FORCED DISPLACEMENT AND EDUCATION: BUILDING THE EVIDENCE FOR WHAT WORKS CHAD CASE STUDY Andi Coombes | Yasmina Haddad | Hannah Ring FEBRUARY 2023 FORCED DISPLACEMENT AND EDUCATION: BUILDING THE EVIDENCE FOR WHAT WORKS CHAD CASE STUDY Andi Coombes | Yasmina Haddad | Hannah Ring © 2022 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW Washington DC 20433 202-473-1000 www.worldbank.org The World Bank does not guarantee the accuracy, completeness, or currency of the data included in this work and does not assume responsibility for any errors, omissions, or discrepancies in the information, or liability with respect to the use of or failure to use the information, methods, processes, or conclusions set forth. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Nothing herein shall constitute or be construed or considered to be a limitation upon or waiver of the privileges and immunities of The World Bank, all of which are specifically reserved. Rights and Permissions The material in this work is subject to copyright. Because The World Bank encourages dissemination of its knowledge, this work may be reproduced, in whole or in part, for noncommercial purposes as long as full attribution to this work is given. Any queries on rights and licenses, including subsidiary rights, should be addressed to World Bank Publications, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail: pubrights@worldbank.org. Cover design: Gimga Group TABLE OF CONTENTS Acknowledgements 1 Acronyms 1 EXECUTIVE SUMMARY 2 1. INTRODUCTION 5 2. BACKGROUND AND POLICY LANDSCAPE 6 3. STUDY DESIGN 11 3.1 Research Questions 11 3.2 Research Design 11 3.3 Limitations 15 4. RESULTS 16 4.1 Funding, Capacity, and Coordination of Government and Partners 16 4.2. Local-Level Experiences with Refugee and IDP Inclusion in Public, Private, and Community Schools 22 4.3 Resource Constraints Obstruct Potential for High-Quality Learning 25 5. CONCLUSIONS 30 6. RECOMMENDATIONS 32 ANNEXES Annex A. References 37 Annex B. Landscape of Education Coordination Systems and Structures in Chad 41 Annex C. UNHCR Map of Displaced Populations in Chad 43 Annex D. Data Collection Instruments 44 Annex E. Ethical Approval 62 EXHIBITS Exhibit 1. Breakdown of Types of Schools in Chad 7 Exhibit 2. Summary of Displaced Populations in Chad 8 Exhibit 3. Chad Refugee Education Strategy 2030 Objectives and Planned Results 9 Exhibit 4. Chad Case Study Design 11 Exhibit 5. Profiles of Sampled Provinces 12 Exhibit 6. School Sample Information 13 Exhibit 7. National-, Municipal-, and School-level Samples 14 Exhibit 8. Teacher Salary Contributions by Funder 20 Exhibit 9. Gross School Enrolment for Refugees 27 Exhibit 10. National Exam Pass Rates for All Students and Refugee Students 29 Exhibit 11. Findings, Conclusions, and Recommendations 32 ACKNOWLEDGEMENTS This work is part of the program “Building the Evidence on Protracted Forced Displacement: A Multi-Stakeholder Partnership’’. The program is funded by aid from the the UK Government, it is managed by the World Bank Group (WBG) and was established in partnership with the United Nations High Commissioner for Refugees (UNHCR). The scope of the program is to expand the global knowledge on forced displacement by funding quality research and disseminating results for the use of practitioners and policy makers. This work does not necessarily reflect the views of the UK Government, the WBG or UNHCR. This document is part of the Forced Displacement and Education: Building the Evidence for What Works series. We would like to thank Noah Yarrow, Peter Darvas, Paolo Verme, and Dina Abu-Ghaida from the World Bank for their guidance and contributions. We are grateful for the guidance and support provided by UNHCR, specifically Rebecca Telford and Cirenia Chavez Villegas, as well as Ciara Silke of the UK Government for her contributions. UNHCR in Chad, specifically Priscilla Gracinda Gomes. We are grateful for the efforts of our local data collection team, Jesuit Refugee Services, specifically Michel-Rene Bizoza. We would also like to thank the various stakeholders who provided valuable inputs to the Chad case study, such as the representatives from the Ministry of National Education, UNICEF, and the Education Cluster. ACRONYMS AIR American Institutes for Research AFD Agence Française de Développement BEF Brevet d’Etudes Fondamentales CAR Central African Republic CRT Red Cross Chad FGD Focus group discussion IDP Internally displaced person IGA Income-generating activity IOM International Organization for Migration JRS Jesuit Refugee Service KII Key informant interview LEG Local Education Group MENPC Ministry of National Education and Civic Promotion MOU Memorandum of Understanding NGOs Non-governmental organizations OCHA United Nations Office for the Coordination of Humanitarian Affairs PIET Plan Intérimaire de l’Education au Tchad [Chad Intermediate Education Plan] PSS Psychosocial support PTA Parent-teacher association REWG Refugee Education Working Group TVET Technical and vocational education and training UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR United Nations High Commissioner for Refugees UNICEF United Nations Children’s Fund CHAD CASE STUDY 1 EXECUTIVE SUMMARY Chad hosts 570,369 refugees, predominantly from This case study used key informant interviews and focus Sudan, the Central African Republic (CAR), Cameroon, group discussions with national-, provincial-, and school- and Nigeria (UNHCR, 2021a). Chad also has 406,573 level respondents in the Lac Province, N’Djamena, and IDPs residing in areas bordering Cameroon, Nigeria, Moyen-Chari provinces to explore barriers to inclusion and Niger, most of whom are in Lac Province (UNHCR, and to identify corresponding recommendations. 2021a). To address the educational needs of displaced populations in Chad, the Chadian National Education System coordinates with various bilateral partners, KEY FINDINGS including the World Bank and UN agencies. In addition, Despite the political will for inclusion of refugees in the United Nations High Commissioner for Refugees national education, there is a lack of funding and (UNHCR) leads the national Refugee Education functional systems for education in general. Chad Working Group in collaboration with Chad’s MENPC currently spends 2.37 percent of its GDP on education and the National Commission for the Reception (World Bank, n.d.), which is similar to most other low- and Reintegration of Refugees and Returnees with income countries in sub-Saharan Africa. Schools in collaboration from the United Nations Children’s Fund refugee hosting areas are officially recognized and (UNICEF); the United Nations Educational, Scientific integrated into the national system, including using the and Cultural Organization (UNESCO); the World Chadian curriculum, following ministry decisions, and Food Programme; and implementation support from having regular visits from local education authorities; international non-governmental organizations such as however, both monitoring and financing for education, the ACRA-CCS Foundation, Chadian Red Cross (CRT), including material, infrastructure, and staffing, and the Jesuit Refugee Service (JRS). Additionally, the is dependent on UNHCR, which complemented National Education Cluster, co-chaired by UNICEF government education expenditures in 2021 with and MENPC and co-facilitated by JRS, coordinates $8,030,987.76, or $97.80 per student for 92,891 education for internally displaced persons (IDPs) and refugee students. Because of the dire challenges with crisis-affected communities (Dewulf et al., 2020). funding and other basic resources for education even for host populations, quality of learning—including Refugees from CAR have been following the Chadian pedagogy, language, classroom practices, teacher curriculum since their arrival in the mid-2000s, and training, and differentiation—is secondary to the Chad began to include Sudanese refugee learners in fundamental challenges of access and resources for its national education system in 2014. The government displaced populations and host communities alike. started preparing this curriculum transition for Sudanese refugees in 2012, and refugee learners began taking Resource constraints severely limit educational Chadian national exams in 2015. Soon thereafter, in opportunities for learners in Chad, both those from accordance with the Interim Plan for Education in Chad refugee and host populations. The lack of physical 2018–2020, Chad officially integrated refugee camp infrastructure (classrooms) is a primary constraint, as schools into its national education system, making all is the lack of teachers and the government’s inability camp schools Chadian public schools. Furthermore, to consistently pay teacher salaries. Nontraditional in 2018, MENPC included refugees in its education education opportunities are limited despite the sector plan and in national education programs. Urban very real need for alternatives such as accelerated refugees and refugees living in host villages are also learning, intensive language courses, and technical allowed to attend public and private Chadian schools and vocational education and training (TVET). Access (UNHCR, 2020). Despite the education strategies to education declines sharply at the secondary level, adopted by MENPC, including Education Strategy where the enrollment rate for refugees is just 11% 2013–2016, Interim Plan for Education 2018–2020, (UNHCR, 2021c). Finally, while schools officially and Education Strategy 2030, there is still a mismatch follow the Chadian curriculum, refugees from non- between political will and the government’s financial Francophone countries (such as Nigeria) often struggle contribution to the inclusion of refugees. to adapt and learn. CHAD CASE STUDY | EXECUTIVE SUMMARY 2 RECOMMENDATIONS Given limited resources, international organizations should work through existing structures to Concerns about a lack of follow-through on the part of strengthen project- and location-based approaches the government point to the critical need to establish to administration and monitoring. Strengthening systems of educational delivery that flow from the administrative capacity support at the local levels could national level to the local level. Many stakeholders are also present opportunities for employment and income aware of the local needs; however, the government generation for Parent Teacher Associations (PTAs) and needs to establish systemic processes to meet them. other community members. Local administrators can For example, the government should change funding also work with non-governmental organizations (NGOs) policies to accept longer contracts and streamline to develop programs that enable group fundraising contract approvals. to maintain community schools. Due to the lack of consistent funding from the national government and Formalizing policies and corresponding processes for the inability of donors to indefinitely sustain funding, local-level implementation can also help strengthen community-based school funding is likely to remain administrative processes (e.g., enrollment, grade an ongoing approach at some schools. Therefore, placement, needs assessment, pedagogical trainings) training communities in group fundraising, such as in institutions, thus reducing the administrative burden a co-op model, could be an avenue to help allocate on school directors and teachers. teacher salaries, keep schools functioning, and enable Donors and government respondents alike recognized women to believe they are generating income that can the inability to sustain a system almost exclusively funded contribute to their children’s education. Furthermore, by donors. Thus, international organizations should women’s groups have been shown to have positive start earmarking funding as part of every program for in- effects on women’s economic, political, and social service capacity building for employees at the national empowerment (Brody et al., 2015). and local levels to gain an understanding of approaches At the local level, teachers, school directors, local to provincial and school administration and monitoring. and provincial administrators, and respondents from Such training and guidance in all programming could international institutions agreed that MENPC ought to help gradually transition responsibility for funding and follow through on its commitment to deploy teachers systems building to the government. to rural areas and to pay them consistently and on In addition, a focus on how education can increase time. To help with this challenge, it may be useful to economic activity may help the ministries of finance hire and train teachers from displaced populations, at and economy allocate more funding to education. least as classroom aides to help manage overcrowded Stakeholders discussed conceptualizing education classrooms, and to help shift the financial burden from for displaced populations in terms of Chad’s UNHCR to the government. Untrained personnel could economic future. MENPC could prioritize cross-sector also be trained in engaging younger children in play- collaboration with the Ministry of Finance and the based activities. Ministry of Economy to prioritize funding for education. In the meantime, aid to refugees, IDPs, or host community members should include sensitization on the rationale for targeting. CHAD CASE STUDY | EXECUTIVE SUMMARY 3 International organizations should introduce inclusion- that increase the likelihood of employment. In addition related guidance and psychosocial supports (PSS) in to employing these two approaches, which have been ongoing training for teachers. Teachers requested effective in many contexts (Burde et al., Forthcoming), guidance on supporting students and suggested that these same actors should provide training for current use of PSS could help them better individualize student teachers on play-based activities that encourage learning. However, dedicated personnel to lead these creativity (e.g., Chowdhury et al., 2016; National activities could help reduce the burden on teachers Scientific Council on the Developing Child, 2018; and school directors who are already stretched thin. Rutishauser et al., 2014). Normalizing the presence of skilled PSS professionals at schools likely would contribute to increased student Lastly, language of instruction is a particular obstacle safety and academic success. in the Lac region, where fewer refugees speak French and have greater difficulty adapting to the In conjunction with working on a process to enhance Chadian curriculum. To address this issue, MENPC or systemic delivery of education, the government and donors should consider providing catch-up language international organizations should work together classes to facilitate better inclusion of refugees in to ensure that displaced students have access to Chadian schools. accelerated learning programs and training programs CHAD CASE STUDY | EXECUTIVE SUMMARY 4 1. INTRODUCTION The World Bank contracted the American Institutes for The World Bank, the United Nations High Commissioner Research® (AIR®) to carry out the Forced Displacement for Refugees (UNHCR), and AIR selected Chad for one and Education study on the implementation, impact, of the case studies.1 This report presents the results costs, and cost-effectiveness of education interventions from the qualitative analysis. In Section 2, we present for forcibly displaced populations and host an overview of Chad’s education sector and policy communities. In Phase I, AIR systematically gathered, environment for migrant and refugee education. In collated, and synthesized evidence on what works to Section 3, we describe the study design. In Section support education for forcibly displaced populations 4, we present detailed study results. In Section 5, we and to include them in national education systems. In discuss the conclusions of the study. Finally, in Section Phase II, AIR conducted in-depth comparative case 6, we discuss the national and local policy implications. studies to examine the key institutional, political, and sociocultural factors affecting the inclusion of displaced populations, including refugees and internally displaced persons (IDPs), in national education systems, as well as analyses to examine the costs of these policies. 1 C  ountries were selected for case studies based on criteria that include variation in geography, policy environment, and capacity to build cases that account for factors for success and barriers to success when including refugee populations in national education systems, degree of investment, and interest from the international community, among others. The list of countries was then finalized through recommendations by the World Bank and UNHCR. CHAD CASE STUDY | INTRODUCTION 5 2. BACKGROUND AND POLICY LANDSCAPE Upon its independence from France in 1960, Chad 2021). Furthermore, a recent OCHA report considered descended into a civil war that lasted nearly 30 years several vulnerabilities related to forced population (Grove, 2021). Since the end of this war, the country has displacement and multisectoral indicators, such as continued to experience conflict within and around its infant mortality, low immunization coverage, severe borders—including with neighboring Sudan in the early food insecurity, and access to safe drinking water and 2000s and then again with the Boko Haram in Nigeria. sanitation and concluded that the Lac and Moyen- These ongoing conflicts have yielded a constant Chari provinces are at the level of catastrophic severity influx of refugees—as well as Chadian returnees from and that N’Djamena is experiencing extreme severity the Central African Republic (CAR) —in addition to (OCHA, 2021). IDPs migrating within Chad to avoid conflict. Most recently, after an unsuccessful presidential election Chad guaranteed education for all children ages 6 to in 2021, the military staged a coup and named their 16 in 2006 with the passage of Law No. 016/PR/2006 current president. (République du Tchad, 2021). The Ministry of National Education and Civics Promotion (MENPC)2, the Ministry The constant conflict in Chad has negatively affected of Higher Education, Research, and Innovation (MESRI), its economy, as is illustrated by the fact that Chad is and the Ministry of Vocational Training and Small Trades ranked 187 out of 189 on the Human Development (MFPPM) are jointly in charge of education in Chad. Index (United Nations Development Programme Additionally, the Local Education Group (LEG), led by the [UNDP], 2020). Chad’s GDP per capita ($659.27 as of MENPC and the Agence Française de Développement 2020) has been in continuous decline since 2014 (World (AFD), supports all education initiatives in Chad for Bank, 2020, OECD 2019), partly because of events national students. Instruction in Chad is French and such as an oil crisis from 2014-2018 and the COVID-19 Arabic, the two national languages (République du pandemic (République du Tchad, 2019). In 2019, Tchad, 2021). The government officially funds public government revenues were only 13.3% of GDP. The schools, while students and their families fund private situation is further compounded by a lack of income- and community schools; however, students and their generating activities (IGAs) for displaced populations families tend to support all schools. For example, in (Oginni et al., 2020) and extreme vulnerabilities, such 2016, Parent Teacher Associations (PTAs) contributed as food insecurity. As of 2020, more than 1 million $3.5 million to primary schools, which is five times more people in Chad were severely food insecure, and 3 total contributions than the government, and 12 times million were at risk of becoming severely food insecure, more than non-governmental organizations (NGOs; a situation exacerbated by armed conflicts that République du Tchad, 2017b). Exhibit 1 presents frequently displace communities (United Nations Office information by type of school in Chad. for the Coordination of Humanitarian Affairs [OCHA], 2 MENPC is the main agency in charge of primary school.  