Date of Award

2011

Degree Type

Thesis

Degree Name

Master of Arts (MA)

Department

School of Education

Abstract

In Burkina Faso, a decree which transfers competences and resources related to basic education to municipalities, does not mention the case of curriculum. This study seeks to understand how do educational policymakers in Burkina Faso explain why educational decentralization initiatives have not heretofore affected curriculum issues, and how do they view the possibility and desirability of a decentralized curriculum. It uses qualitative and quantitative methods. This nationwide study has participants who are primary education bureaucrats and educational policymakers at the central, regional and provincial levels of the ministry in charge of basic education. The results of this study show that curriculum is a state-protected category; certain categories in the curriculum such as national values, curriculum contents and the determination of teaching methods greatly influence the reason why curriculum is a state protected category; and policymakers preferred being at the core of decision-making even if curriculum was to be decentralized.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Share

COinS