Introduction
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Introduction
How-To Guides
Translated Guides
Video Guides
Literature Review
Webinars & Dissemination
Blogs
Chat Forum
In sub-Saharan Africa, the “middle tier” has been largely overlooked in both research and education interventions. The middle tier refers to subnational actors responsible for education delivery at various levels within the system. While research in OECD countries has highlighted the middle tier’s important role in planning, monitoring, and implementing reforms, enhancing education outcomes, and supporting teaching and learning improvements, there has been limited attention given to these actors in low- and middle-income countries (LMICs).
Science of Teaching examined this overlooked, yet critical actor within education service delivery. Through two research studies, Science of Teaching investigated the specific capacities, behaviors, and processes demonstrated by an effective middle tier to build knowledge about how those aspects of middle tier functioning came to be and how they can be replicated in other parts of a particular education system.
Senegal is one of the latest West African countries to fully and systematically adopt national language instruction in the early grades as a pathway to full multilingualism, with the transition to French as the main medium of instruction in upper primary. Implementation of the new MOHEBS (Modèle Harmonisé de l’Enseignement Bilingue du Sénégal) policy encompasses six national languages and has been implemented in stages across regions, shaped by differences in timelines and partner support. To inform national-level efforts by the Ministry of National Education and partners, this study focused on the priorities, activities, and experiences of Senegal’s middle tier: the regional and district-level actors responsible for policy implementation and school support (the Inspections d’Académie (IAs) and Inspections de l’Education et de la Formation (IEFs), respectively).
