Financing for equity in primary and secondary education
1. Education resources to subnational governments
2. Education resources to schools
3. Education resources to students and families
4. Social policies and family support programmes
Introduction
In Niger, the Ministry of Basic Education oversees the basic education sector and provides supervision to the Regional Directorates of National Education (DREN), the Departmental Directorates of National Education (DDEN), and the Inspectorates of Basic Education (IBE).
The financing of education is guided by Law 98-12 of 1998 on the Orientation of the Nigerien Education System, which outlines the shared responsibility for funding among the central government, local authorities, families, and the private sector.
Further decentralisation is established under Decree 2016-075, which transfers specific competencies and resources from the central government to local authorities. These transferred responsibilities include the construction and maintenance of school infrastructure, procurement of school furniture and materials, development of the school zoning plan (‘carte scolaire’), and recruitment of non-permanent teaching staff.
1. Education resources to subnational governments
Niger launched its National Decentralisation Policy in 2012, aiming to transfer additional responsibilities to local authorities, particularly in the education sector. The policy establishes that funding is to be provided through a financial support system for local governments, which includes the Decentralisation Support Fund and the Equalisation Fund (fonds de péréquation). According to UNICEF, the decentralisation process for education officially took effect in 2018.
However, there is no available information indicating the existence of funding mechanisms that specifically incorporate equity considerations when transferring resources from the central government to local authorities.
2. Education resources to schools
Support to Quality Education Project
Between 2014 and 2018, Niger implemented the "Support to Quality Education Project" funded by the Global Partnership for Education (GPE). The project aimed to improve access to schooling, student retention, and the quality of teaching and learning at the basic education level. A dedicated component specifically focused on enhancing girls’ access to education by addressing gender disparities. This included incentive schemes to promote girls' enrollment in both primary and lower secondary education, awareness campaigns highlighting the benefits of educating girls, a tutoring programme targeting girls, and training for mothers to encourage support for their daughters' education. The project also supported school infrastructure construction, including classrooms and latrines, and implemented school feeding and hygiene programmes to stimulate demand and improve student health.
Education Sector Plan for 2014–2024
The Education Sector Plan for 2014–2024 sets out strategic objectives to enhance equity in the allocation of resources across regions and between urban and rural areas. Planned measures include developing criteria for the distribution of new school infrastructure and teacher recruitment that take account of regional and rural–urban disparities; revising school mapping standards to optimise school organisation; introducing training on multigrade class management into the National Teacher Training Institute (ENI) curriculum from the 2013–2014 academic year; providing in-service training for teachers managing multigrade classes; and redeploying surplus teachers from urban areas to rural locations facing shortages.
Despite these strategic directions, there is no available information on specific programmes that transfer resources directly to disadvantaged schools or those serving target groups.
3. Education resources to students and families
To promote equitable access to education, the 2014–2024 Education Sector Plan proposed several measures targeting girls. These include revising scholarship allocation criteria for middle school, technical and vocational education and training (TVET), and higher education to prioritise girls—particularly those pursuing scientific or industrial fields. The plan also envisages providing school allowances to girls from low-income families, as well as waiving study fees and granting allowances to girls in vulnerable situations during basic cycle 2. The Ministry of National Education, Literacy and Promotion of National Languages (MEN/A/PLN) already has experience administering these allowances, either as cash or in-kind support (such as food), through government channels, NGOs, and the World Food Programme.
The Niger Agency for Allowances and Scholarships (ANEB) is responsible for managing scholarship allocations.
4. Social policies and family support programmes
Allocations familiales (Family Allowances)
Family allowances are cash benefits provided to individuals with one or more dependent children, contingent on having insured status with the National Social Security Fund (CNSS – Caisse Nationale de Sécurité Sociale). The allowance is set at 1,500 F per child per month, payable up to the age of 16 for non-schooling children, 18 for those in vocational training or professional schools, and 21 for children who are in school or have disabilities.
National Programme of Social Safety Nets
In 2011, Niger launched the National Programme of Social Safety Nets supported by the World Bank. The programme was extended for the 2019–2024 period, to establish an effective safety net to improve access to cash transfer and cash-for-work programmes for poor and food-insecure populations. It provided cash transfers to support vulnerable and chronically food-insecure households, coupled with complementary measures aimed at encouraging parents to invest in their children’s health and education.
5. School meal programmes
Programme d’alimentation scolaire (School Feeding Programme)
The school feeding programme in Niger was initiated in 1972 with support from the World Food Programme (WFP). Currently, the programme is jointly implemented by the Directorate for Supporting the Management of Establishments (DAGE) and the WFP.
Targeting is based on geographic and poverty criteria, focusing on areas affected by food crises, conflicts, nomadism, natural disasters, and low school attendance rates. Nomadic schools receive three meals per day, seven days a week, while sedentary schools receive two meals per day, five days a week. Additionally, students benefit from annual take-home rations.
During the 2022–2023 school year, at least 20 nutritionists, funded by both the national government and the WFP, were engaged in supporting the school feeding programme.
This profile was reviewed by Leonardo A. Villalón, Professor of African Politics.
