About

Why Combining These Pillars?

At Institut Sangalkam, we believe that real, lasting change in education
requires a holistic and connected approach.
That’s why we bring together a bilingual school, a teacher training center, a
research think tank, and an AI-Education Hub — all within one ecosystem.
Each pillar reinforces the others: 
The school provides a living model of inclusive, bilingual, student-centered education.
The teacher training center ensures educators are prepared to implement those methods with confidence and excellence.

The think tank generates evidence and insights to improve practice and inform national policy.

In addition to these pillars, the AI-Education Hub ensures that all of our work is aligned with the tools, innovations, and challenges of the future.

By combining these pillars, we aim to not only transform learning within our
own community — but to contribute to a new model of education for
Senegal and Africa, grounded in equity, innovation, and research.

Governance and Social Commitment

Institut Sangalkam is structured as a non-profit association, dedicated to advancing equitable, high-quality education in Senegal. Our founding principles center on inclusion, community partnership, and sustainable impact — not profit.
To ensure that financial aid reaches those who need it most, we are developing a data-informed eligibility system grounded in the most recent national poverty and demographic surveys. This approach allows us to prioritize enrollment and training opportunities for students and educators from underserved and low-income communities, with a special focus on the inner-city and girls’ education. Our goal is to provide financial support to at least two-thirds of our students.

By aligning our financial aid model with national indicators of need, we strive to
deliver transparent, accountable, and equitable access across all pillars of the
Institute — from the bilingual school to the teacher training center.

About

Our team

Cheikh kane

Founder strategic Lead

Myriam Barros

Curriculum Design Montessori Expert

Renuka Babu Brown

Fundraising Lead

ANTA SOW

Financial Planning

Lamine Sall

Curriculum Design Philosophy & Ethics

Fatou Badiane

Secondary & Higher Education Lead

Randy Cieslak

Technology Lead

Fatoumata Diallo

Curriculum Design Literature, languages

Pierre Thiam (Chef)

Student Diet, Kitchen Design

About

Our partners

Strategic Education Partners
Academic Collaborators
Funding & Operational Supporters

Teach For Senegal

Institut Sangalkam is proud to collaborate with Teach for Senegal, an NGO working
to expand educational opportunity by recruiting and supporting the next generation
of transformational teachers.

Trough this collaboration, we welcome Teach for Senegal fellows into our learning
ecosystem to

Share our campus facilities for summer training programs
Co-teach and support instruction in undeserved classrooms
Participate in teacher training workshops and reflective practice
Engage in community projects alongside Sangalkam students and staff

Association Montessori Senegal

Institut Sangalkam is honored to collaborate with the Association Montessori of
Senegal, a national organization committed to promoting child-centered ,
Montessori-inspired education throughout the country

This partnership supports our shared mission to provide developmentally appropriate,
inclusive, and culturally grounded learning in early childhood. Together, we collaborate
on:

Montessori training and mentorship for Sangalkam Pre-K educators
Curriculum alignment and material selection rooted in Montessori philosophy
Knowledge exchange, site visits, and community outreach to expand awareness of Montessori in Senegalese context

Academic Institution 1

Institut Sangalkam is proud to collaborate with Teach for Senegal, an NGO working
to expand educational opportunity by recruiting and supporting the next generation
of transformational teachers.

Trough this collaboration, we welcome Teach for Senegal fellows into our learning
ecosystem to

Share our campus facilities for summer training programs
Co-teach and support instruction in undeserved classrooms
Participate in teacher training workshops and reflective practice
Engage in community projects alongside Sangalkam students and staff

Academic Institution 2

This partnership supports our shared mission to provide developmentally appropriate,
inclusive, and culturally grounded learning in early childhood. Together, we collaborate
on:

Montessori training and mentorship for Sangalkam Pre-K educators
Curriculum alignment and material selection rooted in Montessori philosophy
Knowledge exchange, site visits, and community outreach to expand awareness of Montessori in Senegalese context

Academic Institution 3

This partnership supports our shared mission to provide developmentally appropriate,
inclusive, and culturally grounded learning in early childhood. Together, we collaborate
on:

Montessori training and mentorship for Sangalkam Pre-K educators
Curriculum alignment and material selection rooted in Montessori philosophy
Knowledge exchange, site visits, and community outreach to expand awareness of Montessori in Senegalese context

Senegoal Foundation (USA)

International Funding Arm

Founded by Institut Sangalkam’s creator, Senegoal Foundation is the U.S.-based nonprofit that channels philanthropic support directly to the Institute’s work in Senegal.

