How Chad's Education Ministry Works

Chad’s Ministry of National Education, Bilingualism and Civic Promotion (Ministère de l’Éducation nationale, du Bilinguisme et de la Promotion civique) sets the national framework for general schooling and supports school administration, teacher policy and the use of French and Arabic. Its current Minister of State is Dr Mahamat-Ahmad Alhabo, appointed 1 April 2026 according to the ministry’s official biography. Dr Goulé Koudji is identified as Secretary of State. The ministry is separate from the Ministry of Higher Education, Scientific Research and Vocational Training, although the two cooperate on Baccalauréat administration.

The school ladder comprises six primary years, four years of enseignement moyen (collège) and three upper-secondary years. The first ten years form the basic or fundamental stage, culminating in the Brevet d’Enseignement Fondamental (BEF). The Baccalauréat follows eligible general or technical lycée routes. A major accuracy point: the government’s National Teacher Policy 2024–2030 states that the former CEPE primary certificate and separate sixième entrance competition were abolished. A current guide should not tell 2026 families to prepare for an obsolete annual primary-gateway exam.

In the 2026 session, the Ministry launched the BEF written examinations on 1 June and the Baccalauréat written examinations jointly with the higher-education authorities on 8 June. UNICEF’s August 2026 reporting described a targeted PRET school-grant programme to help vulnerable girls remain enrolled, with a planned reach of 25,000 girls in 318 schools through 2028. These are specific, dated actions, not proof that every child can already access an adequately staffed, safe school.

Chad’s education ministry at a glance

Question	Practical answer in October 2026
Current minister	Dr Mahamat-Ahmad Alhabo, appointed 1 April 2026.
Secretary of State	Dr Goulé Koudji, identified on the ministry’s 2026 cabinet page.
Current official portfolio	Ministry of National Education, Bilingualism and Civic Promotion.
Primary	Six years: CP1, CP2, CE1, CE2, CM1, CM2.
Middle/fundamental second stage	Four years: sixième, cinquième, quatrième, troisième.
Upper secondary	Seconde, Première, Terminale in the general lycée pathway.
Compulsory-age framework	Education Orientation Law 016/PR/2006 establishes the fundamental-age framework, broadly six to sixteen.
Primary gateway abolished	Government National Teacher Policy 2024–2030 reports CEPE and sixième concours abolition.
BEF 2026	Written session began 1 June 2026.
Bac 2026	Written session began 8 June 2026.
Exam services	National ministry for BEF; ONECS and competent higher-education and national officials for Bac.
Official languages	French and Arabic; specific school and examination language matters.
Girls’ access initiative	PRET grants intended for 25,000 girls in 318 schools through 2028, per UNICEF’s August 2026 account.
Primary source	Chad education ministry

Quick navigation

Current minister and the two education portfolios
School stages, compulsory education and language routes
Why CEPE was abolished and BEF is the current gate
Bac, ONECS and university admissions
Teachers, girls’ PRET grants and emergency access
Original examples, FAQs and official references

1. The 2026 ministerial title and why it changed

The ministry’s official biography states that Dr Mahamat-Ahmad Alhabo was appointed Minister of State responsible for National Education, Bilingualism and Civic Promotion on 1 April 2026. Its current cabinet page also identifies Secretary of State Dr Goulé Koudji. Older publications may use the shorter title ‘Education and Civic Promotion’ or name previous ministers, so a reader should keep every ministerial claim attached to its date.

The inclusion of bilingualism is substantive. French and Arabic are official languages and the education ministry must coordinate schools operating with different instructional language arrangements. Civic promotion adds a policy dimension beyond literacy and national examinations. These responsibilities require training, curricula, materials and local school administration.

A minister may set direction and represent the sector in Cabinet, but a teacher’s class assignment or an examination candidate’s data correction is normally resolved by competent officials and school channels. Governance is a chain of responsibilities, not one person deciding every student outcome.

2. What the national ministry is—and is not

The Ministry of National Education oversees policy affecting preschool, fundamental school and secondary education. Its website lists ministerial functions, cabinet, organisation, legislation and services, including teacher and student portals and examination-result channels. These services help families navigate school decisions that otherwise might be confused with national politics.

The Ministry of Higher Education, Scientific Research and Vocational Training is a separate institution. It cooperated with National Education for the June 2026 Baccalauréat, but it also has distinct tertiary and training responsibilities. ONECS, the national examination body connected with higher education and Bac arrangements, is not the same as an ordinary collège classroom.

