Teaching and teachers in the Sahel countries by 2030: The need to innovate in the face of adversity

Abstract

AbstractThis article examines the educational and teacher-related policies in the Sahel region countries over the past decade and highlights main issues that hinder their ability to achieve the Sustainable Development Goals by 2030. The discrepancy between the current situation and the desired pace of change can be attributed to the lack of prioritization in educational and teaching policies. This article proposes an alternative approach, emphasizing the selection of a maximum of five objectives and providing the necessary means for their effective implementation. By adopting a focused approach, the Sahel region can make strides in overcoming educational challenges and aligning with the goals set for 2030.