Abstract
The chapter overviews trends in education decentralisation in Senegalese nonformal education, particularly in the area of community-based schooling, which has resulted in varied and often unintended local interpretations and reactions. This chapter describes the tensions and contradictions in the attempts to decentralize basic education and literacy arrangements in the village of Diatafa in southern Senegal. The chapter argues that the process of education decentralization in BCEs has led to a system in which NGO operators are left to their own devices as to how to execute public policy. The chapter concludes that decentralisation in community-based education has helped install relevant programs where the state does not provide.
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Notes
- 1.
These policy events include the Kolda Colloquium on Literacy (1993), the Fatick Forum and St. Louis Colloquium on Basic education (1995), the Programme d’Amelioration de l’Education Superieur (1996), and the Plan Decennal de l’Education et de la Formation (1998). For a more extensive list of national seminars, policies, and actions concerning Senegal’s renewed promotion of basic education reform, see Sow (2000).
- 2.
Senegal’s ten regions are Dakar, Diourbel, Fatick, Kaolack, Kolda, Louga, St. Louis, Tambacounda, Thiès, and Ziginchour.
- 3.
The letter is referenced as Objet: Expérimentation du systeme alternatif en matiere d’éducation.
- 4.
République du Sénégal and Ministère de l’Éducation National (1995).
- 5.
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Clemons, A. (2009). Decentralisation in Senegal – Ambiguous Agendas for Community Education. In: Zajda, J., Gamage, D. (eds) Decentralisation, School-Based Management, and Quality. Globalisation, Comparative Education and Policy Research, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2703-0_9
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