School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
Law 06-016 2006-03-13 PR on the Orientation of the Chadian Education System uses the terms “director” (directeur) and “head of the establishment” (chefs d’établissement) to refer to the head of a school. School administrative and management staff (Personnel d'administration et de gestion) are described as consisting of teaching staff and administrative staff. None of the terms are explicitly defined. The administrative staff is headed by the director who is also the pedagogical leader at the school level (Le responsable pédagogique au niveau de l'école). Aspect of their leadership is defined in article 9 of the Decree No. 272/PR/PM/MENPC/SEENPC/SG/DGEFS/DEP/2016 regulating the monitoring and pedagogical supervision of primary school teachers.
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Currently, there are no competency standards or leadership frameworks in Chad. A 2023 study on women in learning leadership roles in Chad found that there was no official document that explicitly lists the functions of school directors. The study recommends that the Ministry of Education develop a comprehensive competency framework that sets out key actions to be taken by school directors, such as the self-assessment of the school and the development of a development plan. The framework will provide school directors with valuable guidance on the measures necessary to ensure the proper functioning of the school, as well as on the areas of continuing education to be prioritized.
The Francophone Initiative for Distance Training of Teachers Chad (Initiative francophone pour la formation à distance des maîtres (IFADEM) Tchad) has developed two training booklets for school directors: the first, "Gouvernance participative et gestion de l’école" (Participative Governance and School Management), and the second, "Accompagnement pédagogique des enseignants et des élèves" (Pedagogical Support for Teachers and Students). These booklets outline some roles and responsibilities of school directors in these key areas, helping them navigate challenges related to school management and the pedagogical support of teachers. The Ministry of National Education and Civic Promotion is a partner in this initiative, along with the International Organization of La Francophonie (Organisation Internationale de la Francophonie (OIF)), the Francophone Univresity Agency (Agence Universitaire de la Francophonie (AUF)), the European Union, and the African, Caribbean, and Pacific Group of States (ACP).
Roles
Setting expectations/objectives: School directors should oversee school project implementation, according to the 2018-2020 Education Interim Plan for Chad (PIET). The PIET also defines the framework for the training of schools directors in the implementation of a school project.In IFADEM’s booklet "Gouvernance participative et gestion de l’école" (Participative Governance and School Management), it is outlined as the responsibility of the school director to define and lead the school project. This project is described as a dynamic process where the collective efforts of parents, students, the administration, and staff implement an action plan to improve learning, teaching conditions, and infrastructure. The project fosters a unified vision, starting from individual classrooms, the school's fundamental work units, and extending to the entire school, with student education viewed as both a continuous process and a product of the collective efforts of the director and teachers.
Developing teaching and learning: School directors are responsible for the requisition and use of equipment in the school. The director plans classroom inspections, observes the progress of lessons, and writes educational reports for the school inspectors.
In IFADEM’s booklet "Accompagnement pédagogique des enseignants et des élèves" (Pedagogical Support for Teachers and Students), directors are expected to oversee the pedagogical organization of each class. They are also responsible for observing and evaluating classroom practices to ensure effective educational support and continuous improvement.
Promoting collaboration: School directors chair the school management community. They also interact with associations such as the Parent Teacher Association (APE) and the Association of Mothers of Students (AME). They also maintain a relationship with local organizations and members of the community.
In IFADEM’s booklet "Gouvernance participative et gestion de l’école" (Participative Governance and School Management), it is emphasized that the effective functioning of a school partly depends on the smooth flow of information among the members of the teaching staff and the entire educational community. School directors play a crucial role in facilitating this communication, ensuring that all stakeholders are well-informed and engaged in the school's activities. The booklet also emphasizes that school directors are expected to be capable of advising Parent-Teacher Associations (APE) and Mothers' Associations (AME) to enhance parental involvement in education.
Supporting staff development: The director organizes the teachers' council and organizes the schedules of teachers and the work of auxiliary staff. Furthermore, the director organizes training days at the school level with the collaboration of the educational facilitator, and regional offices (such as the Inspections Pédagogiques de l’Enseignement Primaire (IPEP) and the Centre Départemental de Formation Continue des Enseignants du Primaire (CDFCEP)), to update teachers' skills and present the latest educational innovations. From this perspective, the director must ensure the continuing training of his teams and support teachers who wish to participate in the training offered by central services.
In IFADEM’s booklet "Accompagnement pédagogique des enseignants et des élèves" (Pedagogical Support for Teachers and Students), directors are expected to organize training sessions and be knowledgeable about various teaching methods and techniques. They are also responsible for the ongoing professional development of teachers.
Acting in accordance with the ethical principles of the profession: Article 89 of Law 06-016 2006-03-13 PR on the Orientation of the Chadian Education System states that teachers must have moral and social qualities and serve as a model for society.
