📋 Tender Overview
The technical education and vocational training TVET system in Chad does not meet as it stands the demand of the world of work nor the social demand. Based on national strategic guidelines the SDC is developing an inclusive vocational training program - taking into account gender equity out of school and out of school - and innovative because it aims to diversify a training offer adapted to the context and responding effectively at the request of the labor market in particular the rural world.Considered a very fragile state Chad is struggling to meet the basic needs of its population. While continuing to work closely with stakeholders in the field the SDC has set itself the ambition within the framework of its cooperation strategy 2013-2017 to collaborate more systematically with the State and its institutions by acting on the causes of fragility in Chad. One of the most important causes is the lack of prospects for young Chadians which creates social tensions and opens the door to phenomena like violent extremism and unstructured migration. The education system in general and that of TVET in particular are dysfunctional for many reasons. Ultimately the latter does not meet the needs of the world of work or social demand. Over 800000 out-of-school or out-of-school youth aged 9 to 15 find themselves at the gates of the world of work without basic skills reading writing and calculating and without technical and professional skills. Aware of the challenges the government has adopted a comprehensive education sector development strategy ranging from pre-primary to university level over the long term through a ten-year education development plan and of literacy PDDEA 2017-2026. This document largely takes into account technical education and vocational training. He devotes to it ambitious objectives and important means which will favor the emergence of this educational sub-sector. The main objective is to provide the Chadian economy with a skilled workforce capable of supporting the development of the country. Young people who do not have access to technical colleges and lyces will be directed to suitable vocational training courses that meet the demand of the labor market. It is on this basis that the Buco intends to develop a support program for inclusive and innovative vocational training FP. Training will first of all be inclusive because it will also open its doors to out-of-school and out-of-school students. It will then be innovative because the devices created will be adapted to the contexts of intervention economic social cultural and to the needs of the communities. The modalities of these training systems will also take into account the profiles of young people and the gender dimension in order to encourage the participation of women. They will be able to integrate in both urban and rural areas. It will then be innovative because the devices created will be adapted to the contexts of intervention economic
