Factos essenciais
- Datas
- 19–22 abr. 2027 (4 dias)
- Local
- Dakar, Senegal
- Preço por participante
- £1.850 (GBP)
- Pagamento
- Por fatura e transferência bancária
- Encerramento das inscrições
- 20 Mar 2027
- Certificado
- Certificado de conclusão
- Opção interna
- Realize-o para a sua equipa, nas datas que preferir
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Visão geral do programa
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
- Planeamento e gestão de serviços
- Melhoria da qualidade e normas
- Recursos humanos e planeamento da força de trabalho
- Financiamento e orçamentação dos serviços
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
Os serviços de saúde, educação e ação social chegam diretamente às pessoas, e a sua qualidade depende do planeamento, da gestão e da utilização de evidência. Os governos e os parceiros esperam melhores resultados com orçamentos limitados.
Os líderes e gestores destes setores enfrentam uma procura crescente, falta de pessoal e novas tecnologias. Competências de gestão sólidas ajudam as instituições a planear serviços, utilizar bem os recursos e demonstrar resultados.
As organizações precisam cada vez mais de profissionais capazes de:
- Planear e gerir serviços para responder à procura
- Melhorar a qualidade face às normas
- Gerir pessoal e recursos de forma eficaz
- Utilizar dados para orientar as decisões
- Trabalhar com comunidades e parceiros
Sistemas sólidos de saúde, educação e serviços sociais ajudam as organizações a:
- Prestar melhores serviços a mais pessoas
- Utilizar orçamentos e pessoal com eficiência
- Cumprir normas de qualidade
- Demonstrar resultados ao governo e aos parceiros
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?
Este programa destina-se a:
- 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
- Gestores e administradores de serviços
- Diretores e altos funcionários
- Técnicos de planeamento e de políticas
O programa adequa-se tanto a profissionais experientes como a quem está a assumir novas responsabilidades. Incentivamos grupos que juntem instituições e países diferentes, pois os participantes aprendem muito com a experiência uns dos outros.
Assinale o que a sua equipa precisa de ser capaz de fazer.
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
- Explicar os principais desafios do seu setor
- Planear serviços ajustados à procura e aos recursos
- Aplicar métodos de melhoria da qualidade
Cada objetivo é praticado durante o programa através de exercícios, casos ou trabalho de grupo, para que os participantes saiam capazes de o pôr em prática, e não apenas de o descrever.
Conteúdo e estrutura do programa
- 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
Conteúdo completo, dia a dia
O programa decorre ao longo de 4 dias. Cada dia combina contributos de especialistas, trabalho prático e um workshop ou estudo de caso final:
- 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
Conteúdo completo, dia a dia
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
Em pequenos grupos, os participantes aplicam os métodos do dia a exemplos das suas próprias instituições e acordam os próximos passos práticos.
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
Em pequenos grupos, os participantes aplicam os métodos do dia a exemplos das suas próprias instituições e acordam os próximos passos práticos.
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
Os participantes analisam um caso realista, comparam as escolhas feitas com as boas práticas e retiram lições que podem aplicar no seu próprio contexto.
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
Os participantes sintetizam a semana num plano de ação para a sua instituição, com prioridades, responsáveis e primeiros passos, e apresentam-no para receber comentários dos colegas e dos formadores.
- Recolher
- Limpar
- Armazenar
- Analisar
- Decidir
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.
O programa combina:
- Sessões conduzidas por especialistas sobre as práticas atuais
- Estudos de caso regionais e internacionais
- Trabalho de grupo e exercícios práticos
- Simulações e dramatizações, quando relevante
- Discussão dos desafios dos próprios participantes
- Aprendizagem entre pares de várias instituições e países
- Ferramentas e modelos práticos para levar para o trabalho
- Reflexão diária e planeamento de ações
Antes do programa, uma breve avaliação prévia ajuda os formadores a compreender a função e as prioridades de cada participante, para que os exemplos e exercícios possam ser ajustados ao grupo. Cada dia termina com uma breve reflexão em que os participantes registam o que vão aplicar no trabalho.
Resultados esperados
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
- Planear serviços para responder à procura
- Melhorar a qualidade face às normas
Os participantes saem com um plano de ação pessoal e ferramentas práticas que podem utilizar na sua instituição logo na primeira semana após o regresso. As instituições que enviam vários participantes podem aproveitar o programa para acordar métodos e modelos comuns entre equipas, o que torna as melhorias mais fáceis de manter.
£1.850 por participante · fatura e transferência bancária · desconto para grupos de 5 ou mais pessoas
Cinco ou mais participantes da mesma organização: peça a tarifa de grupo no pedido de fatura.
Dez ou mais participantes: uma versão interna para a sua instituição pode custar menos por pessoa. Peça um orçamento para formação interna.
