The brain in the classroom: operationalizing programs supporting improvements in teaching and learning implementation in Benin, Côte d’Ivoire, and Senegal

This paper shares interventions and practices promoting foundational learning (literacy and numeracy), and their impact on teaching and teacher policies in three West African countries: Côte d’Ivoire, Benin, and Senegal. It highlights key research findings (cognitive load theory) inspiring effective practices in the teaching and learning process to improve foundational learning, directly connected to the teacher factor. It also identifies the elements of curricula reform including teacher support, continuous professional development, and initial training in Côte d’Ivoire, Senegal and Benin during the implementation of systemic interventions touching all levels of the education system. In addition, the paper presents key practical implementation challenges in the process of rolling out such changes in the 3 countries.