CHAD CASE STUDY | BACKGROUND AND POLICY LANDSCAPE 6 EXHIBIT 1. BREAKDOWN OF TYPES OF SCHOOLS IN CHAD Type of Number of Percentage Teacher Student Schools Schools of Schools Funding Streams Fees? Public 5,271 44.5% Civil servant teachers in public schools are paid No Schools by the government Private 1,882 15.9% Private school teachers are paid by Yes Schools the schools Community 4,676 39.5% Community teachers are paid by the schools Yes Schools Source : MENPC (2021). Annuaire Statistique Scolaire 2020/2021. Chad’s education system is directly affected by also has 406,573 IDPs, amounting to 2.5% of Chad’s political and economic instability; there is a low level population (UNHCR, 2021a). Sudanese refugees live of school infrastructure, a low proportion of schools in refugee camps on Chad’s eastern border, whereas with an incentive system for well-performing students, Nigerian refugees live predominantly in the Lac region, and a low proportion of students reading at home and refugees from CAR live predominantly in the (Programme d’Analyse des Systèmes Educatifs de la southern regions of Moyen-Chari, Salamat, Mandoul, CONFEMEN [PASEC], 2019). In fact, 77.8% of Chadian and Logon Oriental3 (UNHCR, 2021b). While most students do not have the language competencies of the refugees in Chad live in encampments run by to be comprehend a simple passage at the end of UNHCR, around 7,000 CAR refugees live in the capital primary school (PASEC, 2019). Students in Chad also city, N’Djamena. Chad also has 406,573 IDPs residing struggle with mathematics, with nearly 90% unable in areas that border Cameroon, Nigeria, and Niger, to do simple math problems by the end of primary most of whom are in the Lac Province (UNHCR, 2021a). school (PASEC, 2019). There are also major educational Displacement is due to non-state armed groups who disparities between regions, such as between the have conducted insurgency in the Lake Chad Basin city of N’Djamena and the southern regions and the since 2015 (International Organization for Migration northern regions, where grade 1 admission rates are [IOM], 2021b). An IOM return intentions survey (2021a) below 40% (République du Tchad, 2021). Primary showed that 91% of IDPs interviewed do not intend school completion is below 20% in 9 provinces, and to leave their current location because they feel more peaks at 92.4% in the city of N’Djamena (République du secure than in their place of origin. Chad also has a Tchad, 2021). population of returnees in the south who initially left to CAR as refugees due to political instabilities in Chad Chad is home to a large population of individuals and have since returned due to the political instability who have been forcibly displaced. Chad hosts in CAR. Exhibit 2 presents a high-level overview of the approximately 570,369 refugees predominantly from refugees and IDPs in Chad, including country of origin, Sudan, CAR, Cameroon, and Nigeria, amounting to type of displacement, and current location. 3.5% of Chad’s total population (UNHCR, 2021a). Chad 3  See Annex B for a UNHCR (2022) map illustrating where the refugee populations reside in Chad. CHAD CASE STUDY | BACKGROUND AND POLICY LANDSCAPE 7 EXHIBIT 2. SUMMARY OF DISPLACED POPULATIONS IN CHAD Country of Type of Number Provinces in which Population Languages Type of Origin Displacement in Chad Predominantly Lives Spoken Displacement Sudan Refugees 385,228 Eastern regions such as Ennedi Arabic Protracted Est, Wadi Fira, Ouaddai, and Sila Central Refugees 122,362 Moyen-Chari, Salamat, Mandoul, French Protracted African Logon Oriental, and N’Djamena Republic Cameroon Refugees 41,830 Distributed throughout the country French Protracted Nigeria Refugees 19,658 Lac Province and N’Djamena Hausa, Acute other local languages Chad IDPs, 406,573 Lac Province and N’Djamena French, Protracted returnees Arabic from CAR Source : Operational Data Portal (2022). Refugee situations: Chad. UNHCR. https://data2.unhcr.org/en/country/tcd Note: Protracted is, “a crude measure of refugee populations of 25,000 persons or more who have been in exile for five or more years in developing countries” (UNHCR, 2004). Returnee is, “A former refugee who has returned from a host country to their country of origin or former habitual residence, spontaneously or in an organized fashion, with the intention of remaining there permanently and who is yet to be fully integrated” (UNHCR n.d.). Historically, Chad has been open to the inclusion of by JRS, addresses education for IDPs (Dewulf et al., refugees in their national education system and has a 2020). Both groups operate in parallel and collaborate large coordination system in place to support them. as needed.4 UNHCR leads the national Refugee Education Working Group (REWG) in collaboration with Chad’s MENPC In 2014, Chad began to include Sudanese refugee and the National Commission for the Reception learners in its national education system, as the costs of and Reintegration of Refugees and Returnees. The running a parallel system were unsustainable and that REWG, which belongs to the Refugee Coordination the prospects of return for were becoming increasingly Model, receives implementation support from low (UNHCR, 2020). In 2015, refugee learners began the United Nations Children’s Fund (UNICEF); the taking Chadian national exams. To minimize barriers to United Nations Educational, Scientific and Cultural taking the assessments, Chad opened exam centers Organization (UNESCO); the World Food Programme; next to refugee camps. Soon thereafter, in accordance and international nongovernmental organizations such with the Interim Plan for Education in Chad 2018–2020, as the ACRA-CCS Foundation, Chadian Red Cross the country officially made all refugee camp schools (CRT), and the Jesuit Refugee Service (JRS; Dewulf et Chadian public schools. Furthermore, in 2018, MENPC al., 2020). Additionally, the Education Cluster, which included refugees in its education sector plan and in belongs to the cluster coordination structure and is national education programs. Urban refugees and co-chaired by UNICEF and MENPC and co-facilitated refugees living in host villages are also allowed to attend public and private Chadian schools (UNHCR, 2020). 4 See Annex B for a full organizational chart developed by Dewulf et al. (2020).  CHAD CASE STUDY | BACKGROUND AND POLICY LANDSCAPE 8 Chad has seen an increase in enrollment of refugee the French Embassy. Still, only 1.5% of university-aged students in primary and secondary school and a refugees are enrolled in higher education, in contrast decrease in enrollment of preprimary-aged refugees. to a 3% enrollment rate internationally (UNHCR, The gross enrollment rate of refugee students in primary 2020). Ultimately, despite improvements, only half of school is 67%, which is 22% below the overall primary refugees aged 6–18 in Chad is enrolled in any type of school gross enrollment rate in Chad (UNHCR, 2021c; school (UNHCR, 2020). In September 2019, education World Bank, 2019). The enrollment rate in secondary partners drafted the Chad Refugee Education Strategy school is 11%, which is 10% below the overall secondary 2030, which aims to continue to improve education school gross enrollment rate in Chad (UNHCR, 2021c; access for refugee, IDP, and returnee children in World Bank, 2019). Furthermore, UNCHR has worked Chad. The document was then validated by the to increase access to higher education for refugee MENPC in November 2020. Exhibit 3 shows the three students through partial scholarships provided by the key objectives outlined in the strategy and their Mouvements Mixtes program and a partnership with respective results. EXHIBIT 3. CHAD REFUGEE EDUCATION STRATEGY 2030 OBJECTIVES AND PLANNED RESULTS Objective Results Objective 1: Result 1.1: National education policies and programs promote the full inclusion • Strengthen the of all refugee children and youth in Chadian education and among Chadian youth, equitable inclusion including from the moment they arrive in the country. of stateless refugees, Result 1.2: Refugee children and youth have access to all levels of formal and • internally displaced nonformal education in the Chadian education system under the same conditions persons, asylum as nationals. seekers, and returnees in the Chadian Result 1.3: Refugee children and youth complete all levels of education with • education system for improved completion rates. quality education. Result 1.4: Complementary pathways to education, including nonformal basic • education and literacy, exist for refugee children, youth, and adults who are out of school or beyond school age or reluctant to enter formal education. Objective 2: Result 2.1: The education and training infrastructure at all levels of learning allow • Promote a safe and for quality education that is accessible and safe for every child. protective learning Result 2.2: Physical safety for all is guaranteed in schools, and education prepares • environment for all children to become actors of peace. students and teachers. • Result 2.3: The learning environment is safe, inclusive, and equitable. Objective 3: • Result 3.1: Monitoring and management of schools attended by refugee children Strengthen and youth are strengthened, supporting the integration of data disaggregated by coordination, refugee status into the national EMIS (Education Management Information System). partnerships, and Result 3.2: Refugee and host communities take ownership of all educational • steering for better activities through community school management bodies. inclusion of refugees in the Chadian Result 3.3: Coordination and partnerships are improved and diversified for better • education system. inclusion of refugees in the education system. Source : UNHCR. (2020). Education Strategy 2030 Chad. CHAD CASE STUDY | BACKGROUND AND POLICY LANDSCAPE 9 Despite the education strategies adopted by MENPC, Host communities). PARCA is a $60 million World Bank including Education Strategy 2013–2016, Interim project (funded through International Development Plan for Education 2018–2020, and Chad Education Association concessional financing) that aims to improve Strategy 2030, there has been a mismatch between refugees’ and host communities’ access to basic services political will and the government’s financial contribution (World Bank Project Appraisal Document [WB PAD], to educational inclusion of refugees. In 2018, the 2020). Funded through 2025, PARCA targets seven government earmarked 12.6% of its national budget provinces, including Lac and Moyen-Chari (WB PAD, to the education sector, which, although a relatively 2020), though education is only a small component. As high percentage of the budget, was 6% below its of April 2022, PARCA had initiated unconditional cash original commitment in Chad’s Interim Education transfers, but a had only begun construction of three of Plan 2018-2020 (UNHCR, 2020). What’s more, nearly 150 schools. Other educational components, such as 70% of the teacher corps is comprised of community training, accommodations, and payments for teachers, teachers who are recruited and paid for by community had not yet begun. schools (UNHCR, 2020). Finally, 80% of refugee and Chadian teachers in schools in refugee camps and The Chad Intermediate Education Plan (PIET-2) sets host villages are paid by UNHCR, and 11% are paid forth goals for 2024 and 2030 for strengthening by the U.S. Bureau of Population, Refugees, and teacher recruitment and financing in the state payroll, Migration (UNHCR, 2021c). To make up for government as well as in areas of administration and management funding gaps, international organizations financially (République du Tchad, 2021). So far, however, a lack and administratively support education for displaced of financial support from Chad’s government—which populations, typically through programming such contributed 2.37 percent of GDP to education in 2019— as Projet d’appui aux réfugiés et aux communautés is a barrier to full inclusion of refugees in the national d’accueil (PARCA, or Project to Support Refugees and education system. CHAD CASE STUDY | BACKGROUND AND POLICY LANDSCAPE 10 3. STUDY DESIGN This case study had a twofold purpose. First, we aimed 3.2 RESEARCH DESIGN to identify barriers to refugee and IDP access to school in the Lac, N’Djamena, and Moyen-Chari provinces of AIR conducted qualitative data collection in five cities in Chad and how these barriers might disproportionately Chad: N’Djamena (N’Djamena Province), Maro and Sarh affect female learners. Second, we explored how (Moyen-Chari Province), and Bol and Baga Sola (Lac funding for refugee education affects the inclusion of Province). Exhibit 4 provides an overview of the case displaced populations. AIR conducted meetings with study design. The remainder of this section presents national counterparts from UNHCR and the World details on the methods and sampling for the study. Bank that informed the geographic and content areas of focus for the case study, which we describe in this section. Exhibit 4. Chad Case Study Design 3.1 RESEARCH QUESTIONS QUALITATIVE Timeline: August-October 2021 This case study feeds into the larger Forced Geographic Scope: Displacement and Education study, which focuses on N’Djamena; Maro and Sarh the following overarching research question: How can (Moyen-Chari Province); education systems be prepared and strengthened to Bol and Baga Sola become inclusive and resilient, and thus expand and (Lac Province) deliver education services to both displaced and host- country children and youth in the short and long terms Lac Province of a crisis? 20 Key Informant We used the country as the unit of analysis, given the Interviews systems-level focus of the question. Thus, to understand how educational inclusion has been operationalized for 9 Focus N’Djamena refugees and displaced populations in Chad, this case Group study explored the following research questions: Discussions 1.  What is the state of financing for education Moyen-Chari Province in the country, and how does it vary for host communities and displaced populations? Respondents: National-and provincial-level MENPC, UNHCR, World Bank, UNICEF, Education Cluster, 2.  How are migrant students being integrated into school directors, teachers, parents, and students public and private schools? 3.  How does gender affect enrollment, particularly Note: MENPC is Ministry of National Education and Civic Promotion. UNHCR is United Nations High Commissioner for Refugees. UNICEF= among Nigerian refugees and IDPs in the United Nations Children’s Fund. Lac Province? CHAD CASE STUDY | STUDY DESIGN 11 Each of the sampled provinces has varying groups of students and language profiles. For example, while the Lac Province has one refugee camp and various IDP sites, N’Djamena has integrated schools that local Chadian students and refugee students attend. Additionally, the Moyen-Chari Province has refugee camp schools that refugee and returnees from CAR attend. Exhibit 5 includes detailed profiles of each of the provinces. EXHIBIT 5. PROFILES OF SAMPLED PROVINCES Province School Language Gross Refugee % of % of Population Profile Primary School Qualified Classrooms Enrollment Rates Teachers with Per Region Electricity N’Djamena Fully integrated Refugees and 140.7% – – schools for national returnees likely (1,376 students) students, refugees, speak French or and returnees are at least familiar from the Central with the language. African Republic. Lac Province National students National and 92.1% 41.9% 100% (including IDPs) IDP students are (2,924 students) and refugees. likely familiar with French, while Nigerian refugees are not. They speak local languages such as Hausa. Moyen- National students Refugees and 75.3% 53% 0% Chari (including IDPs) returnees likely (14,540 students) Province and refugees. speak French or are at least familiar with the language. Source: UNHCR (2021). Tchad : Statistiques Education Fin d’année scolaire 2020/2021 CHAD CASE STUDY | STUDY DESIGN 12 The qualitative methods included a desk review; key informant interviews (KIIs) with education stakeholders at the national, provincial, and school levels; and focus group discussions (FGDs) at the school level. Qualitative methods offer in-depth and nuanced data on key questions of interest. Although there is a range of possible approaches to qualitative research, they often employ case study designs to respond to policy questions. In contrast to quantitative research, qualitative studies are designed to build theory about an idea rather than to generalize results to a population. As a result, they do not sample respondents in a statistically representative way. Instead, researchers purposefully sample illustrative cases to investigate a topic. Partners from UNHCR Chad identified KII respondents at the national and provincial levels based on involvement in the sector, while local counterparts from UNHCR identified schools in Lac, N’Djamena, and Moyen-Chari provinces. Exhibit 6 includes information on sampled schools. EXHIBIT 6. SCHOOL SAMPLE INFORMATION School N N local Total N N N Local Total N Student: Location Refugee Students Students Refugee Teachers Teachers Teacher Students Teachers Ratio N’Djamena 76 646 734 8 1 9 81.6 46% female Lac Province 1929 1826 3755 6 15 21 178.8 45% female Moyen- 3251 2 3153 37 43 80 39.41 Chari 46% Province female Notes: Data provided by JRS Chad, who carried out in-person data collection. CHAD CASE STUDY | STUDY DESIGN 13 AIR conducted 20 KIIs and nine FGDs with education stakeholders from these areas, which were purposefully selected after considering access to respondents as well as the different displacement and management contexts. The case study sample was designed to respond to system-focused research questions, and thus includes perspectives from three different types of populations under the same system. This type of sampling is widely accepted for case study selection, not to be generalizable, but to gain different perspectives within a case (e.g., Neuman, 2009; Yin, 2009). We present the details of our sample in Exhibit 7. EXHIBIT 7. NATIONAL-, MUNICIPAL-, AND SCHOOL-LEVEL SAMPLES Level Province City/Town KIIs N FGDs N National N’Djamena N’Djamena MENPC, 5 – Education Cluster, UNHCR, World Bank (2) Provincial N’Djamena N’Djamena MENPC (3) 3 – Lac Bol MENPC (3), 4 – UNICEF Maro MENPC, UNICEF, 3 – UNHCR Moyen-Chari Sarh MENPC (2) 2 – School N’Djamena N’Djamena School director 1 Refugee and IDP teachers, 3 parents, students Lac Baga Sola School director 1 Refugee and IDP teachers, 3 parents, students Moyen-Chari Maro School director 1 Refugee and IDP teachers, 3 parents, students Subtotal = 20 KIIs 9 FGDs Combined total (KIIs and FGDs) = 29 Notes: KIIs = key informant interviews; FGDs = focus group discussions; IDP = internally displaced person; MENPC = Ministry of National Education and Civic Promotion; UNHCR = United Nations High Commissioner for Refugees; UNICEF = United Nations Children’s Fund. CHAD CASE STUDY | STUDY DESIGN 14 At the national level, the research team conducted KIIs change laid out in our Phase I study (see Kern & Gleditch with MENPC and development partners, including the [2017] for debates regarding pre-analysis plans in Education Cluster, UNHCR, and the World Bank. At the qualitative research). We used a coding structure across provincial level, we conducted KIIs with representatives cases that is linked to the overall theory, but we focused from MENPC as well as with UNHCR and UNICEF our analysis on the categories that corresponded to the representatives. At the school level, we conducted specific research questions for this case: (1) inclusion and interviews with school directors and FGDs with refugee discrimination, (2) school infrastructure and resources, and IDP teachers, students, and parents. (3) gender, (4) teacher recruitment and training, (5) education access, (6) community engagement, (7) The research team developed protocols that tailored education quality, (8) stakeholders and coordination, (9) applicable questions by respondent (see Annex C). laws and policies, (10) planning and administration, and We obtained ethical approval for the study from (11) curriculum and pedagogy. Two coders analyzed AIR’s institutional review board (Annex D), as well as the data to ensure inter-rater reliability and examined approval from MENPC through UNHCR to conduct differences by duration of displacement, gender, and interviews for this study. We included parental consent respondent type at the federal, state, and locality levels. and student assent for student FGDs. These were The