Rtia-w1/tcd / National Expert / Survey of Teachers on Their Perceptions, Motivations and Training Needs At Expertise France

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– RECRUITMENT OF NATIONAL EXPERTS –

  1. SCOPE OF THE MISSION

Following the request for technical assistance sent by Chad to the RTIA in January 2025, two experts from the Facility went to N’Djamena in April 2025 to co-develop the Country Action Plan (PAP) with representatives of the various departments of the Ministry of National Education and Civic Promotion (MENPC). At the end of this mission, the thematic areas and major activities were defined and confirmed: two actions concern the governance of the teaching profession (in the field of human resources) and one concerns continuing teacher training. The expert recruitment process begins directly after the validation of the PAP by the MENPC and the management of the Facility.

1.1 MAIN OBJECTIVES

The proposed technical assistance program focuses on governance and the professional development of teachers, and aims to support the MENPC in its decentralization process (implementation of the 2024 organic law on the distribution of powers between the State and autonomous communities).

Regarding continuing education, the decentralization process, with increased responsibility for Academies and Delegations, requires an update of the master plan for continuing education for teachers from preschool to secondary school, with particular attention paid to transitions between cycles. The TA, based on an inventory of continuing education and a survey on teachers’ perceptions, motivations and training needs, will propose an updated operating framework for continuing education, including a master plan and strategies for developing continuing education plans aimed at harmonizing planning processes in different provinces.

The TA will thus contribute directly and indirectly to the following sectoral objectives and indicators of the PNET (Chad National Teaching Policy) 2024-2030:

  • Strategic objective 2 : Improve the qualification and equitable management of teachers
  • Expected effect 2 : continuing teacher training is strengthened and better structured
    • IP 1: Percentage of teachers benefiting from continuing peer training (Educational Animation Sectors – SAP or Communities of Practice – CAP)
    • IP2: Percentage of teachers benefiting from open distance learning (ODL)
    • IP3: Percentage of teachers who have benefited from a visit for local supervision carried out by an educational supervisor over the last 12 months (Breakdown by gender)
    • IP4: Proportion of teachers with the minimum qualifications required by level of study.

Specific objectives

This action constitutes the first step in the process of updating the master plan for continuing teacher training. A team of three experts will be recruited to conduct a survey of preschool, primary, middle, and secondary school teachers in three provinces of Chad. Each expert will work in one province. The survey will aim to better understand how teachers perceive their training opportunities (number, format, quality, relevance, etc.); the training needs they have identified; and their level of motivation to pursue training.

The experts will work together on the methodology and tools used for the survey. They will then conduct the survey simultaneously in all three provinces. Each recruited expert will work in one province.

1.2 METHODOLOGY & GENERAL APPROACH

The general approach and methodology described below are indicative and non-exclusive. Each expert will have to develop the methodology they intend to use in their application.

General approach:

The national expert will work closely with the relevant MENPC departments and services, both centrally and locally. Compliance with ethical rules during the collection of information is essential: written consent of participants, respect for confidentiality, integrity, moderation, fairness, rigor, and respect for dignity.

Methodology:

To carry out the inventory, the recruited expert must:

  • Study the main political documents of the Chadian education system (in particular the sectoral strategy and the teaching policy.
  • Participate in a scoping meeting with the MENPC focal points and the Facility. Following this meeting, the expert, together with the two other recruited experts, will propose a brief note describing the work to be carried out, including the methodology and an updated schedule taking into account the days of the field mission and the drafting of the report. This note will precisely describe the strategy that the expert intends to implement to collect the information, taking into account constraints related to distances and the security situation.
  • Communicate with decentralized departments and provincial focal points to identify participants and obtain authorization to access educational establishments.

Coordination:

The three experts in charge of the investigation will have to develop the format of the report together, in order to guarantee the consistency of the approaches and the presentation of the contents .

Throughout the inventory process, the expert is expected to have technical discussions with the Facility. The deliverables will be validated by the MENPC and the Facility.

1.3 STAKEHOLDERS

The DFIC (Directorate of Initial and Continuing Education) and the MENPC’s Primary and Secondary Education Directorates are the key partners to support the survey work. The Territorial Directorates and the Academies will be the stakeholders at the decentralized level.

