Keyword: «republic of chad»

The relevance of this study stems from the need to analyze the specific features of the development of the education system in the Republic of Chad in the context of socio-economic instability, demographic growth, and pronounced linguistic diversity. The country’s education sector faces a number of structural constraints affecting both access to education and its quality, which necessitates a systematic scientific examination within the framework of contemporary transformation processes. The aim of the article is to identify and analytically interpret the key features of the functioning and development of the education system in the Republic of Chad at the present stage. The study is based on a descriptive-analytical approach, which makes it possible to consider the education system as an integral structure shaped by a set of interrelated socio-economic and institutional factors. The methodological framework includes the analysis of statistical data, international analytical reports, regulatory documents, and scientific publications related to the development of education. The article examines the institutional structure of the education system, the linguistic specificity of the educational process, issues of teacher training and staffing, as well as the impact of ongoing reforms on access to education. The main findings indicate that the development of education in the Republic of Chad is characterized by a combination of expanding educational coverage and the persistence of significant regional and social disparities. Particular importance is attached to teacher training, the modernization of educational infrastructure, and the adaptation of educational policy to multilingual environment. The theoretical significance of the study lies in refining the understanding of the educational systems’ development under conditions of limited resources and complex socio-cultural structures. The practical significance consists in the possibility of applying the findings in the development of educational policy and decision-making processes aimed at improving the effectiveness of the education system in the Republic of Chad.

The article examines the phenomenon of gender inequality in the education system of the Republic of Chad as a reflection of the country’s socio-cultural, economic, and political characteristics. Based on the analysis of statistical and analytical sources, the key barriers preventing equal access to education for girls and boys are identified. The author substantiates the need for a comprehensive approach to solving the problem, including infrastructure development, gender-sensitive teacher training, and social awareness programs. The novelty of the research lies in the systematization of the main factors of gender inequality and in proposing strategies for overcoming them, taking into account international experience and local cultural contexts. The findings can be applied in the development of educational and social programs aimed at sustainable development in Chad and other Sub-Saharan African countries.