COVID-19 response
Allocation: US$7 million
Years: 2021-2022
Grant agent: World Bank
Key documents:
The US$7 million COVID-19 grant supports:
- Improved access to educational content through paper-based resources, mobile phones, radio, TV and online learning platforms
- Partnerships between EduTchad and Tigo, the mobile telephone company, to allow students to connect to the website for free
- Training teachers to prepare and deliver educational content through a multi-modal distance learning system
- A media campaign and community sensitization for returning to school, COVID-19 prevention measures and gender sensitization
- Safe school re-opening by installing water, sanitation and hygiene facilities
- Psychosocial support to teachers, students and parents.
In late March 2020, the UNICEF office in Chad received a GPE grant of US$70,000 to support the Ministry of Education in planning its response to the coronavirus (COVID-19) pandemic.
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.
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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:
- Improving access to primary education through:
- Infrastructure improvements (building more classrooms, latrines, water, etc.)
- Support to the contracting and subsidizing of teachers
- 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
- Improving access to and quality of literacy and non-formal education through:
- Literacy support
- Non-formal basic education support
- 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.
The program supported by US$10 million in GPE accelerated funding has four main objectives:
- Strengthen inclusive schooling, particularly for girls, in emergency areas
- Strengthen the quality of education for disadvantaged populations
- Develop capacities to care for illiterate populations and out-of-school youth
- Strengthen the system's steering and management capacities for education in emergency situations.
The program components include:
- Supporting the inclusive supply and demand for education in emergency and food insecure areas
- Supporting the basic training of community teachers and the development of sustainable solutions for qualification and certification
- Supporting implementation of the new Literacy and Non-Formal Education strategies, with priority given to education zones in emergency situations
- Strengthening the Education Management Information System to improve data quality, including in emergency situations.
Grants
All amounts are in US dollars.
| Grant type | Years | Allocations | Utilization | Grant agent | |
| COVID-19 | 2021-2022 | 7,000,000 | 0 | WB | |
|---|---|---|---|---|---|
| Accelerated funding | 2021-2023 | 10,000,000 | 1,492,243 | UNESCO | |
| 2016-2017 | 6,955,170 | 6,950,963 | UNICEF | Progress report | |
| Program implementation | 2018-2023 | 50,044,830 | 33,631,754 | UNESCO, UNICEF | |
| 2013-2017 | 7,029,066 | 7,029,066 | UNESCO | ||
| 2013-2017 | 40,140,000 | 40,044,367 | UNICEF | Completion report | |
| Sector plan development | 2020-2023 | 500,000 | 412,410 | WB | |
| 2016-2017 | 165,078 | 165,078 | UNESCO | ||
| Program development | 2018-2019 | 182,669 | 182,669 | UNICEF | |
| 2016-2018 | 199,605 | 199,605 | UNICEF | ||
| 2014 | 129,820 | 129,820 | UNICEF | ||
| 2014 | 106,000 | 106,000 | UNESCO | ||
| Total | 122,452,238 | 90,343,975 |