A COMPLEXITY THEORY ANALYSIS OF EDUCATIONAL REFORM IN BENIN

Abstract

Benin is breaking new ground through a profound reform of its primary school system. The innovation in the system is the revolutionary approach as regards educational practice. The main focus has shifted, in the objectives of the curriculum, from what to teach to whom to empower. This paper analyzes the Reforme de l'École de qualité fondamentale (REQF) from the theoretical standpoint of complexity theory. The paper is an initial attempt to apply complexity theory to educational reform in a particular developing country, the Republic of Benin. It first gives an overview of the country and then discusses the REQF, noting that although USAID mainly sponsors the REQF logistically, the government of Benin is responsible for its conception, design, and development with the assistance of foreign consultants. The REQF designers refer to their new curriculum as "new study programs," and these programs have been implemented on an experimental basis in 30 public schools for 6 years, representing a full primary school cycle. The paper considers why educational reform is so difficult, and what makes a successful reform.