coders identified themes related to the evaluation standard ethics approvals that required researchers to questions, presented in the Results section. inform respondents about the study, that respondents were in no way obligated to participate, and that any information they offered would be anonymized, among 3.3 LIMITATIONS other requirements. To preserve anonymity, we withheld This case study has two primary limitations: (1) inability the names of schools and individual participants. to conduct an in-person training with data collectors, and (2) a relatively small sample size. First, travel Data collection took place between August and October restrictions during the COVID-19 pandemic limited the 2021. AIR worked with Chad-based researchers from AIR team’s ability to travel to Chad to train the data JRS to carry out in-person data collection. The team collection team. To ensure common understanding of selected JRS as a data collection partner because of the instruments and approach, AIR remotely trained the their ability to help with access to respondents, as team and maintained constant communication with JRS well as their prior experience in collecting data with through WhatsApp and email during data collection. similar populations and their prior work in the regions. We also reviewed interview transcripts in English and To ensure common understanding of instruments and French on a rolling basis to provide feedback and the data collection approach, AIR remotely trained the troubleshoot challenges. Second, we designed a JRS team and maintained constant communication sample that would offer a “wide” rather than “deep” via WhatsApp and email during data collection. JRS perspective to explore issues and experiences related conducted 15 KIIs and all nine FGDs in person. The AIR to the inclusion of displaced learners in the Chadian team conducted five KIIs remotely through Zoom. education system rather than to produce generalizable This case study employed analytical generalization (Yin, results. Therefore, at the school level, we conducted 2009; Ishak & Abu Bakar, 2014), where information from only one of each type of KII and FGD in each province. a single case is linked to a larger theory (Burde et al. Time and resource constraints limited the sample size, 2020). AIR analyzed interview data using both inductive but we were able to achieve saturation in terms of the and deductive reasoning in NVivo using the theory of main themes presented in this case study. CHAD CASE STUDY | STUDY DESIGN 15 4.RESULTS This case study examines the status of IDP and refugee consistency. Part of this challenge stems from the inclusion in Chad’s national education system, a goal country’s almost exclusive reliance on donors to outlined in Chad Refugee Education Strategy 2030, finance education, with an aid dependency ratio (aid as the policy document that guides these efforts. Our percentage of gross national income) of 6.3. data confirmed the government’s willingness to include refugees in the national education system but a lack Respondents in our study indicated that a lack of financial commitment to do so, likely because of the consistent funding and guidance on implementation limited resources available for education. Respondents is detrimental to effectively rolling out policies and at all levels said an official national framework of procedures for inclusion at the provincial and local laws and policies specific to education for displaced levels. This lack of clarity from the central level on populations would help enable a more organized how to fill key resource needs leads to varying, ad system of responsiveness from national and local- hoc approaches that are inconsistent across and level government. within provinces and populations. These findings are consistent with those of Dewulf and colleagues Respondents widely acknowledged that the education (2020), who highlighted the need for strengthened system for IDPs and refugees is propped up by donor coordination and management between various actors funding and that the system would likely collapse in in the sector. This section discusses the country’s the absence of this assistance. Though the extent of resource and capacity deficits, efforts to fill the gaps, these national resource constraints makes assessing and the tension that the disjointed approach creates educational quality difficult, the country has low teacher among Chadians and displaced populations. capacity, especially in rural areas where parents and community-run schools fill in the gaps. The situation 4.1.1 Profound resource constraints limit is further exacerbated by the fact that education for the potential of most efforts Chadians is perceived as equally difficult, if not worse than that of refugees and displaced populations Resource constraints limit most efforts to improve (Watson et al., 2018). refugee and community education in Chad, from physical infrastructure and teacher remuneration to student We present results in three sections: Section 4.1 discusses retention and quality education. In addition, most of funding and coordination among the government and these challenges extend to the host community. Data partners, Section 4.2 discusses local-level experiences from a global report on the costs of inclusive education with inclusion, and Section 4.3 discusses quality of for refugees suggest that education expenditures for learning at the local and school levels. governmental primary education in Chad are $59.41 per student (World Bank & UNHCR, 2021). The same report suggests that governmental primary education 4.1 FUNDING, CAPACITY, AND for refugees may cost $71.29 if refugees were to receive COORDINATION OF GOVERNMENT the same primary education as host populations (World AND PARTNERS Bank & UNHCR, 2021). These numbers are lower than Although the government of Chad5 has been open the amount UNHCR spent per refugee student in 2021 to including displaced populations in the national ($97.80). Therefore, some Chadians lack understanding education system consistently since the arrival of of why some funding is earmarked specifically for urban refugees in 1996—followed by the arrival of refugees. This section discusses the implications of the CAR refugees in 2003, and for Sudanese refugees impact of low financial resources on physical education since 2014—policy implementation lacks clarity and infrastructure and teacher capacity. 5  he Government of Chad is currently led by Lieutenant-General Mahamat Idriss Deby Itno, head of a junta called the Transitional Military Council T (TMC) and the son of former president Idriss Deby Itno, who died last April. The junta dissolved the parliament, repealed the constitution, and dismissed the government, though promises a new constitution as well as free and fair elections in late 2022 (“Chad Junta Postpones,” 2022). CHAD CASE STUDY | RESULTS 16 4.1.1.1 Lack of physical infrastructure is a 4.1.1.2 Teacher recruitment, top constraint to educational delivery remuneration, and training are among By far the most frequently discussed challenge, the highest priorities for strengthening stemming from lack of funding, was lack of basic educational quality resources, including buildings and latrines; pedagogical Human resources are also greatly lacking, with few materials; and food, water, and blankets. A school teachers and low teacher capacity among the teachers director in Lac Province summarized the extent of the who stay. A respondent from MENPC said, “These problems with physical infrastructure: “We need our teachers do not have a teaching background or partners to support us in the refugee and displaced training. We give them in-service trainings either on the persons’ schools because we […] lack the premises, weekend or at the end of the months to teach them the teaching staff, materials, books, pens, notebooks, how to pedagogically run the classroom of students.” and the water bridges are not enough, and also the latrines.” The government is unable to consistently pay teachers, despite most of their budgets being earmarked for Lack of physical infrastructure extends to host civil servant teacher salaries. Most schools rely on community education, which makes inclusion of community-funded teachers who lack official training. refugees in existing schools more difficult. Parents and A respondent from UNICEF explained, “Most qualified students complained of overcrowded classrooms in teachers are in urban areas. In rural areas, the parents which it is uncomfortable, difficult to hear, and easy to oversee community teachers. One of the first actions the get distracted. Teachers complained of lack of respect government could take would be to organize qualified in classrooms, which often exceed 100 students in teachers in rural areas, particularly in middle and high rooms designed for far fewer students. Classrooms are schools.” However, an MENPC respondent also cited cluttered, dirty, and desperately short of basic supplies problems with teacher retention in rural areas, where such as notebooks, pens, and books. A teacher from teachers are allowed to move to a different location Maro described the difficulty of including refugee after 2 years: “The teachers… tend to leave to find children in host community schools in that state: “The work with better pay elsewhere.” The government has children hang out in the neighborhood for the simple also not re-appointed teachers in refugee camps since reason that the school there is occupied. We brought 2014, further contributing to an imbalance in quality of the new refugees who occupied all our classrooms.” education between rural and urban schools6. A representative from UNHCR in Maro described a pay School directors in both Maro and N’Djamena for use model, “We have a computer center where they emphasized the importance of providing sufficient have access to computers, a library, and study room. teacher salaries for teachers of forcibly displaced They pay a fee to access this, and it helps us to pay the students and host populations, alike, which is currently [staff].” However, that limits the type of student who can not consistent outside of donor-funded schools. A access the center. A student in Lac region described respondent from UNICEF said, “The only resource how the continued lack of physical infrastructure affects that the government has deployed is the salaries for education: “I’m already tired of being here, especially education personnel. But the system continues to in this school, because we don’t have computers, we have more than 70% of teachers contracted by the don’t have very good education.” A few respondents community and others contracted by partners.” A mentioned efforts to overcome the lack of physical parent in Lac described some of the problems with classrooms, including creating temporary learning teacher recruitment and remuneration: spaces and conducting a vulnerability mapping to develop response plans. 6  ccording to a collaborator on the study, MENPC appointed 307 Chadian teachers in refugee camps 2014; by 2021, only 31 state-financed teachers A remained in refugee camps. CHAD CASE STUDY | RESULTS 17 “ From the past years we had some teachers in 2021. This is higher than the costs of government recruited by UNICEF… and now the UNICEF primary education for host population students teachers are gone. The teachers from [the ($59.41) estimated by the World Bank & UNHCR Humanitarian Implementation Plan], their (2021) in their report on the global costs of inclusive contract has not arrived. If the teachers come, education for refugees. However, the same report they take the money; 1 month, 2 months, they estimates that secondary education expenses per host don’t find, 3 months they go home … So now in population student are considerably higher when they this year 2021, it is only the teachers recruited by enroll in government schools ($180.22) (World Bank & HCR [High Commissioner for Refugees] UNHCR, 2021). in the camp.” Local-level respondents also perceived that education- Similarly, a director at a school that hosts refugees in related supports are stronger for refugees and IDPs N’Djamena said, “It is volunteering that I am doing; than for host populations. However, some respondents I never got state pay. As I’m a refugee, I work as seemed to misunderstand the approach to allocating a volunteer. I only help indigenous, refugee, and education funding, which is distributed by school or level displaced children. There is no remuneration from regardless of refugee status. A parent from N’Djamena the state.” said, “The children of refugees are supported by school assistance, but we returnees don’t have this support. In addition to paying teachers, provincial- and school- So, on that point, we can think that there is a difficulty level respondents explained the importance of teachers’ that often leads us to not enroll our children.” A parent continuing education. A pedagogical inspector from FGD participant in Lac province also thought materials Maro said, “Pedagogy is an evolving science. When were distributed based on refugee status, a teacher is left for 2 or 3 years without training, the return on his work is not going to be interesting. They The children here are orphans, and they can’t “ have to finance the in-service training of teachers.” understand that if during distribution some are However, a system for training high-quality teachers targeted and some are left. They come home among displaced and host populations continues to crying because of the supplies of the bags, be lacking. but we ask that if there are means you can increase the number of beneficiaries, 4.1.1.3 Lack of clarity on funding support so they are on an equal footing.” creates tensions between displaced Given that there are major ongoing investments in populations and host communities the education sector for both displaced as well as Challenges related to education for displaced host populations (Dewulf 2020, p. 24), this confusion populations are compounded by the fact that the could be resolved by providing clearer messaging or Chadian population shares most of the same needs. decisions on how efforts are allocated. In fact, many national-level respondents perceived that displaced populations have better education 4.1.2 Government open to inclusion, but than host populations because schools are donor- management capacity lacking run; for example, a respondent from the World Bank There is widespread agreement that the government said, “Children from host communities attend refugee is open to educational inclusion for displaced schools built by UNHCR because schools are better populations and that they own the education strategy. than what you would find in the villages.” National exam A representative from MENPC said, “The Chadian data also indicated that refugee students outperformed government has re-dynamized the education system national students by 7% in the baccalaureate exam with a focus on including refugees.” Despite the (UNHCR, 2021d). A national education officer said, “I openness, government employees and other actors find that the refugees are in good conditions and that rely on and expect the continuation of donor funding they are respected by international organizations. I think and management support to deliver education to they are good compared to the native population.” As both refugee and Chadian students. Government mentioned earlier, data from UNHCR Chad indicate coordination of education is lacking (Dewulf, 2020), that UNHCR expenses per student were $98.70 in Chad and there seemed to be a lack of acknowledgment CHAD CASE STUDY | RESULTS 18 regarding the extent of the problems among Despite the government’s openness to working with government respondents. This section describes partners, as well as its buy-in for Education 2030, how the lack of national capacity and ownership in state assistance and organization tend to stall where funding, planning, and monitoring is detrimental to actionable follow-up is concerned. As a result, efforts education provision. fail to reach the local level. A provincial delegate from the Lac region said, 4.1.2.1 Lack of state capacity and follow- through hinders systemic progress The State has taken a lot of actions, orders, “ decrees, but there is no follow-up. Even if Despite general political buy-in and assurances we do advocacy… the state must take its that the government owns the country’s education responsibilities to integrate young people. strategy, respondents at all levels indicated that the The schools exist, but we don’t have supervisors. national level does not consistently follow through on Building two classrooms is also the business of its education-related commitments, such as the ones the state, but… it’s insufficient because of its in the Education 2030 strategy. Although some of budget. It’s not all the things that the partner this may stem from lack of resources, inefficiencies in has to advocate for. The government should existing procurement processes also hinder progress. take responsibilities.” For example, one respondent explained, “In Chad, they own their strategy… in terms of operational and day-to- A respondent from the World Bank suggested that day management, the ministry is very slow and capacity greater collaboration between MENPC and other is low,” and added that “any contracts over $50,000 ministries may help with allocating additional funding must be approved by the president of the country.” that can help organize processes for follow-through, “At the MENPC there is great ownership, but that must be A respondent from UNICEF described an example of transmitted to the Ministry of Finance and the Ministry what seems to be a common model of coordination of Economy. More investment in education would make between partners and the government for allocating a difference, but maybe they are not convinced of it.” funding, where donors fund projects and lead the The respondent suggested emphasizing the role of process of planning, management, and allocation: human capital in the future of the country. We got together with partners under the “ 4.1.2.2 There are few viable, leadership of the MENPC to evaluate the needs and determine the priorities of government short-term alternatives to international and the strategy of education. That allowed organizations continuing to finance the us to mobilize the financing for a 3-year education system program, where normally the financing arrives Though many respondents agreed that the government in increments of one year or less than one owns the education strategy, most recognized that year. That allowed us to respond to the needs the current approach relies almost exclusively on effectively for that period. If the partners work donors. For example, in the 2020/2021 school year, together, that allows us to address the priorities the Chadian government only paid 6.8% of salaries and better deploy financing to support the for teachers of refugees and IDPs, while international identified needs.” partners and community members paid the remaining 93.2% (UNHCR, 2021c). This number decreased in the 2021/2022 school year in which the Chadian government only contributed to 5% of salaries for teachers of refugee students (UNHCR, 2021c). Exhibit 8 shows teacher salary contributions by funder. CHAD CASE STUDY | RESULTS 19 EXHIBIT 8. TEACHER SALARY CONTRIBUTIONS BY FUNDER % Contributed to Salaries % Contributed to Salaries Funder of Teachers of Refugees of Teachers of Refugees 2020/2021 2021/2022 State of Chad 6.8% 5.0% UNHCR 71.0% 72.0% Community 6.9% 7.4% World Bank 3.1% 2.6% U.S. Bureau of Population, Refugees, 10.0% 11.0% and Migration Global Partnership for Education 1.0% 0.3% Other (NGOs) 0.8% 2.0% Source: 2020/2021 statistics : UNHCR (2021) Tchad : Dashboard Education – fin d’année scolaire 2020/2021 ; 2021/2022 statistics : UNHCR (2021). Tchad : Dashboard Education – Rentrée scolaire 2021/2022. A respondent from UNICEF (which contributes funds in Most respondents recognized this system as areas such as teacher training) said, unsustainable but saw few other options for continuing education for displaced populations in the short-term The government of Chad lets the partners “ considering the absence of government resources to do a lot of the work to support education for do so. Even