Foundational learning in primary school is a critical building block for all children to be able to fulfil their potential. However, the GEM Report, ADEA and African Union Spotlight series shows that only one in five on the continent will complete primary school and have minimum proficiency levels in reading and mathematics.
We are following the learning journey of 4 children, aiming to demonstrate through their stories the love that they have for learning and what we have to lose if we don’t invest in their education
Foundational learning means that children acquire not just basic literacy, but also basic numeracy in their early years.
In Senegal, the percentage of students who reached the global minimum proficiency level in mathematics is on the rise, improving from 62% in 2014 to 79% in 2019.
In 2019, grade 6 students three years older than Rougui in Senegal were ranked first in mathematics and third in reading across countries participating in the regional PASEC learning assessment.
Rougui was keen to explain how keen she is to learn mathematics.
Birame Diallo, Rougui’s mother, emphasized the same message.
Last year, Rougui was taught by Madame Sarr, who you can read about in Rougui’s learning story from 2023. This year she is taught by Mrs Diop.
As the example of Mrs Diop shows, in comparison to other countries in sub-Saharan Africa, teachers benefit from more training in Senegal.
Only two-thirds of teachers in sub-Saharan Africa are trained according to national standards
Outside of training, however, teacher qualifications also matter, meaning teachers’ level of education. Around the world, the second report in the Spotlight Series, Learning Counts, showed that 62% of countries require a bachelor’s degree as the minimum requirement. However, only 17% of countries set that level in Africa. Conversely, 48% of African countries accept secondary education as a minimum requirement, as is the case for Mrs Diop in Senegal.
One reason why teachers’ and qualifications matter so much is that the conditions they are teaching in are often challenging.
The Spotlight Report on Senegal produced in partnership with the Ministry of Education recommended that school infrastructure be improved to reduce the number of pupils per class.
![Rougui's Teacher's wish](/spotlight-children/sites/default/files/styles/paragraph_medium_desktop/public/2024-07/Picture1.jpg?itok=YJFDoj94)
The principal in the school, Abdou Samath Cisse, doubled down on the need for greater support.
The Spotlight on Senegal report called to ‘Reduce the deficit in school infrastructure to reduce the number of pupils per class and eliminate temporary shelters, which are a source of demotivation for pupils, parents and teachers’
In Learning Counts, we recommend:
1. Develop teacher capacity.
Ensure all teachers use classroom time effectively through cost-effective training.
2. Prepare instructional leaders.
Restructure support mechanisms offered to teachers and schools.
![0000389481](/spotlight-children/sites/default/files/styles/document_block_mobile/public/unesdoc_medias/0000389481.png.jpg?itok=zhMvB5OS)