Paeradigms, Via Furnet 8, Gandria (2026)

01/05/2026

𝐉𝐨𝐛𝐬 𝐚𝐫𝐞 𝐜𝐡𝐚𝐧𝐠𝐢𝐧𝐠 𝐟𝐚𝐬𝐭𝐞𝐫 𝐭𝐡𝐚𝐧 𝐬𝐲𝐬𝐭𝐞𝐦𝐬 𝐜𝐚𝐧 𝐫𝐞𝐬𝐩𝐨𝐧𝐝

On International Workers’ Day, the conversation often focuses on employment numbers.

Less attention is given to the systems that shape whether people can actually access and sustain those jobs.

Labour markets are shifting.

Green transitions are accelerating.

New roles are emerging while others are being redefined.

Yet many education and training systems are still designed for stability, not transition.

Three gaps are becoming more visible:

-Employability is treated as an outcome, not a system: Institutions focus on delivering programmes, not on how learners navigate real labour markets

-Green jobs are framed too narrowly. The focus is often on new technical roles, while most workers need to adapt within existing jobs.

-Transitions are not supported: Workers are expected to reskill without structured pathways or institutional backing.

What is needed is not just more training, but stronger links between institutions, employers, and evolving labour market realities.

This includes:

-Continuous curriculum adaptation

-Real employer engagement beyond internships

-Support for mobility across sectors and roles

Labour is not static. Systems cannot be either.

𝐖𝐡𝐞𝐫𝐞 𝐝𝐨 𝐲𝐨𝐮 𝐬𝐞𝐞 𝐭𝐡𝐞 𝐛𝐢𝐠𝐠𝐞𝐬𝐭 𝐠𝐚𝐩 𝐭𝐨𝐝𝐚𝐲 𝐛𝐞𝐭𝐰𝐞𝐞𝐧 𝐭𝐫𝐚𝐢𝐧𝐢𝐧𝐠 𝐚𝐧𝐝 𝐫𝐞𝐚𝐥 𝐞𝐦𝐩𝐥𝐨𝐲𝐚𝐛𝐢𝐥𝐢𝐭𝐲?

15/04/2026

𝐖𝐡𝐚𝐭 𝐰𝐞 𝐝𝐨?

Many organisations deliver training and build capacity.

But what happens next? Did this new capacity actually make a difference?

At , we go beyond delivering training.

We focus on shifting how institutions work.

That means:

Changing how decisions are made

Embedding new practices into daily routines

Building internal capacity that stays after the project ends

In the PESEREE project in Senegal, this meant more than developing tools.

We worked with ISEP directors to:

-Introduce participatory leadership practices.

-Strengthen links with employers through structured internships.

-Develop a Green Campus strategy that connects infrastructure, pedagogy, and governance.

The result is not a set of documents.

It is a shift in how the institution operates and makes decisions.

This is slower. It is more complex, but it is the only way change lasts.

𝐖𝐡𝐚𝐭 𝐝𝐨𝐞𝐬 𝐭𝐫𝐚𝐧𝐬𝐟𝐨𝐫𝐦𝐚𝐭𝐢𝐨𝐧 𝐦𝐞𝐚𝐧 𝐢𝐧 𝐲𝐨𝐮𝐫 𝐢𝐧𝐬𝐭𝐢𝐭𝐮𝐭𝐢𝐨𝐧?

08/03/2026

𝐈𝐧𝐭𝐞𝐫𝐧𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐖𝐨𝐦𝐞𝐧’𝐬 𝐃𝐚𝐲 is a moment to celebrate, but also a moment to look honestly at where we stand.

In our projects across education and skills development, we see that change happens when organisations move from good intentions to concrete actions. Small shifts can open real opportunities for women to learn, lead, and shape decisions.

So here is a question for today:

𝐖𝐡𝐚𝐭 𝐢𝐬 𝐨𝐧𝐞 𝐜𝐡𝐚𝐧𝐠𝐞, 𝐛𝐢𝐠 𝐨𝐫 𝐬𝐦𝐚𝐥𝐥, 𝐭𝐡𝐚𝐭 𝐲𝐨𝐮 𝐰𝐨𝐮𝐥𝐝 𝐥𝐢𝐤𝐞 𝐭𝐨 𝐬𝐞𝐞 𝐭𝐡𝐢𝐬 𝐲𝐞𝐚𝐫 𝐭𝐨 𝐬𝐮𝐩𝐩𝐨𝐫𝐭 𝐰𝐨𝐦𝐞𝐧 𝐢𝐧 𝐲𝐨𝐮𝐫 𝐰𝐨𝐫𝐤𝐩𝐥𝐚𝐜𝐞 𝐨𝐫 𝐜𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐲?

