Education in Chad

Chad’s Interim Education Plan (PIET) covering the 2018-2020 period, aims to improve the quality of learning and academic achievement (learning time, allocation of teachers, teaching methods, reduction of repetition at all levels) as well as the completion, regulation and alignment of the supply of education in vocational and technical training in relation to the job market.

The country planned to develop a ten-year sector strategy covering 2017–2026, but the financial crisis was so severe that it wasn’t possible to develop a viable financial framework consistent with education data. It is likely that the country will extend the PIET through the end of 2021. The financial crisis has continued with considerable disruption to provision of education services, particularly in rural areas.

The Chadian school system relies on three broad categories of teachers: civil servant, trained community teachers and untrained community teachers.

The sector faces many challenge including lack of funding, the unavailability of education data, rural/urban disparities in terms of access and quality of education, the influx of refugees fleeing conflicts in neighboring countries (CAR, Nigeria and Sudan), and the fragile situation in the Lake region, which has resulted in a significant number of internally displaced children.

To overcome these challenges, the government has put in place measures, including adopting a bilingual education policy (French and Arabic) in basic education; integrating the network of refugee camps schools in the national school system, EMIS and curriculum, to name a few.

Latest blogs and news

October 07, 2019
Cross-country exchanges to improve joint sector reviews
Madagascar’s education joint sector review (JSR) served as the opportunity for representatives from four GPE partner countries to meet and discuss how to improve or organize JSRs for the first time, as a...
June 20, 2019
What GPE does to support education for refugee children
June 20 is World Refugee Day. For the children who are trapped in the chaos of having to leave their homes and sometimes their families behind, being able to continue to receive an education is a normalizing...

Latest grant

Development objective: addressing the country’s main education challenges including social and gender equality, with a focus on the poorest regions with low enrollment rates for girls.
Allocation: US$22,200,000
Years: 2020-2023
Grant agent: UNICEF and UNESCO

In 2018, GPE supported the Project to Strengthen Education in Chad (PREAT) with a US$27.8 million grant. Its aim was to support Chad’s Interim Education Plan and contribute to the government's efforts to preserve and broaden access to primary education, improve completion rates and increase literacy rates.

Due to the persisting economic crisis the country is facing, GPE granted Chad an additional US$22.2 million.

The additional financing targets the existing components of the PREAT, approved in 2018 and thus addresses the country’s main education challenges including social and gender equality, with a focus on the poorest regions with low enrollment rates for girls.

About 96% of the additional financing increases the quantities and/or quality for activities in the approved program, and 4% of the financing is for new activities in existing subcomponents.

The main components of the program are:

  1. Improving access to primary education through:
    • Infrastructure improvements (building more classrooms, latrines, water, etc.)
    • Support to the contracting and subsidizing of teachers
  2. Improving the supervision and conditions of teaching through:
    • Textbook procurement and training on their use
    • Improvement of the in-service training for teachers and those supporting pedagogical improvements in the classroom
    • Improvement of the learning assessment system
  3. Improving access to and quality of literacy and non-formal education through:
    • Literacy support
    • Non-formal basic education support
  4. Strengthening education system management through:
    • Capacity building for improved sector coordination and management
    • Strengthening of the education management information system (EMIS)

The two grant agents, UNICEF and UNESCO, provide support as follows: UNICEF supports component I, while UNESCO supports components III and IV. For component II, UNICEF supports activities related to textbooks while UNESCO supports in-service teacher training and learning assessment work.

 

Grants

All amounts are in US dollars.

Grant type Years Allocations Disbursements Grant agent  
Program implementation 2020-2023 22,200,000 - UNICEF & UNESCO  
2018-2021 19,237,506 246,362 UNICEF  
2018-2021 8,607,324 2,439,485 UNESCO  
2016-2017 6,955,170 6,695,219 UNICEF Progress report
2013-2017 40,140,000 39,911,516 UNICEF Completion report
2013-2017 7,060,000 6,933,935 UNESCO  
Sector plan development 2016 250,000 - UNESCO  
2014 106,000 - UNESCO  
Program development 2018 182,669 - UNICEF  
2016 199,605 - UNICEF  
2014 143,213 129,820 UNICEF  
  TOTAL 105,081,487 56,356,288    

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.

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 February 27, 2020