Partnerships in the Education System of Senegal

Autor/in	Ndiaye, Malick
Titel	Partnerships in the Education System of Senegal
Quelle	In: Prospects: Quarterly Review of Comparative Education, 36 (2006) 2, S.223-243 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-006-0006-3
Schlagwörter	Foreign Countries; Elementary Education; Educational Needs; Human Resources; Developing Nations; Partnerships in Education; Democratic Values; Access to Education; Sustainable Development; Economic Development; Budgets; Educational Finance; Citizenship Education; Educational Policy; Governance; Senegal + Suchen Sie Ihr Suchwort? Ausland; Elementarunterricht; Educational need; Bildungsbedarf; Humankapital; Developing country; Developing countries; Entwicklungsland; Hochschulpartnerschaft; Education; Access; Bildung; Zugang; Bildungszugang; Nachhaltige Entwicklung; Wirtschaftsentwicklung; Finanzhaushalt; Bildungsfonds; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Politics of education; Bildungspolitik; Educational policy; Financing; Steuerung; Erziehung; Finanzierung
Abstract	After gaining independence, at the Addis Ababa meeting (1961) most African countries, including Senegal, decided to develop their education systems. In 1980, a number of objectives were set out, including the democratization of primary education and universal sustainable schooling. According to its economic possibilities, its human resources and the support of its partners, each country began to invest a substantial proportion of its national wealth in education and training. In Senegal's case, more than a third of its budget goes on education, although this is still below the objectives advocated in Addis Ababa. Since independence, the chance for all to access education in Senegal has been called for at numerous international and regional conferences held in Addis Ababa, Nairobi, Lagos, Jomtien, Dakar and finally Johannesburg in 2002. Yet the difficulties are considerable, both in quantitative terms (access to education, financing) and in qualitative terms (quality of education and adaptation to requirements) and they affect the non-formal as much as the formal system. Thus, in both quantitative and qualitative terms Senegal's educational needs are enormous. It has therefore become imperative to improve the system by developing the capacities of civil society and by establishing technical and financial partnerships. This study is a modest attempt to review the issues involved with partnerships for the development of education in the light of Senegal's experience. (Contains 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10