Education in Burkina Faso
Following a diagnostic work carried out in 2016, the government of Burkina Faso decided to review its education sector plan (Programme sectoriel de l’education et de la formation - PSEF) and has developed a new one for the period of 2017-2030.
The new education sector plan aims to (i) ensure a harmonious, equitable, and inclusive early childhood development, (ii) ensure a universal completion of primary cycle and establish equitable and quality basic education for all, (iii) deal with lack of trainers in technical and vocational high schools, (iv) extend technical and vocational training and education and adjust it to the needs of the economy, (v) adjust higher education to the needs of the economy, (vi) foster governance in the management of the sector for an efficient conversion of resources into results.
The country envisions a democratic, performing, and inclusive education system, which is also open to the world and develops the required competences and expertise that meet the needs of the socioeconomic development of Burkina Faso.
To achieve this vision, the PSEF is built around three strategic programs, which seek to:
- Increase access to education and training by investing in infrastructure, hiring teachers and trainers and by reducing inequalities in access to education and training at all levels,
- Improve the quality of learning by enhancing teaching and learning at school and university levels and also in technical and vocational trainings,
- Foster governance in the management of the education and training sector.
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In December 2017, the GPE Board approved a grant to Burkina Faso of US$33.8 million to be channeled through a pooled fund in support of the implementation of the country’s education sector plan. The grant was to be implemented over four years, from 2018 to 2022, with some of the funds dedicated to capacity development.
In 2018, the deteriorating security situation and resultant closure of schools in the Sahel region rendered some of the original indicators impossible to achieve. In August 2018, the country was awarded US$21.2 million in additional funding for the costed restructuring of the previous grant.
The additional funding is conditional on the transfer of funds linked to the variable part of the first grant and the country therefore revised some of its indicators. The variable part of the additional financing focuses on reducing geographical disparities, strengthening system efficiency through better domestic financing resource allocation and ensuring improved in-services teacher training and pedagogical support in the early grades to improve learning outcomes.
These are directly aligned with the objectives of the national sector plan’s three main program axes and their corresponding interventions. The country has now committed to achieving the following results:
- Increase the share of budget allocated to deconcentrated services
- Increase the share of operating costs (non-salary recurrent) of the central administration within the national budget
- Increase the share of in-service teacher training expenditure (including pedagogical support) implemented within the national budget
- Increase annual rate of growth in number of primary school children in 6 lagging regions (indicators differentiated for regions most heavily affected by insecurity and school closures)
- Increase the number of annual additional functional classrooms in 4 regions affected by insecurity and school closure
- Learning outcomes:
- Increase the ratio of essential textbooks per student in grades 1 and 2
- Increase the share of primary 1 and 2 teachers
- who received at least 8 days of in-service training per year as part of the new in-service teacher training strategy
- who received at least 4 pedagogical support visits each school year from a pedagogical supervisor trained in new approaches to strengthen pedagogical practices and 8 support visits from the school director
- who apply in their class at least 75% of the recommendations from the new in-service teacher training received.
The grant runs through 2023 with French Development Agency (AFD) serving as grant agent, while UNICEF serves as the coordinating agency.
All amounts are in US dollars.
|Grant type||Years||Allocations||Disbursements||Grant agent|
|Program implementation||2018-2023||55,000,000||18,899,334||Agence Francaise de Developpement|
|2013-2017||78,200,000||78,200,000||Agence Francaise de Developpement||Completion report|
|2009-2012||102,000,000||102,000,000||World Bank||Completion report|
|Sector plan development||2016-2017||208,041||208,041||UNICEF|
|Program development||2012||44,885||44,885||Agence Francaise de Developpement|
GPE has also provided the National Coalition EFA of Burkina Faso (CNEPT / BF) with a grant from the Civil Society Education Fund, to support its engagement in education sector policy dialogue and citizens’ voice in education quality, equity, and financing and sector reform.
Education sector progress
The graphs below show overall progress in the education sector in Burkina Faso, and GPE data shows the country progress on 16 indicators monitored in the GPE Results Framework.
Primary Completion Rate (%)
Lower secondary completion rate
Out-of-school rate for children of primary school age
Out-of-school rate for adolescents of lower secondary school age
Pre-primary gross enrollment rate
Gender parity index for out-of-school rate – Primary and lower secondary
Public Expenditure on Education as Share of GDP (%)
Students/trained teacher ratio
Teachers Trained (%)
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.