11 January 2021.Pdf
Total Page:16
File Type:pdf, Size:1020Kb

Load more
Recommended publications
-
B E N I N Benin
Birnin o Kebbi !( !( Kardi KANTCHARIKantchari !( !( Pékinga Niger Jega !( Diapaga FADA N'GOUMA o !( (! Fada Ngourma Gaya !( o TENKODOGO !( Guéné !( Madécali Tenkodogo !( Burkina Faso Tou l ou a (! Kende !( Founogo !( Alibori Gogue Kpara !( Bahindi !( TUGA Suroko o AIRSTRIP !( !( !( Yaobérégou Banikoara KANDI o o Koabagou !( PORGA !( Firou Boukoubrou !(Séozanbiani Batia !( !( Loaka !( Nansougou !( !( Simpassou !( Kankohoum-Dassari Tian Wassaka !( Kérou Hirou !( !( Nassoukou Diadia (! Tel e !( !( Tankonga Bin Kébérou !( Yauri Atakora !( Kpan Tanguiéta !( !( Daro-Tempobré Dammbouti !( !( !( Koyadi Guilmaro !( Gambaga Outianhou !( !( !( Borogou !( Tounkountouna Cabare Kountouri Datori !( !( Sécougourou Manta !( !( NATITINGOU o !( BEMBEREKE !( !( Kouandé o Sagbiabou Natitingou Kotoponga !(Makrou Gurai !( Bérasson !( !( Boukombé Niaro Naboulgou !( !( !( Nasso !( !( Kounounko Gbangbanrou !( Baré Borgou !( Nikki Wawa Nambiri Biro !( !( !( !( o !( !( Daroukparou KAINJI Copargo Péréré !( Chin NIAMTOUGOU(!o !( DJOUGOUo Djougou Benin !( Guerin-Kouka !( Babiré !( Afekaul Miassi !( !( !( !( Kounakouro Sheshe !( !( !( Partago Alafiarou Lama-Kara Sece Demon !( !( o Yendi (! Dabogou !( PARAKOU YENDI o !( Donga Aledjo-Koura !( Salamanga Yérémarou Bassari !( !( Jebba Tindou Kishi !( !( !( Sokodé Bassila !( Igbéré Ghana (! !( Tchaourou !( !(Olougbé Shaki Togo !( Nigeria !( !( Dadjo Kilibo Ilorin Ouessé Kalande !( !( !( Diagbalo Banté !( ILORIN (!o !( Kaboua Ajasse Akalanpa !( !( !( Ogbomosho Collines !( Offa !( SAVE Savé !( Koutago o !( Okio Ila Doumé !( -
Inadequacy of Benin's and Senegal's Education Systems to Local and Global Job Markets: Pathways Forward; Inputs of the Indian and Chinese Education Systems
Clark University Clark Digital Commons International Development, Community and Master’s Papers Environment (IDCE) 5-2016 INADEQUACY OF BENIN'S AND SENEGAL'S EDUCATION SYSTEMS TO LOCAL AND GLOBAL JOB MARKETS: PATHWAYS FORWARD; INPUTS OF THE INDIAN AND CHINESE EDUCATION SYSTEMS. Kpedetin Mignanwande [email protected] Follow this and additional works at: https://commons.clarku.edu/idce_masters_papers Part of the Higher Education Commons, International and Comparative Education Commons, Medicine and Health Sciences Commons, and the Science and Mathematics Education Commons Recommended Citation Mignanwande, Kpedetin, "INADEQUACY OF BENIN'S AND SENEGAL'S EDUCATION SYSTEMS TO LOCAL AND GLOBAL JOB MARKETS: PATHWAYS FORWARD; INPUTS OF THE INDIAN AND CHINESE EDUCATION SYSTEMS." (2016). International Development, Community and Environment (IDCE). 24. https://commons.clarku.edu/idce_masters_papers/24 This Research Paper is brought to you for free and open access by the Master’s Papers at Clark Digital Commons. It has been accepted for inclusion in International Development, Community and Environment (IDCE) by an authorized administrator of Clark Digital Commons. For more information, please contact [email protected], [email protected]. INADEQUACY OF BENIN'S AND SENEGAL'S EDUCATION SYSTEMS TO LOCAL AND GLOBAL JOB MARKETS: PATHWAYS FORWARD; INPUTS OF THE INDIAN AND CHINESE EDUCATION SYSTEMS. Kpedetin S. Mignanwande May, 2016 A MASTER RESEARCH PAPER Submitted to the faculty of Clark University, Worcester, Massachusetts, in partial fulfill- ment of the requirement for the degree of Master of Arts in the department of International Development, Community, and Environment And accepted on the recommendation of Ellen E Foley, Ph.D. Chief Instructor, First Reader ABSTRACT INADEQUACY OF BENIN'S AND SENEGAL'S EDUCATION SYSTEMS TO LOCAL AND GLOBAL JOB MARKETS: PATHWAYS FORWARD; INPUTS OF THE INDIAN AND CHINESE EDUCATION SYSTEMS. -
S a Rd in Ia
