Burkina Faso Office 01 BP 541 Ouagadougou 01

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Workshop no. 1Debates around Transitory Classes
in Burkina Faso

• Burkina Faso Office 01 BP 541
  Ouagadougou 01
• Tel [phone] (226) 50 36
  28 73 Email handibf_at_cenatrin.bf
• Inclusive Education Project Email
  hibfeduc_at_cenatrin.bf

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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 Internationals project
  and the Inclusive Education project)
• Transitory classes (numbers, places, set up,
  lessons learnt, difficulties)

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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 60
• Visit www.primature.gov.bf

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Handicap Internationals 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

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Inauguration by the Minister of Education in
December 2005
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Implementation of the transitory classes

• Identification consultations analysis of
  target groups
• Rehabilitation and equipping of classrooms
• Basic teacher training

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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

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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

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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

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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?

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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?

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• The deaf children in Ouansoa also want to learn!