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The QEIPS

Page history last edited by Michele 5 years, 5 months ago

 

 Quality Education Improvement Program through Science (QEIPS)

 

 

As part of its leadership's strategic thinking around quality of education in Senegal and in order to help meet the challenges facing the system, the School Group Tierno Sileymaani BAAL (GSTS BAAL) has developed an extensive upgrade program called Total Quality Strategy (TQS) that includes two sections:

  • a quality section composed "quality" sequence and a "quality plus" sequence
  • an access section

 

The GSTS BAAL TQS ambition is to provide quality education for underprivileged children in the suburbs of Dakar to allow them full access to their right to education.

 

 

The objectives

 

The TQS quality section includes Quality Education Improvement Program through science (QEIPS). The QEIPS objectives are multifold :

 

 At school level, the GSTS BAAL aims to:  

  1. Improve the quality of teaching/learning to achieve quality outcomes of students' learning
  2.  lead to a paradigm shift towards student-centered active learning classroom practice
  3.  Install and value among teachers a culture of individual and collaborative reflection conducive to sharing attitudes towards teaching and classroom practices.

 

 At the political level, the school intends to undertake action research activities to document the processes and results of the experiment rigorously so as to provide factual evidence which all project stakeholders, including the Ministry of Education, will exploit to engage in policy dialogue and advocacy around factors concerning the improvement of the quality of education. The objective of QEIPS is that a private initiative can serve as a catalyst in the formulation of relevant,consistent and cost-effective education policies at national or sub-regional level. 

 

 At systemic level, the GSTS BAAL hopes to encourage Senegal private education stakeholders to see themselves not only as service providers but also as actors and, then, an integral part of the definition of the sector policy by daring to experiment and take initiatives, with the ambition to contribute to improving the quality of national education.

 

 

Inputs

 

The QEIPS consists of a mix of inputs:

  1. Human resources: these are the teachers whose continuing professional development is crucial
  2.  The intellectual resources, namely the planned enrichment of the school library, integrating digital technology in education (ICT) by including the use of African Open Educational Resources (OER) for active pedagogy 
  3. Social resources through establishing around the GSTS BAAL a concentric collaborative of neighbouring schools that have been invited to take advantage of the opportunities offered by the QEIPS
  4. Physical infrastructure with the planned provision of specific purpose buildings, namely:

(i)  a science building providing for each of the science discipline in the Senegalese curriculum an amphitheatre for face-to-face lessons and and equipped laboratory for practical work / experiments 

(ii) a multimedia room for the acquisitions of skills necessary for life long learning in every walk of life

  1. Exchanges between Korea and Senegal involving students and teachers, and also educational and administrative directorates

 

 

The components-tools 

  

Furthermore, because the QEIPS is designed as an experimental laboratory of innovations for improving the quality of education, its following components are of paramount importance:

 

  1. The recording of processes and research on the results of the QEIPS in order to have evidence on the determinants ofquality of education. The results will be capitalized and modeled so that the experience can be easily replicated in other institutions that wish to do so, or scaled up at national and / or regional level
  2. The sharing of experiences through communication and dissemination of results  
  3. The political dialogue based on evidence in order to contribute to the reflection on the formulation of pertinent, consistent, proven and cost-effective education policies at national and sub-regional levels
 

 

 Pour la version en français de cette page, cliquez ici     -     For the French version of this page, click here

 

 

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