For an immediate question, identify the level and the exact credential. A sixième placement belongs to fundamental schooling; a BEF issue belongs to the basic-stage exam process; a university application follows a different framework after secondary completion.

3. The legal framework and ten years of fundamental education

Chad’s Education Orientation Law No. 016/PR/2006 is a key legal reference for the national system. Its fundamental education framework includes six primary and four middle-school years, and it sets a compulsory-education age context broadly from six to sixteen under the applicable provisions. This is a school-stage and rights statement, not evidence that every child is physically able to attend all ten years.

An education law can establish duties, structures and principles. Schools then need trained teachers, accessible buildings, secure routes and adequate funding to translate those rights into educational opportunity. Parents should not be told that the mere existence of a compulsory rule removes all access barriers.

The law also recognises diverse educational pathways and linguistic requirements. For an individual enrolment or legal dispute, the current enacted text and applicable implementing decisions take precedence over a simplified international country overview.

4. CP1 to CM2: the six-year primary school sequence

Chad’s primary classes are CP1, CP2, CE1, CE2, CM1 and CM2. They build early reading, writing, number sense, calculations, social understanding and basic sciences. Each year assumes that key knowledge from earlier lessons is secure. When foundational reading is missing, a pupil may appear to struggle in every later subject because the written instructions become harder.

An effective classroom diagnosis distinguishes reading of the question from performance of the operation. If a student can calculate 3 × 5 from numbers but cannot work through ‘three groups of five objects’, language and representation may be the immediate challenge. A teacher can use objects, drawings and then symbolic notation.

Parents should keep authentic report cards and samples of work. A grade label tells a receiving school which year the child attended, but not necessarily which skills were taught in a period of disruption.

5. Middle school: sixième through troisième

Enseignement moyen generally runs through sixième, cinquième, quatrième and troisième after the six primary years. This makes the fundamental programme ten years overall. Students encounter more formal mathematics, science, language, history and geography, with specialised teachers and longer assessments.

A pupil entering sixième needs stable arithmetic foundations, comprehension of longer instructions and enough confidence to ask questions when a concept is unfamiliar. The administrative transition from one school to another can be important, but it should not become a new barrier to the child’s right to learn.

The end of the stage is associated with the BEF, subject to the current national examination rules. That should not be confused with an old primary certificate or an upper-secondary Bac. The correct authority and exam year determine eligibility.

6. The CEPE and sixième concours abolition

The government’s National Teacher Policy 2024–2030 states that the former Certificat d’Études Primaires Élémentaires (CEPE) and the separate concours d’entrée en sixième were abolished. This fact matters because historical study guides still describe a primary national exam gate. Selling 2026 preparation as though every CM2 pupil must sit that discontinued gateway would be misleading.

A school’s current transition procedure may still involve records or eligibility checks, and some institutions could operate distinct placement processes. That does not mean the obsolete national exam automatically returned. A family should ask the receiving school what current law and official ministerial guidance apply.

National reform needs clear communication to prevent confusion. Teachers should prepare primary pupils for actual secondary learning—reading, numerical reasoning and subject independence—not merely for an exam no longer mandated as before.

7. What BEF stands for and why it matters

The Brevet d’Enseignement Fondamental (BEF) is the important qualification near the end of the ten-year fundamental stage. The Ministry of National Education’s June 2026 communication described the official opening of its written tests on 1 June, led by Secretary of State Dr Goulé Koudji in N’Djamena.

A BEF candidate needs correct identity records, knowledge of the assessed subjects and adherence to the year’s actual timetable. School-level preparation must use the current syllabus, not a generic ‘African certificate exam’ booklet. A candidate studying in a French-language or Arabic-language stream needs accurate information about language and test administration.

BEF results can support movement to appropriate upper-secondary routes, but school places and next-stage eligibility have their own rules. The qualification is important without guaranteeing entry to every lycée or technical programme.

8. The June 1 BEF launch is a dated fact

The official ministry report says the 2026 BEF written session began on Monday, 1 June at a centre in Walia, in N’Djamena’s ninth arrondissement. That launch confirmed the existence of the session and the government’s role in administration. It did not establish that every centre had identical resources or that all candidates passed.

An examination launch is only one stage. Reliable administration requires complete registration, adequate supervisors, secure papers, marking, handling of results and a defined review process. A well-prepared child can experience difficulty if records are inaccurate, making administrative work part of educational fairness.

Families looking toward the 2027 session must obtain new official notices. The June 2026 date is historical evidence rather than a permanently repeated rule.

