Points clés
- Dates
- 19–22 avr. 2027 (4 jours)
- Lieu
- Dakar, Senegal
- Frais par participant
- 1 850 £ (GBP)
- Paiement
- Sur facture et par virement bancaire
- Clôture des inscriptions
- 20 Mar 2027
- Certificat
- Certificat de participation
- Option intra
- Organisez-le pour votre équipe, à vos dates
Sur cette page 15 sections
Présentation du programme
This four-day professional programme equips education leaders with technical tools to advance foundational reading outcomes in primary classrooms. Grounded in evidence-based early grade literacy practices, the curriculum addresses the transition from theoretical teacher instruction to effective classroom pedagogy. Participants analyse systemic bottlenecks in reading acquisition, focusing on phonological awareness, decoding, vocabulary acquisition, and reading comprehension. By establishing rigorous instructional standards, the course prepares educators to lead systemic pedagogical reforms across public basic education systems.
The programme provides practical frameworks for instructional coaching, classroom observation, and formative learning evaluation. Education officers will design objective monitoring instruments that guide supportive supervision rather than punitive inspection. Through structured modules, attendees evaluate decodable readers, levelled texts, and learning material distribution mechanisms to guarantee equitable resource allocation. The curriculum also details the architecture of teacher continuous professional development, ensuring school-level peer learning groups and subject-specific mentoring programmes function sustainably within existing ministerial governance structures.
Delivered in Dakar, this course facilitates regional peer review and technical exchange among education specialists addressing similar literacy challenges across West Africa. Participants work through real-world operational scenarios to formulate actionable coaching plans that improve instructional time on task and student engagement. By completing this training, education practitioners gain the competencies required to manage, execute, and monitor institutional reading interventions funded through national budgets and major international development financing mechanisms.
Basic education systems across West Africa face critical challenges in ensuring that children achieve foundational reading competencies in the early grades. Addressing learning poverty requires immediate investment in teacher coaching and pedagogical oversight, which directly supports the instructional quality objectives of initiatives such as the Togo Improving Quality and Equity of Basic Education Project. Without structured mentoring protocols, targeted formative assessments, and reliable teaching material supply lines, curricular reforms fail to translate into classroom-level gains. Strengthening the technical capacity of supervisory personnel now ensures that investments in curriculum and teacher development yield measurable learning improvements.
Delivered by Risalat Consultants International in Dakar, Senegal, it combines expert-led sessions, real cases and group work, so that participants can apply what they learn in their own institution.
The Programme Strengthens Institutional Capability
- Core components of early literacy: phonological awareness, phonics, fluency, vocabulary, and comprehension
- Assessing language of instruction policies and early grade reading transition models
- Aligning national reading curricula with evidence-based classroom pedagogical routines
- Reviewing the architecture and metrics of Early Grade Reading Assessments (EGRA)
- Establishing baseline expectations for time on task and daily instructional reading routines
- Designing objective, criterion-referenced classroom observation rubrics for reading lessons
- Techniques for conducting non-evaluative, supportive supervisory visits in primary schools
- Developing classroom-level formative assessment checks and running records for reading teachers
- Planification et gestion des services
- Amélioration de la qualité et normes
- Ressources humaines et planification des effectifs
- Financement et budgétisation des services
It is designed for pedagogical inspectors and regional education supervisors, teacher training college faculty and instructional coaches, basic education curriculum specialists and developers and others who want practical, current skills in health, education and social services.
The Growing Importance of Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar
La santé, l'éducation et les services sociaux touchent directement la population, et leur qualité dépend de la planification, de la gestion et de l'utilisation des données probantes. Les gouvernements et les partenaires attendent de meilleurs résultats avec des budgets limités.
Les dirigeants et managers de ces secteurs font face à une demande croissante, à des pénuries de personnel et à de nouvelles technologies. De solides compétences de management aident les institutions à planifier les services, à bien utiliser les ressources et à démontrer les résultats.
Les organisations ont de plus en plus besoin de professionnels capables de :
- Planifier et gérer les services pour répondre à la demande
- Améliorer la qualité au regard des normes
- Gérer efficacement le personnel et les ressources
- Utiliser les données pour orienter les décisions
- Travailler avec les communautés et les partenaires
Des systèmes solides de santé, d'éducation et de services sociaux aident les organisations à :
- Offrir de meilleurs services à un plus grand nombre de personnes
- Utiliser efficacement les budgets et le personnel
- Respecter les normes de qualité
- Démontrer les résultats au gouvernement et aux partenaires
This Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar programme brings these elements together in a practical format, so that participants understand not only what good practice looks like but also how to introduce it in their own setting, with the people and resources they have.
