P173
Inequalities and multi-governance levels in education public policies in Africa
Convenors:
Hélène Charton (CNRS)
Marie-Christine Deleigne (Paris Descartes-Ceped)
Hamidou Dia (IRD)
Chair:
Hélène Charton (first session); Hamidou Dia (second session)
Discussant:
Marie-Christine Deleigne (first session); Marie Brossier (second session)
Location:
2E05
Start time:
29 June, 2013 at 9:00
Session slots:
2

Short abstract:

This panel focuses on the transformation of the education sector in Africa characterized by massive enrolment and the multiplication of actors interacting in this field. In this context how public policies are being designed and implemented? What are their effects in terms of inequalities?

Long abstract:

This panel aims to deepen our understanding of the present educational landscapes in Africa that are marked by ever changing patterns of intersecting, and often conflicting, local and global educational norms and models. Massive enrolment at the primary level since the years 2000 have raised new questions, such as the retention of pupils, the quality of education, but also post-primary opportunities. International interventions and the multiplication of actors (both private and religious) operating in the field of education invite scholar to discuss modes of social change, power configurations and the positioning of public policies in heterogeneous educational settings. 1) To what extend do the competitive "education market" and public policies produce, reproduce or transform economic, social, residential, gender and symbolic inequalities? What are the effects of mass enrolment at the primary level related to international public policies (EFA, MDGs) in the whole national educational systems? Who has access or not to primary, and more, to post-primary education (from secondary to higher education), under what conditions, with what means and strategies or logics, for what results? 2) How internationally promoted public policies are negotiated, adapted and implemented by local actors? The ordinary, discursive and symbolic practices of actors engaged in the field of education (international experts, teachers, agents, beneficiaries) produce hybrid and creative practices informed by various norms and models. The process of education norms' institutionalization, through the interactions between school institutions, the State, societal and international actors help to understand how African States do actually work.