M. Mandarino/Istituto Euromediterraneo, Tempio Pausania (Sardinia) Land07-1Book 1.indb 97 12-07-2007 16:30:59 Demarcation conflicts within and between communities in Benin: identity withdrawals and contested co-existence African urban development policy in the 1990s focused on raising municipal income from land. Population growth and a neoliberal environment weakened the control of clans and lineages over urban land ownership to the advantage of individuals, but without eradicating the importance of personal relationships in land transactions or of clans and lineages in the political structuring of urban space. The result, especially in rural peripheries, has been an increase in land aspirations and disputes and in their social costs, even in districts with the same territorial control and/or the same lines of nobility. Some authors view this simply as land “problems” and not as conflicts pitting locals against outsiders and degenerating into outright clashes. However, decentralization gives new dimensions to such problems and is the backdrop for clashes between differing perceptions of territorial control. This article looks at the ethnographic features of some of these clashes in the Dahoman historic region of lower Benin, where boundaries are disputed in a context of poorly managed urban development. Such disputes stem from land registries of the previous but surviving royal administration, against which the fragile institutions of the modern state seem to be poorly equipped. More than a simple problem of land tenure, these disputes express an internal rejection of the legitimacy of the state to engage in spatial structuring based on an ideal of co-existence; a contestation that is put forward with the de facto complicity of those acting on behalf of the state. -
Projet De Vulgarisation De L'aquaculture Continentale En République Du Bénin Quatrième Session Ordinaire Du Comité De Suiv
Projet de Vulgarisation de l’Aquaculture Continentale en République du Bénin Bureau du Projet / Direction des Pêches Tel: 21 37 73 47 No 004 Le 22 Juillet 2011 Email: [email protected] Un an après son démarrage en juin 2011, le Projet de Vulgarisation de l’Aquaculture Continentale en République du Bénin (PROVAC), a connu un bilan positif meublé d’activités diverses mais essentiellement axées sur les formations de pisciculteurs ordinaires par l’approche « fermier à fermier »démarré au début du mois de juin 2010, poursuit ses activités et vient d’amor‐ cer le neuvième mois de sa mise en œuvre. Quatrième session ordinaire du Comité de Suivi Le Mercredi 18 Mai 2011 s’est tenue, dans la salle de formation de la Direction des Pêches à Cotonou, la quatrième session ordinaire du Comité de Suivi du Projet de Vulgarisation de l’Aqua‐ culture Continentale en République du Bénin (PROVAC). Cette rencontre a connu la participation des membres du Comité de Suivi désignés par les quatre Centres Régionaux pour la Promotion Agricole (CeRPA) impliqués dans le Projet sur le terrain et a été rehaussée par la présence de la Représentante Résidente de la JICA au Bénin. A cette session, les CeRPA Ouémé/Plateau, Atlantique/Littoral, Zou/Collines et Mono/Couffo ont fait le point des activités du Projet sur le terrain, d’une part, et le Plan de Travail Annuel (PTA) 4e session ordinaire approuvé à Tokyo par la JICA au titre de l’année japonaise 2011 a été exposé, d’autre part, par le du Comité du Suivi Chef d’équipe des experts. -
The Geography of Welfare in Benin, Burkina Faso, Côte D'ivoire, and Togo
Public Disclosure Authorized Public Disclosure Authorized The Geography of Welfare in Benin, Burkina Faso, Côte d’Ivoire, and Togo Public Disclosure Authorized Nga Thi Viet Nguyen and Felipe F. Dizon Public Disclosure Authorized 00000_CVR_English.indd 1 12/6/17 2:29 PM November 2017 The Geography of Welfare in Benin, Burkina Faso, Côte d’Ivoire, and Togo Nga Thi Viet Nguyen and Felipe F. Dizon 00000_Geography_Welfare-English.indd 1 11/29/17 3:34 PM Photo Credits Cover page (top): © Georges Tadonki Cover page (center): © Curt Carnemark/World Bank Cover page (bottom): © Curt Carnemark/World Bank Page 1: © Adrian Turner/Flickr Page 7: © Arne Hoel/World Bank Page 15: © Adrian Turner/Flickr Page 32: © Dominic Chavez/World Bank Page 48: © Arne Hoel/World Bank Page 56: © Ami Vitale/World Bank 00000_Geography_Welfare-English.indd 2 12/6/17 3:27 PM Acknowledgments This study was prepared by Nga Thi Viet Nguyen The team greatly benefited from the valuable and Felipe F. Dizon. Additional contributions were support and feedback of Félicien Accrombessy, made by Brian