PORTRAIT DU NIVEAU DE SCOLARITÉ ET DE LA FORMATION DES CHEFS D’ÉTABLISSEMENT SCOLAIRE DU CYCLE PRIMAIRE AU BÉNIN : LES ENJEUX EN LIEN AVEC LES COMPÉTENCES ET APTITUDES ATTENDUES
OVERVIEW OF PRIMARY SCHOOL PRINCIPALS' EDUCATIONAL LEVEL AND TRAINING IN BENIN: THE CHALLENGES RELATED TO THE EXPECTED COMPETENCIES AND SKILLS

Summary/Abstract: In Benin, very little research has been done on the profile of head teachers. It is therefore impossible to know, for example, to what extent the legal requirements regarding entry profiles are respected or whether headteachers are likely to possess the generic skills sought. This analysis could shed light on the recruitment and training policies for school principals in Benin in relation to the generic skills sought. This article contributes to filling this gap by analyzing the socio-demographic and professional characteristics of primary school principals in Benin. This exploratory study using descriptive analyses is carried out using data from the CONFEMEN Educational Systems Analysis Program (PASEC) collected during the2013–2014 school year. Our results show a low feminization of school management positions in Benin, regardless of the status of the school (public or private). The professional certificate (CAP), the minimum diploma required to head a primary school in the Beninese education system, is held by all public-school principals. However, the private sector has more than 43 percent of principals who do not have the CAP. The study allows us to start thinking about whether or not it is necessary to impose a minimum level of schooling other than the vocational diploma (CAP) to be eligible for the position of head of a primary school. A second perspective concerns the importance of stricter supervision of private schools with regard to compliance with the regulations on appointment to the post of primary school principal in Benin.

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