Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- International and Comparative Education (7)
- Social and Behavioral Sciences (7)
- African Studies (3)
- Bilingual, Multilingual, and Multicultural Education (3)
- International and Area Studies (3)
-
- Language and Literacy Education (3)
- Science and Mathematics Education (3)
- Sociology (3)
- Arts and Humanities (2)
- Demography, Population, and Ecology (2)
- Disability and Equity in Education (2)
- Educational Assessment, Evaluation, and Research (2)
- Family, Life Course, and Society (2)
- Medicine and Health Sciences (2)
- Psychology (2)
- Accessibility (1)
- African Languages and Societies (1)
- Business (1)
- Child Psychology (1)
- Curriculum and Instruction (1)
- Educational Leadership (1)
- Educational Methods (1)
- Educational Sociology (1)
- Feminist, Gender, and Sexuality Studies (1)
- Higher Education (1)
- Human Resources Management (1)
- Indigenous Education (1)
- International Public Health (1)
- Law (1)
- Institution
- Publication
- Publication Type
Articles 1 - 15 of 15
Full-Text Articles in Education
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Main Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Main Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Monitoring Learning
The COVID-19 pandemic has disrupted education in many ways. Across the world, schools have been partially or wholly closed, teachers and students have been forced to quarantine at home for short or extended periods of time, social learning opportunities have been cancelled and community interactions curtailed. This has added a further obstacle to the achievement of the Sustainable Development Goals (SDGs) related to education. The COVID-19 MILO (Monitoring Impacts on Learning Outcomes) study was designed to provide information on the impact of the pandemic on learning outcomes in six countries in Africa – Burkina Faso, Burundi, Côte d’Ivoire, Kenya, Senegal …
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Senegal Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Covid-19 In Sub-Saharan Africa: Monitoring Impacts On Learning Outcomes: Senegal Report, Australian Council For Educational Research (Acer), Unesco Institute For Statistics
Monitoring Learning
Six African countries participated in the COVID-19: Monitoring Impacts on Learning Outcomes (MILO) project in 2021 – Burundi, Burkina Faso, Côte d’Ivoire, Kenya, Senegal and Zambia. This report presents the key findings from the MILO project for Senegal. The MILO study was designed to provide information on the impact of the pandemic on learning outcomes. As countries work towards achieving Sustainable Development Goal (SDG) 4.1.1b, it is essential that progress towards this goal continues to be monitored. The MILO project was implemented to provide a way for countries to measure learning progress against Sustainable Development Goal (SDG) 4.1.1b prior to, …
Senegalese Parent, Family, And Community Engagement In Education: An Ubuntu-Inspired Inquiry, Nikysha D. Gilliam
Senegalese Parent, Family, And Community Engagement In Education: An Ubuntu-Inspired Inquiry, Nikysha D. Gilliam
LMU/LLS Theses and Dissertations
The relationship between families and schools, and the importance of parents and families to a child’s academic success is well documented internationally. However, the development of frameworks, theories, policies, and programs has not resulted in an increase in parent or family engagement in public schools, nor has it remedied the historical alienation and marginalization of families of color in the United States; positive comprehensive programs in communities of color at the middle and high school levels often seem to be missing. Because of African American families’ cultural connection to countries in Africa resulting from the Atlantic Slave Trade, I used …
The Stakes Of Girls' Education In Senegal, Ndeye Seck
The Stakes Of Girls' Education In Senegal, Ndeye Seck
English Language Institute
No abstract provided.
Measuring What Matters: Insights On The Value Of Whole Child Development, Porticus, Australian Council For Educational Research, Pina Tarricone, Yung Nietschke, Kylie Hillman
Measuring What Matters: Insights On The Value Of Whole Child Development, Porticus, Australian Council For Educational Research, Pina Tarricone, Yung Nietschke, Kylie Hillman
Monitoring Learning
This policy analysis report captures how cities and countries value, define, and measure Whole Child Development (WCD) - and equivalent - both broadly and in the context of reaching those in extreme adversity. The WCD conceptual framework of this study refers to 11 key themes: values, life skills, social and emotional learning, spirituality, academic knowledge, student engagement, adult support, community, academically challenging learning, safe environments, and health. The report provides insights into the challenges experienced in embedding WCD in education systems and offers evidence around the growing recognition and momentum globally around WCD and holistic learning. One of the key …
Traditional Values And Local Community In The Formal Educational System In Senegal: A Year As A High School Teacher In Thies, Maguette Diame
Traditional Values And Local Community In The Formal Educational System In Senegal: A Year As A High School Teacher In Thies, Maguette Diame
Doctoral Dissertations
The dissertation explores the discourses of traditional values, local practices, and community engagement within a selected community in Thies, Senegal and its high school environment. The study investigates the ways in which these cultural elements are present in the daily life of the community as well as how they are or could be integrated in formal teaching. In particular, I studied the concepts of Jom (hard work, pride, dignity), Kersa (decency), Suturë (discretion), Muñ (endurance), Teranga (hospitality), Maslaa (negotiation), Kal (kinship), and Suture (Protection) in particular. My own experience as a language teacher who has lived and studied in the …
Citizen-Led Educational Monitoring Shows Promise
Citizen-Led Educational Monitoring Shows Promise
International Developments
A citizen-led approach to the collection of information about schooling and children’s learning is showing great promise in terms of educational monitoring and policy making.
