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:
- 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.
- Continue the recruitment of state-paid contract teachers and decrease reliance on civil service teachers.
- Establish a new recruitment and redeployment strategy to relocate teachers to rural areas.
- Develop incentive programs to increase girls’ enrollment and retention.
- Extend pre-school coverage through community structures and constructing classrooms, especially in rural areas.
- Implement a school construction program to adequately meet population pressures.
- Improve the learning environment through curricula revision, decreasing the pupil/teacher ratio, and producing contextualized materials.
- 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.
- Implement a literacy and non-formal education program to reach those who have never attended school or have dropped out.
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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:
- 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.
- 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.
- 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.
All amounts are in US dollars.
|Grant type||Years||Allocations||Disbursements||Grant agent|
|Program implementation||2014-2019||84,200,000||76,393,999||World Bank||Progress report|
|2009-2012||7,515,736||7,515,736||World Bank||Completion report|
|Sector plan development||2018||482,007||-||UNICEF|
|Program development||2013||124,440||123,927||World Bank|
GPE has also provided the Coalition of Trade Union Associations and NGOs of the EFA Campaign in Niger (ASO-EPT) with a grant from the Civil Society Education Fund, to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.
Education sector progress
The graphs below show overall progress in the education sector in Niger, 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.