A laboratory for education reform or a battlefield of donor intervention?

摘要: Abstract This article deals with the politics of aid partnerships in education sector Benin following an anthropological policy research approach based on empirical data. I present local debates primary and New Study Programmes, latest reform introduced nationwide 1999. The different perceptions content, its implementation process outcomes, articulated by experts, makers, donors, intellectual critics, teachers parents, illustrate complexity educational making and, implicitly, state-building transnationalised arenas.