Foundation Source

Back-Office & Compliance Partner

Foundation Source manages operations, accounting, and compliance for Senegoal Foundation—enabling secure, mission-driven giving.

Morgan Stanley

Financial Advisory Partner

Morgan Stanley provides professional investment advisory services to the Senegoal Foundation, ensuring responsible stewardship of philanthropic assets that support Institut Sangalkam.

NGOsource

NGOsource certifies that Institut Sangalkam is equivalent to a U.S. public charity, simplifying international giving and ensuring compliance.

About

We are committed to transparency and accountability that reflect our values, legal status, and financial stewardship

Useful documents

Institut Sangalkam Statutes

Strategic Plan 2026-30

Admissions & Equity Policy

Curriculum Framework Overview

Governance Charter & Board Composition

Annual Financial Statements:

About

Upcoming events

Filtrer par date

MAI

Thursd

10:00

Sangalkam, Dakar

Ai & Equity in Education Webinar

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JUIN

Thursd

10:00

Sangalkam, Dakar

Parent Orientation Day

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OCTOBRE

Friday

10:00

Sangalkam, Dakar

Teacher Training: Bilingual Pedagogy

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Title	Description
General Pedagogy [3 Credits]	▪ The course will provide students with a comprehensive understanding of teaching and learning theories, instructional strategies, and classroom management. The goal is to give future teachers the foundational knowledge and practical skills needed to create effective learning environments and adapt their teaching methods to diverse learners. ▪ The course will be particularly useful for new teachers with an advanced degree in a given subject, but without teaching experience. ▪ The main course objectives are: ▪ Understand the key theories and principles of teaching and learning. ▪ Develop and apply a range of instructional strategies. ▪ Create lesson plans that cater to diverse learning needs. ▪ Manage classroom dynamics effectively. ▪ Evaluate and reflect on their teaching practices.
Topics	▪ Module 1: Foundations of Pedagogy and Learning Theories ▪ Module 2: Lesson Planning and Curriculum Design ▪ Module 3: Teaching Methods and Instructional Strategies ▪ Module 4: Classroom Management and Student Engagement ▪ Module 5: Assessment and Feedback ▪ Module 6: Reflective Practice and Professional Development
Further Reading	▪ Bruner, J. (1996). The Culture of Education. ▪ Marzano, R. J. (2007). The Art and Science of Teaching. ▪ Wiggins, G., & McTighe, J. (2005). Understanding by Design. ▪ Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ▪ Wong, H., & Wong, R. (2009). The First Days of School: How to Be an Effective Teacher. ▪ Brookfield, S. (2017). Becoming a Critically Reflective Teacher. ▪ Thierno Souleymane Diop, Tu Seras Enseignant, Mon Fils, Presses Universitaires de Dakar, (2015)

Title	Description
AI Education Applications [3 Credits]	▪ The course will focus on combining a technical understanding with the practical applications in teaching and learning contexts. ▪ The main goal is to empower teacher trainees to understand AI, critically evaluate AI tools, and integrate AI effectively to enhance teaching and learning experiences. ▪ Course Objectives: explain key AI concepts and how AI functions; critically assess AI tools for education; implement AI-driven teaching and learning strategies; reflect on the ethical and social implications of AI in education; develop AI-enhanced lesson plans and learning activities.
Topics	▪ Module 1: Introduction to AI and Machine Learning: what is AI, how does it work, applications ▪ Module 2: AI in Education, Opportunities and Challenges (Personalized Learning, Intelligent Tutoring, Bias/Fairness in AI) ▪ Module 3: Personalized Learning and Adaptive Learning Systems (Teacher Role in Personalization) ▪ Module 4: AI for Assessment and Feedback (AI for Formative and Summative Assessment, Limitations of AI assessment) ▪ Module 5: AI for Student Engagement and Classroom Management (Education Tools, AI for Multimodal Learning) ▪ Module 6: Ethical and Social Implications of AI in Education (AI and Equity, Data Privacy, Human vs Machine Intelligence)
Further Reading	▪ Russell, S., & Norvig, P. (2020). Artificial Intelligence: A Modern Approach (4th ed.). ▪ Luckin, R. (2018). Machine Learning and Human Intelligence: The Future of Education for the 21st Century. ▪ Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. ▪ Selwyn, N. (2019). Should Robots Replace Teachers? AI and the Future of Education. ▪ Luckin, R. (2010). Redesigning Learning Contexts: Technology-Rich, Learner-Centred Ecologies. ▪ Kay, J., & Kummerfeld, B. (2019). "Creating Personalized Learning with AI." IEEE Transactions on Learning Technologies. ▪ Heffernan, N. (2017). "AI and the Future of Testing." Journal of Learning Analytics. ▪ McGraw, B. (2018). AI in Assessment: New Horizons in Educational Measurement. ▪ Chen, B., et al. (2020). "AI for Enhancing Student Engagement." Educational Technology Research and Development. ▪ Rose, C. P. (2018). "Conversational Agents in Education." Learning Sciences Journal. ▪ Selwyn, N. (2021). Education and Artificial Intelligence: Critical Perspectives. ▪ Eubanks, V. (2018). Automating Inequality: How High-Tech Tools Profile, Police, and Punish the Poor.