some government respondents recognized refugees. There were certain periods when the difficulty of transitioning funding responsibility to the low costs of petrol reduced the resources the state. A MENPC respondent said, of the state. This led to a reduction of resources available for education. From 2017 to today, I am worried that if we put the Chad government “ the partners have overseen trainings, furnishing in charge of paying, the refugee children will classrooms, and paying salaries of leave school because there is no regularity or education personnel.” teachers, or school materials, or food. So, it would be good if the partners can support the Local-level respondents also primarily referenced government until the refugees want to return to donors when discussing the need for funding, their homes.” conceding that funding from the state is not reliable. A teacher in the Lac region said the only financial support Respondents also cited challenges associated with trying to the school is teacher salaries provided by UNHCR. to transition to government funding. A respondent said, Likewise, a World Bank respondent said, “PARCA is “Previously, in 2015–2017, UNICEF took charge of this fully funded by the World Bank. There is no [additional school. But the UNICEF contract ended, so now we only financial] contribution from the government, which is teach volunteering.” Further, a parent in N’Djamena the same for other countries with similar contexts.” described their reliance on international organizations and nongovernmental organizations (NGOs) for basic CHAD CASE STUDY | RESULTS 20 needs at the school level, “We feel we have been Our action is always the same. We do not “ abandoned by these NGOs. If you can transmit the have the means. We have identified the message that… we have difficulties concerning latrines, refugees as the returnees, but apart from that, the drilling pipes, and the purchase of school supplies we have nothing. And at the national level, such as notebooks, pens, and chalk.” the government did not act, nor the NGOs. Refugees remained there, abandoned to their 4.1.2.3 Local-level administrators are fate. So, they rely on the parents, who take care of them. Apart from that, there is nothing; they unaware of administration budget have nothing to eat, they have no materials— and processes notebooks, pens—so we have no other actions.” Planning and administration at the national level lacks effective rollout to the provincial and local levels. Further, teachers complained of lack of management Many times, respondents described planning activities in their schools. A teacher from Lac said, “There are as being catalyzed by international organizations. other shortcomings for the school, but it’s much more in A respondent from UNICEF said, “When there is a relation to the poor organization of the management.” displacement, we do a joint multisectoral assessment Another teacher added, involving all sectors, and based on this assessment we The principals should allow meetings between “ provide responses.” teachers and principals to listen to what these Some government respondents said they do teachers have to say. But there is not… we not distinguish between refugees and displaced come to do our job and we return, but it is not populations or host populations in administrative so well. It’s necessary to have meetings like planning, which causes difficulty in tracking and that to arrange how we’re going to make this enrolling students. A respondent in Maro described establishment work.” how inconsistent registration affects school enrollment, Ensuring guidance on administration activities at “Many of these children who are refugees, returnees, the local level is a priority for many respondents. or from the host community are not in the civil registry, A respondent from the World Bank said, “If the so it’s difficult to know their age. When we do not know engagement we see at the high level can be transmitted the age … we put them with the little ones. That causes at the lower lever, that would be great…. It is all about schooling problems.” ownership, because even the little money they have, Local-level government respondents were largely they cannot absorb it quickly.” A UNICEF respondent unaware of budgeting and educational planning in the Lac province also described the importance of activities. Most referred to NGOs and the national ensuring that policies reach the local level: “It is really ministry, where they assumed planning was taking necessary to put in place policies that… must be place. When asked about funding structures, a national disclosed at the level of local.” education officer said, “That must have even been a state secret. The rest of us can’t get to that level—how 4.1.2.4 Monitoring tends to be is it this funding came in, everything that happened, and project- and camp-based but could what amount.” Likewise, local respondents referred to be systematized a vague knowledge of activities but with few specifics. Referring to plans to obtain teachers, structures, and Aside from regular Education Management Information furniture, an inspector from Sarh said, “All of this has System (EMIS) data collection in camp schools and been planned, but there are no concrete actions. The host villages (Dewulf, 2020), government monitoring new school year has started. We are waiting—the efforts are inconsistent for displaced populations in refugees are in the classes, and the native students public schools and those who are currently out of the cannot enter because there is saturation.” Another school system. Although enrollment data is collected administrative employee in Sarh seemed resigned to in urban areas, there is no disaggregation by refugee being unable to progress without additional, national- status. National and local stakeholders recognized the level funding and guidance: importance of monitoring of displaced populations. CHAD CASE STUDY | RESULTS 21 A national education officer from the head of I intervene a lot in the needs assessment and “ administration said, “They should evaluate as they go. identifying education priorities that align with Without evaluation, you are not going to progress as the government priorities. The cluster does well.” However, as with planning and administration, a lot of work maintaining the database of national-level sentiments have not translated into local- information collected on the ground during level action. In addition, local-level respondents said these evaluations. They make sure that their ability to monitor displaced and host students information about the interventions of each actor was hindered by practicalities such as transportation, is known by all the group so that they can better another indication that resource constraints curtail coordinate and avoid, for example, duplication intentions to implement plans. of interventions.” Respondents described some of the ongoing efforts The existing efforts, though sporadic, present an at monitoring, which seemed to be driven mainly by opportunity to engage with local inspectors and individual project needs. For example, UNCHR collects administrative staff to improve on the data that exist. monthly student education data disaggregated by Enhancement of monitoring also could help support age, grade level, gender, and refugee status for the teachers with management activities. Teachers in Lac schools they support and monitor. The data, all of complained that they are left to manage schools, which is validated by MENPC officials at the local level, classrooms, and new teachers without guidance. One also includes information on inputs such as teachers, teacher said, infrastructure, and materials. Finally, a World Bank respondent described an effort to organize schools The real problem is the problem of management. “ for the PARCA program and minimize overlap with We are the ones who train all these people, other efforts: but… despite all that we claim, nobody manages us. We are so tired. If this continues, I don’t think “ To make sure the schools are accepted by [the] there will be a teacher in the future.” government, they include schools in the annual education plans for Chad. They went to all This lack of data on refugees and IDPs is a well- provinces with representatives from the MENPC documented barrier to better understanding the to create an education needs assessment. education needs of these populations. Although the Based on the mapping, they identified gaps that government reports on student learning levels, the could be covered by the program.... Now they data are not disaggregated by refugee status (UIS and have launched tender processes to hire firms UNHCR, 2021). for constructing schools and will enter MoUs [memoranda of understanding] with the MENPC 4.2. LOCAL-LEVEL EXPERIENCES to ensure that adequate teachers are deployed.” WITH REFUGEE AND IDP INCLUSION Respondents emphasized that the work of donors, the IN PUBLIC, PRIVATE, AND REWG, and the Education Cluster is always backed by COMMUNITY SCHOOLS MENPC, and that they try to ensure a comprehensive Refugees and IDPs are integrated in public, private, and response “concerning students in the different schools community schools in Chad. Among government- and in refugee camps and IDP sites.” In addition, all data national-level respondents, there clearly is political will is shared with the LEGs to ensure no duplication of to ensure that this happens in practice. However, since data collection. A respondent from the Education 53% of school-aged refugees are still not in school, Cluster said he works to align monitoring activities with compared to 50% of Chadian children not in school government priorities: 12  ccording to the World Economic Forum’s Executive Opinion Survey published in The Global Competitiveness Report 2017-2018, Colombia ranks A 71 out of 137 countries on the extent of Internet usage in schools for learning purposes, scoring 4.1 out of a maximum value of 7. CHAD CASE STUDY | RESULTS 22 (UNHCR, 2020), many barriers to enrollment persist, said this intermingling seems to have an effect outside including families’ inability to pay for school fees and the classroom because they see the students continue materials and a lack of secondary schools located close to socialize outside the classroom. to the primary schools. In fact, in Chad, 45% of all schools are supported by parents’ fees, even though Despite their efforts in the classroom, teachers said public education is supposed to be free (Republique programs perceived to have ben targeted to refugees du Tchad, 2017a). Furthermore, respondents from the alienate IDPs and host communities. A teacher from parent-teacher associations (PTAs) in the provinces N’Djamena explained, reported that they play significant roles in keeping the We encounter a kind of discrimination between “ schools functioning. In 2015-2016, as was mentioned returnees and refugee children. When [donors] in the introduction, PTAs contributed around $3.5 brought [the students] notebooks, returnee million to help primary schools function, which is five students would say, ‘UNHCR pays the school times more contributions in total than the government, fees for refugee students, so they do not have and 12 times more than NGOs (Dewulf et al., 2020; the right to benefit from help that comes to us Republic du Tchad, 2017b). from other donors. Any help that comes into this compound is for returnees only and not for 4.2.1 Provincial and local stakeholders refugee students.’” support educational inclusion of The teacher said this tension also exists between parents refugees and IDPs, but barriers to who don’t understand targeting. Because teachers must inclusion still exist respond to parents’ questions on these issues, they Most provincial and local stakeholders from N’Djamena, requested help in doing so. Tensions in the classroom Moyen-Chari, and the Lac Province said they support related to cultural differences were also reported. A full integration of refugees and IDPs in schools with host UNICEF respondent from the Lac Province explained, communities. One parent from the Lac Province said, “[P]eople have some discriminatory thoughts, even if “There’s everyone [in school]. There is the other Goran, it’s not visible, where we often look at the Budouma the Chadians, there are the displaced, the Bornos, children as if they were the ones responsible for the there are also the refugees, so everyone is here.” A misfortunes of others because they are the ones in pedagogical inspector from Moyen-Chari said most the sect.” refugees are in public schools, “where we welcome the children of refugees and displaced persons,” Given these tensions, one teacher from the Lac province but that some students whose parents can pay requested “training to sensitize our class on the theme attend private schools. Although students expressed of nonviolence,” while another teacher from Moyen- interest in attending secondary school, the physical Chari requested training on “peaceful cohabitation” for distance kept most of them from pursuing further the teachers and the students. education. Respondents also expressed concern for unaccompanied children and the lack of support they 4.2.1.2 Caregivers of refugee students receive to attend school. This section explains each of are often unable to pay for school fees these findings in detail. and materials School fees make it difficult for refugee, IDP, and host 4.2.1.1 School directors and teachers students to remain in both private and community encourage inclusion in their classrooms, schools. Many refugees and IDPs live in areas on the but tensions between groups still exist outskirts of N’Djamena that lack public schools, and School directors and teachers described their own thus have no choice but to attend private schools efforts to facilitate inclusion at the school level. that charge for registration. However, parents from all Teachers from Lac and N’Djamena explained that they three provinces said financial barriers arise even when purposively mix IDP, refugee, and host community attending public schools due to the lack of financial students to ensure they all interact and work together means to buy school materials such as notebooks, within the classroom setting. A teacher from N’Djamena books, and uniforms. One parent from N’Djamena said, CHAD CASE STUDY | RESULTS 23 To enroll our children, we always have difficulties. “ 4.2.1.4 Unaccompanied children and We have a lot of difficulties because we don’t children who have dropped out of school have the means, we don’t really have… the IGA here that really allows us to pay for the schooling need additional supports to encourage of our children to enroll them either in the site them to enroll or elsewhere.” School-level stakeholders in Moyen-Chari expressed concern for unaccompanied children who are “not with Students from all three provinces reported missing their parents.” A teacher explained, “Those who raise some amount of school because of these financial [the unaccompanied children] there mistreat them, and barriers. One student from Moyen-Chari said he spent then they cannot come to school.” Another teacher a year at home because his parents could not afford to from the school suggested that UNHCR take a specific enroll him in school. interest in these children: 4.2.1.3 Almost all students lack access I hope that the UNHCR can target “ to secondary schools, hindering [unaccompanied children] to provide them with support by enrolling them in school. Because education continuity since they are not with their parents, the one Beyond access to primary school, displaced students who accompanies them, the one who came with from all three provinces reported not being able to them refuses to pay their registration; he only register for secondary school due to a lack of schools stays at home.” in their region. According to UNHCR (2021c), only 11% of refugees in Chad are enrolled in secondary school. These concerns were not mentioned by any other Access to secondary school is also a challenge for provincial- or national-level stakeholders, indicating Chadian students, only 24% of whom were enrolled that this population currently might not be a priority. in for the 2019/2020 school year (UNHCR, 2020). An UNHCR respondent from Moyen-Chari said, 4.2.2 Communities engage in “ We don’t have high school like in the East; we educational activities but require don’t have the means, and the high school is not resource support ready. If a child finishes the primary cycle at the Respondents from all three provinces said they have camp, he is obliged to come to Maro, and that PTAs and Associations of Mothers of Children, which is a CIJ (Youth Integration Center). If he accepts, are active in the school and community at large. PTA he comes to Maro, and he continues his middle members establish schools, mediate issues among cycle, secondary school here in Maro.” school staff, and encourage families to enroll their children. Although schools with teachers who are This barrier was echoed in N’Djamena. A teacher said, not properly trained can increase social inequities “The biggest challenge we face is that, really, pupils at (Dewulf et al., 2020), the PASEC (2014) assessment the end of the primary cycle have difficulty accessing found no statistically significant difference in learning the secondary cycle. The distance problem creates achievement of students in classes of trained and non- obstacles, a big dilemma, and some cannot even go trained teachers. Furthermore, school staff and parents far to register.” Therefore, although students are legally alike said they needed more resources for community allowed to enroll in public secondary schools, the lack engagement and financial aid to launch sensitization of schools presents a barrier to enrollment that, in turn, campaigns to continue encouraging school enrollment. becomes a barrier to inclusion. Education expenditures This is likely in response to the government’s 2015 for secondary school are also much higher per host decision to stop paying community teachers, which population student ($180.22) than per primary school led to the closure of 109 community schools in 2018 per host population student ($59.41), which may create alone (OCHA, 2018). This section elaborates on each of additional challenges when aiming to increase student these findings. enrollment in secondary schools. CHAD CASE STUDY | RESULTS 24 4.2.2.1 PTAs are ill-equipped to run respondents specifically referenced the potential for past sensitization efforts, which were perceived as community schools alone positive, to be augmented. A UNICEF respondent School-level Parents, including through PTA from the Lac Province said, “We should continue to mechanisms, are working to make up for gaps in all pursue this policy of advocacy with the authorities three regions by running community-led schools, but and awareness-raising in the communities so that all have been unable to overcome the realities of absence children have the right to education.” School staff and of funding and resources, including teachers. According students echoed this sentiment. Further, parents who to the MENPC, most schools in Chad are public schools, were interviewed noted that, while they would like to though respondents often alluded to public schools and help, they lack the means to conduct activities alone. community schools both relying heavily on community A parent from Moyen-Chari said, “I know we need to support. A school director in Maro referred to PTAs as raise awareness, but we lack the means [and capacity].” partners: “There are the PTAs who also support the However, as with other efforts, constraints on basic school by also giving something to the teachers… PTAs resources might mean that sensitization efforts, even are partners too.” In Moyen-Chari, for example, one if the message comes through, are futile without parent reported convening assemblies at schools and additional supply side efforts to match them. addressing teacher complaints. Efforts by parents who volunteer to support schools result in lost time they could be used for work or other livelihood activities 4.3 RESOURCE CONSTRAINTS to support their households. Although some level of OBSTRUCT POTENTIAL FOR parent involvement is both positive and expected, HIGH-QUALITY