Who Should Attend This Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Training?
Ce programme s'adresse à :
- Pedagogical inspectors and regional education supervisors
- Teacher training college faculty and instructional coaches
- Basic education curriculum specialists and developers
- Ministry of Education foundational learning technical working group members
- Project Implementation Unit education specialists managing basic education portfolios
- Primary education directors and district pedagogical advisors
- Continuous professional development coordinators for basic schools
- Education quality assurance and school standards officers
- Donor-financed project officers supporting reading and pedagogy interventions
- Gestionnaires et administrateurs de services
- Directeurs et hauts fonctionnaires
- Chargés de planification et de politiques
Le programme convient aussi bien aux professionnels expérimentés qu’à ceux qui prennent de nouvelles responsabilités. Les groupes réunissant plusieurs institutions et pays sont encouragés, car les participants apprennent beaucoup de l’expérience des autres.
Cochez ce que votre équipe doit être capable de faire.
Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Training Objectives
Upon successful completion of this Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Training, participants will be able to:
- Design structured teacher mentoring frameworks tailored to early grade literacy instruction
- Develop formative classroom reading assessment tools to track foundational skill acquisition
- Construct standardised pedagogical observation instruments to evaluate reading instruction fidelity
- Formulate institutional continuous professional development plans for primary school educators
- Establish tracking and distribution strategies for decodable readers and literacy learning materials
- Apply international diagnostic metrics such as Early Grade Reading Assessment principles to routine supervisory visits
- Produce operational coaching action plans to institutionalise school-based pedagogical support
- Expliquer les principaux défis de leur secteur
- Planifier des services adaptés à la demande et aux ressources
- Appliquer des méthodes d'amélioration de la qualité
Chaque objectif est mis en pratique pendant le programme à travers des exercices, des études de cas ou des travaux de groupe, afin que les participants repartent capables de le faire, et pas seulement de le décrire.
Contenu et structure du programme
- Core components of early literacy: phonological awareness, phonics, fluency, vocabulary, and comprehension
- Assessing language of instruction policies and early grade reading transition models
- Aligning national reading curricula with evidence-based classroom pedagogical routines
- Reviewing the architecture and metrics of Early Grade Reading Assessments (EGRA)
- Establishing baseline expectations for time on task and daily instructional reading routines
- Designing objective, criterion-referenced classroom observation rubrics for reading lessons
- Techniques for conducting non-evaluative, supportive supervisory visits in primary schools
- Developing classroom-level formative assessment checks and running records for reading teachers
- Mitigating observer bias during pedagogical inspections using standard scoring guidelines
- Practical simulation: Conducting a video-based literacy lesson observation and diagnostic scoring
- Structuring reflective pre-observation and post-observation feedback conferences with teachers
- Establishing school-based professional learning communities and peer-to-peer mentoring circles
- Designing continuous professional development modules linked directly to assessed teacher needs
- Addressing remedial instruction strategies for pupils falling behind foundational reading benchmarks
- Drafting a sub-national teacher mentoring framework adapted to rural and under-resourced schools
- Selecting and evaluating decodable readers, big books, and supplementary literacy materials
- Formulating last-mile learning material distribution plans and classroom inventory systems
- Setting up supervisory data dashboards to track teacher pedagogical fidelity across districts
- Linking coaching outputs to donor-financed project indicators and ministerial monitoring frameworks
- Final presentation and peer validation of participant-developed literacy mentoring strategies
Contenu détaillé jour par jour
Le programme se déroule sur 4 jours. Chaque journée associe apports d'experts, travaux pratiques et un atelier ou une étude de cas de clôture :
- First Day: Foundations of Early Grade Reading and Instructional Core Competencies
- Second Day: Classroom Observation Instruments and Formative Reading Assessments
- Third Day: Instructional Coaching Protocols and Teacher Continuous Professional Development
- Fourth Day: Learning Material Logistics, Monitoring, and Institutional Implementation
Contenu détaillé jour par jour
First Day | Foundations of Early Grade Reading and Instructional Core Competencies
- Core components of early literacy: phonological awareness, phonics, fluency, vocabulary, and comprehension
- Assessing language of instruction policies and early grade reading transition models
- Aligning national reading curricula with evidence-based classroom pedagogical routines
- Reviewing the architecture and metrics of Early Grade Reading Assessments (EGRA)
- Establishing baseline expectations for time on task and daily instructional reading routines
Workshop: Foundations of Early Grade Reading and Instructional Core Competencies: Applying It to Your Institution
En petits groupes, les participants appliquent les méthodes du jour à des exemples tirés de leurs institutions et conviennent d'étapes concrètes pour la suite.
