A COMPLEXITY THEORY ANALYSIS OF EDUCATIONAL REFORM IN BENIN

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AuteurDAVID GNAHOUI, EMMANUEL
Date d'ajout2026-06-02T16:06:57Z
Date de disponibilite2026-06-02T16:06:57Z
Date de publication2001
ResumeBenin 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.
Autre identifiantBECDB-5957
URIhttps://dspace.uac.bj/handle/123456789/5470
Languefr
Fait partie deEDUCATIONAL RESOURCES INFORMATION CENTER
SujetDeveloping Nations
SujetEducational Change
SujetEducational Practices
SujetEducational Research
SujetElementary Education
SujetForeign Countries
SujetProgram Implementation
SujetPublic Schools
TitreA COMPLEXITY THEORY ANALYSIS OF EDUCATIONAL REFORM IN BENIN
TypeArticle

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