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News and Ideas

News and Ideas (15)

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The FDK (Federation Dimbaya Kanyalen) project aims to raise reading outcomes by implementing a micro level reading skills acquisition approach, Stratégie Active pour la Réusite d’une Ecole Novatrice (SARENA), intended originally to be complemented by comparative data.  The SARENA approach is designed for French speaking students in their first two years of primary school.  SARENA uses a very global methodology, in that, it heavily features word shape and text memorization.  Development of decoding skills is less stressed.  For the sake of external relations, the district-level academic inspectorate received additional training and was made responsible for monitoring, despite its recognized inability to perform well in this capacity.  FDK also features community/parental involvement through the acquisition and use of mobile phones to facilitate communication between teachers and parents.  Other partners include the Bureau Artichaut of Dakar which provides training and materials for SARENA. 

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This EMiLe project (Education Multi-Langue) aims to raise learning outcomes by developing and implementing a multilingual education (MLE) transfer curriculum which first enables children to acquire reading, writing and math skills in a familiar language.  The curriculum then teaches the children to apply those learning skills, concepts, and attitudes to learning and functioning in the official language, French.  This innovation currently functions on the micro level (complimented by comparative data) and is disruptive in that no such curriculum currently exists in Senegal, or in many countries of West Africa.  (EMiLe could also be understood as incremental in that MLE in east Africa is the policy norm, though rarely implemented.)

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The NBDCK (National Book Development Council of Kenya) project aims to raise reading outcomes by offering extracurricular reading opportunities to public school children in the Kisii area of western Kenya. This is a micro level incremental innovation which originally included comparison to a control group, but this is no longer the case.  Grade six students (‘mentors’) are trained to read with grade 1 and 2 students (‘buddies’) during informal small group sessions supervised by teachers trained to this end. The groups sessions are held 2-4 times weekly on school grounds immediately after the school day.  Both mentors and buddies benefit, as mentors guide their group of 4-5 buddies through a reading process that includes picture reading, prediction, choral reading and mentors reading aloud to buddies.

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