Harnessing the Potential of Icts
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Amicus Brief Filed by CGRS in S-F
Amicus Brief Filed by CGRS in S-F- Overview of the Attached Brief The attached amicus brief was filed by the Center for Gender & Refugee Studies (CGRS or Center) to the Board of Immigration Appeals (BIA) in May 2008. in the matter of S-F-. Identifying information has been redacted in accordance with the wishes of the applicant. The brief addresses forced marriage as a basis for asylum and persecution on account of political opinion and membership in a particular social group of “young, single daughters of an ethnic group in Senegal who oppose forced marriage.” The brief also argues against an adverse credibility finding by an immigration judge. Organizational Overview The Center provides legal expertise, training, and resources to attorneys representing asylum seekers, advocates to protect refugees, advances refugee law and policy, and uses domestic, regional and international human rights mechanisms to address the root causes of persecution. Technical Assistance Provided by CGRS As part of our core programs, CGRS engages in technical assistance and country conditions research for attorneys with gender-based, LGBTI, and child asylum claims. We provide free invaluable resources: legal consultation, country conditions information, practice advisories, unpublished immigration judge and Board of Immigration Appeals decisions, sample briefs, and expert witness affidavits developed by leading authorities in their fields in collaboration with CGRS. CGRS appears as amicus counsel or co- counsel in high impact cases. To request assistance from CGRS, please visit our website at http://cgrs.uchastings.edu/assistance/. Help CGRS Track Case Outcomes CGRS continuously updates and adds to our database of more than 7,000 case records involving gender- based, LGBT, and child asylum claims in the United States. -
The Gender Parity Law and the Fight for Women's Political Representation in Modern Senegal
Trinity College Trinity College Digital Repository Senior Theses and Projects Student Scholarship Spring 2015 A Spot Under the Baobab Tree: The Gender Parity Law and the Fight for Women's Political Representation in Modern Senegal Salima Etoka Trinity College, Hartford, CT, [email protected] Follow this and additional works at: https://digitalrepository.trincoll.edu/theses Part of the African Studies Commons, and the Political Science Commons Recommended Citation Etoka, Salima, "A Spot Under the Baobab Tree: The Gender Parity Law and the Fight for Women's Political Representation in Modern Senegal". Senior Theses, Trinity College, Hartford, CT 2015. Trinity College Digital Repository, https://digitalrepository.trincoll.edu/theses/491 A SPOT UNDER THE BAOBAB TREE: THE GENDER PARITY LAW AND THE FIGHT FOR WOMEN’S POLITICAL REPRESENTATION IN MODERN SENEGAL A thesis presented by Salima Etoka to The Political Science Department in partial fulfillment of the requirements for Honors in Political Science Trinity College Hartford, CT April 20, 2015 _______________________ _______________________ Thesis Advisor Department Chair Acknowledgments This thesis wouldn’t be possible without the help of many people. I want to take a moment to thank them! In Senegal, I would like to thank: • The staff and professors at CIEE for their support during my time abroad • Professor Ndior, Professor Diallo and Professor Kane for helping me make contacts • My host family and their willingness to let me stay during the summer • The family of Abdoul Sy for welcoming me into their home • The interviewees who were patient with me • The students on my program and local Senegalese who I met • Hamidou Ba, who was the translator and whose workaholic tendencies allowed me to do as much work as possible. -
DOCUMENT RESUME the Development of Technical And
DOCUMENT RESUME ED 411 471 CE 074 838 TITLE The Development of Technical and Vocational Education in Africa. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Dakar (Senegal). Regional Office for Education in Africa. ISBN ISBN-92-9091-054-2 PUB DATE 1996-00-00 NOTE 411p.; Product of the International Project on Technical and Vocational Education (UNEVOC). PUB TYPE Reports Research (143) EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Case Studies; *Developing Nations; Economic Development; Education Work Relationship; Educational Cooperation; *Educational Development; Educational Legislation; *Educational Policy; Foreign Countries; Industry; *Role of Education; *School Business Relationship; *Vocational Education IDENTIFIERS *Africa ABSTRACT The 13 chapters in this book depict the challenges facing African nations in their efforts to develop their technical and