Law No. 17, in Article 18 of Chapter 2 on the duties of public officials (2001), states that “[t]he public official is required to serve the interests of the nation with efficiency, loyalty, dignity, dedication, and integrity. They must always ensure the protection and promotion of the public interest and avoid any actions that could tarnish the reputation of the public administration.”
In IFADEM’s booklet "Gouvernance participative et gestion de l’école" (Participative Governance and School Management), the responsibility of school directors regarding professional ethics and deontology is thoroughly outlined. Deontology, or professional ethics, encompasses the rules and obligations that directors must observe in their demanding roles, ensuring they act with integrity, dedication, and professionalism. The booklet emphasizes that directors must embody these values, guiding their teachers by example and preventing isolation in the teaching profession. It also highlights the importance of ongoing professional development, the influence of personal values on decision-making, and the ethical responsibility directors have towards students, parents, and society. Ultimately, directors are entrusted with the moral duty of guiding and educating students, which requires a deep understanding of both their professional obligations and ethical responsibilities.
Others: While there is no official teaching requirement; due to the shortage of teachers, school directors are often called upon to take charge of a class.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
Currently, standards for school director recruitment in Chad have not been found. A study on women in leadership roles in Chad recommended the Ministry of Education develop a standardized recruitment framework for school directors. This framework must specify the eligibility criteria and the selection criteria for candidates, defined from a tree of skills expected of a director.
Appointment decision
Article 103 of Law 06-016 2006-03-13 PR on the Orientation of the Chadian Education System states that “directors and heads of establishment are chosen from among teachers from a list of suitable candidates.” Although is it further stated that the procedures for establishing this list are determined by regulations, the choice of the school director is left to the discretion of the inspector. He (she) may be chosen from among the teachers of the school, or of another school in the educational zone. According to interviews conducted by UNICEF, the three main criteria retained are tenure status, seniority as a teacher, and finally the “competence” of the teacher as assessed by the inspector.
Employment equity measures
Ordinance No. 12 of May 22, 2018, sets a quota of 30% of women who must participate in decision-making bodies and lists of candidates for legislative elections and management positions in public or private structures. However, it does not seem to specify whether or not it applies to school management positions. A study on women in school leadership found that one out of twenty school leaders were women.
Working conditions
Law 06-016 2006-03-13 PR on the Orientation of the Chadian Education System states that education staff can be hired as civil servants, contract staff, or auxiliaries. Education officials are governed by the general status of the civil service. School directors are part of the body of supervisory and educational support staff. Those who are contract workers are governed under the labor code. The law gives education personnel the right to organize themselves into unions with the aim of defending their moral and material interests, individual or collective. Management and supervisory staff in particular are able to be members of a trade union organization but they may not manage a body. According to the 2024 UNICEF report on the Factors Influencing school Performance in Chad teachers are civil servants who are paid while community teachers or assistant teachers are not.
2.3. Leadership preparation and training
Pre-service training
According to the Women in Learning Leadership (WiLL) report, there is currently no dedicated training for school leaders.
Induction and in-service training
School heads can participate in the yearly training organized by educational facilitators; however, as they do not offer specific modules for administrative and school management functions, the training may not be relevant.
3. Teachers, parents and students
3.1. School management committees and boards
School management committee are commonly implemented in many schools in Chad and are governed by Decree No. 319/PR/PM/MENFP/SEECEFA/SG/DGEFS/2016. It serves as a crucial partnership forum that involves all members of the educational community in important school decisions. The council typically addresses issues such as the school project, internal regulations, parent meetings, pedagogical and educational actions, resource utilization, integration of disabled children, extracurricular activities, school hygiene, student protection, and adherence to national values and principles. It usually comprises the school director (president), local authority representatives, all school teachers, and elected parent representatives (APE board). The primary education inspector (IPEP) attends meetings by right and the president may invite additional advisors if needed, though they do not vote. The council, established for a year, meets at least once per trimester with an agenda sent to members at least eight days in advance, and may also convene at the request of the school director or half of its members. It sets its own internal regulations and records minutes of each meeting, which are signed by the director and kept in a special register, with copies sent to the IPEP.
The 2024 UNICEF report on the Performance Factors of Schools in Chad mentions school management committees, or comités de gestion des établissements scolaires (COGES). The report states that these committees are governed by law establishing, organizing, and governing the operation of public-school management committees. The schools funds which were collected by the parents associations may have a portion transferred to COGES who then use these funds to ensure the school’s daily operations. The COGES are chaired by the school director. An announcement by the Ministry of Education mandates that all education establishments should have school management committees. As of 2023, only 41.5% of primary schools have a School Management Committee.
3.2. Middle leaders
According to the 2024 UNICEF report on the Performance Factors of Schools in Chad, teachers are categorized based on their initial training received, validated by professional diploma, and the highest academic level achieved. Senior primary school teachers are ranked highest. Those are teachers who hold a secondary education baccalaureate and have passed the entrance exam to the National Teacher Training Institute (ENI). They have undergone one year of vocational training before obtaining the CFEN (Certificate of Professional Aptitude for Primary Education). These teachers are commonly referred to as 'fully qualified teachers'.