Write it in the comments. Your idea might inspire someone else to act.

04/03/2026

𝐅𝐫𝐨𝐦 𝐬𝐜𝐫𝐚𝐩 𝐦𝐞𝐭𝐚𝐥 𝐭𝐨 𝐚 𝐰𝐨𝐫𝐤𝐢𝐧𝐠 𝐦𝐚𝐜𝐡𝐢𝐧𝐞. 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐢𝐧 𝐚𝐜𝐭𝐢𝐨𝐧 𝐚𝐭 𝐭𝐡𝐞 𝐂𝐨𝐦𝐩𝐚𝐠𝐧𝐢𝐞 𝐒𝐮𝐜𝐫𝐢è𝐫𝐞 𝐒é𝐧é𝐠𝐚𝐥𝐚𝐢𝐬𝐞, 𝐑𝐢𝐜𝐡𝐚𝐫𝐝-𝐓𝐨𝐥𝐥 🎥🌱

visited CSS in Richard-Toll to see how training translates into practice. On the shop floor, three interns are turning what was once a lifeless block of metal into a functioning machine. Piece by piece. With clear objectives. With close supervision. With real responsibility.

𝐓𝐡𝐢𝐬 𝐢𝐬 𝐰𝐡𝐚𝐭 𝐰𝐨𝐫𝐤-𝐛𝐚𝐬𝐞𝐝 𝐥𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐥𝐨𝐨𝐤𝐬 𝐥𝐢𝐤𝐞 𝐰𝐡𝐞𝐧 𝐢𝐭 𝐰𝐨𝐫𝐤𝐬 🔧✨.

And it made the impact of the PESEREE III component implemented by Paeradigms visible.

Across the network of 𝐈𝐧𝐬𝐭𝐢𝐭𝐮𝐭𝐬 𝐬𝐮𝐩é𝐫𝐢𝐞𝐮𝐫𝐬 𝐝’𝐞𝐧𝐬𝐞𝐢𝐠𝐧𝐞𝐦𝐞𝐧𝐭 𝐩𝐫𝐨𝐟𝐞𝐬𝐬𝐢𝐨𝐧𝐧𝐞𝐥 (𝐈𝐒𝐄𝐏) in Senegal, the project focused on two priorities:

• Strengthening the supervision in companies.

• Supporting trainers from industry in applying a competency-based teaching approach.

Paeradigms combined a 𝐭𝐫𝐚𝐢𝐧-𝐭𝐡𝐞-𝐭𝐫𝐚𝐢𝐧𝐞𝐫 𝐚𝐩𝐩𝐫𝐨𝐚𝐜𝐡 with a broader 𝐜𝐨-𝐜𝐫𝐞𝐚𝐭𝐢𝐨𝐧 𝐚𝐧𝐝 𝐩𝐚𝐫𝐭𝐢𝐜𝐢𝐩𝐚𝐭𝐨𝐫𝐲 𝐩𝐫𝐨𝐜𝐞𝐬𝐬.

This approach is demanding and time-intensive. But it builds 𝐨𝐰𝐧𝐞𝐫𝐬𝐡𝐢𝐩 and strengthens 𝐥𝐚𝐬𝐭𝐢𝐧𝐠 𝐢𝐧𝐬𝐭𝐢𝐭𝐮𝐭𝐢𝐨𝐧𝐚𝐥 𝐜𝐚𝐩𝐚𝐜𝐢𝐭𝐲.

𝐖𝐡𝐲 𝐂𝐒𝐒 𝐢𝐬 𝐜𝐞𝐧𝐭𝐫𝐚𝐥 🏭

As one of Senegal’s largest private employers, hiring many ISEP graduates and offering numerous internships each year, CSS is a strategic industry partner for ISEP Richard-Toll. Its engagement ensures alignment with real production standards and labour market realities.

A sincere thank you to the teams at Compagnie Sucrière Sénégalaise (CSS) and ISEP Richard-Toll for the warm welcome, strong collaboration, and inspiring exchange. 🙏

▶️ Watch the video: https://youtu.be/S28N-oYIZAA

20/02/2026

𝐒𝐨𝐜𝐢𝐚𝐥 𝐣𝐮𝐬𝐭𝐢𝐜𝐞 𝐢𝐬 𝐚 𝐝𝐞𝐬𝐢𝐠𝐧 𝐜𝐡𝐨𝐢𝐜𝐞

⚖️ 20 February, World Day of Social Justice

Social justice is often framed as a value. In practice, it is a set of decisions. Who is at the table. Which skills are prioritised. What counts as success.

