Education norms and models circulation in west Africa: the role of social actors

Résumé En

Since the year 2000 and the generalisation of education for all programmes in Africa, education public policies had become increasingly internationalised. This paper aims at understanding ownership logics and modes of circulation of education norms and models in West Africa. It will draw upon individual interviews of education actors, operating within governmental (both central and local), international (aide agencies and international organisations) and non governmental organisations based in Dakar, which is a regional hub. The paper will focus on individual trajectories and circulation of people between these various arenas. Special attention will be given to training processes which often boost and provide changes in individual carriers. The objective of this paper is twofold. It first aims at identifying and analysing the interactions and modes of negotiations between various stakeholders. How donors and international bodies' logics and models are negotiated and incorporated by national education systems? What is the role of individuals in these processes? How do these interactions affect positively and negatively educational policies? Second, such analysis focused on bureaucratic agents will contribute to understand public policies making processes. More broadly, it will also inform the logics of extraversion of African States in an international context.