vocational education (TVE) systems. Chapter 1,"TVE in Africa: A Synthesis of Case Studies" (B. Wanjala Kerre), presents a synthesis of the case studies in which the following major trends taking place within the existing socioeconomic context are discussed: TVE within existing educational structures; cooperation between TVE institutions and enterprises; major challenges facing the nations in their efforts to develop TVE; and the innovative measures undertaken in response to the problems and constraints experienced. The remaining 12 chapters are individual case studies giving a more detailed picture of natural efforts and challenges encountered in the development of TVE. Chapters 2-8 focus on the role of TVE in educational systems: "TVE in Cameroon" (Lucy Mbangwana); "TVE in Congo" (Gilbert Ndimina); "TVE in Ghana"(F. A. Baiden); "TVE in Kenya"(P. 0. Okaka); "TVE in Madagascar" (Victor Monantsoa); "TVE in Nigeria" (Egbe T. -
Nonformal Education in Francophone West Africa : a Case Study of the Senegalese Experience of Community-Based Schools
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2004 Nonformal education in francophone West Africa : a case study of the Senegalese experience of community-based schools. Mbarou, Gassama-Mbaye University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Gassama-Mbaye, Mbarou,, "Nonformal education in francophone West Africa : a case study of the Senegalese experience of community-based schools." (2004). Doctoral Dissertations 1896 - February 2014. 2372. https://scholarworks.umass.edu/dissertations_1/2372 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. NONFORMAL EDUCATION IN FRANCOPHONE WEST AFRICA: TUDY OF A CASF THE SENEGALESE EXPERIENCE OF COMMUNITY-BASED SCHOOLS A Dissertation Presented by MBAROU GASSAMA-MBAYE Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 2004 School of Education Copyright by Mbarou Gassama-Mbaye 2004 All Rights Reserved SCHOOLS A Dissertation Presented by MBAROU GASSAMA-MBAYE Approved as to style and content by: oVCAAAyU Kathryn Md^ermott, Member jqJmJ. A_ Ralph Faulkingham, Member School of Education dedication my m0lher Adja Marie Ndia^e “d *e memory of my father Mamadou Gassama 1 o my husband El Hadj Ahmadou Mbaye and my children Marne Marye, Abdou Aziz, Yaye Kene, Ibrahima and Abass for all your love and support ACKNOWLEDGMENTS My profound gratitude to Professor David Evans, my advisor for his intellectual gu, dance and moral support during my years at the Center for International Education; to Professors Kathryn McDermott, Alfred S. -
Towards Gender Equity in Development OUP CORRECTED PROOF – FINAL, 20/9/2018, Spi
OUP CORRECTED PROOF – FINAL, 20/9/2018, SPi Towards Gender Equity in Development OUP CORRECTED PROOF – FINAL, 20/9/2018, SPi UNU World Institute for Development Economics Research (UNU-WIDER) was established by the United Nations University as its first research and training centre and started work in Helsinki, Finland, in 1985. The mandate of the institute is to undertake applied research and policy analysis on structural changes affecting devel- oping and transitional economies, to provide a forum for the advocacy of policies leading to robust, equitable, and environmentally sustainable growth, and to pro- mote capacity strengthening and training in the field of economic and social policy- making. Its work is carried out by staff researchers and visiting scholars in Helsinki and via networks of collaborating scholars and institutions around the world. United Nations University World Institute for Development Economics Research (UNU-WIDER) Katajanokanlaituri 6B, 00160 Helsinki, Finland www.wider.unu.edu OUP CORRECTED PROOF – FINAL, 20/9/2018, SPi Towards Gender Equity in Development Edited by Siwan Anderson, Lori Beaman, and Jean-Philippe Platteau A study prepared by the United Nations University World Institute for Development Economics Research (UNU-WIDER) 1 OUP CORRECTED PROOF – FINAL, 20/9/2018, SPi 3 Great Clarendon Street, Oxford, OX2 6DP, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © United Nations University World Institute for Development Economics Research (UNU-WIDER) 2018 UNU-WIDER, Katajanokanlaituri, 6B, 00160 Helsinki, Finland The moral rights of the authors have been asserted First Edition published in 2018 Impression:1 Some rights reserved. -
An Introduction Into Primary School Education in Senegal
