Curriculum-evaluation concerning dependent societies: The contradictory experiment of ruralized primary education in Dahomey (Republic of Benin) and its evaluation

Though the culture of Evaluation boasts of hyperdimensional forms concerning international and national organizations, which are occupied with education programs for the Third World, yet the empirico-theoretical examinations of norms, hypotheses, effects of transfer and social byproducts of educational work, are in fact nonexistent¹ for the general theme-complex and for the evaluation of African school reform. The present study² claims to present a comprehensive evaluation of school reform including emprical control and ideology-critical reflexion up to a stage which is seldom even in European and American research. As a summary this paper explains the subject, method, and the results of this evaluation.