Continuing education in Chad takes formal, non-formal and informal forms. Formal options include employer-supported training and courses at recognised vocational training centres. Non-formal programmes include adult literacy, numeracy, life skills, health education, environmental learning, citizenship, income-generating activities and digital skills. Informal learning takes place in companies, workshops, farms, community organisations and religious settings, but recognition, quality control, data and certification remain uneven. The main public and labour-market actors have different responsibilities. FONAP, under the Ministère de l’Enseignement Supérieur, de la Recherche Scientifique et de la Formation Professionnelle, supports training projects for private companies, young people, vulnerable groups and legally organised informal activities. ONAPE focuses on employment-related training, including formation-reconversion for graduates and professionals. DAPLAN supports youth and adult literacy and non-formal basic education. CDFCEP and education inspectors organise continuing professional development for teachers. Sector ministries and partners such as WHO, FAO, UNICEF and UNESCO also provide specialised programmes. Access depends on the pathway. Employers may include training in a company plan, FONAP may finance approved projects, and providers must meet the conditions of the relevant programme. ONAPE programmes can target young graduates, employees, jobseekers, women and girls. Adult-learning programmes generally address people aged 15 and above and operate in several regions. Literacy activities are available nationally, while many occupational programmes are concentrated in cities, depend on projects or employers, and are especially visible in N’Djamena. The Taxe d’Apprentissage et de Formation Professionnelle, or TAFP, is a levy used to finance continuing training, apprenticeship and employability measures. It supports employer-based financing rather than guaranteeing free individual access. Published eligibility information is not fully consistent: one FONAP FAQ refers to companies with at least 10 employees and a contribution of 1.2% of the wage bill, while another TAFP source refers to formal companies with a wage bill above CFA franc 100,000. The applicable criteria should therefore be checked before an application. Training fees, stipends, certificates, transport and accommodation costs vary by provider and programme. The Labour Code provides that complementary or continuing training can support promotion, and companies with at least 10 employees are required to co-finance vocational continuing training. A company may qualify for TAFP exemption when it can prove staff training. The reviewed material does not establish a general individual right to continuing education or a standard education-leave entitlement. Examples show the range of available pathways. Teacher professional development normally includes at least one pedagogical day per month, with a standard of seven pedagogical days and two or three mini-trainings each year. ONAPE formation-reconversion sessions have covered information and communication technology, maintenance, networking and video surveillance, as well as sewing, embroidery, food processing, soap-making and cosmetics. Agricultural Champs-écoles, also called CEP, use seasonal field practice and peer learning for topics such as cultivation, composting and biological pest control. Literacy programmes may combine Sar, Chadian Arabic and French and can include health, livelihood and digital skills. Duration and results differ by programme. Literacy may run continuously or in programme cycles, teacher training follows a recurring schedule, occupational sessions are event-based, and agricultural learning follows the season. Some employment programmes are adjacent rather than general continuing education; for example, ONAPE’s GADE pathway centres on insertion through a three-month internship that may be extended once. Participation does not automatically guarantee a job, higher income, promotion or a certificate. Conflict, displacement, poverty, low literacy, transport barriers, childcare needs, rural distance, limited public funding and weak data can restrict access and continuity.
Upskilling in Chad
Upskilling in Chad includes organised courses, workplace learning and community-based skill development after or alongside initial education. The system is fragmented rather than managed through one national pathway. Main purposes include literacy, practical work skills, professional adaptation, career change and better access to employment or self-employment.
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