Burkina Faso 
report
BURKINA FASO
Overview
Developing the education system in Burkina Faso will involve equipping more people with a basic quality education and guaranteeing development in the post-primary education sector. Through these two main initiatives, Burkina Faso will strengthen its workforce and add to the number of skilled workers, professionals, and other contributors to its culture, economy, and status. Disparities in access based on location, gender, and age, in addition to the lack of rural communication structures, are Burkina's major constraints to universalizing ICT use. However, with a plan to develop ICT infrastructure in Burkina Faso, and an increasing demand for modern technologies and information, the education sector is welcoming progress toward the integration of ICT into its school systems, with the help of various partnerships from public and private organizations.
In a plan to develop national infrastructure and the most important sectors for integrating ICT, the specific objectives in education, research, and innovation aim to improve access to scientific and technical information. Furthermore, the plan seeks to involve researchers in the development of innovative technology that the country needs for its development across a network for education and research. This network will open access to scientific and technological information, education, knowledge, and know-how, and will ill increase the value of locally developed products.
Country Profile
Burkina Faso, also called Burkina, formerly Haute-Volta, is a West African country bordering six other countries: Mali on the north, Niger on the east, Benin on the southwest, Togo and Ghana on the south, and Côte d'Ivoire on the southwest. The capital city is Ouagadougou, located in the centre of the country. Burkina Faso suffers from severe economic depression due to its arid climate and the fact that 80% of its population derives its livelihood from agriculture, which accounts for 32% of the country's GDP. With a very weak GDP per capita, no direct sea access, and a scarcity of natural resources, Burkina Faso is one of the least developed countries in the world. Over 46% of the population of 13.3 million live below the poverty line.
The Education System
The rate of schooling is 36% in primary school and 8% in secondary. In total, only 23% of adults are literate. The country has 16 scientists working in research and development for every one million people (compared to 2,718 in France and 5,695 in Iceland) and expenditures in this domain represent 0.2% of the GDP (compared with 2.2% in France). Development in education appears to be a major challenge.
Burkina Faso has two university centers, one in Ouagadougou and the other in Bobo-Dioulasso (the two main cities, about 400 kilometers apart), in addition to the College of Koudougou (approximately equidistant from Ouagadougou and Bobo-Dioulasso). The National Scientific and Technological Research Centre (CNRST) centralize the country's research activities. In 2003, Burkina Faso had nearly 18,000 students enrolled in higher education, with the majority (15,000) in Ouagadougou.
Infrastructure
The setting up of the 2000-2004 national information and communication infrastructure in Burkina Faso was approved in October 20006.There are several sector strategies for its implementation. Some inter-ministerial committees have been created to ensure its follow through. The telecommunications sector is regulated by Law 051/98/AN, enacted in December 1998. This law liberalizes part of the sector and creates a regulatory body, ARTEL. The National Telecommunication Office (ONATEL) exercises a monopoly on international and fixed telephone services. However, a process for privatization is underway. In the domain of computers, the major strategies are defined by the High Council in Computers, presided by the head of government. They are implemented by the Computer General Delegation (DELGI), created in 1990. This delegation plays the role of regulator in the computer sector. Burkina Faso has one fixed and three mobile telephone operators.
ICTs in Education
It is a fact that there is a great need for schools to be equipped with computer technology, be it for management or teaching purposes. Currently, the University of Ouagadougou has a specialized 256 kbps connection, which serves the National Network of Education and Research (RENER). This network connects a number of organizations including the university's Centre of Computer Calculation; the administration for NTICDPNTIC); RESAFAD TICE, an organization focusing on the development of ICT for education and training; the Inter-State School of Rural Equipping Engineers (EIER; the Institute for Research and Development (IRD); the Digital Francophone Campus (CNF); and the Central University Library (BUC). The Digital Francophone Campus (CNF) of Ouagadougou has its own specialized 128 kbps connection, hired from ONATEL. It has several rooms for training, database consultation and Internet navigation.
