Workshop no. 1 Debates around Transitory Classes in Burkina Faso

1. Workshop no. 1Debates around Transitory Classes in Burkina Faso 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

2. 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)

3. 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 Context in which transitory classes are being established

4. 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

5. Inauguration by the Minister of Education in December 2005

6. Implementation of the transitory classes • Identification – consultations – analysis of target groups • Rehabilitation and equipping of classrooms • Basic teacher training

7. 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

8. 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

9. 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

10. 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?

11. 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?

12. The deaf children in Ouansoa also want to learn!