In education and training systems, the gap rarely comes from a lack of intent.

It comes from design choices that quietly reproduce exclusion.

• Curricula that move slower than labour markets

• Participation that happens too late to shape outcomes

• Transitions to greener economies that overlook those most at risk

If social justice is to mean anything, it has to live inside systems. In governance, in funding models, in everyday practice.

The question is not whether we support social justice. The question is where our current models still fall short, and what we are prepared to change.

𝐖𝐡𝐚𝐭 𝐢𝐬 𝐨𝐧𝐞 𝐝𝐞𝐬𝐢𝐠𝐧 𝐜𝐡𝐨𝐢𝐜𝐞 𝐲𝐨𝐮𝐫 𝐨𝐫𝐠𝐚𝐧𝐢𝐬𝐚𝐭𝐢𝐨𝐧 𝐜𝐨𝐮𝐥𝐝 𝐫𝐞𝐯𝐢𝐬𝐢𝐭 𝐭𝐡𝐢𝐬 𝐲𝐞𝐚𝐫?

13/02/2026

𝐌𝐞𝐞𝐭 𝐏𝐫𝐨𝐟 𝐀𝐛𝐝𝐨𝐮𝐥𝐚𝐲𝐞 𝐊𝐞𝐛𝐞, 𝐏𝐚𝐞𝐫𝐚𝐝𝐢𝐠𝐦𝐬 𝐜𝐨𝐥𝐥𝐚𝐛𝐨𝐫𝐚𝐭𝐨𝐫 𝐢𝐧 𝐒𝐞𝐧𝐞𝐠𝐚𝐥🌱

Getting to know Abdoulaye was one of the best experiences in PESEREE over the past two years. His drive and clarity shaped the journey in PESEREE III.

𝐖𝐡𝐚𝐭 𝐰𝐞 𝐚𝐜𝐡𝐢𝐞𝐯𝐞𝐝 𝐭𝐨𝐠𝐞𝐭𝐡𝐞𝐫
• Leadership strengthened across all three lots 🎓
• Participatory leadership practices developed with ISEP directors 🤝
• Green campus and sustainability strategies co created 🌱
• Study tour and exchange with South Africa enabled 🌍
• Practical guides and tools produced for long term use 📘
• Partnerships deepened and relationships strengthened 🔗

PESEREE has been intense, practical, and full of learning. Working with the ISEPs, GIZ, and all colleagues showed what focused collaboration can create.
Thank you to everyone involved. This video is a small reminder of what collective action can deliver.

05/01/2026

𝐑𝐞𝐢𝐦𝐚𝐠𝐢𝐧𝐢𝐧𝐠 𝐡𝐢𝐠𝐡𝐞𝐫 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐢𝐧 𝐭𝐡𝐞 𝐚𝐠𝐞 𝐨𝐟 𝐠𝐞𝐧𝐞𝐫𝐚𝐭𝐢𝐯𝐞 𝐀𝐈

Generative AI is not a threat to higher education.
It is a mirror.

When machines can write essays in seconds, the issue is not cheating.
The issue is what universities still reward as learning.

Our latest Paeradigms blog post argues that AI exposes deep, unresolved tensions:

📄 curricula built on reproduction, not understanding

📊 assessment focused on performance, not judgement

💼 employability reduced to productivity

We call for a shift:

🔄 from episodic reform to continuous curriculum renewal

🧠 from surface competence to transformative competence

🌍 from narrow skills to ethics, sustainability, and context

🤝 from AI as a threat to AI as a pedagogical object

AI does not remove the purpose of higher education.
It forces institutions to clarify it.

👉 𝐑𝐞𝐚𝐝 𝐭𝐡𝐞 𝐟𝐮𝐥𝐥 𝐚𝐫𝐭𝐢𝐜𝐥𝐞 𝐨𝐧 𝐨𝐮𝐫 𝐛𝐥𝐨𝐠 https://www.paeradigms.org/post/reimagining-higher-education-in-the-age-of-generative-ai

Paeradigms works with policymakers, universities, and education partners on AI aware curricula, pedagogy, and institutional strategy.

Our trainings are custom made, context specific, and grounded in real institutional challenges.