Registration closes in 127 days (20 Mar 2027)
Institutional Application of Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Training
Este programa ajuda as organizações a reforçar:
- Planeamento de serviços
- Gestão da qualidade
- Gestão da força de trabalho
- Utilização de dados
- Parcerias
Os participantes regressam com ferramentas práticas para melhorar:
- Planos de serviço
- Revisões da qualidade
- Planos de recursos humanos
- Relatórios de desempenho
- Planeamento de abastecimentos
O programa foi construído para que a aprendizagem passe da sala de formação para a instituição. Sempre que possível, os participantes trabalham sobre os seus próprios processos e documentos e saem com um plano de ação que as chefias podem analisar e apoiar.
Relevância regional e aplicação
Europa
As instituições europeias aplicam as políticas de saúde, educação e serviços sociais no âmbito de quadros regulamentares detalhados e de agendas de reforma. Os participantes da Europa podem comparar a sua prática com a de colegas de outras regiões e testar como os métodos consolidados funcionam em condições diferentes.
África
Em toda a África, ministérios, organismos e equipas de projeto que atuam na saúde, na educação e nos serviços sociais trabalham cada vez mais em paralelo com programas financiados por doadores que exigem sistemas e evidências claros. O programa ajuda os participantes a adaptar as boas práticas às instituições e aos recursos com que trabalham.
Médio Oriente
No Médio Oriente, as estratégias nacionais de desenvolvimento e os planos de diversificação colocam exigências crescentes à saúde, à educação e aos serviços sociais. Os participantes analisam como criar, nos organismos públicos e nas empresas, as capacidades de que estes planos necessitam.
Ásia
As instituições da Ásia aliam um crescimento rápido a programas de modernização ambiciosos. Os participantes asiáticos podem partilhar a sua experiência de expansão rápida de sistemas e aprender com abordagens utilizadas noutros contextos.
Pacífico
Os pequenos Estados insulares e do Pacífico enfrentam condicionalismos específicos de dimensão, distância e capacidade. O programa destaca abordagens práticas e proporcionadas à saúde, à educação e aos serviços sociais, adequadas a instituições de menor dimensão.
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.
Estudar fora do seu país dá aos participantes tempo para se concentrarem, um olhar novo sobre a sua própria instituição e a oportunidade de criar uma rede com colegas de outros países.
Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Training Deliverables
Os participantes recebem apoio antes, durante e depois do programa, para que a preparação, a aprendizagem e o acompanhamento formem uma experiência contínua.
Antes do programa
- Avaliação prévia dos participantes
- Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Readiness Assessment
- Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Resource Pack
- Materiais de leitura preparatória
- Apoio e aconselhamento gratuitos em matéria de vistos
Durante o programa
- Recolha no aeroporto e apoio de boas-vindas
- Alojamento com pequeno-almoço
- Jantar de boas-vindas e networking
- Kit de formação Risalat (saco, garrafa, caneca, t-shirt, boné, capa de passaporte, canetas, bloco de notas, íman e porta-chaves)
- Comprehensive Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar Training Manual
- Modelo de planeamento de serviços
- Modelo de plano de melhoria da qualidade
- Modelo de planeamento de recursos humanos
- Modelo de painel de desempenho
- Workshops práticos e simulações
- Discussões de grupo e aprendizagem entre pares
- Almoço e pausas para café diários
- Acesso total às instalações do local de formação
- Mini tablet com materiais de aprendizagem digitais
- Visita de campo (quando aplicável)
- Passeio recreativo pela cidade
Depois do programa
- Certificado de Conclusão
- Prémio Risalat de Reconhecimento da Participação no Programa
- Materiais de referência pós-formação
- Lista de verificação para revisão de serviços
- Folha de acompanhamento de melhorias
- Apoio pós-formação e orientação de acompanhamento
- Relatório do programa
As instituições podem também solicitar uma versão interna e adaptada deste programa, realizada nas suas instalações ou online. Pedir uma proposta.
Common Challenges in Early Grade Literacy Teacher Mentoring and Classroom Pedagogy in Dakar, And How This Training Helps
Como podem as instituições planear e gerir os serviços para responder à procura?
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.
Como podem as instituições melhorar a qualidade face às normas?
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.
Como podem as instituições gerir eficazmente o pessoal e os recursos?
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.
Como podem as instituições usar os dados para orientar as decisões?
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.
Como podem as instituições trabalhar com comunidades e parceiros?
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.
Perguntas frequentes
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.
Quem deve participar?
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.
Vou receber um certificado?
Sim. Os participantes que concluírem o programa recebem um Certificado de Conclusão da Risalat Consultants International.
Este programa pode ser realizado apenas para a nossa instituição?
Sim. Podemos realizar uma versão interna adaptada nas suas instalações, noutra cidade ou online, construída em torno dos seus próprios casos. Utilize o pedido de proposta nesta página.
Preciso de experiência prévia em saúde, educação e serviços sociais?
Não é necessária formação especializada além de experiência numa função relacionada. Uma breve avaliação prévia ajuda os formadores a adaptar as sessões ao grupo.
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).
Verifique se precisa de visto com o Verificador de Vistos gratuito e peça uma carta-convite depois de se inscrever.
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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 · Todos os programas em África · Calendário de formação completo
Plan this programme in a roadmap: why it matters, why to approve it, the dates to plan and the career it builds.
