DOCSLIB.ORG

Nonformal Education in Francophone West Africa : a Case Study of the Senegalese Experience of Community-Based Schools

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
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. Hartwell, and Leonee Ndikumana for their thoughtful advices; to Professor Ralph Faulkingham for agreeing to be part of my committee at the last minute despite his busy schedule. I am also grateful to Professor Gretchen Rossman for her academic advices and moral support that empowers me as a woman, to Barbara Gravin Wilbur and to all my colleagues and friends at Center for International Education. I am also thankful to Housing Services that provides me with an assistantship for two years. I am grateful to Plan Senegal for its cooperation and logistical support during my visits in villages, I extend this appreciation to officers at the Ministry of National Education, the Delegate Ministry of Technical Education, Professional Training. Literacy and National Languages, to ADEF/Afrique, Aide et Action NGOs officers, to Father Ferran Sans, GIE Dem Ngalam, to operateurs, teachers, students, and parents who participated in the study. I am mostly and deeply grateful to my husband El Hadj Mbaye for his patience, support, understanding and love. ABSTRACT NONFORMAL EDUCATION IN FRANCOPHONE WEST AFRICA: A CASE STUDY OF THE SENEGALESE EXPERIENCE OF COMMUNITY-BASED SCHOOLS MAY 2004 MBAROU GASSAMA-MBAYE, B.A., UNIVERSITY MOHAMED V M.A., AFRICAN INSTITUTE FOR ECONOMIC DEVELOPMENT AND PLANNING Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor David R. Evans The study reviews the history of education in Francophone West Africa from the post-colonial era to the current period. It gives primary attention to the conflicting goals of formal and Islamic education, the place of nonformal education during colonial period and looks at the attitude of policymakers towards nonformal education after independence. Furthermore, it examines the role of international partners of development, the World Bank, UNESCO, UNICEF and bilateral cooperation in shaping education policies in Third World countries; presents the background of the Education for All (EFA) movement, its goals, and rationale; and analyzes the Fast-Track Initiative (FTI). the place of nonformal education in the movement, and its implications in Third World education policies. The study focuses on the Senegalese experience. After presenting the education system and the strategies of the government to achieve Education for All in 2015. the author, drawing on field research using interviews, focus groups, surveys, and observations, describes different models of community-based schools and contrasts VI government and NGO schools. The study analyzes the attitudes of patents, students, and teachers, officials of the Mimstry of National Education, the Delegate Ministry of Professional Traimng, Vocational Education, Literacy and National Languages and NGOs towards community-based schools and ratses the issues of girls’ education, religtous education, and teacher’ training. A, the end. the author highlights the challenges that community-based schools face and provides recommendations for the state, communities, and school administrations to improve access and to assure the relevance of education to local populations. vii TABLE OF CONTENTS ACKNOWLEDGMENTS Page v ABSTRACT vi LIST OF TABLES x LIST OF FIGURES xi INTRODUCTION CHAPTER 1 • 1 HE PROBLEM: FORMAL AND NONFORMAL EDUCATION General definitions .... 5 Relationships between formal and nonformal education .. 10 formal/ nonformal education: community schools in Africa .. 14 Community-based schools in Senegal .. 16 2. METHODOLOGY OF RESEARCH ..20 Significance of the study ..20 Purpose of the study ..20 Research questions ..21 Research design: mixed method ..24 Limitations of the study ..43 Ethical issues ..44 3. HIS I ORY OF EDUCATION IN FRANCOPHONE WEST AFRICA ..46 Pre-colonial period .. 46 Colonial period (1600-1960) ..51 Post-colonial education (1960- 1990’s) ..69 4. NONFORMAL EDUCATION AND THE EFA MOVEMENT ..80 Presentation ot the EFA movement ..80 Critiques of EFA goals ..89 Challenges to EFA ,.94 5. COMMUNITY-BASED SCHOOLS IN SENEGAL 103 Hie Senegalese education system 103 Community-based schools as a solution 110 6. ATTITUDES TOWARD COMMUNITY-BASED SCHOOLS 145 Attitudes of parents 145 viii . Attitudes of students ... 159 Attitudes of teachers Attitudes of operateursfNGOs ... 166 ... 169 Attitude of the state ... 176 7 . IMPLICATIONS OF THE FINDINGS AND RE^COMMENDATIONS ... 182 Internal challenges .. ... 183 External challenges ... 191 8 . LESSONS LEARNED AND CONCLUSION... 198 BIBLIOGRAPHY 202 IX LIST OF TABLES Table Page 1. Comparative categories Formal/ nonformal education .... 13 2. Mapping of community schools in Africa .... 