📩 Get in touch to explore options. [email protected]

23/12/2025

𝙏𝙝𝙖𝙣𝙠 𝙮𝙤𝙪 𝙛𝙤𝙧 𝙗𝙚𝙞𝙣𝙜 𝙥𝙖𝙧𝙩 𝙤𝙛 𝙤𝙪𝙧 𝙮𝙚𝙖𝙧

2025 brought new ideas, new partnerships, and many moments of learning together.
We are grateful for everyone who walked with us and helped us grow.
Here is to a hopeful and meaningful 2026. 🌿✨

15/12/2025

📘 L’UNESCO documente les leçons tirées du programme CFIT III mené au Sénégal avec l’École Supérieure Polytechnique et l’École Polytechnique de Thiès

Au cours de l’année écoulée, a travaillé avec l’ Dakar, l’Ecole Supérieure Polytechnique (officiel) (ESP) et l’École Polytechnique de Thiès (EPT) pour comprendre comment le programme III a façonné l’écosystème de l’enseignement supérieur technique au Sénégal.

Notre équipe – le Prof. Olivier Sagna, le Pr Abdoulaye KEBE, Alphonse Mendy ( ) et la Dr Nina Volles – a rédigé les deux rapports institutionnels pour l’ et l’ , ainsi que le rapport national de synthèse.

Ces travaux se sont volontairement concentrés sur les leçons tirées : comment le changement se produit réellement dans les institutions, ce qui s’ancre durablement, ce qui demeure fragile et ce qui requiert un appui spécifique.

Cette approche a nécessité d’aller au-delà d’un inventaire des réalisations pour examiner les dynamiques quotidiennes de réforme : comment de nouvelles pratiques émergent, comment les équipes s’adaptent, où la dynamique se consolide, où les résistances apparaissent et comment les institutions interprètent les attentes nationales tout en gérant leurs propres contraintes.

📍 Enseignements présentés lors de l’événement de clôture du 16 octobre à Dakar

• 📘 Transformation pédagogique – L’approche par compétences progresse là où elle influence la conception, l’évaluation et les projets concrets.

• 🔄 Alternance – Un levier puissant mais fragile, limité sans cadre national et sans incitations claires pour les employeurs.

• 🤝 Réseau REPFIS – L’émergence d’un écosystème plus collaboratif fondé sur des normes partagées, la résolution collective de problèmes et l’expertise mutualisée.

• 💼 Employabilité – Portée par des partenariats opérationnels et équilibrés plutôt que par des accords symboliques.

• ♀️ Inclusion de genre – Des avancées, mais dépendantes d’un engagement institutionnel soutenu.

• 🌱 Alignement national – Un besoin accru de convergence avec les priorités en matière de compétences vertes, de transformation numérique et de développement industriel.

✨ Un message central s’impose

Le changement durable émerge lorsque les institutions disposent de l’espace pour apprendre, réfléchir et conduire leurs propres réformes. Le programme CFIT III a créé cet espace. L’ESP et l’EPT l’ont investi avec détermination, renforçant ainsi l’ensemble du système.

Nous exprimons notre profonde reconnaissance à l’UNESCO Regional Office in Dakar, au , à l’ , à l’ ainsi qu’aux étudiants, anciens élèves et employeurs pour leur confiance et leur collaboration. Le travail mené ensemble pose des bases solides qui continueront à soutenir le secteur bien au-delà de ce cycle de programme.

09/12/2025

𝐃𝐞𝐬𝐢𝐠𝐧𝐢𝐧𝐠 𝐟𝐨𝐫 𝐜𝐨𝐦𝐩𝐥𝐞𝐱𝐢𝐭𝐲

In November, took part in the Kaospilot Designing and Facilitating Learning Spaces masterclass in Hamburg. Three days dedicated to keeping our curriculum design competences sharp in a world where learning must prepare people for real, layered complexity.

🌱 𝐇𝐨𝐥𝐝𝐢𝐧𝐠 𝐬𝐩𝐚𝐜𝐞 𝐟𝐨𝐫 𝐜𝐨𝐦𝐩𝐥𝐞𝐱𝐢𝐭𝐲

Complexity resists neat solutions. It asks for bold divergence, genuine experimentation and the patience to stay with uncertainty long enough for insight to surface. The masterclass made this fully tangible by immersing participants in vision backcasting, learning arches, team-based pedagogy, messy prototyping and the complete set–hold–land cycle.

A core realisation was that frustration and failure are not obstacles to avoid but essential parts of the learning process. When space is held intentionally for divergence before convergence, friction and confusion become productive. They create the conditions for collective sense making and more grounded decisions. If learning is meant to prepare people for real complexity, then these moments must be built deliberately into curricula rather than treated as accidents.

