This qualitative case study investigates the implementation and impact of pedagogic innovation and curriculum localisation within Senegal's recent educational reforms. It addresses the persistent challenge in Sub-Saharan Africa of designing education that balances global competencies with local cultural relevance, a disconnect which can limit learner engagement and outcomes. The research employed a rigorous methodological design, conducting semi-structured interviews with 22 policymakers, teacher trainers, and practising educators, alongside focus group discussions with learners and sustained classroom observations. Data were gathered from a purposive sample of primary and secondary schools in the Thiès and Saint-Louis regions during the 2021-2022 academic year and analysed thematically. Findings indicate that targeted initiatives, such as project-based learning and the integration of indigenous knowledge, demonstrably enhanced student participation and contextual understanding. However, the study also identifies systemic barriers, including disparities in teacher preparedness and resource infrastructure, which threaten to perpetuate educational inequities. The analysis concludes that for reforms to be sustainable and equitable, they must be underpinned by continuous, context-sensitive professional development and a genuine co-creation of curricula with local communities. This research contributes evidence-based insights for educational strategy in Senegal and similar contexts, arguing that pedagogic rigour rooted in African realities is fundamental to building fit-for-purpose 21st-century education systems.
Ndiaye et al. (Sun,) studied this question.