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.
The Global Partnership for Education Secretariat approved a US$200,000 grant for Comoros to develop a new education program.

Education in Comoros

The government identifies education as playing an important and decisive role in Comoros’ political, economic and social development.

Progress has been made over the years to strengthen the education system and provide access to a quality education for all children in the country. However, despite increased access to all levels of education, many challenges remain to date, including high repetition and dropout rates at primary and secondary levels, poor learning outcomes, high levels of illiteracy, poor management of human resources and high dependency on foreign aid.

The Interim Education Sector Plan seeks to address these challenges and drives efforts in the education sector over the period 2013-2017. Its objectives fall within seven 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.
    • Building 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 youths who leave school to qualify for employment.
    • Fostering public-private partnership to ensure relevance of technical and vocational education and training to the job market needs.
  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 2013-2017. Comores


All amounts are in US dollars.

Grant type Years Allocations Disbursements Grant agent
Program implementation 2018-2020 2,300,000 - UNICEF
2013-2018 4,600,000 4,126,261 UNICEF
Sector plan development 2012 150,000 150,000 UNICEF
Program development 2016 444,274 352,099 UNICEF
  TOTAL 7,494,274 4,628,360  


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 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 (%)

Public expenditure on education as a share of public expenditure (%)

Students/trained 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 consist of:

  1. Increasing access and improve student retention through:
    • infrastructure rehabilitation at the primary school level and school mapping
    • increased school accessibility for vulnerable and disabled children
    • reduction of repetition rate.
  1. Improve education quality through:
    • Purchase of textbooks and training materials
    • System management and standardized testing
    • strengthening of inspections and pedagogical supervision.
  2. Reinforcing sector management, monitoring, and evaluation through:
    • Enhancement of 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 the following results in the education sector:

  • The repetition rate has decreased from 24.2% in 2014 to 16.5% in 2017,
  • The project numbers 121,517 direct beneficiaries, of which 48% are girls,
  • 58 classrooms have been rehabilitated,
  • More than 727 students with disabilities already enrolled in primary schools received appropriate support and more than 300 new enrollees have access to school,
  • 1,002 teachers from 334 schools, 57 education supervisors and heads of schools, and 30 health workers have been trained on how to best support students with disabilities,
  • Preschool textbooks and pedagogical tools have been adjusted and adopted,
  • 113,000 students received the newly adjusted early learning textbooks and 58,000 primary school students received math and French textbooks,
  • The offices of the National Education Inspection and the Department of Planning have been rehabilitated,
  • 4,403 teachers have been trained,
  • 23 types of pedagogical tools including textbooks and guides for early childhood and primary levels were developed,
  • 250 education supervisors and facilitators were trained,
  • Database on school ID number are available in all planning directorates of the commission in charge of education (CEAI).

Source : Rapport annuel sur l’état d’avancement de la mise en oeuvre : juillet 2016-juin 2017, UNICEF Comores

Last updated December 21, 2017