Inadequacy Of Benin's And Senegal's Education Systems To Local And Global Job Markets: Pathways Forward; Inputs Of The Indian And Chinese Education Systems., Kpedetin Mignanwande
Inadequacy Of Benin's And Senegal's Education Systems To Local And Global Job Markets: Pathways Forward; Inputs Of The Indian And Chinese Education Systems., Kpedetin Mignanwande
International Development, Community and Environment (IDCE)
This paper explores the historical legacy that shapes the current higher education system in most sub-Sahara African countries. It further analyzes various specificities in terms of production of graduates in many sub-Sahara African higher educational schools, as well as the rate, process, and conditions of employment of newly graduated students. Inspired by the comparative advantage offered by the Indian education system in Information, Communication and Technology (ICT), and the Chinese education system in terms of Technical Skills and Work Readiness, the paper suggests an educational pathway that selects, orients and empowers students in these science related areas. It strongly emphasizes …
Ways In Which Community Involvement May Influence Girls’ Education In Senegal, Babou Ndiaye
Ways In Which Community Involvement May Influence Girls’ Education In Senegal, Babou Ndiaye
Masters Theses
This study attempts to examine through the lens of social feminist theory the ways in which community involvement may influence girls’ education in Senegal. It highlights the extent to which networking, advocacy, and meaningful interactions between community and school may contribute to improving access, learning conditions, and academic achievements for girls. The paper also provides an analysis of the adverse effects of community involvement on girls’ education in Senegal. It underscores the extent to which patriarchy and class interfere to shape community involvement and undermine girls’ education, in terms of both access and quality. The paper further sketches a combination …
Integrating Cultures Within Formal Schooling: Exploring Opportunities For Cultural Relevancy In Peri-Urban Senegal, Karla A. Sarr
Integrating Cultures Within Formal Schooling: Exploring Opportunities For Cultural Relevancy In Peri-Urban Senegal, Karla A. Sarr
Doctoral Dissertations
Within the context of Education for All's (EFA) mandate for universal primary school attendance, the cultural relevancy of education is particularly salient to issues of educational quality. Drawing from the literatures on Indigenous knowledges and education, Culturally Relevant Pedagogy, and mother-tongue based multilingual education (MTB-MLE), the lens of analysis for this study acknowledged that incorporating students' cultures and Indigenous knowledges within formal schooling may contribute to increased learning opportunities and thereby improve student outcomes. The purpose of the dissertation was to focus on the experiences of one Senegalese peri-urban primary school in incorporating students' cultures and realities. Research participants included …
A Qualitative Investigation Of Self-Directed Learning In Senegal, West Africa And Its Implications For Human Resource Development, Andrew Babyak
A Qualitative Investigation Of Self-Directed Learning In Senegal, West Africa And Its Implications For Human Resource Development, Andrew Babyak
Business Educator Scholarship
The purpose of this study was to investigate the current status of self-directed learning by SME leaders in Senegal, West Africa, and then to identify some of the human resource development (HRD) implications. This qualitative study collected data through two sets of interviews. First, eight leaders who were either the owner or manager of SMEs in Senegal were interviewed through questions that focused on the four factors that Confessore (1992) identified as necessary for autonomous learning: (a) desire, (b) resourcefulness, (c) initiative, and (d) persistence. Results were then discussed while incorporating the importance of understanding some of the basic elements …
“We Lost Our Culture With Civilization” – A Critical Analysis Of The Internalization Of The Development Discourse Vis-À-Vis Systems Of Knowledge In Senegal, Karla Giuliano Sarr
“We Lost Our Culture With Civilization” – A Critical Analysis Of The Internalization Of The Development Discourse Vis-À-Vis Systems Of Knowledge In Senegal, Karla Giuliano Sarr
Master's Capstone Projects
Critical analysis of the complex interplay between development ideals and local conceptualizations of knowledge forms and education methods are essential if we are to promote holistic, responsive, and culturally appropriate development efforts. Since the end of World War II, and the independence movements that greatly changed geopolitics in the 1960s and 1970s, development prevails as the dominant paradigm in current relations between countries of the North and South (Escobar, 1995; Rahnema & Bawtree, 1997). Development, intrinsically linked with neo-liberal policies and globalization (Peet, 1999), defines not only how Northerners perceive the South, but also, how Southerners perceive themselves, their ways …
Poverty And Children's Schooling In Urban And Rural Senegal, Mark R. Montgomery, Paul C. Hewett
Poverty And Children's Schooling In Urban And Rural Senegal, Mark R. Montgomery, Paul C. Hewett
Poverty, Gender, and Youth
This paper presents findings of a Population Council investigation into the effects of living standards and relative poverty on children’s schooling in urban and rural areas of Senegal. The research shows that in Senegal’s urban areas, living standards exert substantial influence on three measures of schooling: whether a child has ever attended school; whether he or she has completed at least four grades of primary school; and whether he or she is currently enrolled. In rural areas of Senegal, however, the effects are weaker and achieve statistical significance only for the wealthiest fifth of rural households. To judge from the …
Poverty And Children's Schooling In Urban And Rural Senegal [Arabic], Mark R. Montgomery, Paul C. Hewett
Poverty And Children's Schooling In Urban And Rural Senegal [Arabic], Mark R. Montgomery, Paul C. Hewett
Poverty, Gender, and Youth
This paper presents findings of an investigation into the effects of living standards and relative poverty on children’s schooling in urban and rural areas of Senegal. To measure living standards, we apply a multiple-indicator, multiple-cause (MIMIC) factor-analytic model to a set of proxy variables collected in the 2000 Multiple Indicator Cluster Survey and extract an estimate of the relative standard of living for each household. Using this estimate, we find that in Senegal’s urban areas, living standards exert substantial influence on three measures of schooling: Whether a child has ever attended school; whether he or she has completed at least …
An Exploration Of Gender Issues And The Role Of The Outsider In Women's Education Programs In Muslim Communities Case Studies In Afghanistan, Bangladesh, Senegal, And Yemen, Jode Lynne Walp
Master's Capstone Projects
No abstract provided.