The education system in Burkina Faso is both close and different from the French system.
It is convenient in the sense that the country has modeled the curriculum and the name of diplomas of former colonial countries. Minor exceptions: the PC takes two years, and we enter into CP1 to 7 years. Hopefully, we go to the tray 20.
But it is rare that this is the case. Indeed, the success rate is extremely low compared to France, regardless of the class. Small example I was given by a teacher: in a class (standard) 6th of 79 students, only 26 pass in 5th in the fall. From what I've been told, this example is no exception and instead is representative (it is also effective for a class!). In years to review (CM2, 3rd, final year), the success rate is even lower. In the paper, it is exceptionally 40% this year, against 25% a few years ago (and coup, of course, the elders say that the tray is devalued ...). Two reasons cited by the Burkinabe with whom I discussed to explain these rates: a hand, the difficulty level of examinations compared to their French counterparts, and secondly the lack of education of many teachers (though class size seems to be a mitigating factor). Teachers are trained much like in France: Recruitment bac +3 or 4, a year of theoretical training in pedagogy, and one year internship in a classroom. Then they are tenured, if all goes well. You do not mention me, but I think many students do not have the facilities to review their French courses at home: parents unable to assist due to time or expertise, need for students to work more of the class to bring money to the family ...
In higher too, the French system has been modeled. Moreover, Burkina Faso will soon move to LMD (Licence-Master-Doctorate). The success rate does not seem much brighter: about 20% for BTS I was told about, ditto for the DUT. Another similarity with France: the strike of teachers in higher education this spring, for stories of unpaid wages.
The main difference between Burkina Faso and France stems from the fact that here the degree (graduation certificate - which has been preserved, and BEPC particular) are contests with a fixed number admitted. In addition, some students do these competitions but choose "encore" (increase) because they did not receive scholarships to continue, and are financially unable to do so, they hope to achieve next year an appropriately good contest to get the government purse. A student may only encore after each class, then it must change schools ... knowing that the private sector has a bad reputation (with the exception of some Catholic schools). To overcome these problems caused by lack of financial resources from parents, a unique system of sponsorship are: every teacher is to reserve two places in his establishment, parents or guardians of students wishing to change their college or high school therefore seek from their knowledge, or relationships of their knowledge, a teacher who would accept the child in his establishment. Teachers welcome these same children at home, where the institution is geographically distant from the parental home. Apparently they also serve as academic tutor for these students and help them in their studies. Finally, final difference with France and many teachers supplement their end of the month as a consultant.
As Abraham Lincoln said, "men are born free and equal, but it's the last time they were" this little description / comparison is a case at all points of view.
soon for the latest posts before my return.
PS: Following these findings about the financial problems and low rates of success, I raised the idea and ACP organizes free courses for students during vacations, not knowing if this European concept was applicable here . After several days of reflection, Mahamadi fully endorsed this approach and we've added this project to the association's projects. The rental of premises and equipment could be done through partnership with ACP qu'entretient already some neighborhood schools, and the arrival of a French ready to teach for free (against the management of its housing and his food like me right now) could be through Development Without Borders. The subjects covered are science subjects plus English: a French student in science faculty would be ideal speaker, given the low level required (level of primary and even middle school). Apparently, it seems difficult to find someone on hand to ensure that activity volunteers, hence the idea to use a European.
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Response to Fabrice:
I did not witness any progress ... Right now it is summer vacation! I just had the chance to chat with a professor of history and geography, from secondary school, and of course with other Burkinabe who have given their opinion.
I think they have textbooks, but the rest is their fees, so maybe everyone did not they? I do not think he has a lot of absenteeism, however, very good point about the French: they are quite a few spelling errors, including adults, and little control over the articles ("the", "the", etc..), which should not exist in their native language.
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