Le systeme educatif Beninois : analyse sectorielle pour une politique educative plus equilibree et plus efficace, Vol. 1 of 1

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Le systeme educatif Beninois : analyse sectorielle pour une politique educative plus equilibree et plus efficace

Collection Title:	Document de travail de la banque mondiale ; no. 165. Serie : le developpment humain en AfriqueAfrica education country status report	Country:	Benin;
Date Stored:	2009/06/04	Document Date:	2009/05/11
Document Type:	Publication	ISBN:	978-0-8213-7928-8
Language:	French	Major Sector:	Education
Rel. Proj ID:	BJ-Benin Education Country Status Report -- -- P102764;	Region:	Africa
Report Number:	48603	Sub Sectors:	General education sector
SubTopics:	Primary Education; Girls Education; Teaching and Learning; Health Monitoring & Evaluation; Gender and Education	TF No/Name:	TF091393-BENIN CATALYTIC FUND PROGRAM PREPARATION
Volume No:	1 of 1

Summary: This Country Status Report (CSR) highlights some recent achievements, among them the following: 1) Enrollments increased considerably at all levels of education between 1994 and 2007, with a notable acceleration since 2000. Tertiary education grew the fastest, with enrollments expanding at more than 15 percent per year between 2004 and 2007; 2) Recent reductions in the incidence of grade repetition are encouraging; 3) Education, particularly basic education, exerts a highly positive impact on social development. All else being equal, chances that a woman would be attended by trained personnel during childbirth is 97 percent if she has completed primary education and only 75 percent if she is illiterate. The CSR also points to the key challenges in the coming years for educational development in Benin, among them: a) Reducing the high dropout rates in primary education. Currently only 66 children out of every 100 complete primary school. Promising reforms for reducing dropping out include: i) increasing the recruitment of female teachers; and ii) reducing the number of over-loaded classes by improving consistency in the deployment of teachers in schools; b) Raising the level of student achievement. Recent evaluations consistently confirm that Beninese children perform far below expectations: 30 percent of those who complete six years of primary schooling cannot read; c) Reducing the significant financial burden of education on the poorest households. Primary education is supposed to be free-of-charge, but household make various contributions that collectively amount to almost one-quarter of the cost of services; c) Enhancing the relevance of education to the labor market. The weak link between education and the labor market is a major deficiency, particularly in higher education and in technical and vocational education. These and other findings in the CSR have already stimulated discussions within the government and between the government and its development partners regarding the challenges for the country in the education sector. They have informed the content of the progress report on Benin's Poverty Reduction Strategy, and they have provided inputs for the ongoing update of the sector-wide financial simulation model which will help clarify the Government's trajectory for the education sector's long-term development. More broadly, this report offers a valuable and comprehensive resource for anyone interested in education in Benin.


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