Podcast Summary: InnerFrench E180

Title: Une école française sur un autre continent
Date: September 24, 2025
Host: Hugo (A)
Guests: Cécile (C, Directrice de l’école franco-sénégalaise de Dakar), Marina (mentionnée, institutrice)

Overview:

This episode dives into the unique world of French schools abroad, focusing on the école franco-sénégalaise de Dakar as a case study. Host Hugo interviews Cécile, the director of the school, to uncover how these institutions operate, the blend of French and Senegalese educational cultures, and the challenges and opportunities for both staff and students. The episode is especially relevant to French-speaking families abroad seeking to maintain a French curriculum for their children.

Key Discussion Points & Insights

1. Structure and Goals of French Schools Abroad (00:04–06:18)

• The école franco-sénégalaise in Dakar is part of the AEFE (Agence pour l'enseignement français à l'étranger), ensuring curricular consistency with France.
• Cécile’s background: From marine biologist to school director in France, Dubai, and now Senegal. She highlights the importance of adaptability and continual training for teachers entering the French system abroad.
• Quote:

  « On a ce qu'on appelle des critères d'homologation, c'est comme un audit de qualité qui garantit aux familles que l'enseignement dispensé correspond bien au programme français. » (Cécile, 03:35)

2. The Unique Case of Senegal: Cooperation and Cultural Exchange (06:18–09:10)

• The school operates as a cooperative, under both French and Senegalese education ministries, fostering a staff with a significant Senegalese component.
• Senegalese teachers spend four years familiarizing themselves with the French system, challenging their professional norms. Many subsequently work in other international French schools.
• Quote:

  « Je les admire beaucoup parce que moi, si on me mettait dans leurs conditions de travail... je ne suis pas sûre que je ferais preuve de la même adaptabilité... » (Cécile, 04:17)

3. Profiles & Motivations of Students and Families (06:35–09:10)

• Diverse student body: binational families, continuing family traditions, and seeking dual curricular validation.
• “Hybrid” classes deliver both French and Senegalese curricula, giving students dual options for secondary school.
• Emphasis on contextualized teaching—French curriculum adapted to local historical and geographic realities.
• Quote:

  « On donne aussi aux parents l’assurance que les enfants vont valider les deux programmes... Ça veut dire qu’à la fin du CM2, ils peuvent aussi bien aller en 6e dans un collège à programmes français qu’en 6e dans un collège à programmes sénégalais. » (Cécile, 08:25)

4. Teacher Adaptation & Professional Development (09:28–11:31)

• Comprehensive onboarding and ongoing training for teachers of all backgrounds.
• Regular workshops smooth over semantic and cultural differences (e.g. same terms mean different things in different educational cultures).
• French “lead” teachers collaborate with their Senegalese counterparts, facilitating bilateral learning.
• Quote:

  « Il y a beaucoup de points communs... mais il y a aussi des différences notamment des mots qu’on utilise... qui ne veulent pas forcément dire la même chose. » (Cécile, 10:16)

5. Cultural Differences in Classroom Management & Assessment (11:52–14:59)

• Class size, teaching style and disciplinary methods differ; French approach is seen as less strict and more collaborative.
• Senegalese schools use numerical grading and student ranking, starting early, which is phased out in the French system.
• Differing family-teacher boundaries: in Senegal, close personal communication (e.g. WhatsApp) is standard.
• Quote:

  « On travaille sur le fait de ne pas utiliser de notes chiffrées avec les élèves, de ne pas classer les élèves les uns par rapport aux autres. » (Cécile, 12:51)
  « ... Au Sénégal, c’est tout à fait normal d’avoir le WhatsApp de l’enseignant, de pouvoir l’appeler le soir... » (Cécile, 14:36)

6. Language Specificities & Historical Ties (16:44–18:37)

• Senegalese students may not speak French at home but learn through immersion; teachers must often adapt to multilingual realities.
• High academic French is prized and widespread among those who have studied at university level in Senegal.
• Teaching is enriched by local history and recent events, e.g., commemorations involving Senegalese soldiers (tirailleurs sénégalais).
• Quote:

