Repenser le système éducatif sénégalais, Mon grain de sel (par Aliou Badara Ndiaye)
"When a florin is spent on war, a hundred should be spent on education, for a prosperous city depends not only on its wealth and its walls, but also on its well-educated, cultured, and honest citizens." - Martin Luther
"The education of children is an indispensable condition for the flourishing of men" Erasmus, the prince of humanists.
I propose a reform based on restoring the effective decentralization of the education system. A structured partnership between the state and local authorities would be a powerful lever for improving school governance and responding more effectively to the needs of students and schools.
Local authorities would become major players in education, supporting the State in carrying out its missions. Specifically:
All of these skills, transferred gradually, would relieve the state of some of the burden.
and to bring the management of establishments closer to local realities.
Despite this decentralization, the role of the State remains essential. While the State retains control over policy directions, particularly educational ones, and the related resources (curricula, organization of teaching, definition and awarding of diplomas, recruitment and management of staff, allocation of financial resources, control and evaluation); local authorities are entrusted with the responsibility for material or logistical resources.
To ensure effective coordination, it would be necessary to create:
This organization would strengthen the coherence of national education policies while leaving communities the ability to act locally.
Such a reform would inevitably involve a profound restructuring of the national and local budget , in particular through a significant reallocation of resources towards local authorities so that they can fully assume their new missions.
Regarding teacher training , the development of professional skills and the updating of teaching practices are major challenges. In this regard, I propose that all teachers in preschool, elementary, middle, and high school with less than ten years of experience receive three visits per year . These visits would not be summative assessments, but rather formative and professional development opportunities . They would be conducted not by inspectors, but by experienced teachers with at least twenty-five years of service , automatically appointed (if they so wish) as pedagogical advisors . These advisors would be released from their teaching duties two days a week to carry out this role in their assigned areas.
To guarantee equal opportunities for all students, regardless of their social background or family resources, I propose strengthening academic support . Each teacher would provide 15 hours of supplementary educational activities (APC) annually , organized during lunchtime or after school. This system would allow for targeted and regular support for students, thus significantly reducing academic difficulties across all subjects .
It appears necessary to strengthen public policies promoting social inclusion, particularly in education, given the current media frenzy surrounding begging and street children. And yet, education could be a powerful tool.
This is a fatal blow against begging and the phenomenon of street children. Indeed, it would suffice for the Senegalese education system to include the inclusion and integration of children with disabilities among its strategic priorities. These children must be fully recognized as integral participants in national development, and not as a social burden.
The implementation of an inclusive education policy is also a key factor in the professional integration of young people. Holders of the Brevet de Fin d'Études Moyennes (BEFM) could be recruited and trained as Teaching Assistants for Students with Disabilities (AESH) . Deployed in mainstream classrooms, these assistants would provide educational and social support to autistic students and those with special educational needs. Enrolling children with disabilities in mainstream education would drastically reduce the phenomenon of child begging, as it is often wrongly believed that their only hope lies in begging on the street.
Such an approach would contribute both to improving the fairness of the education system and to strengthening the employability of young people, while consolidating the foundations of a more inclusive and just society.
Ndiaye Aliou Badara, Teacher in Paris.
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