9. Upper secondary: the three lycée years

After the fundamental stage, a recognised lycée programme typically covers Seconde, Première and Terminale. General and technical routes can have different subject expectations and examinations. A student interested in healthcare might need advanced science, while an aspiring engineer may need mathematics and physics as prerequisites.

The ministry and school must ensure that subjects are actually offered, correctly timetabled and taught by qualified staff. A course’s advertisement alone cannot prove that all practical activities or specialist teachers are available. Parents should check the actual subject list and progression requirements.

Completing Terminale and obtaining a Baccalauréat are related but distinct processes. A pupil’s school record and official examination result should both be preserved, particularly where overseas recognition is needed.

10. The 2026 Baccalauréat and inter-ministerial cooperation

On 8 June 2026, Dr Mahamat-Ahmad Alhabo and Higher Education Minister Dr Sitack Yombatina jointly launched the written Baccalauréat general and technical session at Lycée Félix Éboué in N’Djamena. The joint participation illustrates the transition from school completion to further training and higher education.

The Bac is a national upper-secondary examination, not identical to the BEF. Candidates can have different series and subjects, so the right syllabus matters. Its results are formal documents used in later application decisions; they do not automatically grant a university place.

Families should confirm the student’s programme, candidate record, timetable and published examination conditions. Never rely on a source promising access to an unseen future paper or a paid guarantee of a passing mark.

11. ONECS and examination administration

The Office National des Examens et Concours du Supérieur (ONECS) participates in high-stakes examination administration. On 20 June 2026 ministry reporting described Dr Alhabo visiting ONECS during the stage of sorting scripts by examination centre before marking. This is a useful operational detail: credible results depend on careful treatment of scripts, candidate identities and jury decisions.

An exam body does not run the pupil’s daily lessons. Schools provide teaching and candidate registration, while the formal examination organisation handles designated testing and certification functions. A university uses results under its admission requirements.

Where a marking or record problem is alleged, follow the relevant exam authority’s current procedures and deadlines. Public accusations without documentation will not necessarily correct an official result.

12. French and Arabic: bilingualism is a teaching issue

Chad is officially bilingual in French and Arabic, and individual schools may use French, Arabic or relevant bilingual educational arrangements. Students may also speak other home languages. Academic vocabulary is therefore a genuine learning challenge, especially when questions ask pupils to explain scientific or mathematical relationships.

A student might understand the ratio 2:3 when shown numbers but misunderstand a worded comparison in their second language. Teachers should explain the key terminology, use visual representation and then ask the learner to reason independently in the appropriate language.

Parents transferring a pupil between language streams should keep subject lists, instructional-language records and samples of writing. Ability in one language is not automatically equivalent to weakness or strength in every academic subject.

13. Bilingualism and civic promotion as ministry responsibilities

The expanded 2026 ministry name explicitly includes bilingualism and civic promotion. These aims concern both the opportunity to learn in a multilingual national setting and the development of responsible civic participation. A curriculum initiative requires clear goals, trained staff, learning materials and culturally appropriate examples to become more than a political phrase.

Civic education can include knowledge of institutions, peaceful disagreement and shared responsibilities. Students should learn to interpret evidence and explain their positions rather than memorise slogans. A strong system also respects pupils’ different backgrounds and needs.

Policy quality should be judged in classrooms, through what children understand and how they participate, not merely by the existence of a new administrative title.

14. National Teacher Policy 2024–2030

The Document de Politique Nationale des Enseignants du Tchad 2024–2030 is an important government policy reference for teacher recruitment, preparation, deployment and professional development. It also documents historical reforms affecting the school system, including abolition of CEPE and the sixième entrance competition.

Teachers need coherent support to explain concepts and respond to student misconceptions. Professional learning should strengthen literacy instruction, mathematical reasoning, science methodology and fair assessment. A school cannot deliver a curriculum well if it lacks qualified staff or if teachers receive no useful guidance.

A national teacher policy outlines priorities and targets; the existence of the document does not prove every teacher has completed training or that all vacant posts have been filled. Local staffing and classroom evidence are required.

15. Teacher recruitment and rural deployment

Chad’s geographical size and settlement patterns create challenges for deploying teachers across cities, rural communities and areas affected by displacement. National ministry policy must account for classroom demand, subject expertise and actual teacher presence, not only nominal positions on a staffing list.

A small school may need teachers capable of covering multiple primary subjects, while a lycée requires specialised knowledge for higher mathematics and sciences. A shortage can disrupt progression even when the educational law describes a complete pathway.