Second Day | Classroom Observation Instruments and Formative Reading Assessments
- Designing objective, criterion-referenced classroom observation rubrics for reading lessons
- Techniques for conducting non-evaluative, supportive supervisory visits in primary schools
- Developing classroom-level formative assessment checks and running records for reading teachers
- Mitigating observer bias during pedagogical inspections using standard scoring guidelines
- Practical simulation: Conducting a video-based literacy lesson observation and diagnostic scoring
Workshop: Classroom Observation Instruments and Formative Reading Assessments: Applying It to Your Institution
En petits groupes, les participants appliquent les méthodes du jour à des exemples tirés de leurs institutions et conviennent d'étapes concrètes pour la suite.
Third Day | Instructional Coaching Protocols and Teacher Continuous Professional Development
- Structuring reflective pre-observation and post-observation feedback conferences with teachers
- Establishing school-based professional learning communities and peer-to-peer mentoring circles
- Designing continuous professional development modules linked directly to assessed teacher needs
- Addressing remedial instruction strategies for pupils falling behind foundational reading benchmarks
- Drafting a sub-national teacher mentoring framework adapted to rural and under-resourced schools
Case Study: Instructional Coaching Protocols and Teacher Continuous Professional Development in Practice
Les participants analysent un cas réaliste, comparent les choix effectués aux bonnes pratiques et en tirent des enseignements applicables à leur propre contexte.
Fourth Day | Learning Material Logistics, Monitoring, and Institutional Implementation
- Selecting and evaluating decodable readers, big books, and supplementary literacy materials
- Formulating last-mile learning material distribution plans and classroom inventory systems
- Setting up supervisory data dashboards to track teacher pedagogical fidelity across districts
- Linking coaching outputs to donor-financed project indicators and ministerial monitoring frameworks
- Final presentation and peer validation of participant-developed literacy mentoring strategies
Capstone Exercise: Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Action Plan for Your Institution
Les participants synthétisent la semaine dans un plan d'action pour leur institution, avec des priorités, des responsables et des premières étapes, puis le présentent à leurs pairs et aux animateurs pour recueillir leurs retours.
- Collecter
- Nettoyer
- Stocker
- Analyser
- Décider
Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Training Methodology
The training employs a participatory, practitioner-centred methodology using operational simulations, collaborative instrument design, and diagnostic case studies. Participants review real-world classroom lesson recordings, evaluate sample curricula against international reading standards, and practice structured coaching conversations. Daily working groups construct actionable supervisory tools tailored to national educational contexts. Facilitators guide practical critique sessions to ensure that observation forms, continuous professional development plans, and monitoring protocols can be immediately deployed within public inspection systems and donor-assisted education programmes.
Le programme associe :
- Sessions animées par des experts sur les pratiques actuelles
- Études de cas régionales et internationales
- Travaux de groupe et exercices pratiques
- Simulations et jeux de rôle le cas échéant
- Discussion des défis rencontrés par les participants dans l'exercice de leurs fonctions
- Apprentissage entre pairs, d'institutions et de pays différents
- Des outils et modèles pratiques à réutiliser au travail
- Réflexion quotidienne et plan d'action
Avant le programme, une courte pré-évaluation aide les animateurs à comprendre le rôle et les priorités de chaque participant, afin d’adapter les exemples et les exercices au groupe. Chaque journée se termine par une brève réflexion au cours de laquelle les participants notent ce qu’ils appliqueront dans leur travail.
Résultats attendus
Upon completion of this Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Training, participants will be able to:
- Proficiency in constructing reliable classroom observation rubrics for early grade reading lessons
- Capability to institute structured post-observation coaching cycles that enhance teacher pedagogical practice
- Mastery in designing low-cost, teacher-administered formative assessments for reading fluency and comprehension
- Capacity to operationalise school-based continuous professional development networks and peer learning groups
- Competency in drafting equitable distribution and tracking systems for early grade literacy textbooks and decodable readers
- Validated operational plans to support the pedagogical and supervisory goals of national basic education projects
- Planifier les services pour répondre à la demande
- Améliorer la qualité au regard des normes
Les participants repartent avec un plan d'action personnel et des outils pratiques utilisables dans leur institution dès la première semaine de retour. Les institutions qui envoient plusieurs participants peuvent s'appuyer sur le programme pour convenir de méthodes et de modèles communs entre équipes, ce qui facilite la pérennité des améliorations.