Blankespoor, Michael Norton, and Prosper R. Backiny-Yetna, Roy Katayama, Rose Irvin Rojas. Marina Tolchinsky provided valuable Mungai, and Kané Youssouf. The team also thanks research assistance. Administrative support by Erick Herman Abiassi, Kathleen Beegle, Benjamin Siele Shifferaw Ketema is gratefully acknowledged. Billard, Luc Christiaensen, Quy-Toan Do, Kristen Himelein, Johannes Hoogeveen, Aparajita Goyal, Overall guidance for this report was received from Jacques Morisset, Elisée Ouedraogo, and Ashesh Andrew L. Dabalen. Prasann for their discussion and comments. Joanne Gaskell, Ayah Mahgoub, and Aly Sanoh pro- vided detailed and careful peer review comments. -
ICT in Education in Benin
SURVEY OF ICT AND EDUCATION IN AFRICA: Benin Country Report ICT in Education in Benin by Osei Tutu Agyeman June 2007 Source: World Fact Book1 Disclaimer Statement Please note: This short Country Report, a result of a larger infoDev-supported Survey of ICT in Education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. The data presented here should be regarded as illustrative rather than exhaustive. ICT use in education is at a particularly dynamic stage in Africa; new developments and announcements happening on a daily basis somewhere on the continent. Therefore, these reports should be seen as “snapshots” that were current at the time they were taken; it is expected that certain facts and figures presented may become dated very quickly. The findings, interpretations and conclusions expressed herein are entirely those of the author(s) and do not necessarily reflect the view of infoDev, the Donors of infoDev, the World Bank and its affiliated organizations, the Board of Executive Directors of the World Bank or the governments they represent. The World Bank cannot guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply on the part of the World Bank any judgment of the legal status of any territory or the endorsement or acceptance of such boundaries. It is expected that individual Country Reports from the Survey of ICT and Education in Africa will be updated in an iterative process over time based on additional research and feedback received through the infoDev web site. -
Emergency Plan of Action (Epoa) Benin: Ebola Virus Disease Preparedness
Emergency Plan of Action (EPoA) Benin: Ebola Virus Disease Preparedness DREF operation Operation n° MDRBJ014; Date of Issue: 27 August 2014 Glide ° Date of disaster: 20 July 2014 Operation start date: 25 August 2014 Operation end date: 27 November ( 3 months) Host National Society(ies): Benin Red Cross Society Operation budget: CHF 50,204 Number of people affected: 14 Zones at risk Number of people assisted: One Million (indirect) 141,299 (direct) N° of National Societies involved in the operation: International Federation of Red Cross and Red Crescent Societies, Luxembourg Red Cross and Netherlands Red Cross N° of other partner organizations involved in the operation: Ministry of Health, Ministry of the Interior (through the ANPC), Plan Benin and United Nations Children’s Fund A. Situation analysis Description of the disaster In February 2014, there was an outbreak of the Ebola Virus Disease (EVD) in Guinea, which has spread to Liberia, Mali, Nigeria, Senegal and Sierra Leone causing untold hardship and hundreds of deaths in these countries. As of 27 February 2015, a total of 23,694 cases, and 9,589 deaths, which were attributed to the EVD, had been recorded across the most affected countries of Guinea, Liberia and Sierra Leone. In the Democratic Republic of Congo (DRC), an outbreak of the EVD was also reported, but is considered of a different origin than that which has affected West Africa. Benin, with a population of 10,051,000 (UNCDP 2014) shares a border with Nigeria, which has been affected by the EVD, and therefore the risks presented by the epidemic to the country are high. -
Sdlao Uemoa Uicn