A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Gönsch, Iris; Graef, Steffen Working Paper Education for all and for life? An introduction into primary school education in Senegal Discussion Paper, No. 55 Provided in Cooperation with: Justus Liebig University Giessen, Center for international Development and Environmental Research (ZEU) Suggested Citation: Gönsch, Iris; Graef, Steffen (2011) : Education for all and for life? An introduction into primary school education in Senegal, Discussion Paper, No. 55, Justus-Liebig- Universität Gießen, Zentrum für Internationale Entwicklungs- und Umweltforschung (ZEU), Giessen This Version is available at: http://hdl.handle.net/10419/74445 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents -
Teacher Preparation Deployment and Support
Background Paper Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case study: Senegal MARCH 2019 This paper was prepared for the Mastercard Foundation report, Secondary Education in Africa: Preparing Youth for the Future of Work. The opinions, findings, and conclusions stated herein are those of the authors and do not necessarily reflect those of Mastercard Foundation. DOCUMENT TITLE Sub Heading CASE STUDY Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case study: Senegal Jean Adotevi and Nick Taylor March 2019 SECONDARY EDUCATION IN AFRICA TEACHER PREPARATION DEPLOYMENT AND SUPPORT Page 1 of 43 CASE STUDY: SENEGAL ©JET EDUCATION SERVICES CONTENTS CONTENTS ............................................................................................................................................. 2 List of Tables .......................................................................................................................................... 3 List of Figures ......................................................................................................................................... 3 Acronyms and abbreviations .................................................................................................................. 4 Background ............................................................................................................................................ 6 Methodology ........................................................................................................................................ -
Primary and Secondary Education in Senegal and the Gambia by Bowden Quinn
NOT FOR PUBLICATION WITHOUT WRITER'S CONSENT INSTITUTE OF CURRENT WORLD AFFAIRS BSQ-12 August 12, 1980 Primary and Secondary Education in Senegal and The Gambia by Bowden Quinn A five-month study of primary and secondary schools in Senegal and The Gambia showed that these .West African nations have failed to correct flaws in the educational systems they inherited from their colonial rulers. The retention of Western-style school systems has led to a continuation of educational problems that were identified at the beginnin of this centux-y. A new approach to schooling is meeded but there is me indication that either of these countries is about to embark on such a course. The problem, in broad terms, is %at sckoels de me@ help %e majority of %he youth in %hose countries to prepare for a role in adult society, This is not only because most chil- dren in these countries do not attend school, Formal educa- tion is irrelevant to the lives of most of the young people who participate in it, Worse, the influence of the schools is detrimental to the lives of many of them. The problem is more acute in rural areas where the maorlty of the populations of these countries liveo Schools raise the expectations of rural youths so they turn away from their traditional adult roles as farmers to seek employment in the wage economy. The resulting migration of young people from the rural areas to the cities is harmful for the coun- tries in two ways. There are not enough obs for these youngsters, causin urban unemploymont crime and political instability. -
Land Access in Rural Africa
Land access in rural Africa: Strategies to fight gender inequality FAO-Dimitra workshop – September 2008 Land access in rural Africa: Strategies to fight gender inequality FAO-Dimitra workshop: Information and communication strategies to fight gender inequality as regards land access and its consequences for rural populations in Africa 22-26 September 2008 – Brussels, Belgium For Marie Mwira © Dimitra Dear Marie, This publication is dedicated to you, the brave and tireless activist for women’s rights and peace in the Great Lakes Region. You impressed us with your courage and strength in such a difficult environment. The last time we met you, in February 2008, you told us how many of Africa’s problems were connected to customary discrimination against women and to land control issues. Your strategies for dealing with these problems – information campaigns to repackage and disseminate texts and conventions on human rights, education, exchanging experiences, advocacy, and so on – would have fit in perfectly with this document. We will never forget you. The Dimitra team and its partners Marie Mwira was President of the Réseau Femme et Développement (REFED – Women and Development Network) in North Kivu as well as President of the organisation Genre et Tradition pour le Développement et la Paix au Nord-Kivu (Gender and Tradition for Development and Peace in North Kivu). She died of a heart attack in Goma on 2 December 2008. © Dimitra Thérèse, a widow, lives in a camp for displaced people near her native “ hill (colline). Her brothers have refused to give her access to the family land, saying that you cannot mix clans and upset the patriarchal system. -
