Education: Programs

Political and Economic Setting

Benin, since 1991, has been a vibrant democratic state on the path of free-market economic reform. The last two presidential elections, held in March 1996 and March 2001 respectively, re-affirmed the consolidation of democracy in the country with the alternation of parties in power in 1991 and 1996. As a result, Benin provides an encouraging example of a peaceful democratic transition on the continent.

The opening of the country's economy has spurred a significant dynamism in the private sector. In July 2000, the World Bank approved Benin's participation in the Highly Indebted Poor Countries Initiative (HIPC). A significant share of the debt relief resources will be dedicated to the social sectors, including education, as part of the country's poverty reduction strategy.

Development constraints

Benin remains a poor country and its major development constraints include: lack of infrastructure, accelerated urbanization, increasing unemployment, deforestation, soil degradation and environmental pollution. Benin has a population growth rate of 3%, an HIV/AIDS prevalence rate of 2%, and a weak primary health care system. The overall adult literacy rate is nearly 40%. Only 25% of women in Benin are literate.

Benin Primary Education System

By the late 1980's, under Benin's Marxist Government, the quality of education was seriously eroded and, by 1989, the education system was in a state of collapse. A key event in the reform of education in Benin was the national Conference on Education (Etats Généraux de l'Education-EGE) held in 1990 which adopted a national policy and strategy to improve education. Beginning in 1991, the Government of Benin (GOB) introduced significant changes within the Beninese education system. This came through the restoration of democracy, changes as the result of the IMF/World Bank Structural Adjustment Program, and the primary education reform program aided by the USAID-funded Children's Learning & Equity Foundations Program (CLEF).

USAID/Benin, from FY 1991 to 2004, has supported Benin' s primary education reform program, including community involvement in school management, through the following projects: Equity and Quality in Primary Education (EQUIPE)--the successor to the Children's Learning and Equity Foundation (CLEF), Primary Education NGO (PENGOP); Civic Action in School Environment (CASE); Health Education in Primary School (HEPS); Promoting Community Participation for Basic Education (PROBASE); Community Action for Girls' Education (CAGE), and the School Canteen Project.

As a result of USAID assistance, impressive advances have been made in education, especially in the areas of access and teaching/learning conditions. Thus, access, as determined by the gross enrollment rate, has increased from a base of 49.7% in 1990 to 96% in 2004 and girls' enrollment from 36% in 1990 to 84% in 2004. Gender balance and geographic equity have shown significant improvements in gross numbers of girls and children from disadvantaged areas attending primary schools. Nonetheless, major constraints and challenges remain.

• STRENGTHENING INSTITUTIONAL CAPACITY

To provide a solid basis for Benin's education reform program, The Mitchell Group (from August 1995 to December 2001), provided assistance in planning and financial management under the Children Learning and Equity Foundation (CLEF) project. In February 2003, Creative Associates International Inc. (CAII) continued a similar assistance under the Equity and Quality in Primary Education (EQUIPE) project.



• EMPOWERING COMMUNITIES

To increase the involvement and the role of civil society in the management and the development of the primary school system, World Education implemented from September 1994 to September 2003, a comprehensive, country-wide program of strengthening schools' parents associations. In 2003, under a new project, World Education continued to work with parents associations, but emphasis was placed on Mothers Associations (AME) to allow greater participation of mothers in education issues, in particular in girls' education.

• SCHOOL CANTEENS TO INCREASE STUDENT ATTENDANCE WITH PARENTS' INVOLVEMENT IN SCHOOL MANAGEMENT

Currently, the community-run school canteen program developed by Catholic Relief Services (CRS) reaches 7,918 primary school students of which 3,103 are girls, in 40 rural schools. When communities become more involved in the school environment attendance improves.

• HEALTHY PRACTICES AND HYGIENE IN SCHOOLS

To promote preventive health care by disseminating the knowledge that communities need-utilizing children as agents of change-and to improve the learning environment by building school latrines, Medical Care Development, Inc. implemented its Health Education in Primary School (HEPS) program (from September 1995 to November 2003).

• TECHNICAL SKILLS TRAINING FOR YOUNG PEOPLE WHO DID NOT FINISH PRIMARY SCHOOL

To promote the emergence of a new African society based on a sustainable socio-economic entrepreneurship that can efficiently harness local resources and find its place in the global economy, the Songhai Center trains dropouts to become better farmers and entrepreneurs (from September 1996 to March 2004).

The system's lack of internal efficiency undermines attempts to promote enrollment and retention at the primary level. Education reform needs to pay more attention to learners, to make sure that the delivery of key inputs reaches students. To address these issues, the Mission puts an emphasis on improvements at the classroom level. To date, new teachers' materials and textbooks have been provided to all primary schools from first to sixth grades.

• PROVIDING APPROPRIATE EDUCATIONAL TOOLS

A new curriculum, new teaching materials and textbooks, and a new student assessment system are all part of Benin's bold primary education system reform. The Mitchell Group provided technical assistance, until December 2001, to the Ministry of Primary and Secondary Education (MEPS) to accomplish the activities related to this component. Currently Creative Associates International Inc is providing technical assistance to MEPS to continue the process.

• PROFESSIONAL DEVELOPMENT OF TEACHERS AND TEACHER TRAINERS

Within the framework of Benin's primary education reform program, teachers are trained to use the new curriculum. The Mitchell Group followed by Creative Associates International Inc. provided technical assistance for the initial training, while IFESH, through its Primary Education Teacher Training (PETT) Project and Teachers For Africa program, assisted by strengthening the government's in-service teacher training system, training and supporting teacher trainers, supervisors, and administrators on-site and through seminars and special projects.

• EDUCATING STUDENTS IN SCIENCE AND ENVIRONMENTAL ISSUES

A hands-on, environmental science and education program, which brings together students, teachers, and scientists from around the world, the Global Learning and Observations to Benefit the Environment (GLOBE) program has been going on since 1995.

• HIV/AIDS AND EDUCATION SECTOR

The development of a new curriculum represented the opportunity to include HIV/AIDS messages in textbooks for students and in teacher training modules. HIV/AIDS messages were also included in activities with civil society and in particular with parents associations. USAID worked with the Ministry of Primary and Secondary Education to establish a strategic plan to reduce the impact of HIV/AIDS on the sector over the next five years.

Although education reform efforts are on-going, Benin's primary schools are still not providing quality education on an equitable basis. The overall school enrollment rate in primary schools in 2004 was 96%. While girls' enrollment has increased, the gap between girls and boys remains dramatically high. In 2004, only 84% of school age girls was enrolled. Geographic and gender disparities are also observed.

• BENIN'S NATIONAL NETWORK FOR THE PROMOTION OF GIRLS' EDUCATION

With the assistance of USAID, a network was created in 1997 to increase enrollment and retention of girls in school. Girls' enrollment in primary schools increased from 61% in 1999 to 84% in 2004.

• PROMOTING COMMUNITY PARTICIPATION FOR BASIC EDUCATION (PROBASE)

With an emphasis on teaching and learning, the PROBASE project, implemented by CARE International, started in June 2001. The objective is to give school-age children, specifically girls, access to a quality primary education in the target communes of Gogounou and Kalalé in Borgou/Alibori regions.

• COMMUNITY ACTION FOR GIRLS' EDUCATION (CAGE)

Beginning in June 2001, the CAGE Project, implemented by World Learning, is working to improve school enrollment and retention of girls through interventions targeted at the home and community in the regions of Atacora, Alibori, Couffo, Mono, and Zou.

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