Families can ask school leaders about staffing arrangements and recovery of missed lessons. Researchers should distinguish recruitment targets from confirmed appointments, placements and retention over time.

16. The 2026 girls’ grant programme: PRET

UNICEF’s report dated 13 August 2026 describes the Chad School Reform Programme (PRET) and targeted assistance intended to help vulnerable girls stay enrolled. Its reported goal is to support 25,000 girls across 318 schools through 2028, with a second instalment of support being distributed from July 2026. These are specific programme parameters, not universal entitlements.

Targeted grants can ease costs such as learning materials and other barriers, but success should be measured by actual participation, retention and achievement. The programme’s locations and eligibility requirements must be checked before advising a family to expect support.

An individual girl needs safe access, adequate teaching, appropriate materials and a path to a recognised next stage. A grant can support that opportunity without replacing the education system’s wider obligations.

17. Eastern Chad: displacement and schooling

Humanitarian pressures in eastern Chad, including refugee movements associated with regional conflict, can place significant demand on host communities and local schools. UNICEF’s 2026 reports describe education support needs and costs of inaction. Those sources concern specific places and populations and should not be used to claim every Chadian school has identical crisis conditions.

Displaced pupils may have interrupted years, missing documents or different instructional languages. A responsible placement process considers authentic evidence of what the learner knows and a plan for catching up safely. Assigning a low grade solely on the basis of missing papers risks further educational exclusion.

The ministry, communities and humanitarian partners can coordinate temporary services, but recognition and progression need an explicit responsible authority. A programme’s reach should be reported using the source’s actual definition.

18. Lake Chad and birth-registration challenges

UNICEF has documented work on birth registration in the Lake Chad area. A child’s birth certificate may be important for accurate education records, yet lack of a readily available document can create practical enrolment problems, especially for displaced families. Official rules and permitted alternatives need verification through the competent authority rather than speculation.

Accurate identity information helps examination candidates avoid errors in their eventual certificates. Parents should retain originals securely and keep copies according to authorised school procedures. Public posting of identity documents is not an appropriate method for correcting a school record.

Children should not be judged academically by administrative difficulties. Teachers can assess reading and numeracy while administrators work to resolve documentation.

19. Public, private and community-supported schools

Chad has public, private and community-supported educational institutions, with different management and resource arrangements. Ownership does not establish that every programme has the same recognition or that all schools can offer Bac subjects. Families should check the institution’s legal status, approved grade levels and official examination registration pathways.

Community and faith-linked learning spaces may provide valuable literacy or religious instruction but do not necessarily award the same certificates as an authorised collège or lycée. The title of a programme is not sufficient evidence of equivalence for overseas admissions.

A parent can compare curriculum, teachers, costs, language, safety, transport and recognised progression rather than rely solely on marketing or one year’s reported results.

20. Quranic education and formal schooling

Quranic education is part of the broader educational landscape in some communities. UNICEF describes activities with renovated Quranic learning centres aimed at improving educational opportunities. Their curricula, legal standing and possible bridge into formal schooling should be evaluated individually rather than assumed identical to government primary or secondary programmes.

A learner may have meaningful literacy and religious knowledge that deserves recognition as learning without a guarantee of a specific BEF or Bac equivalence. The receiving institution needs the correct formal record and may assess subject foundations separately.

A family comparing routes should ask whether the programme includes nationally required academic subjects, who supervises it, how assessment works and what next qualification it allows.

21. School buildings, water and classroom access

Schooling depends on safe usable facilities, drinking water, sanitation and materials as well as written policy. A national ministry may announce school construction or rehabilitation, but the benefit is realised only when an institution is open, equipped and staffed. Conditions can vary considerably across provinces and communities.

Particularly in schools serving displaced learners or students with disabilities, access involves transport, physical arrangements, teaching support and a reliable pathway to formal assessment. The mere presence of a building or an enrolment count is not evidence of effective learning.

Families should ask the local school about operating conditions and continuity plans. Public planners should compare facility use and pupil learning outcomes with the investment made.

22. Exams and student wellbeing

BEF and Bac are high-stakes transitions for candidates, but protecting students requires attention to exam stress, clear communication and safe administration. A family should know where papers are held, what documentation to bring and how results are released. Unofficial rumours about delays or leaked papers can create unnecessary anxiety.

Teachers can support candidates by practising representative tasks, explaining marking expectations and identifying the cause of mistakes. Strong preparation includes rest, realistic schedules and systematic revision, not an endless series of identical full papers.

