Burkina Faso Office 01 BP 541 Ouagadougou 01

Tel: (226) 50 36 28 71 (226) 50 36 28 73 Email: handibf@cenatrin.bf Inclusive Education Project Email: hibfeduc@cenatrin.bf

Workshop no. 1

Debates around Transitory Classes in Burkina Faso

Objective of the presentation: to share our experience in setting up Transitory Classes in Burkina Faso

• Content of the presentation

• Context of implementation of Transitory Classes (Burkina Faso, Handicap International’s project and the Inclusive Education project)

• Transitory classes (numbers, places, set up, lessons learnt, difficulties)

Context in which transitory classes are being established

Key figures about Burkina Faso: Geographical situation: West Africa 12 million people live in Burkina Faso Language used at school: French 60% of children attend school Literacy rate: 28% Average number of pupils per classroom:

60Visit www.primature.gov.bf

Handicap International’s projects in Burkina Faso

4 projects of which the Inclusive Education one

Inclusive Education project: 3 phases Main activities Disabled children at

school: 23 in 2001, 54 in 2004, 338 by the end of 2006

Inauguration by the Minister of Education in December 2005

Implementation of the transitory classes

Identification – consultations – analysis of target groups

Rehabilitation and equipping of classrooms

Basic teacher training

Implementation of the transitory classes (cont…)

Support and follow-up of teachers and pupils in the transitory classes

Awareness-raising sessions amongst parents, other teachers and pupils

Lobby of education authorities

Achievements of the transitory classes

32 disabled children in school, benefits of education, socialisation

Greater flexibility in the education system

Lessons drawn from experience (all participants must complement one another and work together)

i.e. multi-partner and multi-sector action

Difficulties related to the implementation of transitory classes

Difficulties related to the schooling of any disabled children: The various types of disabilities are not well-known There are no specialised structures in rural areas Mainstream schools are not ready to include disabled

children

Difficulties specifically related to the schooling of deaf children:

Classrooms not available Slow learning of many deaf children Lack of teaching and learning supplies High turn over and mobility of teaching staff in schools Few lessons taught which include all children together Current lack of any objective evaluation

Conclusion: Main issues related to transitory classes

Legitimacy of transitory classes: inclusion in schools or special classes in ordinary schools?

What activities should be carried out to ensure that all children are taught together in mainstream classroom?

Conclusion (cont…)

What type of training for teachers? How can we ensure that there are

premises available to accommodate transitory classes?

What measures need to be in place to ensure inclusion by the third year?

The deaf children in Ouansoa also want to learn!