The Virtual African University (UVA) officially supports the University of Ouagadougou. This project, initiated through the partnership with the World Bank, is currently funded by the Canadian Cooperation with the University of Laval. It consists of creating an on-line university, entirely dedicated to Africa. It unites about 20 partner universities throughout sub-Saharan Africa.
Current ICT Initiatives and Projects
Project: ICTE-Burkina
This project seeks to improve the quality of education in Burkina's secondary schools through the integration of ICT in education (ICTE). The focus is on the academic community of the high schools and junior high schools in Burkina, the chief administrators in secondary schools, and educators, librarians, students, and supervisors. Its objective is to guide them all through the process of incorporating ICT, adapted to the structure of their school.
· Organization(s):
· Funding source: International Institute for Communication and Development (IICD).
Project: World Links Burkina Faso
The World Links program intervenes mainly in primary and secondary schools for computer equipment, ICT implementation, and teacher in-service training. In addition, it also participates in computer projects at the level of Koudougou Teacher Training School (ENS). Ten schools (eight secondary and two primary) and two pedagogical institutions have benefited from World Links support. Each school has an Internet-ready computer laboratory with 10 computers connected to the network. Meanwhile, Word Links has trained more than 300 teachers and over 750 students and 60 pedagogical trainers on modules about initiation to computing, pedagogical applications of the Internet, managing collaborative projects, maintenance, network setting, ICT applied to others subjects and Web site design.
· For more information: www.worldlinks.bf
Project: E-School Demonstration Project
This project hopes to have all secondary schools on the continent computer equipped with Internet connectivity and trained teachers by the end of the next decade. Burkina Faso is one of the countries included in the Demo, which is being implemented by private sector consortia. The two consortia working in Burkina Faso are led by Advanced Micro Devices (AMD) and Hewlett Packard (HP). At the level of higher education, ICT has been recognized as one of the major axes of capacity reinforcement in the universities in the South. The program “Information and Communications Technology and Knowledge Appropriation” is led by the Francophonie University Agency (AUF).
· Organization(s): NEPAD e-Schools Initiative
Project: Ben-Scolarite
Ben Scolarite is school management software that was tested in 15 public secondary schools in Ouagadougou during the 2005-06 school year. This software gives reliable and regular data on financial, pedagogic, and administrative matters in high schools and junior high schools.
· Organization(s): Microsoft, the Netherlands Embassy, and the World Bank
Project: The e-learning reply to the teacher shortage
Several efforts have been made to fight the teacher shortage by international organizations such as the. Training at the national level is ensured by many structures. Computer training at the university level integrates the Computer College (ESI), which offers engineer training in computers on one hand, and many other parts of BTS and DUT on the other.
· Organization(s): Francophone Support Network for the Adaptation and Development of Information and Communications Technology into Education (RESAFAD-TICE), CISCO region centre for network administration in the universities.
Project: National Internet Week (SNI)
During the National Internet Week in June, there is a Web night when the best production of Web content in Burkina is rewarded.
Project: Distance training
Many universities are involved in diversified macro projects to develop academic partnerships. These projects provide training in computing, administration, management, and finance. The courses are organized with the help of tutors, and students receive hard copies of the courses and liaise with their tutors through e-mail or on-line systems.
· Organization(s): The Italian Consorzio Nettuno mobilizes about 30 universities and the polytechnic institutes of Turin and Milan. This consortium broadcasts courses through digital television and the Internet. France currently structures its contribution in this domain and foresees several parallel projects. The management activities will be combined in a project called Canège (around Paris-Dauphine).
profile
BURKINA FASO
Overview
Developing the education system in Burkina Faso will involve equipping more people with a basic quality education and guaranteeing development in the post-primary education sector. Through these two main initiatives, Burkina Faso will strengthen its workforce and add to the number of skilled workers, professionals, and other contributors to its culture, economy, and status. Disparities in access based on location, gender, and age, in addition to the lack of rural communication structures, are Burkina's major constraints to universalizing ICT use. However, with a plan to develop ICT infrastructure in Burkina Faso, and an increasing demand for modern technologies and information, the education sector is welcoming progress toward the integration of ICT into its school systems, with the help of various partnerships from public and private organizations.
