BRIEFING NOTE
Photo: A classroom in Adré, October 2023. NRC/Daria Wadsworth
November 2023
Education in Eastern Chad
Needs and Opportunities for Refugees and Host Communities
More than half a million people have crossed into Eastern Chad
in only six months, fleeing widespread violence in Darfur. Among
this population, over half of the refugees from Sudan are school-
aged children.
to 130 children observed per class in schools with
Background no water for drinking or hygiene purposes,
makeshift classrooms built from flimsy materials,
Chad hosts 52.7% of Sudanese refugees, including and staffed with an insufficient teaching workforce,
over 270,000 children (UNHCR, November 2023). there is no capacity for absorption of Sudanese
Among Sudanese, approximately 90% of school- children into existing schools or the extension of
aged children (6 to 17 years) have previously education to rural areas. Provision of basic services
attended school in Sudan (NRC Education Survey, in refugee camps is rudimentary and does not
October 2023). In Chad, younger children are cover needs for all. Currently, education services in
unable to continue engagement in basic education camps and informal settlements are almost non-
to solidify foundational literacy and numeracy, existent.
which would be immediately protective. For
adolescents and youth without support,
displacement could mean the end of their Systems Strengthening
education pathways without transition into Opportunities
meaningful, dignified income-generating activities,
representing a loss of capacity that could otherwise
Significant numbers of qualified, experienced
strengthen the resilience of refugee households
Sudanese teachers and education administrators
and contribute to local economies.
are present among the displaced population. With
no language barriers between Arabic-speaking
Both refugee and host community children and Sudanese refugees and the local Chadian host
youth are unable to realise their right to education communities, inclusion of these teachers in
and are missing the opportunity to develop education services targeting both refugee and host
foundational skills. Additionally, out-of-school community learners would immediately strengthen
children are highly vulnerable to economic local education systems. Further, establishing
exploitation, child marriage, early pregnancy, and protective, quality education services for children
recruitment into armed groups. In the department and youth in camps in rural areas would extend the
of Assoungha, where refugees are concentrated, provision of education to local learners and offer
local education services are already overstretched opportunities for improved social cohesion
and are only accessible in urban centres. With up between host communities and refugees.
Stretching to Breaking Point
The UN now estimates that one in every three • Parents and caregivers indicate that the
people in eastern Chad is a refugee. While host presence of stationery and textbooks and the
communities have been largely hospitable towards quality of teaching are the most important
displaced Sudanese, Chad ranks at the bottom of aspects of education.
most human development indicators and 1.9 • Many parents and caregivers cannot identify
million people in eastern Chad were already in measures they are taking to support children
need of humanitarian assistance. Acute to recover from trauma. Those who could
malnutrition in host communities is nearly 14%, a indicated storytelling as a critical activity.
rate almost parallel with recent arrivals, and across • Safe, social spaces for children and youth in
Chad fewer than one in two children have access the camps are limited. Most children and
to safe drinking water (UNICEF, 2023). young people are using outdoor spaces with no
protective barriers to play and socialise.
With no signs of improvement in Darfur, new • Around three in four households are open to
arrivals are continuing daily, and the refugee immediate integration with Chadian children in
population is expected to reach at least 600,000 schools and classrooms.
by the end of the year. Scarcity of resources is the
primary cause of community violence in Chad, with Access to safe, quality education is of key
access to services, economic resources, and land importance to learners, caregivers, and teachers.
During surveys, respondents shared that “there is
the key pressure points (OCHA, 2021).
no life without education” and that integrating
Chadian and Sudanese learners in classes
Education Key Figures together will “create the fabric of the new past.”
In October, NRC collected education data from
teachers and households in Metche Camp. Recommendations
• Qualified, experienced teachers and education
administrators are present among displaced Provide inclusive, quality basic education
Sudanese. 83% of identified teachers hold
for primary school-aged children to deliver
tertiary qualifications.
immediate protection and ensure
• Teachers indicated that building classrooms,
supplying stationery, and training teachers to
foundational development.
support children to recover from trauma are Provide flexible, relevant learning
the highest needs. opportunities for adolescents and youth
• Lack of schools is by far the primary access which include secondary-level education
barrier for education. Approximately 80% of
and skills-based training.
school-aged children in the camp will
immediately attend school if one is available. Integrate refugee and host community
• When out of school, children are vulnerable to learners in education services to ensure
theft and banditry, sexual abuse (especially for the right to education for all and build
girls), and kidnapping or recruitment into social cohesion between communities.
armed groups (especially for boys).
Contact
Pauline Ballaman, Country Director NRC Chad, [Link]@[Link]
Constantijn Wouters, NRC Global Lead Education, [Link]@[Link]
[Link]