1 850 £ par participant · facture et virement bancaire · remise pour les groupes de 5 personnes ou plus
Cinq personnes ou plus d'une même organisation : demandez le tarif de groupe lors de votre demande de facture.
À partir de dix participants, une version intra pour votre institution peut revenir moins cher par personne. Demander un devis intra.
Registration closes in 127 days (20 Mar 2027)
Institutional Application of Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Training
Ce programme aide les organisations à renforcer :
- Planification des services
- Gestion de la qualité
- Gestion des effectifs
- Utilisation des données
- Partenariats
Les participants repartent avec des outils pratiques pour améliorer :
- Plans de services
- Examens de la qualité
- Plans d'effectifs
- Rapports de performance
- Planification des approvisionnements
Le programme est conçu pour que l'apprentissage passe de la salle de formation à l'institution. Les participants travaillent, dans la mesure du possible, sur leurs propres processus et documents, et repartent avec un plan d'action que leurs responsables peuvent examiner et soutenir.
Pertinence régionale & mise en application
Europe
Les institutions européennes mettent en œuvre la santé, l'éducation et les services sociaux dans des cadres réglementaires détaillés et des programmes de réforme. Les participants européens peuvent comparer leurs pratiques avec celles de collègues d'autres régions et vérifier comment des méthodes éprouvées fonctionnent dans d'autres conditions.
Afrique
Partout en Afrique, les ministères, organismes et équipes de projet qui interviennent dans la santé, l'éducation et les services sociaux travaillent de plus en plus aux côtés de programmes financés par les bailleurs, qui attendent des systèmes et des données probantes clairs. Le programme aide les participants à adapter les bonnes pratiques aux institutions et aux ressources dont ils disposent.
Moyen-Orient
Au Moyen-Orient, les stratégies nationales de développement et les plans de diversification imposent des exigences croissantes à la santé, à l'éducation et aux services sociaux. Les participants examinent comment développer, au sein des organismes publics et des entreprises, les capacités dont ces plans ont besoin.
Asie
Les institutions asiatiques conjuguent croissance rapide et programmes de modernisation ambitieux. Les participants venus d'Asie peuvent partager leur expérience du déploiement rapide de systèmes à grande échelle et découvrir les approches adoptées ailleurs.
Pacifique
Les petits États insulaires et du Pacifique font face à des contraintes particulières de taille, de distance et de capacités. Le programme met en avant des approches pratiques et proportionnées en matière de santé, d'éducation et de services sociaux, adaptées aux petites institutions.
Holding the programme in Dakar, Senegal brings participants together away from their daily pressures, so they can compare how health, education and social services is handled in different settings. The same programme can also be delivered in-house for one institution, in its own country or online, with cases taken from its current work.
Host Country Profile – Senegal
Training programmes and study tours in Dakar suit professionals, project teams, and civil servants seeking exposure to West African governance, regional trade, and infrastructure development.
Se former hors de son pays permet aux participants de se concentrer, de porter un regard neuf sur leur propre institution et de constituer un réseau avec des collègues d'autres pays.
Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Training Deliverables
Les participants sont accompagnés avant, pendant et après le programme, afin que la préparation, l'apprentissage et le suivi forment une expérience continue.
Avant le programme
- Pré-évaluation des participants
- Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Readiness Assessment
- Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Resource Pack
- Lectures préparatoires
- Aide et conseils gratuits pour le visa
Pendant le programme
- Accueil à l'aéroport & assistance à l'arrivée
- Hébergement avec petit-déjeuner
- Dîner de bienvenue et de réseautage
- Kit de formation Risalat (sac, gourde, mug, t-shirt, casquette, protège-passeport, stylos, carnet, magnet & porte-clés)
- Comprehensive Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Training Manual
- Modèle de planification des services
- Modèle de plan d'amélioration de la qualité
- Modèle de planification des effectifs
- Modèle de tableau de bord de la performance
- Ateliers pratiques & simulations
- Discussions de groupe & apprentissage entre pairs
- Déjeuner et pauses-café quotidiens
- Accès complet aux installations du lieu de formation
- Mini tablette avec supports pédagogiques numériques
- Visite de terrain (le cas échéant)
- Visite récréative de la ville
Après le programme
- Certificat de participation
- Distinction Risalat de participation au programme
- Documents de référence après la formation
- Liste de contrôle d'examen des services
- Fiche de suivi des améliorations
- Accompagnement après la formation & conseils de suivi
- Rapport du programme
Les institutions peuvent aussi demander une version intra sur mesure de ce programme, dispensée dans leurs locaux ou en ligne. Demander une proposition.