Title	Description
Sociology and Education [3 Credits]	▪ This course will cover sociological theories with practical teaching strategies to help future educators understand the role of education in society and the ways in which education can both reflect and challenge social structures. ▪ By the end of the course, teacher trainees will be able to: ▪ Understand key sociological theories and concepts relevant to education. ▪ Analyze the relationship between education and social structures (e.g., class, race, gender). ▪ Examine the impact of education on social mobility and inequality. ▪ Critically assess the role of schools in socialization. ▪ Apply sociological concepts to classroom dynamics and education policy.
Topics	▪ Module 1: Introduction to Sociology and Education ▪ Module 2: Education and Socialization ▪ Module 3: Theories of Education ▪ Module 4: Social Stratification and Education ▪ Module 5: Education Policy and Reform ▪ Module 6: Teachers as Agents of Social Change
Further Reading	▪ Sociology of Education: A Critical Reader – by Alan R. Sadovnik ▪ Education and Sociology – by Emile Durkheim ▪ Pedagogy of the Oppressed – by Paulo Freire ▪ Cultural Capital: The Problem of Educational Inequality – by Pierre Bourdieu ▪ Inequality and Education – by Richard Arum ▪ Les Jeunes de la Rue a Dakar, Safietou Diack, Karthala (2022) ▪ Jeunesse, Exclusion et Violence a Dakar, Oumar Cisse and Djibril Diop, Karthala (2021) ▪ Moi Aussi, Ma Place est a l’Ecole, Cheikh Tidiane Bousso, l’Harmattan (2024) ▪ Les Enfants exclus ou en marge du systeme scolaire Classique au Senegal, H Dia; AS Diop, Melanie Jacquemim (2019)

Title	Description
Financial and Administrative management of Schools [3 Credits]	▪ The course would cover budgeting, resource allocation, school leadership, policy implementation, and accountability—ensuring that teacher trainees develop a comprehensive understanding of the financial and operational aspects of running a school effectively. ▪ By the end of the course, teacher trainees will be able to: ▪ Understand the financial structure of schools and sources of funding. ▪ Develop and manage a school budget effectively. ▪ Understand and apply financial policies and regulations in education. ▪ Manage school resources, staffing, and infrastructure efficiently. ▪ Analyze the role of school leadership in effective administrative management.
Topics	▪ Module 1: Introduction to Financial and Administrative Management in Schools: private vs public school management ▪ Module 2: School Funding and Budgeting: financial forecasting and contingency planning ▪ Module 3: Financial Accountability and Transparency: Financial Control & Reporting; Compliance ▪ Module 4: Human Resource and Staff Management: Recruitment-Retention; Performance-Evaluation; Salary-Benefits ▪ Module 5: Facilities and Resource Management: School Infrastructure, Procurement-Inventory, Technology ▪ Module 6: Strategic Planning and Policy Implementation: risk management and crisis planning
Further Reading	▪ Bush, T. (2011). Theories of Educational Leadership and Management. ▪ Brighouse, T., & Woods, D. (2013). The A-Z of School Improvement: Principles and Practice ▪ Odden, A., & Picus, L. (2014). School Finance: A Policy Perspective ▪ Levačić, R. (2011). Managing Financial Resources in Schools. ▪ Rebore, R. W. (2014). Human Resources Administration in Education: A Management Approach. ▪ Mulford, B. (2016). School Leadership and Resource Allocation

