International frameworks on education appeared during the 1990s, followed by the formulation of international goals for education since the 2000s. Millennium Development Goal 2 sets the goal for developing countries to achieve universal access to primary education by 2015. It was then replaced by Sustainable Development Goal 4, aiming to ensure inclusive and equitable quality education for all by 2030. These international goals and policies strongly influence the national priorities and development of education in countries such as Senegal. The case of Senegal is used to analyze the prospects for quality education in the current international and national educational frameworks. Interviews and extensive research have further allowed the investigation of context-related measures and processes for enhancing quality education. The results have shown the necessity for systemic changes in Senegalese public education as the system is disconnected from local populations and inefficient. Geographical disparities and significant inequalities also undermine it. Overall, effective measures for quality education are articulated around an increased relevance of the system, its curriculum, and means of instruction by participative and inclusive formulation processes. Measures to enhance the quality of learning, like remediation programs or curriculum reduction, have also been singled out to ameliorate the low performances of learners in the public system. Finally, teachers’ motivation must be reinforced by improved working conditions and qualifications.