The Government of Niger, thanks to a US$88.4 million grant from GPE and support by the Swiss Cooperation and AFD, is piloting mother language education in order to improve learning outcomes.
Save the Children and the Regional Coordination Group on SDG4-Education 2030 published a new brief that reveals that 28 million girls in West and Central Africa have no access to education. The brief...
Photo of the week: 28-year-old English teacher, Rashida Ibrahim, is committed to contributing to the development of her country by providing education to her community.

Education in Niger

The government of Niger is focused on improving the long run performance of the education sector through launching several major reforms.

The education sector in Niger faces several challenges that negatively affect the sector’s progress. Universal primary education coverage and completion is hindered by a high population growth rate, low enrollment rate, and high dropout rate. Access and completion is worse among vulnerable groups including girls in rural areas, children in nomadic areas, and children with disabilities. Niger’s education sector is also affected by frequent weather shocks.

The education & training sector plan for 2014-2024 reaffirms the commitment of the government to making education and training a priority.

The plan outlines a series of priorities, including:

  1. Improve the quality of basic education by introducing mother tongue instruction in early grades, bettering pedagogical supervision, and increasing the supply of teaching and learning materials.
  2. Continue the recruitment of state-paid contract teachers and decrease reliance on civil service teachers.
  3. Establish a new recruitment and redeployment strategy to relocate teachers to rural areas.
  4. Develop incentive programs to increase girls’ enrollment and retention.
  5. Extend pre-school coverage through community structures and constructing classrooms, especially in rural areas.
  6. Implement a school construction program to adequately meet population pressures.
  7. Improve the learning environment through curricula revision, decreasing the pupil/teacher ratio, and producing contextualized materials.
  8. Create an environment conducive to improving the relevance of higher education to create skilled human capital through various programs involving teacher development, strengthening scientific research, and expanding higher education offers.
  9. Implement a literacy and non-formal education program to reach those who have never attended school or have dropped out.


All amounts are in US dollars.

Grant type Years Allocations Disbursements Grant agent
Program implementation 2014-2018 84,200,000 45,138,518 IBRD
2009-2012 7,515,736 7,515,736 IBRD
2005-2008 8,000,000 8,000,000 IBRD
2004-2005 5,000,000 5,000,000 IBRD
Sector plan development 2013 249,650 237,792 UNICEF
Program development 2013 124,440 123,927 IBRD
  TOTAL 105,089,826 66,015,973  


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 Niger

A school boy writes on a board in Niger. Credit: UNICEF/Giacomo Pirozzi

The current GPE program began in 2014 and focuses on improving access to schooling, retention, and quality of the teaching and learning environment at the basic education level.

The three components of the grant are:

  1. Increase equitable access to and retention in basic education by addressing both supply and demand-side constraints. This includes replacing or constructing classrooms, adding important school infrastructure, implementing school feeding programs, and incentives for girls' education.
  2. Improve the quality of teaching and learning in the two cycles of basic education by increasing the provision of teaching and learning materials, reviewing curriculum, providing pre-service and in-service teacher training, and improving learning outcomes in reading and math.
  3. Support efficient use of resources to improve access and quality by developing management and institutional capacity at all levels of the education system.

The ministry of national education leads the program with the World Bank as the grant agent. The European Union and UNICEF are the coordinating agencies.

Source: World Bank project appraisal document. July 2014


The current GPE grant has contributed to the following results:

  • Increase in the primary completion rate from 51% in 2014 to 78% in 2016,
  • 440 additionnal classrooms have been built or rehabilitated at the primary level,
  • Enrollments in primary education have increased from 2,166,268 in 2014 to 2,611,352 in 2016,
  • 43,345 students have benefitted from school feeding programs,
  • 700 girls are receiving grants to cover their living expenses while they attend lower secondary school away from home,
  • The curriculum for first cycle of primary school has been reviewed,
  • 2,642 contract teachers and 3,128 teacher trainers, inspectors and pedagogical advisers received training,
  • 4,756 school management committees were strengthened through the project,
  • 2 regular education sector reviews were held during project implementation.

Source: World Bank Implementation Status and Results Report – May 2017

Last updated January 26, 2017