Politique nationale genre en éducation et scolarisation des jeunes filles au Tchad : Une approche évaluative de l’action du projet d’éducation des filles et l’alphabétisation des femmes (PEFAF).

Abstract

This study is entitled : the national gender policy in education and the schooling of young girls in Chad : an evaluative approach to PEFAF’s action. Addresses the problem of inequalities of opportunity due to the gaps observed by the low representativeness of the queues in secondary education in Chad with an access rate of 32.62% compared to 67.37% for that of boys. To carry out this study, we used several theories, namely Carol Weiss’s theory of change (1995) and Adam Smith’s theory of human capital (1776). These theories reveal and explain the different aspects of the actions carried out by the gender policy linked to the schooling of young girls with regard to the defined strategies, the action plan, the procedures, the rate of access to education. Education, completion rate and empowerment. In order to understand the reasons which hinder this schooling of young girls, a general question was formulated as follows : what are the effects of the national gender policy in education on the schooling of young girls in Chad ? Thus, this question allowed us to formulate a general research hypothesis which follows : the national gender policy in education has had a significant effect on the schooling of young girls in Chad. To verify the said hypothesis, we adopted the mixed approach. The qualitative method was conducted using a semi-structured interview with the head of the Gassi high school and the PEFAF project team. The quantitative survey was carried out using a questionnaire submitted to a random sample of 125 students from different levels of Gassi high school. At the end of this analysis which showed that the calculated chi square (X2cal) is greater than the read chi square (X2u), the results obtained allowed us to conclude that the national gender policy in education respects the performance criteria and that its actions carried out by the PEFAF project have had a significant effect on the schooling of young girls in Chad on the one hand, on the other hand, inequalities are persistent. To resolve the problem of inequalities of opportunity, we suggested to the State to continue its combat actions and to punish parents who refuse to send girls to school, to those responsible for the PEFAF project to further encourage their actions in favor of the education of girls as well as their support. It’s up to parents to watch over their daughters’ education. Finally to the daughters to become aware of their situation, especially those who have had the chance to be responsible to support actions working within the framework of this fight.