This article offers an analysis of traditional approaches to adult learning and education (ALE) in the Beninese context, from a historical, didactic, and forward-looking perspective. Drawing on qualitative data from document reviews and interviews, it is grounded in a clarification of the concepts of adulthood, tradition, endogenous or indigenous knowledge, as well as Yves Chevallard’s didactic triangle.

In terms of thematic content, the article begins by identifying and describing the main educational traditions that have shaped ALE in Benin, particularly in religious, artisanal, and community spheres. Accordingly, the analysis traces the emergence and evolution of these traditions, their target audiences, educational purposes, teaching practices, as well as their successes and limitations.

Then, through a categorisation based on parameters such as prevalence in practice, degree of institutionalisation, and compatibility with national priorities, the article distinguishes dominant traditions from those considered recessive, justifying their respective status in the current social and political context. On this basis, it outlines the profile of a recommendable ALE tradition for today – one capable of integrating local cultural values while meeting contemporary learning demands, with the aim of maximising the effectiveness of adult education efforts.

Finally, the article explores possible mechanisms for combining traditional approaches with information and communication technologies and proposes a strategy for enhancing and sustainably embedding these practices within a dynamic of endogenous and inclusive education.

Download the booklet here.