Publish at June 14 2023 Updated June 14 2023
Sub-Saharan African countries have experimented with education systems inherited from colonial powers. After more than sixty years and having experimented with several approaches, including the objectives-based approach and the skills-based approach, the level of development in Africa is not always up to the population's expectations. As a result, other solutions are emerging. Since 2011, Morocco has been experimenting with alternative schooling through the installation of the Montessori school. The latest school to see the light of day in this country is Loppsi Kindergarten School. Created in 2022, this kindergarten was "inspired by the Finnish pedagogical model and adds to the list of so-called 'alternative' educational structures offered to parents in the kingdom" (Achraf Tijani).
In sub-Saharan Africa, specifically in French-speaking countries, a few projects have seen the light of day. One of the first such schools is ECOLOJAH in Benin. Recently, in Cameroon, the École des lendemains, du Leadership et de l'entrepreneuriat (ELLE) was launched. Both of these schools claim to be alternative schools; so what is an alternative school?
Alternative schools have the distinctive feature of not imposing a system of knowledge and thought on pupils. Learners are the main players, insofar as they contribute to content development. These are schools that value the development of their students. To gain a better understanding of this pedagogical approach, we take up this definition from Lycée la Jonchère:
"Whether inspired by Maria Montessori, Rudolf Steiner, Célestin Freinet... the alternative school covers pedagogical currents that make the child an actor in his or her own learning. Also known as active pedagogies, these alternative pedagogies, based on a caring approach, differ from traditional pedagogy insofar as they do not impose, as in the French national education system, the authority of a teacher, a predefined program, grades, sanctions."
Even if these schools have the wind in their sails, we must not lose sight of the fact that they are not perfect. In an article on the online site "ça m'intéresse", the editors outline the pros and cons of these schools. Creativity, self-fulfilment and autonomy are among the positive points. On the other hand, these schools aren't so elitist, and teachers' career paths aren't clear enough. They are also very expensive, as they are privately owned. Despite their limitations, these schools are developing in Africa. How can they contribute to Africa's development?
Through three examples of alternative schools, we will question their importance in Africa.
The Montessori school is the world's leading alternative school. In Africa, it is very popular with nationals from Ghana, South Africa and Nigeria, among others. It is mainly sought after by the middle class looking for the best for their children. Speaking of her audience, Marie-Laure Viaud asserts, "These new middle classes in emerging countries, in search of the 'best school' for their child, are perhaps, on a global level, the first 'demanders' of Montessori schools." (2017).
Although Montessori schools are on a roll, it's worth pointing out that they haven't found virgin ground in Africa. ECOLOJAH, created in 2000 in Ouidah, Benin, is an original in Beninese education. In addition to traditional subjects such as mathematics and geography, this school teaches learners the optimal use of nature not only to satisfy their needs, but also to protect it:
"From an early age, pupils are introduced to market gardening and weeding. The utilitarian art course enables them to learn how to make coconut utensils, calabash plates and salad bowls .... They are involved in agri-food processing, producing soy milk, juices and beverages (bissap juice, baobab juice, etc.). They also have courses in vegan education" (Wandara).
So this is a school that takes into account the community, the environment in which its learners evolve. It looks futuristic. While the Ouidah school trains young people from an early age and teaches some subjects from the traditional education system in Benin, this is not the case with the ELLE alternative school in Cameroon.
The ELLE school is the brainchild of young Binyou Bi-Homb Marius Yannick. According to this young Cameroonian, the education system no longer allows young people in Cameroon to flourish. In addition to the traditional system, unemployed and even working youth should benefit from training that takes into account their immediate environment. Since May 2023, a call for applications has been launched in three Cameroonian cities: Dschang, Douala and Yaoundé for the first batch. Over a three-year period and through a coaching session, this school hopes to empower its learners to become self-entrepreneurs, transform their environment and drive development in their communities. It's a school that involves facilitators from a variety of fields, but mainly geared towards practical teaching.
At the same time, it's fair to say that alternative schools don't have a one-size-fits-all approach, even if active pedagogy is central to the way they operate. Depending on the country and contexts in which they are created, they adapt their methods. They are alternative only because they try to do or do things differently. They go beyond the national educational framework in the countries where they are found. However, it should be noted that learners are free to join in and contribute to the production of content. It's still very early to assess their real impact; nevertheless, these are propositions not to be overlooked as long as learners flourish and make those around them proud.
Bibliography
Tijani, Achraf, (2022), " Maroc : l'enseignement " alternatif " séduit de plus en plus de parents" , Jeune Afrique, https://www.jeuneafrique.com/1378368/societe/maroc-lenseignement-alternatif-seduit-de-plus-en-plus-de-parents/
La Jonchère, (2023 ), "L'école autrement: les différentes écoles alternatives", La jonchère, https://lajonchere.org/blog/lecole-autrement-les-differentes-ecoles-alternatives/
Viaud, Marie-Laure, (2017), "Montessori schools around the world", https://journals.openedition.org/ries/6047?lang=en#tocto2n6
Wandara, (2020), "Discover the Beninese pan-African school "ECOLOJAH"" , https://www.myafroweek.com/decouvrez-lecole-panafricaine-beninoise-ecolojah/
You might also like:
Tontine: a model of solidarity to be taught
Among the African originalities that have crossed periods and borders is the tontine. What is tontine? What makes it so original? Why is it being exported? Given its success, shouldn't this model be taught in schools?
Considering multiple systems of choice in parallel allows decisions to be made on a more secure and balanced basis than on a single system. Understanding the differences between systems is useful in the development of software, interfaces and online games.
The seismographic image created by Internet users is faster than that produced by the detectors.
The Internet user is a unique and versatile receptor. Whoever succeeds in qualifying and integrating them creates as many specialized sensors.
The Importance of Drawing in the Classroom
The school must provide both auditory and visual stimuli for learners. In the case of the latter, they are often there covering the walls of the classroom. Yet, we might forget that drawing has an importance in pedagogy. It can be a tool for students to understand and a way for teachers to create easy-to-remember reminders. And you don't have to be a great drawer to enjoy the benefits of pictures.
Tutoring and e-mail: there are limits to familiarity and impertinence
Many teachers don't know how to deal with this phenomenon or how to manage it.
