Education de Base (EDB) Program

The Education de Base (EDB) project was a collaborative effort between the public and private sectors at the national, regional, and local levels to transform middle school education in Senegal. The program's main interventions included curriculum reform and teacher training, good governance and management, and targeting vulnerable children.

CEI Plus Status

Program Results Status
Monitoring and Evaluation Reporting

Location Data

From 2008 to 2013, the Education de Base (EDB) project focused on reforming lower secondary education in Senegal, working in 10 of the country's 14 regions. The project centered on transforming the country's middle school curriculum, introducing alternative teaching methods and tools, and encouraging a transparent and well-governed educational community to ensure that resources were effectively managed. EDB achieved success through its system-wide approach at the national level and regional levels and in full partnership with the government of Senegal.

Project components:

  • Curriculum and pedagogy reform: The revised curriculum revolved around a student-centered approach, 21st century skill development, and content relevant to today's knowledge and employment demands. The reform process involved input from a number of stakeholders, such as businesses, civil society organizations, teacher associations, school administrators, and parent associations. EDB created curriculum and pedagogical guides, student handbooks, and multimedia tools to help in the adaptation of these changes and conducted an evaluation of an intensive teacher training program with a sample of 40 schools. The project also emphasized extracurricular activities, such as student government and World of Work clubs.
  • Information and Communication Technologies (ICT) component: The project equipped school computer labs with hardware, software, and internet connectivity and provided IT support. In addition, it trained teachers in each school to be ICT coaches for other teachers and students; established ICT steering committees and student clubs to manage equipment and facilities; and assisted each school in creating a website to improve communication and transparency. The project initiated a national competition among nearly 300 schools ("ICT Oscars") to award those making the best use of their ICT equipment.
  • Good governance and management: EDB promoted public dialogue at regional and national levels to promote teaching, learning and school governance. It facilitated the collaboration among local ministries, school boards, and parent associations to improve the management of school resources. It also provided communication and leadership training and supported project planning and administrative and financial management for local actors.
  • Public-Private Partnerships (PPPs): The project developed strong partnerships between the private business sector and the public education system. The private sector provided financial or in-kind contributions to schools, consulted in the evaluation and reform of the school curriculum to ensure that the skills developed would be relevant to the labor market, and supported World of Work clubs and other career development activities.
  • Targeting vulnerable children: EDB extended support to more than 350 daaras, or Koranic schools. A 3 year program provided volunteers to teach French, mathematics, history, and life skills to children 6 to 12 years old with the goal of equipping them to transfer to formal schools. The project rehabilitated teaching and learning spaces, built latrines, formed daara management committees, supported vocational training for those 13 to 18 years old (including dropouts), and helped return street children to their homes. Additionally, EDB created school dropout prevention councils that were later adopted by the Ministry of Education.

Who we work with: