Senegal Workshop Charts Path to Stronger Research-Policy Collaboration in Education
Education Sub Saharan Africa (ESSA) and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge have released a new report emphasising the opportunity for a stronger collaboration among Senegalese education stakeholders to improve Foundational Learning (FL).
This report builds on a workshop held in Dakar on 25th June 2025, under the theme: “Promoting Locally Led and Policy-Relevant Research Priorities in Senegal.” Supported by the Gates Foundation, the workshop was the final in a three-part series following earlier workshops in Accra and Nairobi. It brought together 41 participants, including researchers, policymakers, and implementers to develop actionable FL research priorities for Senegal.
Key takeaways included:
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Mapping existing FL initiatives and implementing action research to support them, clearly defining research priorities, key stakeholders, and the field of action to promote institutionalisation.
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Establishing a specialised local journal on FL to improve visibility of Senegalese research.
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Creating a stronger national research ecosystem via an inclusive and participatory approach, involving researchers, policymakers, implementers, and funders.
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Proposals for a “Knowledge Transfer Interface” within the Ministry and regular policy clinics to strengthen collaboration between researchers and policymakers.
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Calls for greater research on language of instruction, inclusive education, digital tools/AI, and non-formal education (including Quranic schools).
In his opening remarks, Mr. Patrick Dunne, Founder and Board Chair of ESSA, underlined ESSA’s commitment to making African education research more visible and accessible to inform policy. Professor Moustapha Sokhna, Dean, Faculty of Education and Training Sciences and Technologies, echoed the importance of synergy among education stakeholders to position research as a powerful tool for informed decision-making.
Representing the Ministry of National Education, Mr. Papa Ndiaga Ndiome noted that improving FL outcomes remains a national priority. He highlighted that nearly 70% of ten-year-olds could not read or understand a simple text, an outcome that can be addressed, in part, by strengthening use of local research in education policies.
The insights generated from this Senegal workshop – together with those from Ghana and Kenya – have shaped our newly announced call for collaborative research grants, ensuring that the priorities identified are translated into tangible action to strengthen Foundational Learning in Senegal.
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