LEARNING the state should be financially and administratively Parents of refugee and returnee children in our sample responsible for basic functions. perceived the quality of their children’s education Parents said opportunities for IGAs could help them to be good and expressed appreciation that it is overcome some of the financial challenges they face free. However, nearly all respondents emphasized in supporting their children’s education. A mother from challenges to learning environments in Chadian schools N’Djamena said, “I’m asking for support or funding serving refugees and returnees, including overcrowded for IGAs…. I am a woman trader. If organizations classrooms, difficulty with language differences, and can support us to go into business, we too can be lack of teacher training and guidance to meet student independent or able to provide for our children’s psychological needs. educational needs.” A parent FGD participant from Moyen-Chari also acknowledged this challenge: “We 4.3.1 Teachers supported students have no strength. If there is an NGO who wants to help amid severe resource shortages, us, they can help us until the end, but right now we poor learning environments, and have no capacity to make our children go where we want.” These sentiments were echoed by school staff in unmet psychological needs the Lac Province and N’Djamena. While parents of refugee and returnee children acknowledged that overcrowded classrooms and lack 4.2.2.2 Local stakeholders requested of supplies affect learning, community perceptions of teachers were quite positive, especially in N’Djamena. resource support for mass sensitization These perceptions speak to teachers’ resilience in the to encourage higher enrollment face of difficult circumstances. However, students in Stakeholders at all levels recommended mass Lac and Maro suggested some areas for improvement, sensitization, particularly of parents, to encourage including administrative support for teachers, and student enrollment. A teacher explained that respondents cited the absence of teacher tools to sensitization is needed because “it’s like [the community address student psychological challenges that likely members] don’t know how important school is.” Many inhibit learning. CHAD CASE STUDY | RESULTS 25 4.3.1.1 Parents and students 4.3.1.2 External social challenges are perceived teachers as strong, perceived to negatively affect learning given the circumstances quality differently for male and Students interviewed in N’Djamena said they like their female learners teacher and that lessons are explained well. Likewise, In addition to infrastructure limitations, respondents parents shared positive sentiments about teachers, noted students’ poverty, hunger, and vulnerability especially regarding students learning French. One as obstacles to learning that also affect students parent from Maro said, “I am completely satisfied with psychologically. One inspector in N’djamena the education that the teachers are giving. I am also suggested that teachers should have a “psychological satisfied when they [students] come back from school— framework” to understand refugee children and their they talk to each other in French and discuss problems.” unique psychological needs. Further, a teacher in the Lac region recognized the advantage of having In N’Djamena, parents expressed gratitude that this type of training: “If we could be trained on the registration fees are waived and reported that although theme that is much more based on psychology so schools lack materials and teachers, their children [we] know our students one by one. By knowing the receive good training and were well supervised. students one by one, we can better master them to Students interviewed in N’Djamena shared similar give them lessons.” Although some Chadian teachers perceptions, reporting that they like their teacher and are supported by pedagogical advisors and inspectors, lessons are explained well. Students further explained and this supervision includes strategies to help them they are grateful that the teacher does not “chastise” better understand the psychosocial needs of students, or “whip” them. One student in N’Djamena said the respondents largely agreed that many of these needs teacher is a bright spot in an otherwise bleak learning are not currently being met. environment: “Everything is bad, except the master. He is good. The teachers are well trained and have a Government- and school-level stakeholders in Chad good level.” reported that, as in similar contexts, social barriers to education are greater for females than males— Though students in Lac and Maro also said they like especially in the Lac region. Barriers to schooling for their teachers, they offered suggestions on how their females included early marriage, early pregnancy, teachers could improve, including through application security reasons, and cultural norms of prioritizing boys’ and more consistent attendance. A student in the Lac education when a family has limited financial means region said, (Watson et al., 2018). However, a UNICEF respondent “ I want our teacher to be able to make more from the Lac Province said, “Since the advent of effort to make us really understand what we had Boko Haram, with the presence of the partners and learned. To find out if we understood what was mobilization activities to send children to school, I think taught. Have we really learned, are we really the communities have really understood and have freed retaining, and are we putting into practice?” the girls to go to school.” Especially among Sudanese refugees, male students also face barriers to enrollment, A student in Maro said, “Often, the teachers come and including being encouraged to work instead of going start the lessons, and at a certain point, they talk about to school. Exhibit 9 shows data from UNHCR on school a strike. The students stay in school without studying enrollment for refugees aged 6–18. or learning. I really ask that something be done to motivate teachers.” Strikes are indeed more common Some parents described existing efforts to strengthen in the South of Chad, where refugees attend host education, while others recognized the need for village schools with teachers who are not supported by additional efforts to address social challenges. Parents UNHCR. Another student suggested that the authorities in the Lac province described programs that offered responsible for education in the locality better support financial support to females: “The girls who have done their teachers. well in school” receive financial aid from an organization called SOS Sahel. However, while they appreciate the CHAD CASE STUDY | RESULTS 26 EXHIBIT 9. GROSS SCHOOL ENROLMENT FOR REFUGEES Total Student Total Female Student Types of Refugees % Female Students Enrollment Number Enrollment Number Nigerian 3,338 1,636 49% Urban 2,199 1,099 50% Central African 18,541 8,343 45% Sudanese 76,778 39,924 52% Total 100,856 51,002 51% Source: UNHCR (2021). Tchad : Dashboard Education – fin d’année scolaire 2020/2021. support, they noted that performance-based support curriculum. However, language is a challenge even for creates tensions between the families of beneficiary some Chadian students, many of whom do not speak and nonbeneficiary students. Parents suggested that French or Arabic when they enter primary school. technical and vocational education and training (TVET) School directors and teachers—especially those who activities could help increase the perception of the are refugees themselves—said that although they use benefits of school. A parent from N’Djamena suggested French to teach and run schools, they use applicable supporting students in, “small business or professional local languages or Arabic, in the case of Sudanese support courses” to increase independence. The refugees, to strengthen communication with students World Bank-commissioned study by Watson et al. when possible. Although language presents a barrier to (2018) found similar enthusiasm for TVET among inclusion in all provinces, most challenges with language community members. were reported by respondents in the Lac Province. 4.3.2 All students follow Chad’s national 4.3.2.1 The Chadian curriculum could curriculum, concerns about adaptation benefit from adaptations to better meet and language of instruction exist refugee learners’ needs All refugees and IDPs in Chad follow the Chadian Respondents were divided between those who think it curriculum with Arabic as the official language of was important to preserve some elements of refugee instruction, which is not tailored to the refugees’ learners’ native curriculum and those who believe cultures or specific contexts. Research shows that refugee learners are best served by following the it is important to use culturally relevant curricula to Chadian curriculum. MENPC officials largely agreed support learning and promote integration among that all refugees should follow the Chadian curriculum, conflict-affected students, refugees, and IDPs (AAN which is the official policy: Associates, 2017; Cohen, 2022; Hos, 2016; Knezevic & Smith, 2015b). If curriculum is not inclusive of There are some who wanted us to have the same “ students’ experiences, it can inhibit learning and cause [curriculum] as the ones in their country. We said students to withdraw from the classroom (Cohen, 2022; no, you have to take the national program first… UNICEF, 2016). Most respondents acknowledged that it is the national program that will be ready, and adjusting to the Chadian curriculum is easier for some that will also allow us to evaluate ourselves with refugees, for example, refugees from CAR in Moyen- the children of the country.” Chari, whose curriculum is similar to the Chadian CHAD CASE STUDY | RESULTS 27 Others from MENPC made similar statements, in several pedagogical instructor, said that refugee students who cases stating they do not see any issues with refugees are unable to communicate with their teachers and learning the Chadian national curriculum. Several peers at school seem disoriented in the classroom. respondents, including a respondent from UNICEF Lac, mentioned that Sudanese refugees in Eastern School-level respondents reported using many Chad initially followed the Sudanese curriculum, which languages in their schools and classrooms, including became difficult for MENPC to oversee: French, Arabic, and indigenous languages such as Hausa. For example, a school director from N’Djamena “ In the refugee camp in the East… for a while said, “They communicate in French and in Arabic; there they let [Sudanese refugees] study in their are refugees who also speak [French] a little.” Some curricula… it became a little difficult for the UNICEF respondents noted concerns about the effects ministry to organize and the exams for the of refugees learning the Chadian curriculum in French, Sudanese curriculum and at the same time the but later having to return home to non-Francophone Chadian curriculum. So, it was a bit difficult to countries to continue their studies or seek employment. manage, and I think it was decided that the refugees who arrive should conform to the These findings raise questions about the extent to which [Chadian] curriculum.” refugee students are learning in the classroom because of language barriers, although there do not appear Other respondents expressed a desire for adapted to have been any foundational skills assessments of curriculum content, such as a school director from the refugees (UIS and UNHCR, 2021). Research shows that Lac region who said, children will learn to read only if they are taught in language(s) they understand (Hoover & Tunmer, 2020; I wanted the content of the courses to be “ NICHD Early Child Care Research Network, 2005; adapted to the refugees… they are displaced Ouellette, 2006). Furthermore, extensive research and there is the problem of language, the underscores the importance of instruction in the mother problem of tradition, and the problem of tongue (or a language the child speaks and understands behavior itself… we need specific training for well) for quality learning outcomes in low- and middle- refugees and textbooks adapted to refugees income countries (Evans & Acosta, 2020; Nag et and displaced people, so that these children can al., 2019). learn to write better, to count, and to progress later in their studies.” 4.3.2.3 Refugee students outperform Chadian students on national exams, 4.3.2.2 School staff struggle to connect despite some difficulty adapting to the with students due to language barriers, curriculum and accessing exams but adapt to student language needs Officially, MENPC respondents confirmed that refugees when possible have access to Chadian national assessments such Respondents—primarily from the Lac province— as the BEF (last year of lower secondary) and the reported challenges connecting with students who baccalaureate (last year of upper secondary). As one do not come from Francophone or Arabic-speaking MENPC official put it, “This means that refugees took countries. PASEC assessments have shown language to the same exams as Chadian students and there is no be a challenge for host students as well, 66% of whom difference between their scores or experience or the enter primary school without oral comprehension subjects.” Some respondents, including one MENPC skills in their school’s language of instruction (PASEC, official, said that students who have not yet acclimated 2019). A teacher from the Lac Province explained, to the Chadian curriculum may be more likely to fail. “[The children] have difficulty understanding us, and There were also some indications that refugee learners we hardly understand them, because language is a may have difficulty accessing national exams. To problem. There are some teachers who do not know address challenges to accessing and succeeding on Hausa, nor English.” Another teacher reported having Chadian exams, UNHCR provided refugees free exam to use gestures to communicate with refugee students. preparation classes and paid transportation costs to A few respondents from Moyen-Chari, including a travel to the testing locations. CHAD CASE STUDY | RESULTS 28 EXHIBIT 10. NATIONAL EXAM PASS RATES FOR ALL STUDENTS AND REFUGEE STUDENTS Exam National Pass Rate Refugee Student Total Number of Percentage of in Chad Pass Rate Refugee Students Refugees Who Who Passed Passed Who Were Female BEF 74% 84.8% 1,539 63% Bac 46.3% 53.5% 616 56% MENPC respondents said refugee learners have higher the absence of financing for professional training passage rates than host community students. This claim for refugees… centers of professional training is supported by UNHCR data indicating that in 2021, created by the UNHCR are closed.... The state the BEF pass rate among refugees was 10.8% higher does not have the means to continue to train than the national pass rate, and that the baccalaureate unschooled people in trades or apprenticeships. pass rate was 7% higher than the national pass That is why we continue to sensitize partners on rate (UNHCR, 2021d). Delineate responsibilities for the importance of the professional sector to give teachers, administrators, and other personnel, and opportunities to adolescents and the young.” fund positions that support teachers. See Exhibit 10 for more information on pass rates of Chadian and This suggestion could also help undercut the refugee students. perpetuation of a challenge that many parents discussed regarding a lack of skills to engage in IGAs that enable them to pay for school. 4.3.2.4 Lack of opportunities for nontraditional education, such as In addition to the need for education specific to trade accelerated learning or TVET, skills, some respondents said the absence of accelerated limit student potential learning makes it difficult for students to catch up to grade level. A respondent from UNHCR described the In addition to language and curriculum differences gap: “A lot of kids never went to school, and there is no that negatively affect student learning, content-related accelerated education in Chad. We try to separate by shortcomings reduce the potential to tailor learning age, but there is no accelerated education, nonformal, to different learners. Respondents highlighted the or technical vocational training.” A teacher from the Lac potential of TVET for children outside the education Province elaborated on their personal difficulties when system, particularly in camps. A respondent from the teaching students who lack sufficient prior education: Education Cluster explained, “You never know if the children go to school. We will discover that in CP1 [cours préparatoire 1], there are There is an insufficiency of opportunities to train “ children aged 10. In second grade, you see girls who the children in a trade or in a nonformal school are already at menstrual age, and it’s a little difficult to to give these children more social and economic direct them.” power. The UNHCR indicated that this is due to CHAD CASE STUDY | RESULTS 29 5. CONCLUSIONS Despite the political will for inclusion of refugees organizations and NGOs almost independently prop in the national education, the lack of funding and up funding for education for refugees and displaced existing functional systems for education generally populations, creating a system that education means international actors are responsible for much stakeholders at all levels recognize as problematic and of the education of refugees and returnees, despite unsustainable. What’s more, the limited availability of being endorsed by MENPC and following the Chadian data on the costs of education for refugees relative to curriculum. Because of the dire challenges with the costs of education for host populations also makes funding and other basic resources for education in it difficult to compare the costs of education per student the country, quality of learning—including pedagogy, among refugees, IDPs, and host populations. language, classroom practices, teacher training, and differentiation—is secondary to the fundamental Despite the overwhelming conviction among challenges of access and resources for displaced respondents from international organizations that populations and host communities alike. MENPC owns the education strategy and drives the direction of programming, a lack of follow-through on A respondent from the Education Cluster summarized spending and activities from MENPC is reflected at the this core challenge: lower levels, where administrators, schools, and teachers feel the impact of the lack of funding and management. The obstacles for refugees to access the national “ For example, stakeholders at all levels complained that education system should not be understood MENPC consistently fails to meet current commitments as restrictions or refusals by the education for teacher recruitment and teacher salaries. authorities of Chad or the host communities. The obstacles lie in the situation of education itself. The PIET-2 Component 3 outlines goals to secure When refugees arrive, they must integrate in the public funding for the sector to increase support to existing schools, notably in the refugee camps or teachers and other pedagogical expenses by 2024 in the host villages. The education is very weak and 2030 (World Bank, Forthcoming). Although the in this sense, because the existing infrastructure government committed to meeting these goals, as well does not have the capacity to easily integrate as those outlined under Education Strategy 2030 for the the number of refugees that arrive. It is the inclusion of displaced populations in education, they fault of insufficient infrastructure. There is also require increased collaboration between international an insufficient number of qualified teachers to organizations and the government to establish and supervise the classrooms.” institutionalize nationally funded systems. The vocal commitments from the government have not been Next, we discuss our conclusions based on the backed by the development and implementation evaluation findings. of corresponding processes at the local level, and government instability adds to this challenge. What is the state of financing for education 1.  