1.4 MAIN DELIVERABLES

The main deliverables for this expert work are as follows:

  1. Methodological note / inception report (no more than 2-3 pages) developed jointly by the three experts
  2. Development of tools based on the methodology envisaged (questionnaires, semi-structured interviews, FGD, etc.)
  3. Presentation of the first results of the survey (at the end of the field mission) to the MENPC (PowerPoint)
  4. Report on the results of the survey including:
    • Teachers’ perceptions of their current training opportunities
    • Motivating (or non-motivating) factors for training
    • Obstacles encountered in training
    • Training needs they identified
    • Desired training formats (frequency, type, certification, etc.).

The deliverables will be sent to the Facility and the MENPC for validation. PowerPoint presentations for the restitution of the initial results will also be shared.

2. IMPLEMENTATION METHODS

2.1 ESTIMATED NUMBER OF DAYS AND GENERAL TIMETABLE

  • Preparation (2 days)
  • Field survey (5 days)
  • Writing work (3 days)

2.2 ROLES AND RESPONSIBILITIES

The Ministry

The Ministry of National Education and Civic Promotion (MENPC) will be responsible for:

  • Provide documentation
  • Identify the schools and teachers participating in the survey
  • Provide the necessary authorizations and inform the establishment directors
  • Provide a space for interviews that respects the confidentiality of the discussions
  • Comment on and approve deliverables
  • Share deliverables with key stakeholders (including decentralized services)

The RTIA Facility

The Facility will be responsible for:

  • Contract and facilitate the integration of the consultant by providing all available documents and resources
  • Monitor the consultant’s work from the start of the mission to its completion
  • Act as the primary contact for the consultant
  • Ensure quality control of deliverables in collaboration with the Ministry’s focal point for this consultancy
  • Contribute to internal and external knowledge management
  • Collect feedback and comments from stakeholders and validate deliverables by all parties
  • Evaluate the consultant’s overall performance for this mandate

The expert

The expert will have to:

  • Review and comment on these Terms of Reference (ToR)
  • Ensure that all deliverables comply with the guidelines formulated during the mission scoping meeting, in accordance with the agreed schedule
  • Implement all steps of the validated methodology
  • Compile and submit the final report
  • Meet the monitoring-evaluation and quality assurance requirements regarding the collection of data relating to the methodology and the deliverables produced (attendance list, feedback and comments from the expert, feedback from participants in the work including the technical team of the ministry)
  • Conduct yourself with the highest levels of personal integrity and commit to upholding the required standards of good conduct
  • Immediately inform the Regional Teacher Initiative Facility of any difficulties in implementing the mission
  • Submit data related to contractual services, including collecting attendance sheets, participating in the consultant satisfaction survey, and sharing information from the RTIA participant satisfaction survey.

Project description or context

3. PRESENTATION OF THE FACILITY

The Regional Teacher Initiative for Africa (RTIA), a programme funded by the EU/EC through the Education Section (G3) of DG INTPA, aims to improve learning outcomes and the socio-emotional development of children in Africa by having a more competent, motivated and inclusive teaching workforce in basic education.

The RTIA will specifically seek to achieve the following results over the next 6 years:

  1. Improve the governance, management, attractiveness and gender balance of the teaching profession, with a strong focus on increased digitalization and innovation.
  2. Improve the quality, relevance and effectiveness of initial and continuing professional development for teachers, including through digital education, peer-to-peer learning approaches and regional collaboration

Within this framework, the Regional Teacher Initiative for Africa (RTIA) Facility will support teacher policies and contribute to improving teacher training and professional development systems by i) providing technical assistance for capacity building at the national level, ii) promoting innovation and scaling up of effective pedagogical solutions; iii) increasing the production and use of data and evidence, and iv) promoting the use of regional frameworks, evidence-based practices and joint learning at the regional level.

The Regional Teacher Initiative for Africa (RTIA) Facility will achieve the above objectives through 3 types of instruments or “windows”: i) a window to provide technical assistance on teacher governance and teacher training and professional development based on demand from eligible partner countries, ii) a window to test and scale effective teacher training and professional development programs in the thematic areas of digital skills, gender, green skills and pedagogical skills, including in the context of refugees and displaced populations, iii) a research window to create new data and support the integration of the resulting findings into the policy-making process and the design of teacher training and professional development programs.