3.3. Parents
The 2024 UNICEF report on the Performance Factors of Schools in Chad mentions mothers' associations (AME) and Parent Teacher Associations (APE). The report notes that schools that have these associations had better promotion rates. APEs collect funds through contributions from parents. A defined percentage of these funds is affected to the COGES for the daily school needs. APEs are also responsible for hiring community teachers. AMEs are associations which primarily work to promote girls' education. Nine out of ten schools have an APE, while only about three out of ten have an AME.
The National Federation of Parent Associations or Fédération nationale des associations des parents d’élèves du Tchad (FENAPET) is also active in Chad.
Decree No. 276/MEN/SG/04 of November 15, 2004, regulating relations between school administration and Parent-Teacher Associations (APE), established that the APE is autonomous and led by a president elected by the general assembly of parents, with support from a board. Although the director has no direct responsibility in the association, regulations require them to provide advisory support. Article 1 states that "The heads of centralized and decentralized services of the Ministry of National Education, as well as the various school directors, are required to collaborate at all levels with the APE within a partnership framework based on the agreement signed on August 23, 2001, between the Government and the National Federation of Parent-Teacher Associations of Chad (FENAPET)."
3.4. Students
Article 110 of Law 06-016 2006-03-13 PR on the Orientation of the Chadian Education System states that secondary and higher education establishments must create a council of pupil and student delegates who are represented in deliberative bodies requiring their presence. Regulatory texts specify, for each order or type of education, the conditions for the participation of pupils and students in the life of the establishments. Students also have the right to create associations for the purpose of defending their rights and their moral and material interests, both collective and individual.
4. Governance
4.1. Autonomy of school leaders
Decree No. 860/PR/PM/MEN/2014 initiated the decentralization of the system, but the autonomous power lies predominately in local rectorates, each of which brings together several provincial delegations of national education (DPEN). Rectorates are responsible for the administrative and educational management of basic structures and services linked to education, professional training, culture and sports. This mission includes the distribution and management of teaching staff, the control of the quality of teaching, as well as the planning of the continuity of services between the different levels of education. Directors do prepare financial reports for these delegations.
The distribution of financial responsibilities among the APE (Parent-Teacher Associations), AME (Mothers' Associations), and COGES (Management Committees) is similar in both organization and function. The president of each organization, known as the "ordonnateur," authorizes all expenditures. The treasurer is solely responsible for the funds but cannot make any disbursements without prior written approval from the president. The secretary, while able to substitute for the president in their absence, has limited financial duties and is responsible for maintaining financial records. The COGES, established by two decrees (Arrêtés Nos. 174/PR/PM/MEN/SG/DGEFA/2006 and 319/PR/PM/MEN/FP/SEENCFA/SG/DGEFS/2015), is a management body within each public school, chaired by the school director and including representatives from local government, APE, teachers, and women's associations. The director is required to regularly report on COGES management, which is overseen by the general assembly, primary education inspectors (IPEP), and departmental education inspectors (IDEN), with audits possible by the Ministry of Education’s inspector general. In cases of mismanagement, administrative sanctions or legal actions may be taken. The COGES’s roles include developing and executing the school project, managing the budget, seeking funds, maintaining infrastructure, and managing textbooks. The APE, according to the August 21, 2001, protocol, actively contributes to children's education by mobilizing community support for universal schooling and improving teaching quality. Additionally,Decree No. 276/MEN/SG/04 regulates the collaboration between school administration and APEs, emphasizing a partnership based on the August 23, 2001, agreement between the government and the national federation of parent-teacher associations in Chad (FENAPET).
4.2. Assessment and accountability of school leaders
The departmental inspection of national education (IDEN) coordinates the activities of primary education pedagogical inspectors (IPEP) who ensure the inspection and evaluation of schools. They are also responsible for the assignments and monitoring of directors and teachers. The educational inspector is the direct hierarchical superior of the school director, who reports to him on his activities at the level of the establishment through two annual reports, submitted at the beginning and at the end of the school year. 'school year.
Article 9 of Decree No. 174/PR/PM/MEN/SG/DGEFA/2006 of September 26, 2006 states that "As the head of the institution, the president of the school management committee is required to regularly report on the management of the COGES to their superiors."
4.3. Teacher assessment by school leaders
According to Law 06-016 2006-03-13 PR on the Orientation of the Chadian Education System, school inspection staff are the ones who supervise, evaluate, and determine training needs of teachers at the preschool, basic, and secondary levels. School directors do observe lessons and write reports to the inspectors.
This profile was reviewed by Bertrand Tameza, Education researcher, UNICEF.
