by Nina Volles
Bridging the skills gap: Senegal’s ISEP redefines technical education
Senegal is quietly reshaping its education landscape with the innovative Instituts Supérieurs d'Enseignement Professionnel (ISEP) network. This model, which expertly integrates academic learning with hands-on industry experience and a strong competency-based approach, is not only addressing the disconnect between education and employment but also offering a template that other nations might consider as they confront similar challenges.
Transforming education: from classrooms to careers
Across the globe, traditional education systems often fall short in preparing students for the realities of the workforce. University graduates frequently emerge with solid theoretical knowledge but lack the practical skills that employers demand. Senegal, recognising this gap, has embarked on an ambitious educational reform aimed at bridging this divide through the establishment of ISEP institutions.
What sets ISEP apart is its unique combination of the alternance system and the competency-based approach (CBA). The alternance system integrates substantial periods of in-company training throughout the educational programme, allowing students to apply what they learn in real-world settings. This dual approach not only equips students with practical experience but also helps them build strong connections with potential employers.
Complementing the alternance system is the competency-based approach (CBA). Unlike traditional academic programmes that emphasise theoretical knowledge, CBA at ISEP ensures that students develop specific, actionable skills that are directly aligned with industry needs. This approach prioritises the practical application of knowledge, ensuring that graduates are equipped not just with a diploma but with the competencies that employers are actively seeking.
In fact, 70% of ISEP instructors come directly from the professional world. This ensures that students receive an education that is both academically sound and deeply rooted in industry practice. Moreover, industry stakeholders are actively involved in defining the curricula, ensuring that the educational programmes are tailored to the current and future needs of the job market. However, this also introduces challenges related to the pedagogical capacity of these professionals. While they bring invaluable real-world experience, many of these instructors may lack formal training in teaching, particularly within the CBA framework. Developing their ability to teach effectively and to assess student progress is a critical need that the ISEP network is actively addressing.
A middle ground between higher education and TVET
ISEP programmes typically last two years and lead to a Diploma of Higher Education in Professional Studies (Diplôme Supérieur d'Études Professionnelles, DSEP). These programmes are designed to fill the gap between traditional higher education and Technical and Vocational Education and Training (TVET) colleges, offering a more practical and industry-aligned education that still provides a high level of qualification.
The programmes span various fields critical to Senegal’s economic development, such as agriculture, renewable energy, industrial maintenance, civil engineering, information technology, and agro-processing. Each curriculum is developed with significant input from industry experts to ensure that the skills and knowledge taught are directly applicable in the job market.
The Senegalese government and ISEP institutions have made significant efforts to position these institutes as attractive alternatives to traditional universities. These efforts are paying off as more students and parents recognise the value of an education that leads directly to employable skills and job opportunities. The growing reputation of ISEP as a quality educational choice is a testament to the success of this initiative.
Expanding the ISEP network across Senegal
The ISEP model began with the establishment of the first institution in Thiès in 2012. Since then, it has expanded to include five additional institutions: Diamniadio, Matam, Richard-Toll, Bignona, and Mbacké. Each ISEP tailors its curriculum to the specific needs of its region, ensuring that students are trained in fields that are not only relevant to their local economies but also aligned with national development goals. This regional adaptability is a key strength of the ISEP network, allowing it to address the unique economic challenges and opportunities in different parts of the country.
Building bridges between education and industry
A cornerstone of the ISEPs’ success is their deep integration with local industries. Unlike traditional educational institutions that often operate in isolation from the business world, ISEPs are designed to be responsive to the needs of employers. This collaboration begins with curriculum development, where industry representatives play a key role in shaping educational programmes to ensure they are relevant and up-to-date with current market demands.
For example, in the renewable energy sector, ISEPs offer programmes that train students in solar energy technologies, directly responding to Senegal’s push towards sustainable energy solutions. In agriculture, students are taught modern farming techniques and agro-processing skills, aligning with the country’s goals of improving food security and boosting agricultural productivity. By tailoring their educational offerings to the specific needs of the economy, ISEP institutions ensure that their graduates are not only employable but also highly sought after by local businesses.
This close partnership with industry also extends to the recruitment process. Many companies actively participate in the education of ISEP students, providing internships, teaching staff, and even job placements upon graduation. This symbiotic relationship benefits both parties: students gain valuable work experience, and employers have access to a pool of skilled workers who are ready to contribute to their operations from day one.