  « ... Les enseignants... peuvent enseigner en diola alors qu’ils sont d’origine peule... » (Cécile, 17:12)
  « Les enseignants sénégalais... ont un niveau de français... beaucoup plus travaillé, en fait, que quelqu’un qui est francophone de l’essence. » (Cécile, 18:17)

7. Contemporary Franco-Senegalese Relations and School Choice (19:16–21:36)

• Despite shifting geopolitics and calls for less French influence, families at the school value and seek cultural cooperation and curriculum blending.
• Ongoing collaboration with Senegalese educational authorities is positive; system reforms (e.g., new math curriculum, English instruction) are being integrated.
• Quote:

  « ... On ne sent pas ce phénomène de rejet. Les familles... font le choix de venir chercher ce mélange culturel. » (Cécile, 20:06)

8. Personal Dimension: Life as an Expat Director (21:36–23:43)

• Cécile expresses genuine affection for Dakar and the cross-cultural nature of her role but envisions further international postings.
• AEFE directors generally serve 3–5 year terms before moving on to other countries or returning to France.

9. Understanding the Types of French Institutions Abroad (24:31–27:00)

• Three structures:
  • Gestion directe (AEFE-run)
  • Conventionné (partly AEFE-staffed)
  • Partenaire (locally managed, with AEFE oversight on curriculum and training)
• All schools undergo rigorous homologation every five years, ensuring the curriculum’s integrity.
• Quote:

  « ...Le critère de qualité, l’audit d’homologation, c’est vraiment un audit qui est assez coriace à préparer. » (Cécile, 27:21)

10. Financing and Access for Families (27:00–29:37)

• All French schools abroad are private but mission-driven; tuition is required but scholarships/bourses exist for French nationals, potentially covering full costs.
• This is especially relevant for binational or French expatriate families considering access and affordability.

Notable Quotes & Memorable Moments

• On adaptability:
  « C’est une démarche qui est courageuse et sur laquelle on les accompagne pendant quatre ans. » (Cécile, 04:06)

• On curriculum blending:
  « On a travaillé avec le ministère sénégalais sur vraiment l’hybridation des deux programmes. » (Cécile, 06:56)

• On cultural exchange:
  « C’est chouette que ce soit vraiment un échange bilatéral... il y a vraiment des choses très intéressantes dans les échanges d’un côté comme de l’autre. » (Cécile, 11:17)

Timestamps of Key Segments

• 00:04–02:02: Introduction & Context (Why focus on Dakar’s French-Senegalese school)
• 02:02–05:15: Cécile’s career/path; how the school operates
• 05:15–06:18: Teacher recruitment and motivations for joining the system
• 06:18–09:10: Student/family profiles; motivations and hybrid classes
• 09:10–11:31: Teacher onboarding, cultural exchanges within staff
• 11:52–14:59: Classroom management, assessment, cultural differences between systems
• 16:44–18:37: Language realities and adaptation in teaching
• 19:16–21:36: Senegalese-French diplomatic context and its impact on education
• 21:36–23:43: The personal journey and appeal of working abroad
• 24:31–27:00: Understanding types of French educational institutions abroad
• 27:00–29:37: Private status, tuition, and scholarships

Tone & Style

The dialogue is warm and conversational, with Hugo’s curiosity matched by Cécile’s reflective, engaging responses. There’s a persistent focus on mutual respect, adaptability, and optimism about the future of bilingual, bicultural education.

For Further Information

Full transcripts, resources, and more episodes are available at innerfrench.com/podcast/.

“On est une école de formation… C’est une partie importante de notre travail ici, c’est qu’on est beaucoup dans la formation des enseignants.”
Cécile (04:55)

This episode is a must-listen for expatriates, educators, and anyone interested in global education or Franco-African ties.