Education in Senegal
[6] Determined on 16 February 1991, official law n° 91-22 states three main objectives concerning Senegalese education.
Gross and net enrollment rates are based on the number of students formally registered in primary school and therefore do not necessarily reflect attendance.
[3] The Ministry of Labor has indicated that the public school system is unable to cope with the number of children that must enroll each year.
Senegal's Ten-Year Education and Training Program (PDEF) facilitated this reform in the United Nations special initiatives for Africa.
[2] According to article 10, law n° 91-22 decreed 16 February 1991 Senegal's preschool system has two goals: To consolidate children's identities by anchoring them in the national languages and cultural values.
[2] For children enrolled in the education system, attendance is mandatory until the completion of second year elementary course.
The curriculum places an emphasis on French grammar and reading, math and science, and geography, with less time being dedicated to arts education.
To successfully pass middle school students must succeed on their BFEM (brevet de fin d’études moyennes).
[2] Senegalese secondary education can be "general" or technical (adhering to the standards of the French system of the lycée).
The other model is referred to as Ecole à Classe Unique and consists of one teacher working with up to six grades simultaneously.
[9] In 1999 World Bank identified three levels: The aim of the Koranic school is to teach children to be good Muslims.
[9] UCW: Understanding Children's Work estimates that 90% of child beggars in Senegal are students of this type of Koranic education.
This project will establish training opportunities, prepare guides for foreign students, research on existing systems of quality assurance, and assess employment needs.
[10] According to Hassana Alidou, the chief of the Basic to Higher Education Section for UNESCO Dakar states that despite some improvements since 2000, the higher education system in Senegal struggles to cope with several challenges,[10] such as the abundant student body attending the University of Dakar (UCAD).
Its mission statement can be found in article one of the 96-597 decree of 10 July 1996 and states that the university's main goals are to create a class of highly skilled individuals who contribute to scientific research at the national and international level, as well as to promote and develop African cultural values.
In 2007 the university was validated by CAMES (Conseil africain et malgache pour l’enseignement supérieur) after their diplomas were determined to fulfill all the necessary requirements.
[12] The university is composed of faculties, institutes, laboratories, and an administrative and education staff dedicated to teaching, research, and student life.
[12] The Université Cheikh Anta Diop de Dakar was created 24 February 1957 and was officially inaugurated 9 December 1959.
Technical and vocational training (TVET) addresses multiple demands of an economic, social and environmental nature by helping young people and adults to develop the skills they need for employment, decent work and entrepreneurship, promoting equitable, inclusive and sustainable economic growth, and supporting transitions to green economies and environmental sustainability.
In reaction to this situation, Senegalese national authorities now consider early childhood care a priority for development.
Since 2002, the 'Case des Tout-Petits', a new model for the development of children in their early years, has coexisted alongside the various structures of formal, non-formal and informal pre-school education.
While there is room for improvement, the programme is a valuable community-based experience grounded in local cultural traditions.
The case as a living, socialized, educational place par excellence is considered the starting point for the child's learning in life.
These structures develop a comprehensive and holistic approach to childhood care that includes education, health and nutrition programmes.
