GOROM-GOROM PRIMARY SCHOOL
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Education in Burkina Faso and Gorom-Gorom
Education in Burkina Faso
Education is a major need in Burkina Faso, and is key in its development and its poverty reduction strategy.Education Needs. Burkina has one of the lowest primary school enrolment ratio (40% in 2004), second lowest adult literacy rate (21.8%), and fourth lowest combined school enrolment ratio (26.4%). It is recognised that better education is "fundamental to the prospects for economic and social development and the end of world poverty."
A Government Priority. Although poor, Burkina Faso is a stable country, and the government is investing in the development and infrastructure of the country. Education is a government priority in line with the UN Millennium Development Goals, such that the primary school enrolment has increased from 29% in 1991 to the current levels. Debt relief has enabled the Burkina Faso government to increase spending on its 10-year Development Plan for Basic Education (2001-2010), focussing on basic education, rural provision, and improving girl pupil enrolment.
Church Schools in Burkina Faso. Christian schools play a significant role in the education system in Burkina Faso. For example, in the school year 2007-08, 13,430 students will go through Assemblies of God primary schools. Such Christian schools are recognised as having high educational standards and pass rates. In this way, they train workers for the country - there is hardly any area today where there are not former primary or secondary students of these schools in areas of leadership. At the same time, many of these people have come to understand the truth of Christ and his teaching through their contact at school.
Schooling Issues in Gorom-Gorom
Gorom-Gorom has a population of 12,000, and currently has 3 primary schools, about 60% of primary school age children. There is clearly need for a fourth school, in order to improve the school enrolment rate and the education level.The most common reason given for not sending their children to school is that of poverty. Although the cost is fairly minimal, and the state is increasingly helping with the costs, many poorer families cannot find the money to send their children to school, especially when they are needed at home to help with the animals or with work around the home.
Other factors affecting the schooling environment in Gorom-Gorom include:
- Climate. The region's climate is hot and classrooms can become extremely uncomfortable. At some periods of the year there are also dust storms, and teachers have to hold their classes in closed rooms to keep the dust out, making them dark and even more uncomfortable. School construction techniques and materials, and electricity supply can alleviate this situation.
- Isolation. In the state system, most teachers are from different ethnic groups in the south. The isolation of Gorom-Gorom means it is easy for them to get de-motivated, and difficult to get them to stay long-term. The church's emphasis on teaching as a vocation has produced committed staff who are more willing to work long-term in the region.
- Cultural Factors. Some parents prefer to send their sons to an Islamic teacher rather than a state school. Many parents also see no reason to send their daughters to school - they are expected to marry early and stay at home, not needing to know how to read in order to fetch water or pound millet.
- Religion. Christian schools are generally well-looked upon by local Muslims because they have strong moral, ethical, and spiritual values, as well as good academic success.
- School structures. A lack of classrooms and teachers means class sizes are typically 50+, with one teacher often looking after two such classes in one room. Poorly-designed buildings, a lack of water and electricity, insufficient teaching materials, and inadequate teacher housing also de-motivate teachers and undermine achievement.