An educational ministry should evaluate both the reliability of examinations and the quality of pupils’ underlying learning. Efficient script processing and fair grading are necessary but cannot replace accessible instruction.

23. How to verify a school’s language route and qualification

Start by writing down the school’s authorisation, grade, instructional language and the name of the qualification it expects pupils to earn. Ask whether the programme is general secondary, technical, vocational or another recognised route. A student aiming for university requires information about the Bac series and the receiving university’s subject prerequisites.

Families may encounter websites with historical or generic descriptions of ‘Chadian secondary certificates’. These do not substitute for a current school transcript or official awarding-body statement. If a foreign university is involved, check translation, authentication and grading requirements directly.

Clarifying the qualification early avoids purchasing inappropriate tuition or discovering late that the intended subject was not offered at the school.

24. What education statistics can and cannot prove

National exam participation, school enrolment, training sessions and grant beneficiaries all describe different aspects of education. A year-specific BEF candidate count cannot be treated as the number of children who completed ten years of learning, while 25,000 intended grant beneficiaries is a target rather than a confirmed count of improved academic outcomes.

Researchers should attach date, geography, source and denominator to every figure. Results can improve while participation changes, or a local programme can be effective without yet covering the whole country. Overstating either success or failure obscures the specific administrative problem.

A useful ministry guide translates aggregate statistics into the questions families can ask: Is the school staffed? Does the child attend? Can the pupil read the curriculum? Is the next qualification recognised?

25. Worked example: CM2 learner entering collège without CEPE

A hypothetical CM2 pupil expects to take a national CEPE because a decades-old exam book says so. The parent checks the 2024–30 National Teacher Policy and discovers the formal primary gateway had been abolished. The family then asks the receiving collège for its actual current progression and enrolment requirements rather than preparing for a non-existent universal CEPE sitting.

The teacher uses a short reading passage and a fraction problem to diagnose readiness. If the pupil calculates 1/2 + 1/4 as 2/6, the teacher explains equivalent parts: 1/2 = 2/4, so the total is 3/4. A new context involving litres or lengths checks genuine understanding.

The example is original and illustrative, not a claimed official BEF or primary examination question. It shows how accurate administrative information and targeted instruction work together.

26. Worked example: French and Arabic transfer

A student changes from an Arabic-medium school to a French-medium collège. Their numeric and science knowledge may be strong while the vocabulary of new assignments is unfamiliar. The receiving teacher can ask the pupil to solve a numeric problem independently, then examine how the same idea is explained in French.

Suppose the task describes a temperature falling from 4 degrees to −3 degrees. The difference is seven degrees. The pupil may understand the number line while needing help reading ‘decrease’ or ‘écart’. Separate language instruction from the mathematical concept.

Formal grade placement still belongs to the school and competent authority. A tutor can provide bridging support but cannot issue an official transcript or guarantee credential equivalence.

27. Worked example: from BEF to lycée

A student obtains a BEF result and wants to enter a science-oriented lycée. The family checks the receiving school’s admission criteria, available subjects, language of teaching and distance from home. It then compares the learner’s actual mathematics, science and reading foundations with the next programme’s expectations.

If subject knowledge is incomplete because classes were interrupted, a tailored recovery plan can address missing algebra and measurement before advanced study begins. It is better to repair prerequisite knowledge than to demand superficial memorisation of higher-grade questions.

The family keeps the official BEF statement and written admissions guidance. A pass is an important milestone, but it does not establish automatic admission to every institution.

28. Worked example: Bac applicant and ONECS

A Terminale student preparing for the Bac should verify the examination series, candidate registration, documents, session and exact official timetable. ONECS and the school’s examination coordinator perform different functions, so the family needs both for any issue concerning candidate data or exam conditions.

On 20 June 2026 the authorities inspected script sorting at ONECS as part of the 2026 session. That example shows why orderly administration is essential even after candidates finish writing papers. The mark cannot be trusted if papers, centre identifiers or candidate numbers are mismanaged.

An official result is later presented to a receiving university or training programme, which may require additional prerequisites. Administrative accuracy and learning quality must be maintained together.

29. A four-week parent or tutor diagnostic

Week 1: identify the correct school stage, exam, language and current syllabus, then collect a sample of recent writing and mathematics. Week 2: diagnose the two most important prerequisite gaps and teach each through clear explanation and guided practice.

Week 3: ask the learner to solve changed problems, explain reasoning and use key subject vocabulary. Week 4: review fresh work and decide whether learning has genuinely improved, while confirming any unresolved administrative issue with the appropriate school or ministry service.