DiagnosticDiagnostic 4 FOR THE WEST AFRICAN COASTAL AREA THEWESTAFRICANFOR COASTAL REGIONAL SHORELINE MONITORING MONITORING SHORELINE REGIONAL STUDY AND DRAWING UP OF A UPOF STUDY ANDDRAWING REGIONAL DIAGNOSTIC MANAGEMENT SCHEME 2010 REGIONAL SHORELINE MONITORING STUDY AND DRAWING UP OF A MANAGEMENT SCHEME FOR THE WEST AFRICAN COASTAL AREA The regional study for shoreline monitoring and drawing up a development scheme for the West African coastal area was launched by UEMOA as part of the regional programme to combat coastal erosion (PRLEC – UEMOA), the subject of Regulation 02/2007/CM/UEMOA, adopted on 6 April 2007. This decision also follows on from the recommendations from the Conference of Ministers in charge of the Environment dated 11 April 1997, in Cotonou. The meeting of Ministers in charge of the environment, held on 25 January 2007, in Cotonou (Benin), approved this Regional coastal erosion programme in its conclusions. This study is implemented by the International Union for the IUCN, International Union for Conservation of Nature (UICN) as part of the remit of IUCN’s Marine Conservation of Nature, helps the and Coastal Programme (MACO) for Central and Western Africa, the world find pragmatic solutions to coordination of which is based in Nouakchott and which is developed our most pressing environment as a thematic component of IUCN’s Programme for Central and and development challenges. It supports scientific research, Western Africa (PACO), coordinated from Ouagadougou. manages field projects all over the world and brings governments, UEMOA is the contracting owner of the study, in this instance non-government organizations, through PRLEC – UEMOA coordination of the UEMOA United Nations agencies, Commission. -
Recognition, Validation and Accreditation of Youth and Adult
United Nations Educational, Scientific and Cultural Organization RECOGNITION, VALIDATION and ACCREDITATION of youth and adult basic education as a foundation of lifelong learning RECOGNITION, VALIDATION and ACCREDITATION of youth and adult basic education as a foundation of lifelong learning Published in 2018 by the UNESCO Institute for Lifelong Learning, Hamburg © UNESCO Institute for Lifelong Learning ISBN: 978-92-820-1229-1 This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC- BY-SA 3.0 IGO) license (http://creativecommons. org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Ac- cess Repository (http://www.unesco.org/open- access/terms-use-ccbysa-en) The UNESCO Institute for Lifelong Learning (UIL) undertakes research, capacity-building, networking and publication on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education. Its publications are a valuable resource for education researchers, planners, policy-makers and practitioners. While the programmes of UIL are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility. UNESCO is not responsible for their contents. The points of view, selection of facts and opinions expressed are those of the authors and do not necessarily coincide with official positions of UNESCO or UIL. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or UIL concerning the legal status of any country or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory. -
Spatial Distribution and Risks Factors of Porcine Cysticercosis in Southern Benin Based Meat Inspection Records
International Research Journal of Microbiology (IRJM) (ISSN: 2141-5463) Vol. 4(8) pp. 188-196, September, 2013 DOI: http:/dx.doi.org/10.14303/irjm.2013.043 Available online http://www.interesjournals.org/IRJM Copyright © 2013 International Research Journals Full Length Research Paper Spatial distribution and risks factors of porcine cysticercosis in southern Benin based meat inspection records Judicaël S. E. Goussanou ab* , T. Marc Kpodekon ab , Claude Saegerman c, Eric Azagoun a, A. K. Issaka Youssao a, Souaïbou Farougou a, Nicolas Praet d, Sarah Gabriël d., Pierre Dorny d, Nicolas Korsak e aDepartment of animal Production and Heath, Ecole Polytechnique of Abomey-Calavi, University of Abomey-Calavi, Benin bLaboratory of Applied Biology, University of Abomey-Calavi, Benin cDepartment of Infectious and Parasitic Diseases, Research Unit of Epidemiology and Risk Analysis Applied to Veterinary Sciences (UREAR-ULg), Faculty of Veterinary Medicine, University of Liège, Liège, Belgium dDepartment of Biomedical Sciences, Institute of Tropical Medicine, Antwerp, Belgium eFood Sciences Department, Faculty of