Overcoming challenges: scaling the model and maintaining quality
While the ISEP model has shown considerable promise, scaling it up to meet the growing demand for technical education in Senegal presents significant challenges. As the network expands, ensuring that all ISEP institutions maintain high standards of education is a complex task. Each new institution requires not only infrastructure and equipment but also qualified educators who can deliver both theoretical and practical training.
Attracting and retaining skilled teachers is one of the biggest hurdles. ISEP instructors need to have a unique combination of academic expertise and industry experience—a combination that is not always easy to find. In fact, 70% of ISEP teachers are expected to come directly from the professional world. While this approach ensures that students receive practical, industry-relevant education, it also introduces challenges in terms of the pedagogical capacity of these professionals. Many of these instructors, despite their expertise, may lack formal training in teaching, particularly in the context of a competency-based approach. Developing their ability to teach effectively, assess student progress, and deliver CBA-aligned education is a critical need.
Moreover, establishing and maintaining strong partnerships with companies is critical, yet challenging. Building these relationships requires sustained effort, as companies may have varying levels of commitment to educational partnerships. Ensuring that these companies remain engaged over the long term is a delicate process. Companies must see tangible benefits from their collaboration with ISEP institutions, whether through access to a skilled labour pool, opportunities for innovation, or contributions to their corporate social responsibility goals. Achieving this balance and ensuring that partnerships remain mutually beneficial over the long term is a significant challenge that ISEP administrators must navigate carefully. Moreover, some of the regions have a limited number of enterprises that can take interns.
Furthermore, while the dual system has proven effective, there is still considerable room for improvement in the supervision of interns by the internship supervisors and mentors within companies. Effective mentorship and supervision are critical to the success of the dual approach, ensuring that students are not just present in the workplace but are actively learning and developing their skills.
Additionally, there is the challenge of securing sustainable funding to support the growth of the ISEP network. While international partners such as the World Bank, the African Development Bank (AfDB), Germany (GIZ and KfW), KOICA, the French Development Agency (AFD), and the Agence universitaire de la Francophonie (AUF) have provided crucial technical and financial support, the long-term success of ISEP depends on the ability to maintain and expand this funding base. The involvement of local governments and private sector partners will also be essential in ensuring that ISEP institutions have the resources they need to continue delivering high-quality education.
Lifelong learning and adaptability: preparing for the future
An important aspect of the ISEP model is its emphasis on lifelong learning. In today’s rapidly evolving economy, where technological changes constantly reshape industries, staying adaptable is essential. ISEP institutions address this by offering continuous education programmes that enable workers to keep their skills current throughout their careers.
The Fonds de Financement de la Formation Professionnelle et Technique (3FPT) , established by the Senegalese government, has the potential to support these efforts by financing vocational and technical training. Although 3FPT's impact is still developing, its involvement could become crucial in helping both new graduates and experienced professionals stay competitive in the job market.
By encouraging lifelong learning, Senegal is laying the groundwork for a more resilient and adaptable workforce.
A model for the future
As Senegal continues to expand and refine its ISEP network, the country is creating a blueprint for other nations seeking to bridge the gap between education and employment. The ISEP model demonstrates that with the right mix of practical training, industry collaboration, competency-based education, and adaptable learning, it is possible to create an education system that not only meets the needs of students but also drives economic development.
While challenges remain—particularly in scaling the model and ensuring equal access to quality education—the direction is clear. Senegal’s ISEP institutions are setting a new standard for higher vocational and technical education, offering a model that is both innovative and effective. As more countries explore ways to modernise their education systems, Senegal’s experience with ISEP provides a compelling example of how to successfully align education with the demands of the 21st-century economy.
As part of this ongoing development, Paeradigms, through the GIZ PESEREE III programme, is currently supporting the six ISEP institutions in two critical areas: enhancing the CBA teaching capacity of external lecturers who come from the professional world, and developing a train-the-trainer programme, along with a comprehensive guide, to improve the supervision of interns by internship supervisors within companies. These initiatives are essential steps in strengthening the ISEP model and ensuring that students receive the best possible education and mentorship as they transition into the workforce.
Students from the ISEP in Bignona gaining hands-on experience installing solar panels in the South of Senegal. Through practical training in real-world environments, these students are developing the skills necessary to contribute to Senegal’s growing renewable energy sector, exemplifying the ISEP model’s focus on bridging the gap between education and industry. Photo credit: Alex Richard Diatta, Casa Énergie Solaire
Comments