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Senegal’s Improved Teacher Training (SITT) Program

Approaches to SITT in Senegal

Core Principals and Strategies for Implementing SITT

The experience of the past decades has clearly shown that the process of development is fully as important as the products in achieving sustainable success, particularly in activities focused on substantive reform and capacity. The CLASSE/SITT team will apply the same set of core principles and strategies to implementing the SITT project as we described in the CLASSE project proposal:

  •  Systems Approach – all project activities will be implemented from the systems perspective of policies, procedures, implementing mechanisms, and results rather than a narrow focus on activities.
  •  Partnership – the project will develop a shared vision and goals with the DEMSG through joint planning and a commitment to complementing and extending existing capacity.
  •  Participation – the project will promote shared decision making and responsibilities and the active involvement of stakeholders at all levels.
  •  Proximity – Decisions will be made and services delivered as close to the end user as possible, reflecting the spirit and intent of educational decentralization.
  •  Sustainability – The project will work with and through existing systems, procedures, and structures to avoid duplication and to establish sustainable capacity. Recurrent costs and unsustainable subsidies will not be supported.
  •  Equity – Project resources will be used to create greater equity of opportunity for underserved populations (including girls).
  •  Focus on Results and Performance – The project will utilize a performance improvement approach to achieve defined, sustainable results through improved institutional capacity at the system and school level.

    With respect to the teacher education component, the CLASSE/SITT project will focus on the following key elements for an effective teacher and principal training system:

  •  Established standards of professional knowledge and skills.
  •  A supportive policy and structural environment with strong incentives (salary or career advancement).
  •  Focus on performance outcomes in the school and classroom rather than inputs
  •  Directly related to implementing national policy and school level initiatives.
  •  Effective use of adult learning training methodologies
  •  Cover both subject knowledge and pedagogical skills.
  •  Effective teacher guides
  •  Proximity to the school for cost-effectiveness
  •  Opportunities for regular practice and utilization of skills
  •  Part of a structured on-going program based on a curriculum.

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