in the country, and how does it vary for host Finally, allocation of existing aid in the form of communities and displaced populations? cash or resources was confusing for recipients and nonrecipients. In most cases, allocating resources The lack of financing for resources and training to reach to every student is not possible because of scarce current commitment levels for education for refugees resources. These challenges are pronounced between and displaced populations is the main challenge refugees and host students and returnees, as some to providing education for displaced populations. groups were perceived as benefiting more than others, Compounding this problem is the general lack of depending on the program. Resource allocation had funding for resources and training for Chadian students. implications not only for students and families but also Chad does not have enough teachers, classrooms, or for teachers, who seemed to lack guidance on targeting resources at the local level to integrate students into the and therefore were unable to mediate any disputes on system administratively or academically. International the topic. CHAD CASE STUDY | CONCLUSIONS 30 How are displaced students being integrated 2.  Stopgap solutions—including increasing opportunities into public and private schools? for TVET; accelerated learning; and facilitated, play- based learning activities for young children—could Displaced students primarily attend schools in camps, begin to address the major deficits in learning quality which are perceived as higher quality than schools in that likely will persist for years until the country is able host communities. There was some sentiment among to change the focus from resources and access to respondents at all levels that having such almost education to quality of education. In addition, teachers exclusively donor-run camp schools is unsustainable. suggested that training to help differentiate instruction Where displaced students do attend public and private could help both teachers and students. schools, there is confusion about why they receive assistance in some areas that host communities do How does gender affect enrollment, 3.  not. Further, respondents indicated that displaced particularly among Nigerian refugees populations have a more difficult time integrating into and IDPs in the Lac Province? private schools, where they are not accepted if they cannot afford the school fees. Gender differences in enrolment vary by region; for example, enrollment rates for female learners are much The lack of national government follow-through on lower in the Lac province than they are elsewhere, and commitments seems to reverberate through the system, in some cases more females are enrolled than males. In making the processes to reach goals unclear, and thus addition, females are more likely to pass national exams disorganized and ineffective. Local-level administrators on average at the national level. Despite these numbers, experienced administrative challenges including student respondents perceived there to be more social barriers identification, enrollment, and grade placement. The for females than males to enroll and succeed in school, commitments to Education 2030 are loose and lack and there are still many displaced children outside of procedures to ensure they are met. The government the school system. Taken together, this picture indicates must solidify policies around education for displaced a need for targeted and differentiated efforts to increase populations that include corresponding structures that and maintain enrolment and performance among male will support their implementation (Dewulf et al., 2020). and female learners. Our research indicates that focusing on funding the following Strategy 2030 Results, which currently have Respondents attested to the efficacy of enrollment notable deficits, could have disproportionate impacts: advocacy campaigns in the past and are interested in (1) developing complementary pathways to education more support. National, provincial, and school-level (Result 1.4), (2) strengthening the education and stakeholders recommended increasing funding for training infrastructure (Result 2.1), and (3) strengthening awareness campaigns to educate families about their monitoring and management of schools attended by children’s right to education and safety, the illegality displaced children and youth (Result 3.1). of marriage of children under 18, and the benefits of avoiding early pregnancies that could interfere with Despite these local issues and the major funding gaps female learners’ ability to complete their schooling. for education in the country, there are still widespread Some respondents also mentioned the importance of efforts from government, donors, and communities addressing the root causes of children being out of to continue inclusion of displaced populations in the school, which seemed to mainly stem from poverty national education system. These ongoing efforts— and the need to find labor. Connecting education to often in the absence of funding to support them— labor outcomes and increasing opportunities for TVET, indicate that solidifying any developing, project-based, as mentioned in the prior section, is especially likely to or local approaches to administration and monitoring encourage boys’ enrolment. could go a long way toward support the organization of educational delivery for displaced populations as well as host communities. CHAD CASE STUDY | CONCLUSIONS 31 6. RECOMMENDATIONS Based on our findings, Exhibit 11 outlines policy recommendations and corresponding strategies to address identified barriers. EXHIBIT 11. FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS # Findings Conclusion Need Recommendations Who How 1 The lack of physical Profound resource Physical Change policies to MENPC Conceptualize infrastructure is constraints limit infrastructure accept contracts that education INGOs a top constraint the potential of and teachers are longer than 1 for displaced to educational most efforts. for schools. year and streamline Ministry of populations in delivery in Chad. approvals for Finance terms of Chad’s In addition, contracts. economic future. Ministry of a concerted A focus on how Prioritize cross- Economy effort towards education can sector collaboration funding teacher UNHCR increase economic with the Ministry recruitment, activity may help of Finance and the renumeration, prioritize funding Ministry of Economy. and training to education, and, are among the Work with UNHCR to in turn, improve highest priorities gradually transition the facilities and for strengthening funding responsibility services that, educational quality. on education-related according to the initiatives, potentially INEE Minimum on a progressive Standards should, basis. “promote the Use existing safety and well- structures, such being of learners, as the Inter- teachers and agency Network other education for Education in personnel and Emergencies (INEE) be linked to Minimum Standards health, nutrition, Indicator framework psychosocial and (2021), to strengthen protection services” administration and (INEE, 2010, p. 68). monitoring. UNHCR and others should continue advocating for the government to cover eligible refugee teachers’ incentive payments, in line with PIET-2 goals for 2024 and 2030. CHAD CASE STUDY | RECOMMENDATIONS 32 # Findings Conclusion Need Recommendations Who How 2 There is a lack Government is Funding, capacity Systematically MENPC Develop a of government open to inclusion, building, and better strengthen key targeted policy INGOs capacity and but management communication management dissemination follow-through on capacity and between national systems, as Local strategy to raise funding and policy financing are and local outlined in the government awareness of all rollout that hinders lacking. government entities PIET-2 (World Bank, relevant actors systemic progress. Forthcoming) to on applicable As such, local-level gradually transition legislation. administrators responsibility for Accompany are unaware of funding and systems policies with clear planning and building to the and actionable administration government. guidelines budget processes, Consistently to facilitate and monitoring is formalize rollout implementation ad-hoc. However, procedures for at local levels there are also few each policy (e.g., in INEE viable near-term and strengthen (2010) Minimum alternatives to relationships Standard’s international between national Education Policy organizations and local Standard 2: continuing to government entities. Planning and finance the Implementation), education system. highlighting key implications. Earmark funding as part of every program for in- service capacity building for employees at the national and local levels to gain an understanding of approaches to provincial and school administration and monitoring. CHAD CASE STUDY | RECOMMENDATIONS 33 # Findings Conclusion Need Recommendations Who How 3 Some basic Provincial and Fee waivers and Provide need-based Donors Establish a barriers to local stakeholders assistance for non- supports such as fee mechanism that Ministry of Social inclusion exist, tend to support fee school costs; waivers, especially would allow local Affairs including that educational information about for unaccompanied actors to request caregivers of inclusion of assistance children and children Curriculum clarifications on refugee children displaced who have dropped specialists financial assistance. are often unable populations, out of school. Introduce to pay school fees. though barriers to Implement classroom-specific Displaced children inclusion still exist. intentional targeting inclusion-related also lack access to and sensitization guidance secondary schools. on the rationale for and stopgap In school, directors targeting. psychosocial and teachers supports in encourage refugee ongoing training inclusion in their for teachers (e.g., classrooms, but the 2019 INEE some tensions Psychosocial between groups Support and Social persist, especially Emotional Learning about assistance. (PSS-SEL) Training module). Hire PSS and administrative specialists to support teachers in tasks that are external to their jobs and expertise. 4 Community Communities Resources Work with NGOs to Local ITrain communities schools struggle engage in specifically for develop programs administrators in group to independently educational community schools, that enable group fundraising, such as Local NGOs fund schools and activities but in the absence fundraising to a co-op model, as teachers, and PTAs require resource of government maintain community an avenue to help are ill-equipped support. funding. schools. allocate teacher to run community salaries, keep Progressively schools alone, schools functioning, integrate community especially in and enable PTAs to school teachers into pedagogy. generate income the government that can contribute payroll, as outlined in to their children’s PIET-2. education, as Provide capacity recommended by building and INEE Minimum guidelines for Standards community schools. Community Participation Standard 2 (INEE, 2010). CHAD CASE STUDY | RECOMMENDATIONS 34 # Findings Conclusion Need Recommendations Who How 5 Parents and Teachers supported Adequate supports Prioritize allocating MENPC Employing teachers students perceived students amid to teachers for qualified teachers and specialists UNHCR teachers as lack of staffing to quality education. to rural areas and from displaced strong, given the address severe paying them, partly INGOs populations could circumstances; resource shortages, through hiring and help shift the however, poor learning training refugee financial burden external social environments, and displaced from UNHCR to and economic and unmet teachers to increase the government challenges are psychological opportunities for and help meet perceived to needs. income generation. the specific needs negatively affect of students, Delineate learning quality as specialists responsibilities differently for from displaced for teachers, male and female populations would administrators, and learners. have insights other personnel, and into the students’ fund positions that language and support teachers. culture. Untrained personnel could also be trained in engaging younger children in play- based activities which will support early childhood development. These types of initiatives could follow a systematic approach, e.g., UNICEF and The Lego Foundation (2018). CHAD CASE STUDY | RECOMMENDATIONS 35 # Findings Conclusion Need Recommendations Who How 6 Schools officially All refugees and Language transition Make accelerated MENPC Assess language follow the Chadian IDPs follow Chad’s for refugees learning programs and skill status of INGOs curriculum, but national curriculum, from Nigeria; and TVET available students upon entry the need for concerns about additional options to displaced Teachers into classes, since adaptation exists; adaptation, for students, students. no foundational Students for example, language of including TVET assessments are Provide catch-up school staff instruction, and and accelerated Parents systematically language classes struggle to lack of informal learning. administered. for Nigerian connect with some education refugees in the Lac Create guidance for students due to opportunities exist. region to enable teachers, students, language barriers. full participation and parents to There is a lack of refugees from link students of opportunities non-Francophone to the most for nontraditional countries. relevant education education, such opportunities as accelerated (including TVET learning or TVET, and accelerated limit student learning). potential; however, overall, refugee students outperform Chadian students on national exams in the final years of lower and upper secondary. CHAD CASE STUDY | RECOMMENDATIONS 36 ANNEX A. REFERENCES AAN Associates. (2017). Evaluation of the Ma’an (Together) towards a safe school environment programme 2009-2016 – Jordan. Brody, C., de Hoop, T., Vojtkova, M., Warnock, R., Dunbar, M., Murthy, P., & Dworkin, S.L. (2015). Economic self-help group programs for improving women’s empowerment: A systematic review. Campbell Systematic Review, 11(1): 1-182. Chad junta postpones post-coup forum to May. (2022, January 21). Africanews with AFP. https://www.africanews. com/2022/01/28/chad-junta-postpones-post-coup-forum-to-may/ Chowdhury, N. N., & Rivalland, C. (2016). Conceptualizing play as pedagogy in the ECE context of a developing country: The case study of Bangladesh. MIER Journal of Educational Studies, Trends and Practices, 1(2): 171–186. Cohen, E. L. (2022). How Syrian refugees expand inclusion and navigate exclusion in Jordan: A framework for understanding curricular engagement, 2(1): 3-29. Dewulf, A. L., Khan, A., & Nicolai, S. (2020). Strengthening coordinated education planning and response in crises: Chad Case Study. Evans, D. K., & Acosta, M. A. (2020). Education in Africa: What are we learning Center for Global Development Working Paper. Grove, A.T. (2021). History of Chad. Encyclopedia Britannica. https://www.britannica.com/place/Chad/History Hoover, W. A., & Tunmer, W. E. (2020). The cognitive foundations of reading and its acquisition. Springer. Hos, R. (2016). Education in emergencies: Case of a community school for Syrian refugees. European Journal of Educational Research, 5(2), 53–60. Kern, F., & Gleditsch, K. (2017.) Exploring pre-registration and pre-analysis plans for qualitative inference. https://doi. org/10.13140/RG.2.2.14428.69769 Knezevic, N., & Smith, W. G. (2015a). Curriculum, life skills and peacebuilding education: Promoting equity and peacebuilding in South Sudan: Results and lessons learned. UNICEF Eastern and Southern Africa Regional Office. Krueger, R. A. (1994). Focus groups: A practical guide for applied research (2nd ed.). Thousand Oaks, CA: Sage Publications. Inter-agency Network for Education in Emergencies (INEE) (2021). INEE Minimum Standards Indicator Framework. https://inee.org/resources/inee-ms-indicator-framework Inter-agency Network for Education in Emergencies (INEE). (2019). INEE PSS-SEL Training Module. https://inee.org/ resources/inee-pss-sel-training-module Inter-agency Network for Education in Emergencies (INEE). (2010). Minimum Standards for Education: Preparedness, Response, Recovery. New York, NY. International Organization for Migration (IOM) (2021a). Key Findings of Return Intentions Surveys. https://dtm.iom. int/reports/chad-%E2%80%94-return-intention-survey-round-3-key-results-august-%E2%80%94-september-2021 CHAD CASE STUDY | ANNEXES 37 International Organization for Migration (IOM) (2021b). Tchad | Province du Lac : Matrice de suivi des déplacements (DTM). https://displacement.iom.int/reports/tchad-rapport-de-deplacement-15-mai-juin-2021?close=true Ishak, N.M & Abu Bakar, A.Y. (2014). Developing Sampling Frame for Case Study: Challenges and Conditions. World Journal of Education, 4(3), 29-35. Nag, S., Vagh, S. B., Dulay, K. M., & Snowling, M. J. (2019). Home language, school language and children’s literacy attainments: A systematic review of evidence from low- and middle-income countries. Review of Education, 7(1), 91–150. National Scientific Council on the Developing Child (2018). Understanding motivation: Building the brain architecture that supports learning, health, and community participation. Working Paper No. 14. https://developingchild.harvard.edu/resources/understanding-motivation-building-the-brain-architecture-that- supports-learning-health-and-community-participation/ Neuman, W.L. (2009). Social research methods: Qualitative and quantitative approaches (7th ed.). Boston, MA: Pearson/Allyn & Bacon. NICHD Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41, 428-442. OECD (2019). Details of public revenues - Chad, https://stats.oecd.org/Index.aspx?DataSetCode=REVTCD OCHA – United Nations Office for the Coordination of Humanitarian Affairs (2018). Humanitarian Needs Overview- 2019. OCHA, December 2018. https://reliefweb.int/sites/reliefweb.int/files/resources/tcd_str_ hno2019_20181222.pdf OCHA – United Nations Office for the Coordination of Humanitarian Affairs (2021). Aperçu des besoins humanitaires Tchad : Cycle de programme humanitaire 2021. https://www.humanitarianresponse.info/en/operations/chad/ document/tchad-aper%C3%A7u-des-besoins-humanitaires-2021-hno-2021 Oginni, S. O., Opoku, M. P., & Alupo, B. A. (2020). Terrorism in the Lake Chad region: Integration of refugees and internally displaced persons. Journal of Borderlands Studies, 35(5), 725-741. Operational Data Portal. (2022). Refugee situations: Chad. UNHCR. https://data2.unhcr.org/en/country/tcd Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98 (3), 554-566. PASEC (2014). Performances des systemes educatifs en Afrique Subsaharienne francophone. http://www.pasec. confemen.org/wp-content/uploads/2015/12/RapportPasec2014_FR_BD1.pdf PASEC (2019). Performances des systemes educatifs en Afrique Subsaharienne francophone. http://www.pasec. confemen.org/wp-content/uploads/2021/01/RapportPasec2019_Rev2022_WebOK.pdf Rutishauser, B., Stauble, S., & Stolz, N. (2014). Essence of Learning: An approach to foster and sustain children´s ability to learn in times of crisis. Caritas Switzerland. République du Tchad (2021). Dossier Éducation 2024 : Volume 3 : Plan Intérimaire de l’Éducation au Tchad Actualisation PIET 2 : Stratégie pour 2030 et objectifs 2024. CHAD CASE STUDY | ANNEXES 38 République du Tchad (2017a) ‘Plan Intérimaire de l’Education au Tchad (PIET) 2018-2020’. N’Djamena: République du Tchad. République du Tchad (2017b) ‘Annuaire statistique, Ministère de l’Éducation, 2015-2016’. N’Djamena: République du Tchad République du Tchad (2019). Aide-mémoire de la sixième revue conjointe du secteur de l’éducation au Tchad. https://assets.globalpartnership.org/s3fs-public/document/file/2020-05-Chad-JSR-AM. pdf?VersionId=1PhRKjtBb4vZjyJw5RKSOxBahANYpZAw UNESCO Institute for Statistics [UIS] (n.d.) Chad: Education and literacy. http://uis.unesco.org/country/ TD?msclkid=9043ed1cc42711eca981240aee46d029 UNESCO Institute for Statistics and UNHCR (2021). Refugee Education Statistics: Status, Challenges and Limitations. Montreal and Copenhagen, UIS and UNHCR. https://www.unhcr.org/61e18c7b4. pdf?msclkid=9d226b00c42c11ec953184121c776f89 UNDP (2020). Human Development Report 