15 3. Sample of schools and students ....30 4. Distribution of grade levels ....30 5. Summary of participants and schools ....31 6. Community-based schools and equivalency with formal schools .. ..114 7. Summary of the description of schools and teachers .. 122 8. Household Arts students' level of education . 126 9. Parents' level of education . 147 10. Parents' level of income . 147 1 1 . Attitudes ol parents toward the community-based school . 149 12. Parents' preferred subjects . 151 1 o. 1 he pieterred subjects for the School Management Committee... 152 14. Importance of the manual work for the SMC . 153 15. Students rationale lor the choice of the community-based school . 162 16. Students' preferred subjects . 163 x LIST OF FIGURES Figure Page 1. Research question and research design ...23 2. Summary of the research process ...26 3. Colonial formal education in French West Africa 1900-1918 ...55 4. Design of the description of community-based schools .118 5. Histogramme of students' population . 161 XI introduction Nonformal education was developed in Third World countries in the 1970' to face the increasing demand for formal education, the limitation of the state resources, and the lack of adaptation of formal school graduates to development needs. Nonformal education becomes an important tssue in a situation where most people are illiterate and when all sectors of development are priorities: health, education, agriculture, industry etc. because of the urgent need to promote critical sectors of development. The state has asked communities, NGOs, associations, etc (generally non-traditional partners of formal schools) to support the education system and has encouraged communities to take responsibility for their schools. Many community schools were created in this context. 1 heorists of alternative education believe that the role of the community school is to promote awareness about community issues and connect the school to local realities. From the functionalist perspective, the community school is a complement to the network ot formal schools, its main goal being increase access, by establishing schools in locations that the government cannot reach. In piactice, formal and nonformal education approaches have been combined .in community schools to provide education to underserved children in developiim countries with a focus on learning outcomes. Escuela Nueva is an example of a nonformal community school model, implemented in rural Colombia that has been expanded to more than ten Latin American countries. Bangladesh Rural Advancement Committee (BRAC) is another example of community schools that were implemented in thousands of villages in rural and poor urban areas in Bangladesh, (Farrell, 2003). Upper Egypt, another example of community schools contributed to bringing schools into reststant Muslim communities, and increasing girls’ enrollment in school. These models have brought community issues into the school, used local
Load more

Recommended publications
  • Colonial Legacies and Preservice Teacher
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The University of Utah: J. Willard Marriott Digital Library COLONIAL LEGACIES AND PRESERVICE TEACHER SUBJECTIVITIES IN MALI: A CRITICAL EXAMINATION OF TWO TEACHER TRAINING PROGRAMS by Talatou Abdoulaye A dissertation submitted to the faculty of The University of Utah in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Education, Culture and Society The University of Utah August 2017 Copyright © Talatou Abdoulaye 2017 All Rights Reserved The University of Utah Graduate School STATEMENT OF DISSERTATION APPROVAL The dissertation of Talatou Abdoulaye has been approved by the following supervisory committee members: Dolores Calderon , Chair 03/08/2017 Date Approved Donna Deyhle , Member Date Approved James Lehning , Member 03/09/2017 Date Approved Frank Margonis , Member 03/09/2017 Date Approved Veronica Valdez , Member 03/09/2017 Date Approved and by William Smith , Chair/Dean of the Department/College/School of Education, Culture and Society and by David B. Kieda, Dean of The Graduate School. ABSTRACT The main goal of this dissertation is to identify major characteristics of French colonial education in Soudan Francais (present day Mali) before discussing ways in which, despite major education reforms, legacies that relate to those characteristics continue to, either consciously or unconsciously, be reproduced, altered, or challenged in two current higher education teacher-training programs in postcolonial Mali. The discussions offer insights with regard to how issues of reproduction, hybridity, and resistance play out in various data sources before examining ways in which they affect the subjectivities of preservice teachers graduating from the two teacher training programs investigated.
