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Burkina Faso
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EDUCATION
A review of Burkina Faso’s education system,
resulted in a new Ten-Year
Plan to revitalize basic education
On 2 October 2000, Burkina Faso’s pupils went back to school. But there are enormous difficulties facing the country’s education system. Furthermore, Burkina has been living through a social crisis ever since 13 December 1998, when the journalist, Norbert Zongo, was murdered. The whole country was shaken by this nefarious deed with the school year being interrupted by months of strikes. The fact is, Burkina’s education system has reached deadlock. Examination results are at rock bottom. Teachers blame this on the fact that the current education system is completely inadapted to Burkina’s present-day economic, cultural and social environment. More and more people are openly criticising the present education system. An in-depth analysis of the education system was made in 1999, and a decision was taken to set in motion a Ten-Year Plan to revitalize basic education in the light of Burkina’s current needs.
A spot of history
Schools were first opened in Burkina Faso at the end of the 19th century/early 20th century. They were established in Ouagadougou, Gaona and Tenkodogo between 1898 and 1903. Servicemen with the help of interpreters organised these first attempts at providing some kind of «modern» education. The arrival of a number of qualified teachers meant that these schools attached to military posts, were slowly replaced by village and regional schools. Other schools were also started by missionaries. The Church has always taken education seriously, and the colonial authorities in Burkina Faso cooperated with the Church regarding education — that is — until 1905, when the French Parliament passed a law separating Church and State.
At the beginning of 1949, Burkina Faso had: 79 mixed primary schools (including 20 private schools); 10 girls schools (including 7 private schools); there were 3 senior schools and 1 specialised school for girls where the students were taught domestic science, sewing, care of the home etc., in addition to the usual academic subjects. In all, 8,355 pupils (i.e. 2% of Burkina’s children) were receiving some kind of education, but just in the Ouagadougou and Bobo-Dioulasso areas.
Independence in 1960, didn’t bring about any significant changes to the school system. But in 1965, legislation went through Parliament (Decree 289 [b]) reorganising education throughout the country. Schools operated under this Decree until 1996, when a new Education Act was passed. But even before these significant dates, attempts had been made to do something about improving the country’s teaching programme.
The long march
Parents were unhappy about what was being taught and the way in which it was being taught, so, in 1976, taking into account these criticisms, the basics of an initial serious reform of Burkina’s education system were outlined in a document entitled: «Reforming Education — First Document». This suggested first of all, a pre-school type of school preparation in order to awaken the children to the wonders and importance of learning, followed by an eight-year basic cycle of education, and then a period of specialisation and deeper intellectual work. The project aimed at forming a link between development and learning. It got off the ground in October 1979 with the help of the United Nations Educational Scientific and Cultural Organisation (UNESCO) and the United Nations Programme for Development (PNUD). Teaching was done using local languages, but the whole project was a complete flop, and was ended in September 1984 by the National Revolutionary Council on the grounds of it being «ill-suited to the reality and expectations of the people who are not happy with their schools».
In 1984, the Government launched a new review of education, in order to bring about an education system in line with the country’s new democratic principles, and according to the people’s wishes. Among the new proposals, it was stated that: «the education system must be such that schools become instruments in the service of the Revolution. Students who qualify from these schools will not serve their own interests nor those of the well-to-do classes, but those of the people at grassroots levels». Unfortunately, this reform which was completely different from what had already been established, met with opposition from a certain elite. This project, too, came to an abrupt end in September 1986, because of the exorbitant costs involved in multiplying technical and professional centres.
All of which did nothing to advance the progress of education in Burkina Faso. Rather, all these attempts with their consequent failings were signs of persistent dissatisfaction and of a crisis situation right through the education system. To try and find solutions, various Workshops were organised. For example, in 1989, a Workshop was held on the theme: «Evaluating Basic Education». This Workshop defined basic education as «a process designed to give each Burkinabe, a minimum education in line with the needs and potentialities of the country. It must be a veritable basis for a permanent and all-embracing education, which will provide the citizen with the means to improve his/her standard of living and ensure individual and collective advancement». A great deal of internal re-organisation was involved in putting theory into practice. Since the opening of the school year, 1992-1993, classes have been amalgamated cutting across age and ability grades. Also, to cater for the increased school population, double-stream classes were created. Bilingual classes started in the school year 1999-2000. These new ventures are now bearing fruit in the sense that many children can now go to school, at less cost.
But difficulties persist. Burkina Faso’s present education system hasn’t found a solution to every problem. Primary education is faced with a number of difficulties, which has a negative bearing on secondary and tertiary education. The cancellation of the 1999-2000 academic year and the closing of Ouagadougou University campus (due to several strikes) only showed one side of the problem. The rot in the education system permeated many levels. Drastic surgery was needed to cure the ills and this took place in 1999, when the Ten-Year Plan for the Development of Basic Education was launched. This has now become the norm for basic educational activities during the period 2000-2009.
Education for all
The Ten-Year Plan for Basic Education, focuses on 4 main objectives:
The Ten-Year Plan points out that informal basic education will be re-evaluated and reorganised after a systematic evaluation of the situation. Henceforth, this system must be perceived as a tool for local development as well as a means of getting children into school, especially in those parts of the country where not many children are attending school.
As we have said, the Ten-Year Basic Education Plan covers the period 2000-2009. It will be made up of three successive phases. The First Phase will concentrate on speeding up the number of people who will access basic education, so as to eventually arrive at 50% of these in formal education; at a 30% literacy rate; at 45% of girls attending school — by the end of this particular phase. The Second Phase will continue with expanding efforts at formal education so as to achieve a 58% rate in formal education; with 53% of all girls attending school; and basic education continuing so as to achieve a 37% literacy rate. Also, there will be a follow-up to the conclusions and results of what has been achieved in Phase I. In the Third Phase, a major effort will be made to consolidate and improve basic education so as to achieve a 70% rate in formal education; a literacy rate of 40%; and 65% of all girls attending school — all this by the year 2009.
As can be seen, the mere fact of launching this Plan proves that our country’s leaders are serious about shaking the country’s education system out of its lethargy. Large scale future projects include: Building and equipping new classes every year; recruiting and training new teachers every year; reducing disparities in local areas, regions and in peoples socio-economic situations; encouraging private initiatives. In April 2000, hundreds of schools were returned to Catholic Church management. This shows the important role played by missionaries in Burkina’s school education programme.
As regards basic education, Burkina Faso comes almost at the bottom of the scale. Most adults are illiterate (90% in rural areas). The national literacy rate remains weak (26%) in spite of the increasing number enroled at literacy classes. This calls into question the quality of the teaching offered and its ability to respond to the people’s various needs. Formally approving this Ten-Year Plan for Basic Education means that those involved in the Plan, must face up to the challenges.
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