2020. https://hdr.undp.org/sites/default/files/Country-Profiles/TCD.pdf UNHCR. (2004). ‘Protracted Refugee Situations’, Executive Committee of the High Commissioner’s Programme, Standing Committee, 30th Meeting, UN Doc. EC/54/SC/CRP.14, 10 June 2004, p. 2. UNHCR (2020). Education Strategy 2030 Chad. https://data2.unhcr.org/en/documents/details/83328 UNHCR (2021a). Operational Data Portal: Chad (Updated 31 Dec 2021). [Data set]. https://data2.unhcr.org/en/ country/tcd UNHCR (2021b). Statistiques des personnes relevant de la compétence du HCR Decembre 2021. https://data2. unhcr.org/en/documents/details/90448 UNHCR (2021c). UNHCR Tchad : Dashboard Education - Fin d’année scolaire 2020/2021. https://data2.unhcr.org/en/ documents/details/88307 UNHCR (2021d). Tchad : Dashboard Education – Rentrée scolaire 2021/2022. https://data2.unhcr.org/en/ documents/download/90914 UNHCR (n.d.) UNHCR Glossary. https://www.unhcr.org/glossary/#r UNICEF. (2016). Developmental evaluation: Peacebuilding, education and advocacy programme in Ethiopia. UNICEF and The Lego Foundation. (2018). Learning through play. https://www.unicef.org/sites/default/ files/2018-12/UNICEF-Lego-Foundation-Learning-through-Play.pdf?msclkid=23d067d8c57711eca16f79c277da01b7 Watson, C., Dnalbaye, E., & Nan-guer, B. (2018). Refugee and host communities in Chad: Dynamics of economic and social inclusion. World Bank Group. https://documents1.worldbank.org/curated/en/734861563057353544/ pdf/Refugee-and-Host-Communities-in-Chad-Dynamics-of-Economic-and-Social-Inclusion-Report-of-Qualitative- Research-Findings.pdf World Bank (2020). ‘International Development Association project appraisal document … to the Republic of Chad for a refugees and host communities support project’ Report No: PAD3740.World Bank (n.d.). Government expenditure on education, total (% of GDP) – Chad. https://data.worldbank.org/indicator/SE.XPD.TOTL. GD.ZS?locations=TD CHAD CASE STUDY | ANNEXES 39 World Bank, World Development Indicators. (2020). GDP per capita – Chad. Retrieved from https://data.worldbank. org/indicator/NY.GDP.PCAP.CD?locations=TD World Bank (2019). School enrollment, Chad. https://data.worldbank.org/country/chad World Bank (Forthcoming). Project Appraisal Document, CHAD IMPROVING LEARNING OUTCOMES PROJECT. World Bank. UNICEF. (2016b). Developmental evaluation: Peacebuilding, education and advocacy programme in Ethiopia. Yin, R.K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: SAGE Publications. CHAD CASE STUDY | ANNEXES 40 ANNEX B. LANDSCAPE OF EDUCATION COORDINATION SYSTEMS AND STRUCTURES IN CHAD TABLE 2. LANDSCAPE OF EDUCATION COORDINATION SYSTEMS AND STRUCTURES IN CHAD Key Leading Main Delivery Overall System Coordinating Agencies Partners Composition Bodies National Local Education Co-chaired by MENPC (state, Key ministries: (national) Ministry education Group (LEG) the MENPC private, and of Women, Child Protection and system and SDC community National Solidarity for ECCD; schools, with MENPC for primary and secondary the support education; Ministry of Vocational of PTAs) UN Training and Trades for vocational agencies and technical education; Ministry of (UNICEF, Higher Education for Universities. UNESCO, Fédératon nationale des UNHCR), and associations de parents d’élèves INGOs (Enfants (FENAPET - National Federation du Monde, etc.) of Parent-Teacher Associations) and MET (Association of mother educators) at the national level and individual PTAs/METs at the sub- national level. Implementing UN agencies, a few NGOs (ACRA, JRS, World Vision, CARE, CELIAF, etc.). Technical Lead: SDC Main in-country Donors: AFD, French Embassy, and Finacial bilateral and European Union, World Bank, Partners Group multilateral SDC, etc., UN agencies (TFP) donors (UNESCO, UNICEF, UNHCR, WFP) and INGOs and CSOs can be occasionally invited. CHAD CASE STUDY | ANNEXES 41 System for Education National - Co- MENPC At the national level, members IDPs and Cluster chaired by (national in a leading capacity include the crisis- affected (National) UNICEF and education Education Cluster, MENPC, and communities MENPC, Co- system); JRS. Other members include facilitated by UNICEF, FENAPET, UN agencies (WFP, the JRS UNHCR, UNICEF, UNHCR, UNESCO, UNESCO, OCHA, UNFPA, IOM) and a range WFP; and only of INGOs: PHUR, CDVT, CARE, a handful of COPES, CORD, CRT, FLM, Foi et INGOs which Joie, IRC, INTERSOS, IRD, JRS, are active in the RET, SFCG, SECADEV, ATURAD, field: COOPI/ AHA, AUSEE, CREDT, AJASSA, HI, ACRA, RET, OPAD, COOPI, ACRA. JRS, PTAs, MET International donors may also participate. Education Sub-Cluster DPEJ, IDEN, Aside from leading and co- Cluster (Sub- (Lac province) - IPEP, UNICEF, facilitating agencies, inspectors national): 1 Co-chaired by COOPI, WFP, and heads of schools participate. provincial UNICEF and Chadian Red Cluster and 1 the MENPC Cross (CRC), working group (DPEJ) and sometimes co-facilitated by UNHCR COOPI. IDEN, IPEP, Working group UNICEF, (southern RET, ACRA, Chad)- Co- SOS Villages chaired by d’Enfants, UNICEF with sometimes the MENPC UNHCR (IDEN) and co-faciliated by ACRA Refugee National: REWG Lead: UNHCR Refugee camp Aside from UNHCR, CNARR, education in close schools that MENPC, (DPEJ, IDEN, IPEP), Sub-national: system collaboration have been members of the REWG include: Education with the integrated UNICEF, UNESCO, FENAPET, monthly CNARR and within the AFD and a range of INGOs: meetings held the MENPC, national ACRA, RET, JRS. Sometimes in all 13 UNHCR including its education donors attend (e.g. for BPRM). sub-offices and decentralised system since Refugees’ representatives at camp level representatives 2014 sometimes participate at the (DPEJ, IDEN, sub-national level. Support from IPEP) UN agencies (UNHCR, UNICEF, UNESCO, WFP), and INGOs: ACRA, CRC, JRS, RET Source: Dewulf et al. 2020 p. 26 CHAD CASE STUDY | ANNEXES 42 ANNEX C. UNHCR MAP OF DISPLACED POPULATIONS IN CHAD CHAD CASE STUDY | ANNEXES 43 ANNEX D. DATA COLLECTION INSTRUMENTS KEY INFORMANT INTERVIEW PROTOCOL: NATIONAL AND REGIONAL ACTORS Introduction Hello my name is…………………………., and I am a researcher with the [American Institutes for Research (AIR), a research organization based in the United States OR Jesuit Refugee Services] to conduct research for the World Bank-funded Forced Displacement and Education study. This study investigates policies and practices that support refugee and IDP inclusion in national education systems. Participation I would like to conduct an interview with you. I will ask you questions about your experiences related to education for refugee and displaced populations. The interview will take up to 1 hour. I will be taking notes and if you agree, I would like to record this interview. I will use the audio recording to fill in any gaps in my notes and then immediately delete the recording. Risk There are no physical risks associated with this study. If any of the questions we ask are sensitive or make you uncomfortable, you do not have to answer them. The research is not evaluating you. Benefits You will not receive any personal benefits (monetary or other gift) by participating in this study. However, the information you provide will help inform the design of a case study on refugee education in Colombia. Confidentiality You can speak openly and honestly in your responses. We will not include your name in any reports, but we will include your title in the list of respondents. All information will be stored securely on AIR/NYU computers and will be deleted after all reports are approved by the World Bank at the end of the project. Voluntary Participation Your participation in these data collection activities is completely voluntary. You may choose not to answer any questions or stop the interview at any time. If you do not want to participate in the study, there will be no negative repercussions for you whatsoever. More Information If you have any questions about this study you may contact Andi Coombes at [phone number] If you have concerns or questions about your rights as a participant, contact AIR’s Institutional Review Board at IRB@ air.org, toll free at 1-800-634-0797, or by postal mail: AIR c/o IRB, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Informed Consent If you have understood the information above and voluntarily agree to participate, please provide verbal consent by saying “I consent” aloud. CHAD CASE STUDY | ANNEXES 44 Background First off, thank you for taking the time to meet with us today to talk about access to education for internally displaced persons and refugees in Chad. We are looking forward to this conversation and to hearing more about your perspective and expertise. To start, please tell us a bit about your role in facilitating access to the national education system for refugees and internally displaces persons (IDPs) in Chad. a. Refugees in the Lac region? b. IDPs in south Chad? c.  Urban refugees from CAR? Probe to find out if person has specific geographic area of expertise if not identified prior to interview; if so, follow that line throughout interview Context We had read through the Education Strategy 2030 of Chad and we are interested to know how this strategy fits into your office’s greater approach towards inclusion. 1.  Thinking about the Education Strategy 2030 of Chad, which programs/policies does the [OFFICE NAME] and your team have in place to meet the ambitious inclusion goals laid out in the document? a.  Do you believe these programs/policies can meet the specific needs of the refugees in the Lac region? The needs of the IDPs in South Chad? Urban refugees from CAR? i. If so, how? ii. If not, why not? Access In our research, we have learned that there are specific barriers to access that these populations experience. For example, we know that in the south of Chad, there is a substantial gender gap in enrollment. With that in mind, we would like to ask you some questions about access to education for these populations. 1.  Thinking specifically about access among Nigerian refugees and IDPs in the Lac region, what do you believe are key barriers they face when accessing the national education system? a. What barriers do you believe are unique just to IDPs? b. Which barriers are unique to Nigerian refugees? Are you familiar with the PARCA program? If so, please describe. c. What are some of the successes of the program? d. What are some of the challenges of the program? We understand that urban refugees from CAR are being integrated into public and private schools. Are you familiar with this process? If so, please describe. e. What are some of the approaches that have facilitated inclusion, if any? f. What are some of the challenges to inclusion, if any? g. Do these differ for public vs. private schools? Please describe. CHAD CASE STUDY | ANNEXES 45 Why do you believe there is a gender gap in enrollment in the south and the Lac area, but not in the east of Chad? h. Are there lessons learned in the east of Chad that could be applied to the south and the Lac area? Considering the key barriers you mentioned, which ones do you believe can/should be addressed primarily by the government of Chad? i. How do you believe they should be addressed? j. How do solutions vary by region? Which key barriers do you believe need to be addressed primarily by partners and other organizations that work in Chad? k. How do you believe they should be addressed? Financing Finally, we are interested in understanding the costs of education for displaced populations, especially regarding the cost of training refugee teachers through the national teacher training program. 1. First, would you please describe the current state of financing education for displaced populations? a. How is the related work financed? Does financing differ by region? How so? b. What are the finance-related goals related to the 2030 education strategy, if any? c.  What are your suggestions for improving how education for displaced populations in Chad is financed? Please describe. Are you aware of any cost data on this topic? Do you think those data could be made available for research purposes? If yes, what is the process for accessing the data? Probe: data that informed development of dashboard, costs of education in UNHCR and government schools Closing Are there any other key challenges related to education for internally displaced persons and refugees in Chad that you’d like to discuss? Thank you for your time and insights. KEY INFORMANT INTERVIEW PROTOCOL: PRINCIPALS Introduction Hello my name is…………………………., and I am a researcher with Jesuit Refugee Services to conduct research for the World Bank-funded Forced Displacement and Education study. This study investigates policies and practices that support refugee and IDP inclusion in national education systems. Participation I would like to conduct an interview with you. I will ask you questions about your experiences related to education for refugee and displaced populations. The interview will take up to 1 hour. I will be taking notes and if you agree, I would like to record this interview. I will use the audio recording to fill in any gaps in my notes and then immediately delete the recording. CHAD CASE STUDY | ANNEXES 46 Risk There are no physical risks associated with this study. If any of the questions we ask are sensitive or make you uncomfortable, you do not have to answer them. The research is not evaluating you. Benefits You will not receive any personal benefits (monetary or other gift) by participating in this study. However, the information you provide will help us learn how to improve education in Colombia. Confidentiality You can speak openly and honestly in your responses. We will not include your name in any reports but we will include your title in the list of respondents. All information will be stored securely on AIR/NYU computers and will be deleted after all reports are approved by the World Bank at the end of the project. Voluntary Participation Your participation in these data collection activities is completely voluntary. You may choose not to answer any questions or stop the interview at any time. If you do not want to participate in the study, there will be no negative repercussions for you whatsoever. More Information If you have any questions about this study you may contact Andi Coombes at [phone number] If you have concerns or questions about your rights as a participant, contact AIR’s Institutional Review Board at IRB@air.org, toll free at 1-800-634-0797, or by postal mail: AIR c/o IRB, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Informed Consent If you have understood the information above and voluntarily agree to participate, please provide verbal consent by saying “I consent” aloud. Facilitator: First, I’d like to learn a bit about you. Context 1. Please tell us a bit about yourself and your experience as a principal in this school. a. How long have you been principal? b. What did you do before becoming a principal? c. What type of training did you have for becoming a principal? What do you think is the biggest challenge related to education for refugees and internally displaced students in Chad? (compared to host country students, e.g., access, outcomes, language, etc.) Facilitator: Now, I would like to learn more about student access to education. CHAD CASE STUDY | ANNEXES 47 Access to Education 1.  Do you think refugee and displaced children in your community face barriers to accessing education? a. If yes, what kinds of barriers do they face that local Chadian students do not face? b. If yes, what do you think can be done in your community to address these barriers? Do you think that boys and girls in your community face different barriers to accessing education? c. If yes, what kinds of barriers do you think girls face that boys do not face? d. If yes, what do you think can be done to address these barriers to education? In what ways do you work on making sure that all students in the school feel included? Please describe. Facilitator: Now, I would like to learn more about your school. Quality of Education 1.  What do you think are the biggest strengths of your school? Please describe. What are the biggest challenges you face at your school? Please describe. Do you think there are enough teachers at your school? Please describe. Do you think your school has enough resources? Please describe. a.  If no, what resources is your school missing? (probe: infrastructure, latrines, books, etc.) Principal Training and Qualification 1.  What types of training, if any, have you received specifically for managing the inclusion of refugee and internally displaced students in your classrooms? Please describe. a. Do you know of any plans to get any further training on this topic? Please describe. What type of training or information would you like to receive, if possible? What kind of content would be most useful? To the best of your knowledge, what is the percentage of local teachers at your school versus refugee teachers? b. Do you believe that one type of teacher is better prepared to teach than the other type? In your opinion, what are the biggest challenges that teachers face in including refugee and internally displaced students in their classrooms? Are the challenges different for these two groups? Financing Education 1. Do you feel that you are adequately compensated for your work as a principal? If not, why not? Does your school receive financial support from any international or local organizations? If so, please tell me more about the type of financial support your school receives. a. How does your school use the financial support it receives? b. How do you decide how to allocate the financial report? c. If you could change anything about the support your school receives, what would it be? CHAD CASE STUDY | ANNEXES 48 Inclusion 1.  What do you think would make it easier to incorporate and keep refugee and internally displaced students in school? Probe: training on a certain topic, behavior management, teacher groups, discussions with parents. What type of information, if any, have parents received about refugees in the school and community? Please describe. a. What type of training do you think parents should receive, if possible? In your opinion, what are the biggest challenges to parents of refugee and internally displaced students? What about parents of students who are originally from this community? What lessons would you communicate to other schools about how to include refugee and internally displaced students in their schools? Please describe. Conclusion 1. What recommendations do you have for how to improve education for refugee and internally displaced children? Is there anything else you would like to add? Thank participant for their time. FOCUS GROUP DISCUSSION PROTOCOL: TEACHERS Introduction Hello my name is…………………………., and I am a working for a company called Jesuit Refugee Services. I am doing a study on refugee education in Chad for the World Bank. Participation I am asking if you want to participate in a focus group discussion. A focus group is a group interview with about 4-6 other [parents/teachers] at your school. I will ask you some questions about your experience working in your school. This activity will take up to 2 hours. I will be taking notes and if you are comfortable, I would like to record this focus group. If you agree, I will use the audio recording to complete my notes and then delete the recording. Risk There is no danger in doing a focus group with me. It has no impact on your job in anyway. If you don’t want to participate or you do not want to answer a question, that’s okay. You can say you don’t want to answer a question, or you want to stop. Benefits I do not have anything to give you when we finish the focus group. It will help us understand the state of education at this school. CHAD CASE STUDY | ANNEXES 49 Confidentiality Everything you share with us will not be told to anyone else. We will not talk about it with your school, nor with any other third party. We will share it with the research team, but they will only see the information without your name on it. We will not include your name in any reports or include any information in reports that could be traced back to you. If you are participating in a focus group, it is important to respect other people’s privacy and not tell anyone else what we talked about today. All information will be stored safely on computers and thrown away (permanently deleted) when we finish our work. Voluntary Participation You can say no to being a part of this study. It is up to you. And if you say ‘yes’ now, you can change your mind later. More Information If you have any questions about this study you may contact Ms. Andrea Coombes at 202-403-6713. If you have concerns or questions about your rights as a participant, contact AIR’s Institutional Review Board at IRB@air.org, toll free at +1.202.403.5000, or by postal mail: AIR c/o IRB, 1400 Crystal Drive, 10th Floor, Arlington, VA 22202-3289 Informed Consent If you have understood the information above and voluntarily agree to participate, please provide verbal consent by saying “I consent” aloud. Facilitator: First, I’d like to learn a bit about your child’s education. Context 1. Please tell me your name and a bit about your experiences as teachers in this school. a. How long have you been working as a teacher? b. What grade(s) do you teach? c. What type of training did you have for becoming a teacher? Facilitator: Now, I would like to learn more about student access to education. Access to Education 1. Do you think students in your community face barriers to accessing education? a. If yes, what kinds of barriers do you think they face? b. If yes, what do you think can be done to address these barriers to education that students face? Do you think that boys and girls in your community face different barriers to accessing education? c. If yes, what kinds of barriers do you think girls face that boys do not face? d. If yes, what do you think can be done to address these barriers to education for girls? Facilitator: Now, I would like to learn more about your school. CHAD CASE STUDY | ANNEXES 50 Quality of Education 1.  