Réformes des programmes scolaires et acquisitions à l'école primaire en Afrique: mythes et réalités

Jean-Marc Bernard (), Alain Patrick Nkengne Nkengne () and François Robert
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Jean-Marc Bernard: IREDU - Institut de recherche sur l'éducation : Sociologie et Economie de l'Education - UB - Université de Bourgogne
Alain Patrick Nkengne Nkengne: IREDU - Institut de recherche sur l'éducation : Sociologie et Economie de l'Education - UB - Université de Bourgogne, Institut of Political Science - UZH - Universität Zürich [Zürich] = University of Zurich, CIS - Center for Comparative and Ineternational Studies - UZH - Universität Zürich [Zürich] = University of Zurich - ETH Zürich - Eidgenössische Technische Hochschule - Swiss Federal Institute of Technology [Zürich]

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Abstract: SCHOOL CURRICULA REFORMS IN PRIMARY SCHOOLS IN AFRICA: MYTH VS. REALITY - This paper proposes a critical analysis of the introduction and implementation of new school curricula in Africa based on the example of the skills based approach (SBA). In many countries, the SBA has been chosen as the most appropriate and relevant method to change their school curriculum and improve education quality. We analyse the implementation of those new curricula based on the SBA in primary schools in Mauritania. The results show that the main problems affecting pupils' achievement lie rather in the effective implementation of curricula in the classrooms than in their contents. Additional analyses show that this result is confirmed in other African countries. As a background analysis, we present the origins of SBA, define its purposes and assess its limits from a pedagogical point of view. The weaknesses of this approach in taking into account the needs and the realities of African educational systems are stressed. These various elements lead to the conclusion that if curriculum reforms are often necessary in African countries, this can not be a cure for education quality issues.

Keywords: School curricula; Primary schools; Africa; Skills based approach; Pupils achievement; Programme scolaire; Approche par les capabilités; Afrique; Ecole primaire; Acquisition scolaire (search for similar items in EconPapers)
Date: 2007-11
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Published in International Review of Education, 2007, 53 (5-6), pp.555-575. ⟨10.1007/s11159-007-9054-z⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:halshs-00185679

DOI: 10.1007/s11159-007-9054-z

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