Common Challenges in Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar, And How This Training Helps
Comment les institutions peuvent-elles planifier et gérer les services pour répondre à la demande ?
The programme addresses this directly on the first day (Foundations of Early Grade Reading and Instructional Core Competencies), where participants practise the methods involved and adapt them to their own institution, then build it into their action plan.
Comment les institutions peuvent-elles améliorer la qualité au regard des normes ?
The programme addresses this directly on the second day (Classroom Observation Instruments and Formative Reading Assessments), where participants practise the methods involved and adapt them to their own institution, then build it into their action plan.
Comment les institutions peuvent-elles gérer efficacement le personnel et les ressources ?
The programme addresses this directly on the third day (Instructional Coaching Protocols and Teacher Continuous Professional Development), where participants practise the methods involved and adapt them to their own institution, then build it into their action plan.
Comment les institutions peuvent-elles s'appuyer sur les données pour orienter leurs décisions ?
The programme addresses this directly on the fourth day (Learning Material Logistics, Monitoring, and Institutional Implementation), where participants practise the methods involved and adapt them to their own institution, then build it into their action plan.
Comment les institutions peuvent-elles travailler avec les communautés et les partenaires ?
The programme addresses this directly on the first day (Foundations of Early Grade Reading and Instructional Core Competencies), where participants practise the methods involved and adapt them to their own institution, then build it into their action plan.
Questions fréquentes
When and where does the Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar programme take place?
It runs from 19 Apr 2027 to 22 Apr 2027, in Dakar, Senegal. The registration deadline is shown at the top of this page.
Qui devrait participer ?
The programme is designed for pedagogical inspectors and regional education supervisors, teacher training college faculty and instructional coaches, basic education curriculum specialists and developers, ministry of Education foundational learning technical working group members, and others who want practical skills in health, education and social services.
Recevrai-je un certificat ?
Oui. Les participants qui terminent le programme reçoivent un certificat de participation délivré par Risalat Consultants International.
Ce programme peut-il être dispensé pour notre seule institution ?
Oui. Nous pouvons proposer une version intra sur mesure dans vos locaux, dans une autre ville ou en ligne, construite autour de vos propres cas. Utilisez la demande de proposition sur cette page.
Faut-il une expérience préalable dans la santé, l'éducation et les services sociaux ?
Aucune formation spécialisée n'est requise au-delà d'une expérience dans une fonction similaire. Une courte pré-évaluation aide les animateurs à adapter les sessions au groupe.
Who Will Deliver This Programme
Each date is delivered by a team assigned from Risalat's expert network for this subject. For this programme we assign:
How we choose them: Experience in the region of the participants or comparable settings; Command of the financier rules that apply (World Bank, ADB, AfDB, EU, UN) where relevant; Delivery in English; other languages on request for in-house groups; No conflict of interest with participants' institutions.
Names and short CVs of the assigned experts are shared with registered participants and sponsoring organisations before the programme, on request. Are you an expert in this subject? Join our expert network.
Training courses in DakarEducation training courses
Why Dakar for this programme
Dakar serves as a major diplomatic and administrative hub in West Africa, hosting regional bodies such as the Central Bank of West African States (BCEAO) and various United Nations agencies. Participants can observe major infrastructure projects, including the Port of Dakar and the Regional Express Train (TER). The city is accessible via direct international flights from across Africa, Europe, and North America.
The Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar programme in April 2027 brings together officials and professionals from across the Africa region and beyond. Sessions combine short inputs, case studies and group work on participants' own files, and the city's institutions can be added as a study visit on request.
Getting there: Blaise Diagne International (DSS).
Vérifiez si vous avez besoin d'un visa avec le vérificateur de visa gratuit, et demandez une lettre d'invitation une fois inscrit.
Le même thème dans d'autres villes
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- School-Based Management, Teacher Mentoring and Learning Assessment in Chiang Mai (Chiang Mai)
- AI in Classroom Pedagogy and Multimedia Educational Design in Dubai (Dubai)
- Early Childhood Education Quality Assurance & Teacher Mentoring in Kuala Lumpur (Kuala Lumpur)
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For teams and institutions
Bring your team
Teams that learn together apply more at work. Tell us how many people and how you would like to take part: we reply with a group quote within two working days.
Other dates and cities for this subject: Education Management and TVET training courses (86 upcoming dates).
More training courses in Senegal · Tous les programmes en Afrique · Calendrier complet des formations
Plan this programme in a roadmap: why it matters, why to approve it, the dates to plan and the career it builds.
