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Welcome to the Pôle de Dakar

2014/15 Training in Sector Policy and Education System Management (PSGSE): Call for Applications

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The application process for the participation of francophone African countries in the eighth training course in Sector Policy and Education System Management (PSGSE) is now open.


Co-organized by the Pôle de Dakar and the Faculty for Education and Training Science and Technology (FASTEF) of the Cheikh Anta Diop University of Dakar (UCAD), the PSGSE training programme aims to share the analysis methods developed by the Pôle de Dakar with African officials responsible for the management, financing and evaluation of education systems.

Launched in September 2007, this programme has so far welcomed over 200 people from 17 Sub-Saharan African countries.

The course, organized over a period of 14 months, is mainly provided through distance learning classes, and is tailored for individuals who are actively employed.

For further information on the training programme and the admissions procedure, please see the Call for Country Applications (Only in French)

Application deadline: May, 30 2014

Applications are now being accepted for IIEP’s Advanced Training Programme (ATP) and the training course on Education Sector Planning (ESP).

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pfa pse

The Advanced Training Programme in Educational Planning and Management is an intensive 9-month programme leading to an IIEP certificate at the master's level. The ATP is practice-oriented and aims to strengthen the competencies and skills of education managers and other education experts from the public and non-governmental sectors.

The Education Sector Planning course combines a 12-week online learning phase with a 13-week residential training phase, providing participants with the fundamentals of educational planning – from education sector diagnosis to the preparation and monitoring of plan implementation. The ESP has been designed in line with IIEP’s flagship residential training programme, the ATP, for those for whom a 9-month training course is impracticable.

As ATP and ESP course are running concurrently, candidates may only apply to one of the two. The deadline for receiving applications is 31 May 2014.

>> Click here to learn more about the ESP course and how to apply <<
>> Click here to apply to the Advanced Training Programme (ATP) <<

Household Education Spending - Methological Guidelines

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Given the lack of statistics on expenses incurred by households on their children’s education, review of education financing is often limited to that of public expenditure, making it difficult to have objective discussions on private education financing.

The Pôle de Dakar, as part of its statistical and analytical production activities, has developed a method for assessing household education spending, per child and per level of education, based on household surveys. This method proves particulary useful when education expenditure for households is not disaggregated for each enrolled child. Thus, the main goal of this note is to document this methodological and technical approach.


Pôle Mag - December 2013

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polemag eng PôleMag n°21

 - Burkina Faso and Cape Verde participate largely in PSGSE
 - The trial of a diagnostic tool “Education-Training-Employment” in Burkina Faso - Togo is the first African country to carry  out supplementary analyses of its education system
 - Measuring educational financing
 - Three questions for Khalil Mahshi Director IIEP

Sierra Leone: Country Status Report

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couverture csr sierra leone

This report provides a detailed analysis of the status and trends of the Sierra Leone education system, based on the latest available data. Its main purpose is to enable decision makers to orient national education policies on the basis of a factual diagnosis of the overall education sector and to provide relevant analytical information for the dialogue between the government, development partners and civil society.

The Sierra Leone report offers not only traditional and basic schooling indicators, but also analyzes the performance of the education system in terms of access, internal efficiency, learning outcomes, external efficiency, equity, teacher management and the allocation and utilization of financial resources.


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