Benin – Technical Education: Anselme Amoussou Finds Reforms More Spectacular Than Realistic

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In a forum, the general secretary of CSA-Benin believes that the decree, although ambitious on paper, has numerous structural weaknesses and reveals a reform carried out in a way too centralized and without real consultation.

According to Anselme Amoussou, the decree suffers from a fundamental methodological flaw. It would have been developed in a closed circle, without real consultation with teachers, school principals, unions, or technical partners.

“You don’t reform such a strategic sector by excluding those who carry it daily,” he emphasizes.

A governance that is too centralized

Among the initial criticisms made, the unionist condemns an excessive centralization of power. The Council of Ministers finds itself raised to the status of decision-making authority on internal administrative matters (appointments, budgets, strategic orientations), undermining the institutions’ autonomy.

Although educational, administrative, and financial autonomy is declared, the ministerial supervision remains very prevalent, through the departmental directions and multiple validation procedures.

Anselme Amoussou also points to the imbalance in the composition of administrative councils. In his opinion, state representatives are overrepresented, to the detriment of teachers, learners, and parents.

The Management Board, supposed to be the operational organ, only plays a consultative role without real decision-making powers, he also notes.

The process of appointing school principals, while announced by a call for applicants, remains at the discretion of the executive power, which opens the door to political appointments, he points out.

A logic of profitability at the expense of equity

According to the unionist, the reform introduces a financial logic considered risky. Institutions are indeed encouraged to diversify their sources of funding (private partnerships, service provisions, etc.), but without concrete guarantees on the capacity of local businesses to contribute sustainably.

This orientation, he analyzes, could reinforce inequalities, especially by making training less accessible to students from modest backgrounds. The emphasis on paid training and services to companies could, according to Amoussou, divert institutions from their fundamental educational mission.

A hasty and underfunded implementation

Another significant weakness noted: the implementation timeline considered unrealistic. The decree provides that the new statutes be approved within 6 to 36 months, but without sufficient human, technical, or financial resources to support this project.

The secondment of staff exclusively at the state’s expense is envisaged, but risks creating operational inequalities between the institutions depending on their level of self-financing.

He recalls the restrictions on trade union freedom in the public space (example: frequent police presence around the Labor Exchange).

He denounces overly broad clauses (public order, decency, etc.) that could be instrumentalized to limit freedom of expression within institutions.

In sum, while the decree is applauded for its desire to provide the TVET sector with a clear and structuring legal framework, Anselme Amoussou warns about the risks of a foreseeable failure, like previous failed reforms such as the controversial introduction of English in primary school, the limited impact PSIE program, the non-realization of the promised 12 departmental high schools.

He calls on the government and ADET to reopen dialogue with sector professionals, stating that only an inclusive and democratic approach will permanently anchor technical education as a pillar of development.

“The trade union can be a multiplier of performance and governance,” he concludes, advocating for more transparent, inclusive, and realistic governance.