This plan does not guarantee a grade or examination pass. It provides a practical way to focus support and preserve accurate records, especially where a pupil has experienced disrupted schooling.

30. Ministry performance: policy, delivery and measured learning

Chad’s current education portfolio addresses bilingualism, civic learning, school access and formal examinations. Each dimension requires its own evidence. A government policy document can define a right; a ministry can organise an examination; UNICEF can support vulnerable girls; and a teacher can help a pupil master a concept. None alone proves universal educational quality.

An appropriate governance audit follows the sequence: issued rule, resources, teacher availability, delivery, student participation, valid assessment and actual demonstrated skills. The 2026 BEF and Bac announcements show administrative activity; the PRET programme describes targeted support; school outcomes need further measurement.

Families benefit most when information tells them exactly which decision-maker can help, what to verify and how to improve the student’s immediate learning rather than presenting a ministry as a remote and mysterious institution.

Frequently asked questions

Who was appointed Chad’s education minister in 2026?

Dr Mahamat-Ahmad Alhabo was appointed on 1 April 2026, according to the ministry’s official biography.

What is the current ministry name?

The Ministry of National Education, Bilingualism and Civic Promotion, with related shorter website naming.

Who is the Secretary of State?

Dr Goulé Koudji, identified on the ministry’s cabinet page and June BEF announcement.

What is compulsory fundamental education?

The orientation law provides a ten-year framework: six years of primary and four years of middle school, with age provisions broadly six to sixteen.

Does CM2 still end with CEPE and a sixième concours?

The government’s 2024–2030 teacher policy states those old primary gateways were abolished. Verify any current individual school placement rule.

What is the BEF?

Brevet d’Enseignement Fondamental, the principal examination associated with completion of the ten-year fundamental stage.

When did BEF 2026 begin?

Written examinations started on 1 June 2026 according to the ministry.

What is the Bac and when did the 2026 session begin?

The upper secondary Baccalauréat, whose written 2026 general and technical session began 8 June.

Who runs Bac marking?

ONECS and relevant examination authorities have defined administrative roles, with ministries coordinating in the 2026 session.

Why is bilingualism in the ministry title?

French and Arabic are official languages; instruction and policy must account for different linguistic routes.

Is every pupil entitled to a PRET grant?

No. UNICEF described a targeted programme reaching vulnerable girls in specified participating schools, with a goal of 25,000 girls by 2028.

Are all schools directly government-owned?

No. Public, private and community-supported provision exists, with particular authorisation and recognition rules.

Can a Quranic centre issue BEF or Bac automatically?

Not necessarily. Confirm legal recognition, curriculum and official assessment arrangements for the specific centre.

Does a Bac automatically secure university admission?

No. The receiving institution applies current subject, qualification and admission conditions.

What should a displaced family do without full records?

Preserve authentic remaining documents and work samples and ask the receiving school for a formal assessment or reconstruction procedure.

Where should a candidate correct exam data?

Start with the school examination coordinator and the authorised ministry, BEF or ONECS process as appropriate.

Can the June 2026 exam calendar be reused for 2027?

No. The next session requires current official timetables and instructions.

What is the most useful way to evaluate ministry performance?

Distinguish national policy, teacher and facility inputs, actual participation, valid examinations and learning outcomes.

Ministry, examination and programme glossary

MENBPC: Ministry of National Education, Bilingualism and Civic Promotion (name abbreviations may vary).
Enseignement fondamental: ten-year primary and middle-school framework.
CP1–CM2: six primary years.
6e–3e: four middle-school years.
BEF: Brevet d’Enseignement Fondamental.
CEPE: historical primary certificate, reported abolished by the 2024–30 teacher policy.
Baccalauréat: upper-secondary qualification.
ONECS: National Office for Examinations and Higher Education Competitions.
PRET: Chad School Reform Programme with defined girls’ school-support component.
Orientation Law 016/PR/2006: key national schooling law.
TVET: technical and vocational education and training.
Lycée: general or technical upper-secondary institution.

Official and independently verifiable sources

Related eduKate guides to Chad

Independent education explainer reviewed 18 October 2026. Exam launch dates are from the June 2026 session, and the PRET figures describe targeted support and programme objectives. This article is not a ministerial direction, examination-result statement, official equivalence decision or guarantee of access. Check the competent authority for individual cases.

How Ministry of Education for Chad Works | 2026 Minister, BEF, BAC, Bilingualism and School Access