veterinary Medicine, University of Liège, Liège, Belgium *Corresponding author e-mail: [email protected] : Tel: 0022995700449/ 0022997168992 Abstract Porcine cysticercosis, which is widely distributed in Africa, causes financial losses and diseases among humans. To control the disease in an area, it is important to know the geographical distribution. In this study, spatial distribution of porcine cysticercosis in southern Benin was performed. By using the number of partial organ seizures at meat inspection, the study has revealed high risks of porcine cysticercosis in administrative districts of Aplahoue, Dogbo, Klouekanme and Lokossa. The proportion of seizures ranged from 0.06% for neck muscles to 0.69% for tongues. -
Atlantique-Littoral, Zou-Collines and Borgou-Alibori
American Journal of Engineering Research (AJER) 2017 American Journal of Engineering Research (AJER) e-ISSN: 2320-0847 p-ISSN : 2320-0936 Volume-6, Issue-4, pp-194-202 www.ajer.org Research Paper Open Access “A Comparative Analysis of Reading Comprehension Performance of Children (09-12 years old) with Learning Difficulties in Inclusive Setting in Benin.” Case of three regions of Benin: Atlantique-Littoral, Zou-Collines and Borgou-Alibori PhD Judicael Kossi Ihuikotan, Prof Lei Jianghua2; PhD Yougboko Fatime3; Prof.Dr.Maître de conférences to UAC Jean Claude Hounmenou4; Maître assistant to UAC Houedenou Adjouavi Florentine5 Central China Normal University, Wuhan Abstract: Inclusive education is an approach which seeks to transform how education systems and other learning environments in order to respond to the diversity of learners. Children with disabilities become more regressions in their learning and leading a longer passage in school term to another. Despite the efforts made to facilitate the inclusion of children who are experiencing difficulties and learning school and certain changes in the situation, there is still a gap to be filled before talking about equity and accessibility that is not always easy. Only that some parents do not often report these children to school. There is no legal requirement to the decision to accommodate a child who has special educational needs. To facilitate the care of these children, the Government of Benin has developed in 2012 the policy of integration of children with special needs in pre- school and primary education. Key words: Analysis, Comparative, Academic, Performance, Children, Difficulties, Inclusion I. INTRODUCTION The Republic of Benin, is a country in West Africa, is part of the ECOWAS (Economic Community States of West Africa). -
Benin - Education System
© Copyright, IAU, World Higher Education Database (WHED) Benin - Education system INSTITUTION TYPES & CREDENTIALS Types of higher education institutions: Université (University) Ecole (School) Institut (Institute) School leaving and higher education credentials: Baccalauréat de l'Enseignement secondaire Baccalauréat de l'Enseignement secondaire technique Certificat d'Aptitude au Professorat de l'Enseignement secondaire Diplôme d'Etudes techniques supérieures Brevet d'Aptitude au Professorat de l'Enseignement moyen Diplôme d'Etudes universitaires générales Diplôme universitaire d'Etudes littéraires Diplôme universitaire d'Etudes scientifiques Diplôme universitaire de Technologie Licence Diplôme Diplôme d'Ingénieur agronome Doctorat en Médecine Ingénieur Diplôme d'Etudes supérieures spécialisées Diplôme d'Etudes approfondies Maîtrise STRUCTURE OF EDUCATION SYSTEM Pre-higher education: Duration of compulsory education: Age of entry: 6 Age of exit: 12 Structure of school system: Primary Type of school providing this education: Primary School Length of program in years: 6 Age level from: 6 to: 12 Certificate/diploma awarded: Certificat d'Etudes primaires First Cycle Secondary Type of school providing this education: Etablissement d'Enseignement secondaire général Length of program in years: 4 Age level from: 12 to: 16 Certificate/diploma awarded: Brevet d'Etudes du premier Cycle (BEPC) Technical Secondary Type of school providing this education: Ecole technique (Premier cycle) Length of program in years: 3 Age level from: 12 to: 15 Certificate/diploma