Main barriers to education
- Lack of Schools & Sanitation Facilities
Interventions to Barriers
- School Renovation and Construction
- MOE Capacity Building
- Policy Advocacy
To realise the goals of EFA, the Senegalese Government has identified three key priority areas: expanding access to primary education; raising the quality of education; and boosting the education system’s management capacity. In that vein, the government adopted the Programme Décennal de l’Education et de la Formation (PDEF), which outlined an inclusive and participatory approach to education sector reform, specifically implicating other ministries, NGOs, civil society and community stakeholders.
However, in spite of the Senegalese Government’s will to achieve EFA and noted progress regarding primary education enrolment, access to education in the country still endures its share of challenges. In particular, the education sector still faces questions with respect to quality, access and retention of girls as they reach subsequent levels and a lack of necessary infrastructure, such as schools, classroom space and trained teachers.
In support of OOSC, EAC has partnered with buildOn and Handicap International (HI) to increase access to quality primary education. The former partner project will prioritise: community and parental engagement through outreach and training; the construction of new primary schools across; and the establishment of government partnerships to provide teachers with learning materials and supplies. In the latter instance, HI will seek to cultivate inclusive education settings that respond to the needs of all children, particularly those with disabilities, by establishing multi-sector care and bridge mechanisms within mainstream schools. In addition, HI will train relevant MOE staff on the design/implementation of inclusive education for systemic impact.
In developing countries, disability tends to be linked with poverty and hinders access to education. It is estimated that 90 per cent of children with disabilities (CwDs) are not schooled. According to UNICEF reporting being identified as disabled has a significant influence on the likelihood of education exclusion in West and Central Africa.