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Teachers’ Unions and the Selective Appropriation of Public Service Reforms in Benin

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Chapter Summary

This chapter explores an avenue that has so far attracted little attention, namely the response of the teaching unions to educational reforms. Empirical observations of the challenges to reforms of the public service sector in Africa enable the identification of rationales of actors, and highlight the interaction between different interests and professional practices. The chapter begins with a close examination of the demands made by teachers throughout the implementation process of the 'New Study Programme' (NPE), an educational reform introduced in Benin during the 1993-1994 school year. It analyses how these demands, along with the practices to which they gave rise among teachers, helped shape the classroom delivery of public education and hence illustrate the complex nature of the reform process. The chapter describes the content of the NPE reform and the context in which it was implemented.

Keywords: Africa; Benin; educational reform; New Study Programme (NPE)



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