🧠 𝐄𝐱𝐩𝐞𝐫𝐢𝐞𝐧𝐜𝐢𝐧𝐠 𝐭𝐡𝐞 𝐚𝐩𝐩𝐫𝐨𝐚𝐜𝐡

Through vision backcasting, learning arches, team-based pedagogy, messy prototyping and the set–hold–land cycle, participants worked inside the full spectrum of ambiguity.

A central insight was the value of allowing frustration and quick failure. Breakthroughs surfaced not through control but through friction and collective sense making, provided the space was held with intention.

📘 𝐆𝐫𝐞𝐞𝐧 𝐜𝐚𝐦𝐩𝐮𝐬 𝐜𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦

As part of the programme, participants proposed curricula to co-create. The Paeradigms concept “Towards the next-generation university: embedding sustainability in education, research and campus practice” was selected. A dedicated project group spent two full days shaping the first draft of a Green Campus course grounded in systems thinking, values, collaboration and purposeful action. A sincere thank you to the working group for the energy, courage and generosity you brought into the process.

⏳ 𝐖𝐡𝐚𝐭 𝐜𝐨𝐦𝐞𝐬 𝐧𝐞𝐱𝐭

The course will be refined and launched next year. will also integrate these principles more deeply into programme design to strengthen not only knowledge and skills, but also mindset, character and the ability to act responsibly in uncertain environments.

Click here for more information about the masterclass: https://www.kaospilot.dk/product/designing-and-facilitating-learning-spaces/

14/11/2025

𝐇𝐨𝐰 𝐜𝐚𝐧 𝐰𝐞 𝐭𝐫𝐮𝐥𝐲 “𝐋𝐞𝐚𝐯𝐞 𝐍𝐨 𝐎𝐧𝐞 𝐁𝐞𝐡𝐢𝐧𝐝 +” 𝐢𝐧 𝐞𝐧𝐞𝐫𝐠𝐲 𝐚𝐜𝐜𝐞𝐬𝐬? 🌍✨

Last week, Paeradigms experts 𝐀𝐥𝐢𝐜𝐣𝐚 𝐚𝐧𝐝 𝐌𝐢𝐫𝐚𝐧𝐚, together with 𝐄𝐧𝐃𝐞𝐯 𝐡𝐞𝐚𝐝𝐪𝐮𝐚𝐫𝐭𝐞𝐫𝐬, led a vibrant knowledge exchange session with teams from 𝐃𝐑𝐂, 𝐁𝐮𝐫𝐮𝐧𝐝𝐢, 𝐒𝐞𝐧𝐞𝐠𝐚𝐥, 𝐍𝐢𝐠𝐞𝐫, 𝐁𝐞𝐧𝐢𝐧, 𝐚𝐧𝐝 𝐌𝐚𝐥𝐢.

The session explored how to bring intersectionality into 𝐌𝐨𝐧𝐢𝐭𝐨𝐫𝐢𝐧𝐠, 𝐄𝐯𝐚𝐥𝐮𝐚𝐭𝐢𝐨𝐧, 𝐚𝐧𝐝 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 (𝐌𝐄𝐋) systems – understanding how gender, age, disability, displacement, and poverty overlap to shape who gains access to clean energy.

One inspiring highlight came from Burundi, where the EnDev team’s 𝘓𝘦𝘢𝘷𝘦 𝘕𝘰 𝘖𝘯𝘦 𝘉𝘦𝘩𝘪𝘯𝘥 + approach supported the 𝐁𝐚𝐭𝐰𝐚 𝐜𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐲 – creating 𝟐𝟐 𝐩𝐫𝐨𝐝𝐮𝐜𝐭𝐢𝐨𝐧 𝐰𝐨𝐫𝐤𝐬𝐡𝐨𝐩𝐬, training 𝟑𝟗𝟕 𝐢𝐧𝐝𝐢𝐯𝐢𝐝𝐮𝐚𝐥𝐬, and linking energy access to employment, health, education, and inclusion.

Energy programmes can change lives when they recognise and respond to intersecting inequalities. Together, we are building a more 𝐢𝐧𝐜𝐥𝐮𝐬𝐢𝐯𝐞 𝐚𝐧𝐝 𝐣𝐮𝐬𝐭 𝐜𝐥𝐞𝐚𝐧 𝐞𝐧𝐞𝐫𝐠𝐲 𝐟𝐮𝐭𝐮𝐫𝐞. 🌱💡

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