Gastineau Bénédicte, Kpadonou N., Delaunay Valérie, Assogba E.S., Gnélé J. (2015). Inégalités scolaires à Cotonou (Bénin) : rôle croissant de l'encadrement familial à la recherche d'une éducation de qualité. International Review of Education, 61 (4), p. 445-464.
Titre du document
Inégalités scolaires à Cotonou (Bénin) : rôle croissant de l'encadrement familial à la recherche d'une éducation de qualité
Gastineau Bénédicte, Kpadonou N., Delaunay Valérie, Assogba E.S., Gnélé J.
Source
International Review of Education, 2015,
61 (4), p. 445-464
Educational inequality in Cotonou (Benin): the increasing role of family supervision in obtaining quality education – In Cotonou, the economic capital of Benin, primary school enrolment is available to all. Girls and boys go to school. Very few children between the ages of 6 and 14 years have never attended school. However, not all children have the same educational experience. Drawing on data from a socio-economic survey conducted in 2012, the authors examine pupils' schooling conditions. Their analyses confirm the hypotheses derived from the literature review: inequalities have moved from outside school to inside it. Generalised access to primary school has not done away with inequalities - far from it - and today in Cotonou the schooling and learning conditions are very diverse. The most advantaged children are enrolled in private schools, have a tutor and are helped with their homework by their parents. These children are those who come from the more affluent social classes and in particular those whose parents have the highest level of formal education. The inequalities once observed in access to school have now shifted to extracurricular supervision and the choice of school. The survey also highlighted that the few children still entirely outside of the school system are foster children.