Title	Description
Human Resource Management in Schools [3 Credits]	▪ Designing a course on Human Resource Management (HRM) in Schools for teacher trainees will help future educational leaders develop the skills to effectively manage staff, build a positive work culture, and address HR-related challenges in schools. ▪ By the end of the course, trainees are expected to: ▪ Understand the principles of HRM in educational settings. ▪ Develop strategies for staff recruitment, retention, and professional development. ▪ Apply conflict resolution and performance management techniques. ▪ Build a positive and inclusive school work culture. ▪ Navigate labor laws and ethical considerations in education.
Topics	▪ Module 1: Introduction to HRM in Schools ▪ Module 2: Recruitment and Hiring Practices ▪ Module 3: Staff Retention and Motivation ▪ Module 4: Professional Development and Training ▪ Module 5: Performance Management and Evaluation ▪ Module 6: Conflict Resolution and Staff Relations ▪ Module 7: Labor Laws and Ethical Issues ▪ Module 8: Technology and Data Management
Further Reading	▪ Human Resource Management in Education – by Justine Mercer, Bernard Barker, Richard Bird ▪ Educational Administration: Theory, Research, and Practice – by Wayne Hoy and Cecil Miskel ▪ Improving Teacher Quality through Professional Development – by Linda Darling-Hammond ▪ The Principal as Human Resources Leader – by M. Scott Norton ▪ La gestion des ressources humaines pour la réussite scolaire, 2ᵉ édition ▪ Human Resource Management in the Education Sector, UNESCO (2022)

Title	Description
Well Being [3 Credits]	▪ Teaching is one of the most noble jobs one can hold, but with great rewards come immense challenges. This Thinking Out of the Box class will give different toolkits for teachers to unwind and return to homeostasis. ▪ It is equally important for teachers to understand the determinants of children’s well-being, but also to be mindful of their own. ▪ Course will cover a blend of theory, practical strategies, and reflective exercises to help trainees manage their mental, emotional, and physical health, while navigating the specific demands on teachers from students, parents, and school administrators.
Topics	▪ Understanding the diverse aspects of Well-Being: physical, emotional, social, intellectual, occupational ▪ How Well-Being affects teacher effectiveness ▪ Mental and Emotional Health: stress triggers, rest and relaxation/meditation, breath work, Mental Presence ▪ Physical Being: Exercise & Proper Nutrition, Posture and Ergonomics, Movement (stretches, exercises, walking) ▪ Professional and Social Well-Being: Classroom management, Work Life Balance, Fun ▪ Accessing support and resources: school-based and external resources, reducing stigma around mental health ▪ Harmony with the environment
Further Reading	▪ Day, C., & Gu, Q. (2014). Resilient Teachers, Resilient Schools: Building and Sustaining Quality in Testing Times. Routledge. ▪ Jennings, P. A. (2015). Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom. W.W. Norton & Company. ▪ Parker, P. D., & Martin, A. J. (2009). "Coping strategies and positive affect in the workplace: Evidence from a national survey of teachers." Educational Psychology, 29(2), 187–205. ▪ Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). "Burnout and work engagement among teachers." Journal of School Psychology, 43(6), 495–513. ▪ Gold, E., Smith, A., Hopper, I., et al. (2010). "Mindfulness-based stress reduction (MBSR) for primary school teachers." Journal of Child and Family Studies, 19(2), 184–189. ▪ Ratey, J. J., & Hagerman, E. (2013). Spark: The Revolutionary New Science of Exercise and the Brain. Little, Brown and Company.