    [Show full text]
  • 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.
    [Show full text]
  • 2 the State of Education in Mali
    OXFAM RESEARCH Delivering Education For All in REPORT Mali Caroline Pearce, Sébastien Fourmy, and Hetty Kovach Oxfam International Katie Contents Acronyms........................................................................................................................ 3 Mali key facts: statistics and timelines ..................................................................... 4 Executive summary....................................................................................................... 7 1 Introduction............................................................................................................... 10 2 The state of education in Mali............................................................................... 12 3 Key barriers to quality education.......................................................................... 15 4 Government policy, practice, and finance........................................................... 21 5 The role of donors.................................................................................................... 27 6 Conclusion and challenges..................................................................................... 35 Annexes......................................................................................................................... 37 Notes.............................................................................................................................. 43 2 Delivering Education For All in Mali, Oxfam International Research Report, June
    [Show full text]
  • 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
    [Show full text]
  • 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 ........................................................................................................................................
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • History and the Journey from Selma to Timbuktu Amilcar Shabazz University of Massachusetts - Amherst, [email protected]
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Afro-American Studies Faculty Publication Series Afro-American Studies October 2001 How Deep the Well: History and the Journey from Selma to Timbuktu Amilcar Shabazz University of Massachusetts - Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/afroam_faculty_pubs Recommended Citation Shabazz, Amilcar, "How Deep the Well: History and the Journey from Selma to Timbuktu" (2001). The Bus Stop. 1. Retrieved from https://scholarworks.umass.edu/afroam_faculty_pubs/1 This is brought to you for free and open access by the Afro-American Studies at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Afro-American Studies Faculty Publication Series by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. How Deep the Well: History and the Journey from Selma to Timbuktu by Amilcar Shabazz* The Inter-Diaspora Conference on Education of the African Child for the New Millennium, held in Mali, West Africa, involved a most significant sharing of strategies, insights, and inspiration. With a broad recognition that our hopes of a bright future is based upon how well we cultivate the minds and hearts of our young people today, the Coalition of Alabamians Rebuilding Education (CARE) looked at how best to reclaim excellence through the rebuilding of education in concert with our people throughout the African World Community. In going to Africa we committed ourselves to improving our work to rebuild education and to see that work as integral to the international struggle for human rights. Our right to vote is meaningless if we are not exercising our human right to self- development and self-determination as a people.
    [Show full text]
  • Community Schools in Mali: a Multilevel Analysis Christine Capacci Carneal
    Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2004 Community Schools in Mali: A Multilevel Analysis Christine Capacci Carneal Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION COMMUNITY SCHOOLS IN MALI: A MULTILEVEL ANALYSIS By CHRISTINE CAPACCI CARNEAL A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Summer Semester, 2004 The members of the Committee approve the dissertation of Christine Capacci Carneal defended on April 6, 2004. ___________________________________ Karen Monkman Professor Directing Dissertation ___________________________________ Rebecca Miles Outside Committee Member ___________________________________ Peter Easton Committee Member Approved: ___________________________________________ Carolyn D. Herrington, Chair, Department of Education Leadership and Policy Studies The Office of Graduate Studies has verified and approved the above named committee members. ii ACKNOWLEDGEMENTS The idea to pursue a Ph.D. did not occur to me until I met George Papagiannis in Tallahassee in July 1995. My husband and I were in Tallahassee for a friend’s wedding and on a whim, remembering that both George and Jack Bock taught at FSU, I telephoned George to see if he had any time to meet a fan of his and Bock’s book on NFE. Anyone who knew George before he died in 2003 understands that it is hard to resist his persuasive recruiting techniques. He was welcoming, charming, and outspoken during my visit, and also introduced me to Peter Easton. After meeting both of these gentlemen, hearing about their work and the IIDE program, I felt that I finally found the right place to satisfy my learning desires.
