📋 Tender Overview
The already fragile Nigerien education sector, with enormous vulnerabilities in terms of access to education (with more than 2.5 million children outside the education system), the quality of education and governance, is faced with multidimensional problems such as insecurity which causes the movement of populations in the regions of Maradi, Diffa, Tillabéry and Tahoua, increasing the pressure on existing structures and risks exploding certain ratios with a significant impact on the quality of already low-quality education. The insecurity situation has led to the closure of 882 schools in the Tillabéry region as of November 30, 2023, all cycles (sources DREN Tillabéry 11/30/2023).
• The Tahoua region continues to be stabilized, from 61 establishments closed two months ago this number has fallen to 23 today. This observed lull encourages some schools to reopen. But all the same the effects persist and continue to act on the system.
• In the Tillabéry region, non-state armed groups continue the campaign against so-called Western education, threats against the population and teaching staff, and have carried out attacks on villages and schools. As of November 30, 2023, approximately 882 schools remained closed with 71,085 children, including 34,349 girls, at risk of dropping out or not attending school.
• In the Maradi region, there has been a significant improvement in terms of security, with only 11 schools remaining closed in February 2024, but as in other regions, the consequences of the crisis continue to weigh on students' access to education in addition to the decline in the quality of teaching and learning, as the number of internally displaced persons and refugees remains high.
• As for the Diffa region, there has been an improvement in security, the number of closed establishments is 24 as of 06/15/2023 with 1484 students including 780 girls.
The persistent threats to civilian populations, to teachers and parents of students, and targeted kidnappings create a generalized psychosis. Even humanitarian actors working in the education sector are not spared and this further complicates humanitarian interventions.
Thus, for effective emergency management, the MEN/A/EP/PLN has decided to create Inclusion and Education in Emergency Situations Divisions in several Central Directorates.
It is within this framework that the Directorate of Preschool and Primary Education plans to train all members of the emergency management system on a certain number of themes linked to education in emergency situations.
This training aims to provide a rapid and effective response to emergencies.
These terms of reference set out the arrangements for carrying out these activities.
