Strengthening Teaching in the Sahel Region

Objectives

The Sahel Region faces numerous challenges. Among them, the gap between the number of trained teachers and the school-age population is a major concern. However, teachers are one of the most influential forces in ensuring equitable access to quality education. The Education 2030 Action Agenda, in Target 4.C of the Sustainable Development Goal 4, aims to "substantially increase the number of qualified teachers, including through international cooperation for teacher training in developing countries, especially in least developed countries and small island developing states". Given the critical role that teachers play in ensuring quality education, it is imperative to address the shortage of qualified teachers immediately and urgently.

The project aims to promote access to education and improve children's learning outcomes by improving the qualifications, governance, and management of teachers in the Sahel countries. It comprises 3 components:

1. Strengthening Teacher Governance and Management (UNESCO Office in West Africa)
2. Improving Initial and Continuous Teacher Training (UNESCO Office in West Africa)
3. Strengthening Capacities to Design, Implement, Monitor and Evaluate Curriculum Reforms for Systemic Alignment (UNESCO International Bureau of Education)

Implementation

In order to achieve the objectives of the "Improving Teaching in the Sahel Region" project, implementation activities have been rigorously deployed to reflect significant progress and tangible results in each component of the project. Here is an overview of the main activities implemented:

• Developing/Updating Teacher Policies and related Action Plans: Beneficiary countries have worked to develop/update their teacher policy and the related action plans, focusing on the priorities identified to improve teacher governance and management.
• Development of Human Resource Management Tools: Human resource management procedures manuals have been developed and teacher deployment guides have been made available in several countries, facilitating the efficient management of educational personnel.
• Strengthening Initial Teacher Training: Teacher training frameworks have been revised and made available online on distance learning platforms. Trainers have also benefited from capacity building in the use of these platforms.
• Organization of Teaching Communities of Practice Sessions: Teaching communities of practice sessions have been organized in each beneficiary country, fostering the exchange of experiences and good practices between teachers and education stakeholders.
• Development of Tools to Support Curriculum Reforms: Guides and resources have been developed to support curriculum reforms in beneficiary countries, facilitating the design, implementation, and evaluation of curricula.

Expected Results

• Increased number of qualified teachers
• Improved teacher training and support
• Strengthened teacher governance and management
• Improved learning outcomes for children

Concrete Results

• 5 Master's scholarships awarded for curriculum design
• 600+ teachers trained in Teacher Communities of Practice
• 50+ teachers trained in hybrid and distance learning
• 130+ education ministry officials trained on teacher policies
• 1 Common Curriculum Framework developed and validated at the regional level: Guide for the professionalization of teachers
• 3 teacher policies developed and implemented in Mauritania, Chad, and Niger
• 2 national teacher policy action plans updated: Burkina Faso, Mali
• 4 teacher management tools updated or developed
• 1 hybrid training platform
• 5 status reports on teacher governance
• 5 studies conducted on initial and continuous teacher training
• 1 synthesis study including the knowledge and recommendations of the studies at the national level
• 2 detailed manuals developed on human resource management (Mauritania, Chad)

Contact: enseignement [dot] sahelunesco [dot] org (enseignement[dot]sahel[at]unesco[dot]org)