Educational Futures in Chad

A Meta-Synthesis of Youth Aspirations and Critical Perspectives

Abstract

This meta-analysis synthesizes qualitative and mixed-methods research from the past decade to critically examine the educational futures envisioned by youth in Chad. The research problem stems from a disconnect between the standardized prescriptions of national educational frameworks and the lived realities, aspirations, and critical perspectives of young Chadians, whose voices are often marginalized in policy discourse. Employing a systematic search and selection process, this study analyzed 28 peer-reviewed articles and institutional reports, extracting and thematically synthesizing data pertaining to youth aspirations, perceived barriers, and alternative visions for education. Key findings reveal that Chadian youth articulate a strong desire for an education that is not only academically sound but also contextually relevant, emphasizing practical skills in agriculture, technology, and entrepreneurship to address local economic challenges. Concurrently, they offer critical perspectives on systemic obstacles, including gender disparities, regional inequities in resource distribution, and curricula perceived as disconnected from the socio-economic fabric of the Sahel. The significance of this synthesis lies in its centering of African youth agency, demonstrating that Chadian students are not passive recipients of education but active critics and co-constructors of its future. The implications call for a fundamental reorientation of educational planning in Chad towards a more participatory, bottom-up approach that integrates these youth-driven perspectives to build a resilient and relevant education system for the continent.