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.
- 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.
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CEI approaches in actionSchool supportTeacher trainingSchool leader trainingParental/community engagement for school accountabilitySchool operations or managementTeaching materials (teaching guides, lesson plans, etc.)Infrastructure and equipmentPolicy & AnalysisStudent support21st century skills (soft skills)Information and Communications Technology (ICT)
Model details2008Not-for-profitComprehensive curriculum21st century skills (soft skills)Information and Communications Technology (ICT)No longer activeShort-term projectFree service or productSenegal Ministry of EducationUSAID Senegal350,378
TechnologyComputerInternetEnrichment or remediation resourcesLearning materials for studentsTeaching materials
- All 1,200 middle schools in Senegal have access to the revised curriculum materials and are reportedly using them
- 2,251 school administrators trained to support teachers in implementing the new curriculum
- 2,200 administrators and more than 448 parents' associations trained in better management of educational resources
- 295 schools equipped with computer labs and internet connectivity
- 27,788 vulnerable children reached through project's work in daaras
- 33,378 student visits were conducted to local workplaces exposing students to the World of Work and other career development activities
By the end of the project in 2013, EDB achieved national scale, with the new curriculum now being implemented in all 1,200 middle schools. The MOE has issued national decrees for schools to incorporate the project's student government program and student dropout prevention councils and also adopted a generalized model of the popular intensive teacher training program, using a zonal approach so all schools in a region can participate in half-day trainings. EDB additionally developed a public professional development website for teachers in non-target schools to access teaching and learning materials.
While the project officially ended September 2013, it has created a Private Sector Education Foundation to help carry out many of the program's key components (such as support for daaras, ICT materials, and World of Work clubs). The MOE's new education program Programme d'Amélioration de la Qualité, de l'Equité et de la Transparence ("Quality, Equity, and Transparency Improvement Program" or PAQUET) builds upon and extends many of the innovations of the EDB project.
Monitoring & EvaluationYes
The intensive teacher training program incorporated its own monitoring strategy, comparing student assessments in math and science between schools with participating teachers and control schools. A broader evaluation strategy tracked the reach of the program such as the number of schools implementing curriculum reform, the number of teachers and administrators trained, and the number of functional school websites developed.Standardized assessment performanceInternal assessment performanceUser satisfactionStudent retentionYes
During the intensive teacher training program, teachers in 40 schools participated and were evaluated in comparison with 40 schools participating in the EDB program more broadly, as well as 40 schools not involved in EDB. While no statistically significant impact on student test scores could be found, the project found a positive correlation between these teachers' schools and usage of learner-centered teaching methods, parent knowledge and understanding of critical thinking, good governance in schools, and of teachers helping struggling students to improve.