Education in Chad
Chad's education sector has completed a transition period between the Interim Strategy for Education and Literacy (SIPEA), which was initially planned to run from 2013 to 2015 and was officially extended until the end of 2016, and Chad’s Interim Education Plan (PIET), which was validated in September 2017 to cover the period from 2018 to 2020.
There were proposals in 2016 to develop a ten-year plan covering the period from 2017 to 2026, but this objective was not fulfilled because the financial crisis was so severe that it was impossible to develop a viable funding model that was consistent with education data.
Instead, a new approach and a new transitional plan were adopted that place greater emphasis on the resilience of the education sector and other issues.
The local education group in Chad is chaired by the Secretary General of the Ministry of Education and the lead donor is Swiss Cooperation. The Group’s members include representatives of trade unions, civil society, donors, such as Agence Française du Développement (AFD), the Islamic Development Bank (IsDB), the World Bank, and United Nations bodies, including the World Food Program (WFP), UNICEF, UNESCO and UNHCR.
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The Project to Strengthen Education in Chad (PREAT), supported by a GPE grant of US$ 27.8 million, supports Chad’s Interim Education Plan that contributes to the government's efforts to preserve and broaden access to primary education, improve completion rates and increase literacy rates.
The program aims to strengthen basic education in Chad in the context of fragility that requires preservation of the education supply and support for strengthening the quality of education and management of the system. As was the case for the previous program, UNICEF and UNESCO were chosen to be the GPE grant agents after a transparent and inclusive selection process.
Component 1 aims to improve access to primary education by improving primary school infrastructure. Chad has some 40,000 classrooms, of which 23,247 (58%) have been built with non-durable materials (mud, straw, or open-air classrooms). Consequently, there is a huge need to improve and expand primary school infrastructure. The project will contribute to the construction of 180 classrooms in areas with the worst school infrastructure, equip 30 schools with water supplies, latrines, whiteboards, slates and teacher chairs in order to promote a more equitable distribution of resources, mitigate regional disparities and cope with climate risks and disasters more effectively. In addition, this component also has the objective of providing primary school teachers with employment contracts and subsidy payments in order to improve teachers’ credentials, relieve parents and communities of the excessive burden of funding education, and rationalize teacher management with a contractual and regulatory approach.
Component 2 aims to improve supervision and teaching conditions by providing reading, math and science textbooks, slates and teacher's guides for primary education. Grades 1 and 2 will receive two textbooks (reading and math) and Grades 3 to 6 will receive three textbooks (reading, math and science). Component 2 also seeks to improve continuing education for teachers and supervisors in the primary education sector through a continuing education plan, and improve the learning outcome assessment system by introducing a national learning outcome assessment system for the formal and non-formal education sectors.
The objective of Component 3 is to improve the availability and quality of non-formal literacy training and basic education by increasing access for adults aged 15 or older to literacy programs, developing quality education and empowerment and facilitating the social, educational and occupational reintegration of out-of-school children aged 9 to 14.
Component 4 aims to improve system management capacities by strengthening oversight and management capacities. This will be achieved by designing and implementing a training plan for key players at the Ministry of Education and by supporting the Interim Education Plan management and oversight structure and supporting the strategic departments involved in implementing the program. This component also has the objective of drafting and institutionalizing the school-zone map for basic education and for conceiving and implementing the school-zone map, modernizing and strengthening the EMIS and experimenting with its decentralization in ten regions.
All amounts are in US dollars.
|Grant type||Years||Allocations||Disbursements||Grant agent|
|Sector plan development||2016||250,000||-||UNESCO|
Education sector progress
The graphs below show overall progress in the education sector in Chad, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
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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.