In a plan to develop national infrastructure and the most important sectors for integrating ICT, the specific objectives in education, research, and innovation aim to improve access to scientific and technical information. Furthermore, the plan seeks to involve researchers in the development of innovative technology that the country needs for its development across a network for education and research. This network will open access to scientific and technological information, education, knowledge, and know-how, and will ill increase the value of locally developed products.
Country Profile
Burkina Faso, also called Burkina, formerly Haute-Volta, is a West African country bordering six other countries: Mali on the north, Niger on the east, Benin on the southwest, Togo and Ghana on the south, and Côte d'Ivoire on the southwest. The capital city is Ouagadougou, located in the centre of the country. Burkina Faso suffers from severe economic depression due to its arid climate and the fact that 80% of its population derives its livelihood from agriculture, which accounts for 32% of the country's GDP. With a very weak GDP per capita, no direct sea access, and a scarcity of natural resources, Burkina Faso is one of the least developed countries in the world. Over 46% of the population of 13.3 million live below the poverty line.
The Education System
The rate of schooling is 36% in primary school and 8% in secondary. In total, only 23% of adults are literate. The country has 16 scientists working in research and development for every one million people (compared to 2,718 in France and 5,695 in Iceland) and expenditures in this domain represent 0.2% of the GDP (compared with 2.2% in France). Development in education appears to be a major challenge.
Burkina Faso has two university centers, one in Ouagadougou and the other in Bobo-Dioulasso (the two main cities, about 400 kilometers apart), in addition to the College of Koudougou (approximately equidistant from Ouagadougou and Bobo-Dioulasso). The National Scientific and Technological Research Centre (CNRST) centralize the country's research activities. In 2003, Burkina Faso had nearly 18,000 students enrolled in higher education, with the majority (15,000) in Ouagadougou.
Infrastructure
The setting up of the 2000-2004 national information and communication infrastructure in Burkina Faso was approved in October 20006.There are several sector strategies for its implementation. Some inter-ministerial committees have been created to ensure its follow through. The telecommunications sector is regulated by Law 051/98/AN, enacted in December 1998. This law liberalizes part of the sector and creates a regulatory body, ARTEL. The National Telecommunication Office (ONATEL) exercises a monopoly on international and fixed telephone services. However, a process for privatization is underway. In the domain of computers, the major strategies are defined by the High Council in Computers, presided by the head of government. They are implemented by the Computer General Delegation (DELGI), created in 1990. This delegation plays the role of regulator in the computer sector. Burkina Faso has one fixed and three mobile telephone operators.
ICTs in Education
It is a fact that there is a great need for schools to be equipped with computer technology, be it for management or teaching purposes. Currently, the University of Ouagadougou has a specialized 256 kbps connection, which serves the National Network of Education and Research (RENER). This network connects a number of organizations including the university's Centre of Computer Calculation; the administration for NTICDPNTIC); RESAFAD TICE, an organization focusing on the development of ICT for education and training; the Inter-State School of Rural Equipping Engineers (EIER; the Institute for Research and Development (IRD); the Digital Francophone Campus (CNF); and the Central University Library (BUC). The Digital Francophone Campus (CNF) of Ouagadougou has its own specialized 128 kbps connection, hired from ONATEL. It has several rooms for training, database consultation and Internet navigation.
The Virtual African University (UVA) officially supports the University of Ouagadougou. This project, initiated through the partnership with the World Bank, is currently funded by the Canadian Cooperation with the University of Laval. It consists of creating an on-line university, entirely dedicated to Africa. It unites about 20 partner universities throughout sub-Saharan Africa.
