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Validation of experiential learning outcomes for literacy facilitators in Senegal

UNESCO/ H. Huot-Marchand On the occasion of International Literacy Day, celebrated annually on 8 September, the UNESCO Regional Office in Dakar supported the State Secretariat for Literacy and Promotion of National Languages in organizing a technical workshop. The workshop was held on Wednesday, September 7, 2016 and aimed to validate reference documents that are required to implement a Validation of experiential learning outcomes scheme.

With a 54.6% illiteracy rate, Senegal has made significant progress towards illiterate youth and adults’ access to basic education through various state and civil society organizations programs. However these actions towards access to basic education must be supported by a quality enhancement scheme through an upgrade of the actors’ qualification level.

One of the key measures to promote quality in literacy programs is undoubtedly the creation for teaching staff of conditions facilitating their access to skills training and the recognition of their experiential learning. The upgrade of qualification level and the Validation of experiential learning outcomes for literacy actors appear to be powerful levers to improve public policy in employment and skills management, with the prospect of delivering on the Education Agenda 2030 to achieve the Sustainable Development Goals (SDGs), notably the SDG on education and training whose objective is "Ensuring universal access to quality education on an equal basis, and promote learning opportunities throughout life." This scheme is equally aligned with the national Plan Senegal Emergent (PSE) and the Programme d’Amélioration de la Qualité, de l’Equité et de la Transparence (PAQUET 2013-2025).

In light of this, the State Secretariat for Literacy, in partnership with UNESCO, as part of its capacity building program for education (CAPED), decided to implement this Validation of experiential learning outcomes scheme for literacy actors to improve the quality of literacy programs, integration in formal employment and ultimately, facilitators’ recognition through a specific degree. Recognition of its function and status is indeed an extra motivation for the facilitator.

In a first workshop, held in March 2016, reference documents for the operationalization of this major educational reform were developed. To follow-up, under the coordination of the State Secretariat, a technical team of national experts (ministries and civil society) also produced reference documents for the Validation of experiential learning outcomes implementation with the technical support of four international consultants. The documents are as follow:

1. Strategic Policy Framework for the establishment of the Validation of experiential learning outcomes;

2. Facilitator’s Certification Rules;

3. Regulatory and legal framework for the establishment of the Validation of experiential learning outcomes.

In this context a technical validation workshop was organized in the presence of the different actors at a central and regional level, Civil Society Organizations, TFP and the UNESCO family (UIL, IICBA, Abuja Office, Togo’s CAPED program).

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