» 2016 Global Education Monitoring Report launched in Senegal: An opportunity for open consultation on the path...
23.11.2016 - UNESCO Office in Dakar

2016 Global Education Monitoring Report launched in Senegal: An opportunity for open consultation on the path towards SDG4!

©UNICEF/Dicko Harandane

On 16 November 2016, the Global Education Monitoring (GEM) Report 2016 – entitled ‘Education for people and planet: Creating sustainable futures for all’ – was launched in Senegal offering the opportunity for a wide range of education stakeholders to reflect on national educational progress in recent years and on the central role of education for national development and the achievement across SDGs. The gathering also served as an opportunity for exchange on how best SDG4 can be embedded into the education sector plan (PAQUET – 2013-2030).

Jointly organized by the Senegalese National Commission for UNESCO and UNESCO Regional Office in Dakar, the event brought together a diversity of stakeholders including among others government officials, civil society coalitions, youth representatives, parent-teacher associations, private sector, teacher unions, international and multilateral organizations and academics.

Released in September, the new report is the first in a new GEM series which analyses global trends in education and development aid and advocates for effective education policies and practice in the next decade and beyond in line with the 2030 agenda and its targets, focusing on the reciprocal links between education and other sustainable development goals. Based on evidence, the 2016 report reminds us that education plays an important role in poverty reduction, hunger eradication, improved health, gender equality and empowerment, sustainable agriculture, fostering resilient cities, and creating more equal and inclusive societies among others.

In terms of findings and figures, with the new agenda placing emphasis on completion, it was found that while access to different levels of schooling in Senegal had improved, in 2011 only 66.5% of the corresponding age cohort completed the primary cycle, 35% completed lower secondary and only a mere 16% completed upper secondary in 2011. The ensuing panel discussions allowed for reflection on whether these could be attributed to supply or demand-side factors. Why are so few youth completing the secondary cycle, and what alternatives for an emerging Senegal? With regards to pre-primary, in 2014 only 18% of children were enrolled in pre-primary education before official primary entry age with only 26% of pre-primary teachers considered trained. Gross enrolment at the tertiary level remains at approximately 7%. This led to reflection among participants on the future of knowledge societies and what role for research. The findings also came with recommendations: developing national capacities to monitor a wide range of learning outcomes including the skills of those outside formal schooling, improving teacher quality and learning environments, and sharing best practices within sub-regions, among others.

While the first panel discussion underscored the importance of education and training for the socio-economic development of Senegal and achievement of other SDGs, in particular health and well-being, employability and active and responsible citizenship, the second panel examined how best to integrate SDG4 and its targets and commitments into the PAQUET. The current process of the updating of the PAQUET and the guidance and strategies provided in the Education 2030 Framework for Action were considered as critical opportunities for rethinking the Senegalese education system towards more pertinent and responsive learning systems that are inclusive of all children, youth and adults in a lifelong learning perspective. The education ministries ensured that the policy decision process would be participative and inclusive and invited participants to actively partake in the dialogue through the imminent establishment of the Local Education Group. Key messages during the exchange: the important role of communities, the need for intra/inter-sectoral and integrated approaches, the necessity to examine and integrate cultural dimensions linked with quality and content, the valorization of teachers and of learning outside the formal school setting, and the importance of partnerships for effective implementation.

Press coverage: The event was covered by Seneplus, SeneNews, APS, Rewmi, Enquête, Senxibar, SudOnLine.

http://xalimasn.com/jt-francais-20h-pr-cheikh-tidiane-diaho-16-novembre-2016/ (de 11min 37" à 13min 14")

http://xalimasn.com/jt-francais-20h-du-mercredi-16-nov-2016/ ( de 7min 27" à 9min 32")

Post-launch event: A post-launch event targeting youth and teachers and organized by the Seed Project with support from UNESCO, will be held in Dakar on 23 November featuring the Youth Comic version of the 2016 GEM Report, which can be viewed here.

GEM Report related information: For more information on the 2016 GEM Report, please click here for the text and related information, videos, and social media resources.

Contact person: Lily Neyestani-Hailu, Education Programme Specialist, UNESCO Dakar: l.hailu(at)unesco.org




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