What do you think are the biggest strengths of your school? Please describe. What are the biggest challenges you face at your school? Please describe. Do you think there are enough teachers at your school? Please describe. Do you think your school has enough resources? Please describe. a. If no, what resources is your school missing? (probe: infrastructure, latrines, books, etc.) Teacher Training and Qualification 1. What types of training or information, if any, have you received specifically for managing refugee and internally displaced students into your classrooms? Please describe. Is there any area in which you would like to receive more information or training? Please describe. What are the biggest challenges that you, as a teacher, face in taking on refugee and internally displaced students in your classroom? a. Are the challenges different for these two groups? Financing Education 1. Do you feel that you are adequately compensated for your work as a teacher? If not, why not? Does your school receive financial support from any international or local organizations? If so, please tell me more about the type of financial support your school receives. a. If you could receive additional financial support, how would you use it? Please describe. Inclusion 1.  What do you think would make it easier to teach refugee and internally displaced students in school? Probe: training on a certain topic, behavior management, teacher groups, discussions with parents. In your opinion, what are the biggest challenges for refugee and internally displaced students in your class? What about students who are originally from this community? In what ways do you work on making sure that all students in the school feel included? Please describe. What lessons would you communicate to other teachers about how to include refugee and internally displaced students in their schools? Please describe. Conclusion 1.  What recommendations do you have for how to improve education for all children in Chad? Is there anything else you would like to add? Thank participants for their time. CHAD CASE STUDY | ANNEXES 51 FOCUS GROUP DISCUSSION PROTOCOL: PARENTS Introduction Hello my name is…………………………., and I am a working for a company called Jesuit Refugee Services. I am doing a study on refugee education in Chad for the World Bank. Participation I am asking if you want to participate in a focus group discussion. A focus group is a group interview with about 4-6 other [parents/teachers] at your school. I will ask you some questions about your experience working in your school. This activity will take up to 2 hours. I will be taking notes and if you are comfortable, I would like to record this focus group. If you agree, I will use the audio recording to complete my notes and then delete the recording. Risk There is no danger in doing a focus group with me. It has no impact on your job in anyway. If you don’t want to participate or you do not want to answer a question, that’s okay. You can say you don’t want to answer a question, or you want to stop. Benefits I do not have anything to give you when we finish the focus group. It will help us understand the state of education at this school. Confidentiality Everything you share with us will not be told to anyone else. We will not talk about it with your school, nor with any other third party. We will share it with the research team, but they will only see the information without your name on it. We will not include your name in any reports or include any information in reports that could be traced back to you. If you are participating in a focus group, it is important to respect other people’s privacy and not tell anyone else what we talked about today. All information will be stored safely on computers and thrown away (permanently deleted) when we finish our work. Voluntary Participation You can say no to being a part of this study. It is up to you. And if you say ‘yes’ now, you can change your mind later. More Information If you have any questions about this study you may contact Ms. Andrea Coombes at 202-403-6713. If you have concerns or questions about your rights as a participant, contact AIR’s Institutional Review Board at IRB@air.org, toll free at +1.202.403.5000, or by postal mail: AIR c/o IRB, 1400 Crystal Drive, 10th Floor, Arlington, VA 22202-3289 PARTICIPANT VERBAL ASSENT FORM Introduction Hello my name is…………………………., and I am a researcher SEI Consultores. I am here to learn about your experience in school. CHAD CASE STUDY | ANNEXES 52 Informed Consent Do you understand what I have told you or have any questions? Would you like to participate? If yes, please provide verbal consent by saying “I consent” aloud. Note to Facilitator: Depending on the location, you will be conducting a focus group with a mix of parents from different backgrounds including refugees, IDPs, and local Chadians. For the purposes of this focus group, we consider refugees or IDPs to be students who are new to this school and community and local Chadians to be students who have been attending this school and living in this community for a while. Please keep track of which students are new to this school and which students have been attending this school for a while, so you can probe accordingly. Facilitator: First, I’d like to learn a bit about you and your child’s education. Context 1.  Please tell us a bit about yourself and where are you from originally. How long have you lived in this community? Where did you live before coming here? How many children do you have? How old are they? Are all of your school-aged children enrolled in school? If not, why not? What type of school do your school-aged children go to? a. Camp school? b. Private school? c. Community school? For those enrolled in school, what grade(s) are they in? Are you satisfied with education services your children are receiving? Why or why not? Facilitator: Now, I would like to learn more about your experience accessing education for your child. Access to Education 1. Do you think children in your community face challenges to accessing education? a. If yes, what kinds of challenges do you think they face? b. If yes, what do you think can be done to address these challenges that children face? Do you think that boys and girls in your community face different barriers to accessing education? c. If yes, what kinds of barriers do you think girls face that boys do not face? d. If yes, what do you think can be done in your community to address these barriers to education for girls? Facilitator: Now, I would like to learn more about your child’s experience in school. CHAD CASE STUDY | ANNEXES 53 Quality of Education 1.  Do you think there are enough teachers at your child’s school? Why or why not? Do you think your child’s school has enough resources? Please describe. a. If no, what resources is your school missing? (probe: infrastructure, latrines, books, etc.) Are you satisfied with the quality of your child’s education? Why or why not? Have you met with your child’s teacher before? If yes, what did you discuss? Is there an active parent teacher association (PTA) here? b. If yes, are you involved in the PTA? i. If yes, what type of activities do you participate in through the PTA? Teacher Training and qualification 1. To the best of your knowledge, are your children’s teachers local teachers or are they also refugees? Do you think your children’s teachers are good teachers? Why or why not? Financing Education 1. Do you contribute financially to your children’s education? If yes, how much do you pay for their education? Do any of your children receive financial support from any international or local organizations to attend school? If so, please tell me more about the type of financial support you receive. a. Do you think the support is sufficient? Why or why not? b. If you could change anything about the support you receive (other than the amount), what would it be? Inclusion 1. Have you noticed that many new students have been joining this school in the past few years? To the best of your knowledge, do your children interact regularly with the different types of children in their class (e.g. new students and students who have been attending this school for a while)? a. If yes, are they friends with different types of children in class? b. If yes, do your children interact with different types of children outside of class? Conclusion 1. What has been the most challenging thing about sending your children to school? What could be done better to improve education for your children? Thank participants for their time. CHAD CASE STUDY | ANNEXES 54 FOCUS GROUP DISCUSSION PROTOCOL: PARENTS Consent/Authorization form for Parents or Guardians on behalf of children Note to Data Collector: This informed consent form is to be obtained before conducting KII with children. PART I: INFORMATION SHEET Introduction Note: You must read this entire consent form aloud exactly as written. After you have read this form to the child’s parent or guardian, you must complete and sign the verification of consent form. Hello, my name is (data collector name). I work for a company called SEI Consultores. I am here to ask you and [child’s name] to participate in a study so we can learn about education for refugees and migrants and the communities where they live in Colombia. Please let me tell you more about the study, and then you can tell me whether you give permission for your family and your child to participate. We want to learn from children and use the information they provide us to guide us in the development of potential solutions to improve their educational experience. We are asking if you give permission for your child, [child’s name] to take part in the study. The interview will take about 1- 1.5 hours and your child can take a break any time he or she wants. Your child can also decide to stop being in the study later if you want. There will be no consequences for you or your family if you decide that you do not want your child to be in this study. Your family and your child will not get any special benefits from being in the study, but we hope that this study will help us learn how to improve education for children in the area. There are also no risks or harms to your child whether your child participates or does not participate in the study. Your family’s personal information and your child’s personal information will never be shared with anyone in his/her school or in this community. We will never include your family’s names or your child’s name in any reports about this study. If you allow your information to be included in this study, we may also use that information for future research, but will never include your family’s name. Do you have any questions about the study or about what I have read to you? Answer all of parent’s/guardian’s questions and make sure he/she has no further questions before asking whether or not consent is given. If you have any questions about your rights as a study participant, I can provide you with contact information for the American Institutes for Research, and I will also leave this contact information in case you have questions later. CHAD CASE STUDY | ANNEXES 55 Contact Details If you have questions about your rights as a research participant, or concerns or complaints about the research, you may contact: Andrea Coombes American Institutes for Research 1000 Thomas Jefferson St NW +202-403-6713 OR You may report any objections to the study, either orally or in writing to: IRB Chair American Institutes for Research 1000 Thomas Jefferson St NW Email: irbadmin@air.org (202) 403-5000 May I please have your permission for your child to be in this study? Instructions to data collector: Complete the verification of consent form, indicating the full name of the parent/guardian, and whether he/she gives consent. If consent is not given, try to learn more about the parent’s/ guardian’s concerns – you may be able to address them and still gain consent. If consent is not given, note the stated reason for refusal if possible. However, the parent/guardian should never be forced to provide a reason if he/she says no to the study. Then sign and date the verification of consent form. CHAD CASE STUDY | ANNEXES 56 PART II: CERTIFICATE OF CONSENT Certificate of Consent The above document describing the benefits, risks and procedures to participate has been read and explained to me, the parent/guardian of the participant. I have been told that participation in this study is voluntary and that my child can withdraw at any time. I have been given an opportunity to ask any questions about the activity and my questions have been satisfactorily answered. ____________________________________ Printed Name of Participant ____________________________________ _________________ Signature or Thumbprint of Participant Date I certify that the purpose, benefits and possible risks associated with participation in this study have been explained to the parent or guardian of the participant. __________________________________________ Printed Name of Person Who Obtained Consent ____________________________________ _________________ Signature of Person Who Obtained Consent Date CHAD CASE STUDY | ANNEXES 57 PARTICIPANT VERBAL ASSENT FORM PART I: INFORMATION SHEET Introduction Hello my name is…………………………., and I am a researcher with Jesuit Refugee Services. I am here to learn about your experience in school. Participation I would like to ask you to be part of a discussion with other students. I will ask the group questions about your experiences in school. The discussion will last an hour. I will be taking notes and if you are all comfortable, I would like to record this discussion. I will use the audio recording to fill in any gaps in my notes and then immediately delete the recording. Risk There is minimal risk associated with this study, no more than any day-to-day risks you may encounter. If any of the questions we ask are sensitive or make you uncomfortable, you do not have to answer them. The research is not evaluating you. Benefits You will not receive any personal benefits (monetary or other gift) by participating in this study. However, the information you provide will help us learn how to improve education in Colombia. Confidentiality You can speak openly and honestly in your responses. We will not include your name in any reports. All information will be stored securely on and will be deleted at the end of the project. Voluntary Participation Your participation in these data collection activities is completely voluntary. You may choose not to answer any questions or stop the interview at any time. Nothing bad will happen if you do not want to be in this study. You can decide to stop being in the study any time. More Information If you have any questions about this study you may contact Andi Coombes at +202-403-6713. If you have concerns or questions about your rights as a participant, contact AIR’s Institutional Review Board at IRB@air.org, toll free at 1-800-634-0797, or by postal mail: AIR c/o IRB, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Informed Consent If you have understood the information above and voluntarily agree to participate, please provide verbal consent by saying “I consent” aloud. CHAD CASE STUDY | ANNEXES 58 PART II: CERTIFICATE OF ASSENT Participant’s Full Name: __________________________________________ May I please have your permission to be in this study? If you check “yes,” the study team will ask you questions about your school If you check “no,” you will not be in the study. Remember, nothing bad will happen to you if you check “no.” Please check one: Yes No _________________ Date __________________________________________ Printed Name of Person Who Obtained Consent CHAD CASE STUDY | ANNEXES 59 Note to Facilitator: Depending on the location, you will be conducting a focus group with a mix of students from different backgrounds including refugees, IDPs, and local Chadians. For the purposes of this focus group, we consider refugees or IDPs to be students who are new to this school and community and local Chadians to be students who have been attending this school and living in this community for a while. Please keep track of which students are new to this school and which students have been attending this school for a while, so you can probe accordingly. Facilitator: First, I’d like to learn a bit about you. Context Please tell us your name, age, and how long you have been at this school. a. Did you move here recently? If so, where did you live before? What do you think are the best aspects of your school? Please describe. What are the biggest challenges you face at your school? Please describe. Do you think the challenges you have are different from [girls/boys’] challenges? How so? What do you think about the number of students in your classroom? Please describe. Facilitator: Now, I would like to learn more about your school experience. Inclusion Have you ever stopped going to school for a period of time? Please describe. b. If so, how long were you out of school? Have you faced any difficulties in being able to attend school in the past? Please explain. c. If so, in which city did you encounter the challenges? Have you noticed that many new students have been joining your school in the past few years? d.  If so, have you received any information from your school director or teachers about the new students joining your school? What kind of information? Please describe. Are you friends with students who have been in this school for a while? e. If so, what do you have in common with those students? If not, why not? Are you friends with any of the new students? f. If so, what do you have in common with the new students? If not, why not? CHAD CASE STUDY | ANNEXES 60 Have you had any issues with any students? Please explain. What are the good things about your teacher? Please describe. Is there any way you think your teacher could improve? Please describe. Do your parents support you going to school? g. Please tell me a bit about how they support you. h. Do you wish you had more support from your parents? What kind of support? Are there things teachers or other students could do to make this school better for you? Please describe. What do you plan to do after you finish school? Conclusion How would you improve your school if you were the principal or a teacher? Is there anything else you would like to add? Thank participants for their time. CHAD CASE STUDY | ANNEXES 61 ANNEX E. ETHICAL APPROVAL NOTIFICATION OF AIR’S INSTITUTIONAL REVIEW BOARD APPROVAL CHAD CASE STUDY | ANNEXES 62