Public School Investment Program II

The project aims to support the Government of Senegal to ensure that girls and boys have access to better education. It seeks to improve the quality and management of Senegal’s education system by supporting the government in implementing its Program for Improving Quality Equity and Transparency in Education and Training (PAQUET) 2013–2025. The project aims to develop an effective efficient equitable transparent responsible and accountable education system and maintains a close dialogue with the Government of Senegal and other partners about which reforms should be a priority. The project has two components: the provision of text books and this one support to the Ministry of Education to improve management and train teachers. Project activities include the following: (1) training and coaching government officials in financial human and material resource management; (2) developing and testing management directives procedures and tools for central and regional government officials; (3) providing teachers with comprehensive training in the skills based approach; and (4) building new schools and rehabilitating existing schools. As with all budget support Canada is working in close cooperation with other donors and the Government of Senegal to do the following: (1) ensure aid effectiveness by focusing on the country’s efficiency transparency and accountability; (2) increase donor coordination and harmonization; and (3) strengthen mutual accountability. Budget support allows for greater policy dialogue among donors government and partners and helps to strengthen mutual efforts for effective focused aid as well as sustainable development results. This initiative is being continuously monitored and evaluated in coordination with other donors. This contribution is a component of the Public School Investment Program - II which has a total budget of $146 775 000.

The expected outcomes for this project include: (1) increased education of girls and boys at the primary school and vocational training levels; (2) improved quality of learning in basic education for girls and boys; (3) more effective management practices among education system managers at the central and deconcentrated levels including with regard to public procurement management and human and financial resource management; and (4) improved management practices among government officials and private publishers for the provision of text books.