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Chad - Basic Education Project (英语)

Project ratings show satisfactory outcomes, likely sustainability, and modest institutional development impacts. Project design and management lessons suggest it would have been preferable to include an institutional assessment, which would have helped in determining the dimensions of the project. Similarly, implementation of all components should be the responsibility of national agencies, to be supported only by need-base external technical assistance, rather than directly entrusting to external technical aid. It is recommended that a partnership between the State and the communities be implemented, to ensure that community teachers evolve professionally, but such partnership be based on the principle that the State would provide a supplemental compensation, to maintain strong accountability. Sector technical lessons point at the absence of structures within line ministries, responsible for the analysis/assessment of textbooks' content, a factor that led to an erroneous procurement of textbooks, whose content did not correspond to student levels, nor reflect the country's realities. Regarding the quality of teacher training, there is a strong need for better structured training programs, based on improved coordination between pre-service, and in-service training. Finally, it is reinforced that children beginning their education in their native language, have a higher success rate, however, the success of this experiment failed to impact a policy definition.


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  • 文件名称

    Chad - Basic Education Project

  • 关键词

    community teacher;Teachers;gesellschaft fur technische zusammenarbeit;quality at entry;human resource development strategy;girls' education;school textbook;quality of education;trainers of trainer;payment of salary;means of transportation;rural area;principal performance ratings;lack of ownership;national literacy plan;outputs by components;borrower performance;debt relief initiative;education of girl;assessing learning outcome;exchange rate;external technical assistance;primary enrollment rate;primary school teacher;support to parents;Exchange Rates;reallocation of resource;community school teacher;management and administration;number of classrooms;primary enrollment ratio;availability of fund;ratings of bank;education for all;maintenance and repair;teacher training strategy;development of textbook;enrollment of girl;delays in disbursement;construction of school;technical assistance service;number of teachers;sense of ownership;female enrollment rate;basic education curriculum;quality and efficiency;memorandum of agreement;exchange of information;involvement of communities;school infrastructure;national language;