4 research outputs found
Description du systĂšme Ă©ducatif et Ă©valuation de son adĂ©quation aux besoins des utilisateurs. Rapport produit dans le cadre du projet r4d « Adapter et renforcer l'orientation scolaire et professionnelle pour promouvoir le travail dĂ©cent dans deux pays d'Afrique de lâOuest : le Burkina Faso et le Togo ».
Ancienne colonie française dâAfrique de lâOuest, la population du Burkina Faso est estimĂ©e Ă 18 450 495 dâindividus vivant essentiellement dâune Ă©conomie rurale et agricole de subsistance. LâĂ©conomie burkinabĂš est fortement dominĂ©e par le secteur Ă©conomique informel Ă 90% (INSD, 2016). Depuis son indĂ©pendance en 1960, le Burkina Faso a initiĂ© plusieurs rĂ©formes et politiques pour rendre le systĂšme Ă©ducatif plus performant et adaptĂ© aux besoins des populations. Les rĂ©formes les plus rĂ©centes sont lâadoption et la mise en Ćuvre de la Loi dâorientation de lâĂ©ducation de 2007 et lâadoption du Programme de DĂ©veloppement StratĂ©gique de lâEducation de Base (PDSEB) couvrant la pĂ©riode de 2012 Ă 2021. PilotĂ© par trois ministĂšres Ă savoir le MinistĂšre de lâEducation Nationale, de lâAlphabĂ©tisation et de la Promotion des Langues nationales (MENAPLN), le MinistĂšre de lâEnseignement SupĂ©rieur, de la Recherche Scientifique et de lâInnovation (MESRSI) et le MinistĂšre de la Jeunesse et de la Promotion de lâEntrepreneuriat des Jeunes (MJPEJ), le systĂšme Ă©ducatif burkinabĂš est structurĂ© en quatre types dâĂ©ducation (formelle, non formelle, informelle et spĂ©cialisĂ©e), son ambition Ă©tant de produire des jeunes citoyens burkinabĂš responsables, productifs et crĂ©atifs. Cependant, le systĂšme Ă©ducatif burkinbĂš est demeurĂ© embryonnaire et peu dĂ©veloppĂ© malgrĂ© les diffĂ©rents efforts dĂ©ployĂ©s par le Gouvernement et ses partenaires. En effet, une forte proportion de burkinabĂš nâest pas instruite et lâanalphabĂ©tisme constitue un sĂ©rieux problĂšme de dĂ©veloppement avec une forte prĂ©valence au sein de la population adulte (15 ans et plus). Le taux dâalphabĂ©tisation est estimĂ© Ă 34,5 % en 2014, le taux brut de scolarisation est estimĂ© Ă 90,7 % pour le primaire et Ă 17,6 % pour le secondaire au titre de lâannĂ©e scolaire 2017/18, constituant de sĂ©rieux handicaps pour la mise en Ćuvre des politiques Ă©ducatives, notamment de qualitĂ© et accessible pour tous (INSD, 2018 ; UNESCO, 2017). La mise en Ćuvre du Plan dĂ©cennal de dĂ©veloppement de l'Ă©ducation de base (PDDEB) a permis lâamĂ©lioration des indicateurs au niveau du primaire (47,4% en 2001 Ă 88,3% en 2011), dans le post primaire et le prĂ©scolaire (1,44% en 2001 Ă 3% en 2010). Avec un taux de scolarisation de 79,6% en 2011, le Burkina Faso nâa pas atteint lâĂ©ducation pour tous en 2015 tel que mentionnĂ© dans le cadre dâaction de Dakar adoptĂ© lors du sommet mondial sur lâĂ©ducation qui sâest tenu en 2000. Se basant sur des sources de donnĂ©es provenant de travaux existants, le prĂ©sent rapport propose dâabord une description du systĂšme Ă©ducatif burkinabĂš avant dâexaminer l'adĂ©quation entre le systĂšme Ă©ducatif et les besoins
des populations
Profile: The Ouagadougou Health and Demographic Surveillance System
The Ouagadougou Health and Demographic Surveillance System (Ouaga HDSS), located in five neighbourhoods at the northern periphery of the capital of Burkina Faso, was established in 2008. Data on vital events (births, deaths, unions, migration events) are collected during household visits that have taken place every 10 months. The areas were selected to contrast informal neighbourhoods (âŒ40â000 residents) with formal areas (40â000 residents), with the aims of understanding the problems of the urban poor, and testing innovative programmes that promote the well-being of this population. People living in informal areas tend to be marginalized in several ways: they are younger, poorer, less educated, farther from public services and more often migrants. Half of the residents live in the Sanitary District of Kossodo and the other half in the District of Sig-Nonghin.
The Ouaga HDSS has been used to study health inequalities, conduct a surveillance of typhoid fever, measure water quality in informal areas, study the link between fertility and school investments, test a non-governmental organization (NGO)-led programme of poverty alleviation and test a community-led targeting of the poor eligible for benefits in the urban context. Key informants help maintain a good rapport with the community. The Ouaga HDSS data are available to researchers under certain conditions
Child protection policy: Understanding drivers of violence affecting children in CĂŽte dâIvoire
Motivation: Since the campaign launched by UNICEF in 2013, the momentum for measuring violence has grown significantly. Such studies generally measure risk and protective factors at the individual and interpersonal levels, but often overlook the critical institutional and structural drivers of violence. Purpose: This article demonstrates how socioeconomic transformations, including âmodernâ forms of violence fuelled by social fragmentation, armed conflict and urbanization, are important conditions favouring violence against children. Approach and methods: The article offers a systematic literature review following protocols in the original Multi-Country Study on the Drivers of Violence Affecting Children, an approach first proposed by the UNICEF Office of Research - Innocenti. Findings: We underline two main changes among the drivers of violence in CĂŽte dâIvoire: economic crisis and urbanization, which combine to foster a climate of violence; and politico-military crisis, which also creates a fertile ground for violence and its acceptance. Policy implications: Child protection policy in CĂŽte dâIvoire is out of step with the evolution of the social context. It is mainly oriented towards âtraditionalâ practices, which contrast with newer forms of violence developed over the past 30 years. The article shows that the countryâs child protection policy does not take these changes sufficiently into account, and argues for policy change. © The Authors 2021. Development Policy Review © 2021 Overseas Development Institut