Assessment of the Environment for the Development of Women's
Employment Sector Employment Report No. 15 2011 Assessment of the environment for the development of women’s entrepreneurship in Cameroon, Mali, Nigeria, Rwanda and Senegal Lois Stevenson, Annette St‐Onge Small Enterprise Programme Job Creation and Enterprise Development Department Copyright © International Labour Organization 2011 First published 2011 Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal Copyright Convention. Nevertheless, short excerpts from them may be reproduced without authorization, on condition that the source is indicated. For rights of reproduction or translation, application should be made to ILO Publications (Rights and Permissions), International Labour Office, CH-1211 Geneva 22, Switzerland, or by email: [email protected]. The International Labour Office welcomes such applications. Libraries, institutions and other users registered with reproduction rights organizations may make copies in accordance with the licences issued to them for this purpose. Visit http://www.ifrro.org to find the reproduction rights organization in your country. ILO Cataloguing in Publication Data Stevenson, Lois; St Onge, Annette Assessment of the environment for the development of women's entrepreneurship in Cameroon, Mali, Nigeria, Rwanda and Senegal / Lois Stevenson, Annette St-Onge ; International Labour Office, Employment Sector, Small Enterprise Programme, Job Creation and Enterprise Development Department. - Geneva: ILO, 2011 1 v. (Employment report ; No.15) ISBN: 9789221255246; 9789221255253 -
Quality of Higher Education and the Labor Market in Developing Countries: Evidence from an Education Reform in Senegal
A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Boccanfuso, Dorothée; Larouche, Alexandre; Trandafir, Mircea Working Paper Quality of Higher Education and the Labor Market in Developing Countries: Evidence from an Education Reform in Senegal IZA Discussion Papers, No. 9099 Provided in Cooperation with: IZA – Institute of Labor Economics Suggested Citation: Boccanfuso, Dorothée; Larouche, Alexandre; Trandafir, Mircea (2015) : Quality of Higher Education and the Labor Market in Developing Countries: Evidence from an Education Reform in Senegal, IZA Discussion Papers, No. 9099, Institute for the Study of Labor (IZA), Bonn This Version is available at: http://hdl.handle.net/10419/111551 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte. may exercise further usage rights as specified in the indicated licence. www.econstor.eu IZA DP No. -
Use of Learning Assessment Data in the Planning Cycle: Case Study Senegal
CHRISTINE BEGGS USE OF LEARNING ASSESSMENT DATA IN THE PLANNING CYCLE CASE STUDY – SENEGAL March 2021 Prepared by Alberto Begue-Aguado This case study was produced under United States Agency For International Development (USAID) contract No. AID-OAA-M-15-00016. The contents are the responsibility of Dexis Consulting Group and do not necessarily reflect the views of USAID or the United States Government. CONTENTS ACRONYMS AND ABBREVIATIONS II 1. INTRODUCTION 1 2. AN OVERVIEW OF THE EDUCATION SYSTEM IN SENEGAL 1 3. MAIN STAKEHOLDERS IN EDUCATION IN SENEGAL 2 4. DESCRIPTION OF LEARNING ASSESSMENTS IN SENEGAL 3 INTENDED USE OF LEARNING ASSESSMENT DATA 3 LEARNING ASSESSMENTS USED IN SENEGAL 4 WHO IS LEADING/CONDUCTING/FUNDING LEARNING ASSESSMENTS? 7 ANALYSIS OF VARIABLES INFLUENCING LEARNING OUTCOMES 7 LEARNING DATA DISSEMINATION 8 5. CAPACITY AND COMMITMENT OF KEY ACTORS 9 INSTITUTIONAL AND LEGAL FACTORS 9 STRATEGIC PLANNING IN THE EDUCATION SECTOR 9 ACTORS: CAPACITY, COMMITMENT, OPINIONS, AND PERCEPTIONS 10 BUDGET AND RESOURCES ALLOCATED TO LEARNING ASSESSMENTS 11 ACTUAL PRACTICES OBSERVED USING LEARNING ASSESSMENT DATA 12 FACTORS FACILITATING OR IMPEDING THE USE OF LEARNING ASSESSMENT DATA 17 6. POLITICAL ECONOMY 18 7. RECOMMENDATIONS FOR IMPROVING PRACTICES IN LEARNING ASSESSMENT DATA USE IN SENEGAL 18 RECOMMENDATIONS FOR THE GOVERNMENT OF SENEGAL 19 RECOMMENDATIONS FOR USAID/SENEGAL 20 8. ANNEXES 21 ANNEX 1: KEY INFORMANTS INTERVIEWED 21 ANNEX 2: DOCUMENTS REVIEWED 22 i | USE OF LEARNING ASSESSMENT DATA IN THE PLANNING CYCLE: SENEGAL