framework indicators monitored by the GPE Secretariat.

Access

Primary completion rate (%)

Lower secondary completion rate

Out-of-school rate for children of primary school age

Out-of-school rate for adolescents of lower secondary school age

Pre-primary gross enrollment rate

Gender parity index for out-of-school rate – Primary and lower secondary

Public expenditure on education as share of GDP (%)

Students/trained teacher ratio

Teachers trained (%)

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.

Last updated April 04, 2019