In addition to these windows, the Facility’s knowledge management and communication activities will further contribute to the sharing of knowledge, evidence and best practices related to the overall results of the Initiative.

The Facility is funded by the European Union and co-implemented by the Partnership formed by three Member State agencies: Expertise France for France, Enabel, VVOB and APEFE for Belgium, EDUFI for Finland. Expertise France has been designated as the Coordinating Agency of this Partnership. With the governance scheme of the Facility serving as the governance scheme of the Initiative, it is expected that the Partnership will work in close collaboration with UNESCO and the African Union Commission (AUC), in charge of the other two components of the European Union (EU) Initiative.

The duration of the action is planned from 01.02.2024 to 31.01.2027 (36 months) with a budget of EUR 46,000,000.

The call for expertise falls under Window 1 relating to the provision of technical assistance (TA) to support countries in specific thematic areas related to teacher policy and governance, as well as teacher training and professional development.

4. GENERAL CONTEXT IN THE COUNTRY

Chad currently has a population of nearly 21 million, nearly 60% of whom are under 20 years old, putting enormous pressure on its education system. According to the 2023 Education Statistical Yearbook, Chad has 91,662 teachers, including 1,383 (1,245 women) in kindergarten, 54,801 (11,656 women) in primary school, 12,700 (1,218 women) in middle school, and 22,778 (2,271 women) in high school. The status of teachers is a challenge in Chad, with six categories of teachers at the primary level: community teachers of level zero (MC0), level 1 (MC1), and level 2 (MC2); contract teachers; assistant teachers, and male and female teachers. These different statuses not only impact teacher governance, but also the very quality of teaching. Community teachers make up 67% of primary school staff. State recruitment of teachers through the civil service is stagnating, and all ENI (Ecole Normale d’Instituteurs) are currently closed—since teachers completing initial training cannot be recruited due to insufficient funding. Teachers graduating from the ENS (Ecole Normale Supérieure) are also not necessarily recruited or given priority for positions in middle and high schools.

Teacher governance and training are therefore the priorities defined in Chad’s Interim Education Plan (PIET) for the development of the education system. Priority 2 of the PIET aims to “Improve the quality and relevance of learning at all levels,” with a priority on improving initial and continuing training for teaching staff. Most of the technical and financial partners present in Chad contribute to the implementation of the PIET. Among the first results obtained, we can mention the inventory of the curricular framework for teacher professionalization carried out in 2021, and the development of the training framework for higher education colleges, which is currently underway.

Desired profile

5. PROFILE OF THE NATIONAL EXPERT

Academic qualification

  • Specialist in education or social sciences

General professional experience

  • At least 5 years of professional experience in data collection and analysis
  • Proven experience in developing and implementing field surveys
  • Knowledge and experience of the education system in Chad

Language skills

  • Excellent verbal and written communication skills
  • Fluency in French (written and oral)

Interpersonal and general skills

  • Ability to work in a team and communicate effectively with various stakeholders
  • Ability to take initiative
  • Good knowledge of survey techniques and data collection tools
  • Excellent analytical skills
  • Strict compliance with ethics and confidentiality rules

How to apply

Please attach the following items to your application:

The applicable daily rate will be in accordance with the Facility’s current fee schedule. It will depend on the expert’s status and experience.

Application deadline: Wednesday, October 8, 11:45 pm Paris Time (UTC+2)

The evaluation of the offers received will be based in particular on the following criteria: (i) the candidate’s diploma, (ii) the candidate’s experience in carrying out missions relevant or similar to those specified in this call for applications, (iii) the candidate’s understanding of the expectations of the mission and the proposed intervention methodology.

“ At the RTIA Facility, we value all experts as unique individuals and welcome the diversity of experiences they bring to the Facility. As such, we have a strict non-discrimination policy. We believe that everyone should be treated equally, regardless of sex, gender identification, sexual orientation, national origin, native language, religion, age, disability, marital status, citizenship, genetic information, pregnancy, or any other characteristic protected by law. If you believe you have been discriminated against, please inform the RTIA team as soon as possible. Each complaint will be properly investigated .”