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This book attempts to provide some empirical, as well as theoretical, answers to the essential question of what are the effective or ideal conditions for an effective education system in Africa. Using the socio-educational example of Benin, a French-speaking country in West Africa, the author first looks at the cross-cutting factors of educational aims and the physical and socio-professional environments of education. Then, looking more specifically at each level of education - primary, secondary and university - he analyzes the role played, or potentially played, by factors such as basic reading skills, teachers' motivational practices, the effects of the transition from primary to secondary school, the organization of school learning time, the teaching of morals, corrective practices in written expression, university admission and validation systems, and the choice of university teaching methods.