The Report is entitled Education for All 2000-2015: Achievements and challenges and takes stock of progress made in the past 15 years towards the six Education for All goals.

In Senegal, the progress and challenges are as follows, according to the Report:

Progress made:

• Enrolment in pre-primary education rose from 3 % in 1999 to 14% in 2012
• Enrolment in primary education rose from 55% in 1999 to 79% in 2012
• The percentage of repeaters throughout the primary cycle decreased by over 10 percentage points during the period.
• Senegal went from having fewer girls than boys in school in 1999 to the reverse in 2012: Gender parity index in primary changed from 0.83 to 1.08. Although it is still far from gender parity in secondary, it did still make remarkable progress, rising from 0.64 to 0.91.
• Senegal had the most notable change in the transition rate from primary to lower secondary of all countries. Its transition rate was only 24% in 1990 and 35% in 1999. But by 2011 it had reached 88%. This change should not be surprising, given that Senegal hosted the World Education Forum in 2000, and in 2004 extended free and compulsory education to include lower secondary.

Remaining challenges:

• Senegal is expected to be very far from achieving goals 1 (early childhood) and 3 (learning needs of young people and adults) by 2015, and far from achieving goals 2 (universal primary education) and 5 (gender parity and equality). See all EFA goals
• Only 42% of children complete primary education. Only 12% of the poorest do.
• In Senegal in 1999, 81 boys were leaving primary school for every 100 girls. By 2011, the situation was reversed: 113 boys dropped out for every 100 girls
• The teacher absenteeism rate in primary education exceeded 20% in Senegal 2004–2011
• Teachers often did not understand the objectives of the curricula, partly due to a mismatch with teacher training and a lack of support mechanisms in the classroom.
• School autonomy requires a shift in the role of school supervision from exercising administrative control to demanding accountability and offering support. Few developing countries have supervision services that are adequate for the task. In Senegal, supervisors lack vehicles and funds for travel, while the number of teachers per officer has grown.

The launching ceremony was chaired by Mr Ousseynou Baba Ly, Secretary General of the Ministry of Education of Senegal. Also present were Ms Ann Therese Ndong-Jatta, Director of UNESCO Dakar, Ms Laylee Moshiri, and UNICEF Representative in Senegal, as well as UN officials, technical and financial partners, representatives of government institutions, civil society, teachers, parents' associations and students.