This study describes and analyzes major reform movements in Mali since independence to determine the extent to which they have met their goals and the national development needs of the country. The study also examines the social, political and economic factors that have influenced educational policy formulation and practice. In addition, it presents a thorough analysis of the difficulties associated with implementing educational reform programs in a country where tradition and French legacy are entrenched. Finally, the study assesses the impact of formal education on the larger society in Mali.
A historical descriptive methodology is used to present the reforms. Data were mainly collected from Malian official and unofficial government documents. In light of the data available a critical analysis and assessment of each of the reforms is offered.
The independent state of Mali inherited a French educational system which was, in many respects, both inadequate and inappropriate for the new Republic. Therefore, Mali undertook a series of educational reforms. There have been three distinct periods of reform, each corresponding to a different set of political conditions within the country and each concentrating on different educational goals: (1) The 1962 Reform: Emphasis on Universal Primary Education (1962-1968); (2) Emphasis shifts from UPE to Secondary and Higher Education (1968-1991); (3) National Debate(1991-1992).
The study reveals that the reforms examined lacked theoretical perspectives. They were also hindered by the lack of popular acceptance and the lack of continuity due to personnel turnover and administrative instability. The study concludes that a key to success for educational reform lies in the understanding of the process of planned change and its correct implementation. Indeed, a number of conditions must exist for a reform to be successful: realistic goals, sound theoretical perspectives, broad-based acceptance, long lasting commitment and stability of key personnel and adequate resources. Another important conclusion that has emerged from this study is that educational reforms cannot be brought about in a vacuum. Instead, sound political and economic changes have to be made as they are instrumental to genuine reforms in education.
