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Understanding the Key Determinants of Early Childhood Education in Chad (英语)

Chad had the lowest Human Capital Index (HCI) in the world in 2018 (0.29), and little progress has been achieved since then (0.30 in 2020). This weak performance is largely driven by poor quality of education: the total expected years of schooling was estimated at 5 years but represented only 2.6 years of learning when adjusted for quality. Learning poverty was estimated at 98 percent. The primary school completion rate was only reached 45 percent in 2020. These poor learning outcomes could be attributed to the low level of development of Early Childhood Education (ECE). In rural areas, children have limited access to ECE because only 20 percent of available services are in rural areas and because they belong to the poorest households. Out-of-school children live largely in households whose head has no education (70 percent). When parents do send their children to ECE services, there is a strong tendency to start late, at 5 years instead of at age 3.

详细

  • 作者

    Beram,Ngarsaim Espoir

  • 文件日期

    2021/08/23

  • 文件类型

    简介

  • 报告号

    163205

  • 卷号

    1

  • Total Volume(s)

    1

  • 国家

    世界,

  • 地区

    世界区域,

  • 发布日期

    2021/08/23

  • Disclosure Status

    Disclosed

  • 文件名称

    Understanding the Key Determinants of Early Childhood Education in Chad

  • 关键词

    education level; rural area; place of residence; out of school child; higher level of education; primary school completion rate; child's age; education development center; household living standard; lower primary class; senior education specialist; lack of investment; interactive audio instruction; expansion of access; discrimination in access; children in preschool; level of collaboration; children of ages; quality of education; years of schooling; higher education level; formal education system; education for all; household head; independent variable; household wealth; positive impact; poor household; wealth index; young age; community characteristic; only child; significant factor; data coverage; budget share; government budget; government use; primary curriculum; social spending; robustness analysis; community model; education spending; preschool curriculum; standard error; descriptive statistic; Childhood development; education statistic; university faculties; child education; comparative education; child labor; preschool child; communication plan; budget constraint; private supply; remedial class; lack resource; school performance; academic achievement; awareness messages; data capture; school attendance; sectoral plan; low education; financial constraint; private provider; children force; high school; supply management; young child

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