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Cet article est une proposition de contribution portant sur l’introduction d’une nouvelle norme pédagogique dans l’enseignement secondaire béninois. Il offre une réflexion pertinente sur les difficultés actuellement rencontrées dans la formation initiale des enseignants au Bénin, en abordant de façon critique quelques défaillances structurelles dans le système éducatif béninois, qui compliquent le partenariat entre les acteurs et surtout l’acceptation des programmes basés sur les compétences en vigueur théoriquement depuis les années 1990.

Curriculum reforms in Benin: identify the structural failures for more efficiencyThis article is a contribution proposal on the introduction of a new educational standard in Benin secondary education. It offers a relevant reflection on the current difficulties in the initial training of teachers in Benin, addressing critically some structural flaws in the Beninese education system, which complicate the partnership between stakeholders and especially the acceptance of programs based on skills theoretically force since the 1990s. We propose, through a brief history of school education in Benin, locate the current controversy surrounding the Approach for Skills (APC). In a highly political and ideological debate, all the ills of the education system are attributed to the introduction of this new pedagogical approach. In this study, we start from the assumption that rather than being behind the deficiencies of the Beninese education system, the introduction of APC contributed to reveal or exacerbate structural weaknesses. The second question will be defined by its designers or developers: in other words, the daily organization of school work it is well within the spirit of the new educational policy? Our hypothesis is that the implementation of the Strategic Approach by Skills in classes is enclosed in ritualized teaching practices that lack effectiveness and efficiency.