Title	Description
Education & Technology [3 Credits]	▪ Technology is an integral part of life today. It needs to be carefully integrated into 21st century learning and the maestro for how it is introduced and utilized will always be the teacher. Embracing technology can be a powerful tool for the educational system, permitting efficiencies for educators in designing curriculums, handling administrative demands, communication with parents, and a powerful teaching tool allowing students to learn in ways that were not previously possible or practical.
Topics	▪ How to use software and AI to aid in curriculum planning and parent communication ▪ How to use administrative software
Further Reading	▪ Possible partnership with www.team4tech.org ▪ A. Upadhyay and A. Taddese (2020). EdTech in Liberia: A Rapid Scan. (EdTech Hub Country Scan No. 01) https://docs.edtechhub.org/lib/2HM2SBVM Anderspink ▪ Content Curation For Learning (2017). Anderspink, Inc. https://anderspink.com/documents/content-curation-book.pdf C. Lemke and J. Britten (2022) ▪ The range of educational technologies. Marina del Rey, CA: Metiri Group ▪ Educational Technology for Teachers - Gregory M. Francom ▪ Educational Technology for Teaching and Learning (4th Edition) by Timothy J. Newby, Donald Stepich, James Lehman, James D. Russell, & 1 more ▪ Projet Voltaire (https://www.projet-voltaire.fr/) ▪ Khanmigo: The AI Student Tutor

Title	Description
Arts & Education [3 Credits]	▪ “Logic will get you from A to B. Imagination will take you everywhere.” – Albert Einstein ▪ There is no better way to stimulate imagination than exposure to art. Performing and visual arts allow students to tap into their creative center, and the teachers are the maestros implementing the arts into students’ lives. ▪ This course will invite teacher trainees to learn to reinforce the core African cultural values through all the diverse artistic expressions.
Topics	▪ Designing Musical Experiences for Young Children ▪ Integrating theater into the classroom ▪ Includes the teaching of the fine arts and the performance arts (art, music, movement/dance) ▪ Learning about the history and design of African musical instruments ▪ Inclusion & Participation in the Arts for Children with Disabilities
Further Reading	▪ Arts Integration: Teaching Subject Matter through the Arts in Multicultural Settings, 5th Edition ▪ Artful Teaching: Integrating the Arts for Understanding Across the Curriculum, K–8, 2nd Edition ▪ How the ARTS Benefit Student Achievement https://files.eric.ed.gov/fulltext/ED529766.pdf

Title	Description
Linguistics [3 Credits]	▪ Critical for all learning is the ability to learn language. Understanding the principles of linguistics and how they relate to the production and comprehension of language is vital for students. Bilingual settings present an additional challenge but also benefit for teachers and students alike. (Gabi) ▪ Linguistics for Bilingual Teachers is a course designed to provide foundational knowledge of language structure, use, and acquisition, with a focus on bilingual education. It explores key linguistic concepts such as phonology, morphology, syntax, semantics, and pragmatics, emphasizing their application in multilingual classrooms. The course also examines language acquisition theories, sociolinguistic factors affecting bilingualism, and strategies for supporting language development in diverse learners. Future bilingual educators will gain practical tools to foster students' linguistic and academic success in both their native and second languages. (Chat-GPT)
Topics	▪ Phonetics, phonology, morphology, the lexicon, syntax, and conversational usage ▪ Benefits of bilingualism ▪ Foundations of Linguistics ▪ Language Acquisition and Development: first and second language acquisition theories ▪ Sociolinguistics and Bilingualism: language attitudes, policies, and their implications for teaching and learning ▪ Language and Literacy in Bilingual Education: the interplay between oral language and literacy development ▪ Applied Linguistics for the Classroom: strategies for teaching language skills in two languages (Chat-GDP)
Further Reading	▪ Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge, UK: Cambridge University Press. ▪ Zelasko, N., & Antunez, B. (2000). If Your Child Learns in Two Languages. National Clearinghouse for Bilingual Education. http://www.ncela.gwu.edu/files/uploads/9/IfYourChild_LearnsInTwoLangs_English.pdf ▪ Introducing Linguistics, edited by Jonathan Culpeper, Beth Malory, Claire Nance, and Daniel Van Olmen ▪ Foundations of Bilingual Education and Bilingualism by Colin Baker and Wayne E. Wright ▪ The Study of Language by George Yule ▪ Second Language Learning and Language Teaching by Vivian Cook ▪ Bilingual Education: Integrating Language and Content by Fred Genesee ▪ Sociolinguistics and Language Education, edited by Nancy H. Hornberger and Sandra Lee McKay ▪ Loud and Clear: Effective Language of Instruction Policies for Learning, The World Bank Group, 2021 (Cheikh Added)