Current ICT Initiatives and Projects
|
Project: ICTE-Burkina This project seeks to improve the quality of education in Burkina's secondary schools through the integration of ICT in education (ICTE). The focus is on the academic community of the high schools and junior high schools in Burkina, the chief administrators in secondary schools, and educators, librarians, students, and supervisors. Its objective is to guide them all through the process of incorporating ICT, adapted to the structure of their school. · Organization(s): · Funding source: International Institute for Communication and Development (IICD). |
|
Project: World Links Burkina Faso The World Links program intervenes mainly in primary and secondary schools for computer equipment, ICT implementation, and teacher in-service training. In addition, it also participates in computer projects at the level of Koudougou Teacher Training School (ENS). Ten schools (eight secondary and two primary) and two pedagogical institutions have benefited from World Links support. Each school has an Internet-ready computer laboratory with 10 computers connected to the network. Meanwhile, Word Links has trained more than 300 teachers and over 750 students and 60 pedagogical trainers on modules about initiation to computing, pedagogical applications of the Internet, managing collaborative projects, maintenance, network setting, ICT applied to others subjects and Web site design. · For more information: www.worldlinks.bf |
|
Project: E-School Demonstration Project This project hopes to have all secondary schools on the continent computer equipped with Internet connectivity and trained teachers by the end of the next decade. Burkina Faso is one of the countries included in the Demo, which is being implemented by private sector consortia. The two consortia working in Burkina Faso are led by Advanced Micro Devices (AMD) and Hewlett Packard (HP). At the level of higher education, ICT has been recognized as one of the major axes of capacity reinforcement in the universities in the South. The program “Information and Communications Technology and Knowledge Appropriation” is led by the Francophonie University Agency (AUF). · Organization(s): NEPAD e-Schools Initiative |
|
Project: Ben-Scolarite Ben Scolarite is school management software that was tested in 15 public secondary schools in Ouagadougou during the 2005-06 school year. This software gives reliable and regular data on financial, pedagogic, and administrative matters in high schools and junior high schools. · Organization(s): Microsoft, the Netherlands Embassy, and the World Bank |
|
Project: The e-learning reply to the teacher shortage Several efforts have been made to fight the teacher shortage by international organizations such as the. Training at the national level is ensured by many structures. Computer training at the university level integrates the Computer College (ESI), which offers engineer training in computers on one hand, and many other parts of BTS and DUT on the other. · Organization(s): Francophone Support Network for the Adaptation and Development of Information and Communications Technology into Education (RESAFAD-TICE), CISCO region centre for network administration in the universities. |
|
Project: National Internet Week (SNI) During the National Internet Week in June, there is a Web night when the best production of Web content in Burkina is rewarded. |
|
Project: Distance training Many universities are involved in diversified macro projects to develop academic partnerships. These projects provide training in computing, administration, management, and finance. The courses are organized with the help of tutors, and students receive hard copies of the courses and liaise with their tutors through e-mail or on-line systems. · Organization(s): The Italian Consorzio Nettuno mobilizes about 30 universities and the polytechnic institutes of Turin and Milan. This consortium broadcasts courses through digital television and the Internet. France currently structures its contribution in this domain and foresees several parallel projects. The management activities will be combined in a project called Canège (around Paris-Dauphine). |
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+ National education and ICT policy (6 available subcategories; 6 have data, including 3 documents)
+ Equipment, connectivity and access (8 available subcategories; 7 have data, including 0 documents)
+ Teacher-training (12 available subcategories; 9 have data, including 0 documents)
+ Impact on educators and teaching (1 available subcategory; 0 have data, including 0 documents)
+ Impact of ICT on learners and learning (3 available subcategories; 0 have data, including 0 documents)
+ Institution management and ICT (10 available subcategories; 5 have data, including 0 documents)
+ Policy related to equity (1 available subcategory; 1 has data, including 0 documents)
+ Cultural and content sensitivity (1 available subcategory; 0 have data, including 0 documents)
+ Special education (1 available subcategory; 1 has data, including 0 documents)
- Auxiliary documents
No document is available.
Record updated on Tuesday December 22 2009 14:26:08 EST.
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