Mécanismes de Transfert de l’Approche par Compétences dans la Réforme Curriculaire au Bénin

Abstract

Since the Education for All summit in Jomtien in 1990, basic education continues to attract growing attention both at national and international levels. In sub-saharan Africa, curricular reform is a major policy measure to improve the quality of education. A paradigm of curricular reform, known as competency-based approach, emerged on the continent. The current paper focuses on the various mechanisms of policy transfer of this paradigm into the field of Benin education at a time of democratic transition. The analysis is based on previous studies as well as policy documents to conclude that the curricular reform reflects more foreign influence than the satisfaction of any urgent need.