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Relevant bibliographies by topics / Education – Senegal

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Dissertations / Theses

Academic literature on the topic 'Education – Senegal'

Author: Grafiati

Published: 4 June 2021

Last updated: 22 June 2024

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Dissertations / Theses on the topic "Education – Senegal"

1

Diallo, Ibrahima. "Language Planning, Language-In-Education Policy, and Attitudes Towards Languages in Senegal." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366175.

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This thesis describes language policy practices in Senegal, identifies the languages used by Senegalese people in various social, public, and institutional settings, and details the attitudes of Senegalese people towards their own mother tongues, Wolof, French, and English and these speech communities. It examines also the importance, place, and future of local languages and European languages in Senegal and analyses the issue of language(s) of education in Senegal. To conduct this research, a variety of sampling techniques were used to collect data from a wide range of population-categories i

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2

Foucher, Vincent Emmanuel. "Cheated pilgrims : education, migration and the birth of Casamancais nationalism (Senegal)." Thesis, SOAS, University of London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399298.

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3

Diamanka, Fanta. "Broadcasting Change: Radio Talk Shows, Education and Women’s Empowerment in Senegal." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1365168542.

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4

Diame, Maguette. "Traditional Culture and Educational Success in Senegal, West Africa." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11518.

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xi, 112 p.<br>This thesis explores the effects of: 1) traditional values, 2) parental involvement, and 3) poverty on student performance. Instead of regarding tradition and poverty as obstacles, this paper argues that they can play a positive role in improving the educational quality. This thesis draws on interviews in three communities with administrators, teachers, students, parents, and elders. They show that traditional culture plays an important role in ensuring student motivation, but it is not clear which aspects of tradition will be incorporated into the curriculum, and by whom. My wor

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5

Gichane, Wangui C. "An Exploration of the Perceptions and Attitudes of Senegalese Professors Toward Learner-Centered Instructional Strategies in Agriculture Courses." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/81764.

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Like many African nations, Senegalese education emphasizes teaching approaches characterized by lecture-driven courses and information memorization.The objective of the study was to assess the needs for employing learner-centered practices and challenges professors' faced in terms of current teaching and learning methods at five Senegalese higher-education institutions. An explanatory mixed method study was designed to assess professors' teaching strategies, attitudes toward learner-centered methods, social climate at the institutions, perceived confidence in effectively incorporating these me

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6

Ivy, Janine. "Colonizing the Mind: The Effect of French Colonization on Education Systems in Algeria, Senegal, and Vietnam." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1994.

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This paper will examine the effects of French colonization on the education systems of three ex-colonies: Algeria, Senegal, and Vietnam. This will be accomplished by first exploring the goals of French colonial policy and the doctrines of assimilation and association. Then, the paper will examine three case studies of Algeria, Senegal, and Vietnam by looking at historical context of French colonization, independence, indigenous education, French colonial education, and finally modern day education within each country. Finally, this paper argues that the modern-day education systems in these th

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7

Goudiaby, Jean Alain Luidevick. "Dynamique de construction et enjeux de développement du système d’enseignement supérieur et de recherche au Sénégal." Thesis, Toulouse 2, 2011. http://www.theses.fr/2011TOU20031.

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En partant du postulat d’un processus de création des universités et centres de recherche mais également de la compréhension de l’action publique, cette thèse répond à la question de savoir comment se structure et se construit aujourd’hui le système d’enseignement supérieur et de recherche au Sénégal. Ce processus prend en compte l’intégration du système dans le contexte global de transformation du savoir, des universités et de la recherche.Se basant sur une méthode compréhensive – à travers des entretiens ciblés, de l’observation directe et de l’analyse de documents de référence – la thèse mo

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8

Thiaw, Mame. "Problématique de l'affirmation de la baisse du niveau scientifique et de la relation entre connaissances déclaratives et résolution de problèmes: les représentations spontanées de la démarche scientifique chez les élèves. Etude de cas dans l'enseignement de la biologie au Sénégal." Doctoral thesis, Universite Libre de Bruxelles, 2000. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211745.

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9

Adkins-Rieck, Camille Kopila. "Secondary Education Achievement in Senegal: Comparing Rural and Urban Perspectives on a Middle School Exam." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297488.

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The aim of this study is to investigate the urban bias in educational progress through examining the perceptions surrounding a government mandated exam at the end of middle school in Senegal. Data from a rural middle school, CEM de Leona, and an urban middle school, CEM Amadou Fara Mbodji was collected to understand from a qualitative research view the value and perceptions of preparing for Brevet de Fin d’Etudes Moyennes (BFEM - Certificate of the End of Middle School Studies). There are four actors who play a role in the preparation of students for the exam: the administration, the teachers,

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10

Ackers, William James. "The impact of development assistance on national capacities for research, evaluation and policy and planning in education in developing countries." Thesis, University of Newcastle Upon Tyne, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341774.

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