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.

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In the 3rd grade classroom at Ecole Patti, near Makalondi in Niger’s Tilaberri Region, four Fulani girls huddle around a single textbook. But they struggle to read the words. While it’s a given that learning outcomes are affected when students must share a textbook among four students, this is not a textbook issue - it is a language issue.
Credit: GPE/Kelley Lynch
There are 10 ethnic groups in Niger, with 10 different local languages. However, under Niger’s traditional primary school curriculum, students learn in French with teachers who only speak French, but not the local languages.
Credit: GPE/Kelley Lynch
Niger has one of the lowest literacy rates in the world. With the support of GPE, Niger’s Ministry of Education is piloting a new curriculum in 500 schools in three regions of the country, including Niamey, the capital. The new curriculum uses local language almost exclusively in the early grades and gradually introduces more and more French over students’ six years of primary school.
Credit: GPE/Kelley Lynch
Kadidia N’Diaye is a second grade teacher at Ecole Madina III, one of the pilot 500 schools in Niger. Kadidia has been a teacher for 19 years, and for all but the last two years she has taught using the traditional Francophone curriculum, “It was really hard to teach with the traditional system,” she says. “The new curriculum makes teaching much easier."
Credit: GPE/Kelley Lynch
The new curriculum and the textbooks that accompany it have also been made more relevant to the lives of the students who are using them: “Before, most of the situations presented in the textbooks were not something we would find in our own local environment,” says Kadidia. “But now the books feature things the children see every day like a markets or, like the lesson we are doing today, a blacksmith’s shop."
Credit: GPE/Kelley Lynch
A student practices vocabulary words from the blacksmith’s shop scenario in Kadidia N’Diaye’s second grade classroom. “Today I sold some stuff and customers came to buy things from me,” says student Faysel Sumeila, 7. “I learned the word for rake in Zarma, and shovel. I didn’t know those things, but today I learned them.”
Credit: GPE/Kelley Lynch
After practicing at the board with several students, the rest of the class practices writing words from the blacksmith’s shop example. "Because it’s relevant and it’s in the local language, it is much easier for the students to understand, and because of the training I received, I can use it to create situations like this to make learning fun,” Kadidia says.
Credit: GPE/Kelley Lynch
"It is easier for me as a teacher because I can easily pass on the learning to the students. And it is easier for the students because they receive everything in their own language. They can freely express themselves and understand what is being talked about. And for me, the biggest difference is that, right from the first grade the children can read—easily and flawlessly," Kadidia explains.
Credit: GPE/Kelley Lynch
The results are already impressive. Studies comparing student performance in traditional (Francophone) schools, Franco-Arabic schools and bilingual schools (where students learn in their mother tongue and French), found that bilingual schools ranked highest with French-speaking schools ranked last.
Credit: GPE/Kelley Lynch
Madina III Primary School Director, Namata Roukeyetou, has seen the benefits of the new curriculum first hand. “Since we started the reform two years ago, the students’ level of understanding has improved so much,” Ms. Roukeyetou says. “Students are more confident, more open minded, and they express themselves so much more fluently—even when they are speaking French."
Credit: GPE/Kelley Lynch
Development objective: Improve access to schooling, retention of students in school, and the quality of the teaching and learning environment at the basic education level
Allocation: US$84,200,000
Years: 2014-2019
Grant agent: World Bank
Disbursements: US$76,393,999

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.

Grants

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
2005-2008 8,000,000 8,000,000 World Bank  
2004-2005 5,000,000 5,000,000 World Bank  
Sector plan development 2018 482,007 - UNICEF  
2013 249,650 237,792 UNICEF  
Program development 2013 124,440 123,927 World Bank  
  TOTAL 105,571,833 97,271,454    

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.

No data to display

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 June 11, 2019