    [Show full text]
  • 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
    [Show full text]
  • IMRAP, Interpeace. Self-Portrait of Mali on the Obstacles to Peace. March 2015
    SELF-PORTRAIT OF MALI Malian Institute of Action Research for Peace Tel : +223 20 22 18 48 [email protected] www.imrap-mali.org SELF-PORTRAIT OF MALI on the Obstacles to Peace Regional Office for West Africa Tel : +225 22 42 33 41 [email protected] www.interpeace.org on the Obstacles to Peace United Nations In partnership with United Nations Thanks to the financial support of: ISBN 978 9966 1666 7 8 March 2015 As well as the institutional support of: March 2015 9 789966 166678 Self-Portrait of Mali on the Obstacles to Peace IMRAP 2 A Self-Portrait of Mali on the Obstacles to Peace Institute of Action Research for Peace (IMRAP) Badalabougou Est Av. de l’OUA, rue 27, porte 357 Tel : +223 20 22 18 48 Email : [email protected] Website : www.imrap-mali.org The contents of this report do not reflect the official opinion of the donors. The responsibility and the respective points of view lie exclusively with the persons consulted and the authors. Cover photo : A young adult expressing his point of view during a heterogeneous focus group in Gao town in June 2014. Back cover : From top to bottom: (i) Focus group in the Ségou region, in January 2014, (ii) Focus group of women at the Mberra refugee camp in Mauritania in September 2014, (iii) Individual interview in Sikasso region in March 2014. ISBN: 9 789 9661 6667 8 Copyright: © IMRAP and Interpeace 2015. All rights reserved. Published in March 2015 This document is a translation of the report L’Autoportrait du Mali sur les obstacles à la paix, originally written in French.
    [Show full text]
  • Barriers to Conflict Affected Malian Children's Education
    Barriers to Conflict Affected Malian Children’s Education Acknowledgements This report was written and researched by Sweta Shah and Stephanie Scholz. It was funded by Irish Aid and University College Dublin’s Centre for Humanitarian Action. Support and consultations with Plan and other colleagues, including Dualta Roughneen, Emilia Sorrentino, Lena Thiam, Jacqueline Gallinetti, Michael Shipler and Sulagna Maitra, provided vital help in the completion of this report. Thanks go to UNICEF, UNHCR, Plan Mali, Plan Niger and Plan Burkina Faso for supporting the logistics and collection of data for this report. Special thanks go to the many people the research team spoke to in Mali, Niger and Burkina Faso during the focus group discussions and key informant interviews. Who is this report for? The aim of this research was to uncover key barriers to children’s lack of educational access in light of the 2012 conflict in Mali in order to improve upon existing programming occurring in Mali, Niger and Burkina Faso. Further, this report contributes to fill a gap in evidence for education in emergencies in West Africa. Key audiences for this report include those working in the Sahel to respond to the continued education needs of children through the contribution of funds or the implementation of programs. These groups include: 1) Ministry of Education officials in Mali, Niger and Burkina Faso, 2) United Nations agencies, and 3) donors and 4) INGO/NGOs. Contents I. Introduction 6 II. Research Methodology 10 Limitations 11 III. Barriers to Accessing Education 13 Barrier 1: Poverty 13 Barrier 2: Ethnic Identity 14 Barrier 3: Perceptions of Education’s Value 16 Barrier 4: Discrimination against Girls 18 Barrier 5: Security 22 Barrier 6: Physical Distance 23 Barrier 7: Challenges for Adolescents 24 Barrier 8: Poor Learning Environment 25 Barrier 9: Insufficient Teachers 27 IV.
    [Show full text]