Burkina Faso: Radio, a pillar of educational continuity in times of security crisis thanks to Captain Ibrahim Traoré
Terrorism, which has been present in Burkina Faso for eight years now, has had repercussions on the country’s education system, leading to the closure of thousands of schools. Faced with this massive drop-out rate, the government, under the leadership of Captain Ibrahim Traoré, the President of the Burkinabe Revolution, has put in place innovative strategies to ensure the continuity of education for children, notably through the use of educational radio.
The Communication and Press Relations Department of the Ministry of Education has posted on its Facebook page about the implementation of education by radio.
The educational radio approach consists of broadcasting lessons via the radio in order to supervise children and maintain their academic level while waiting for schools to reopen.
The success of these sessions depends heavily on the community’s commitment to keeping children engaged in learning.
According to Clémentine MANO, supervisor of ACD/CN’s Education by Radio Programme (PER), the lessons are broadcast in different ways.
The relay nuclei enable children to listen to the lessons live from Tuesday to Friday from 9am to 10am on Radio Manegda.
Interactive broadcasts hosted by teachers also give children the chance to listen and interact live at 7pm.
In addition, USB keys containing the lessons are distributed to reinforce the learners’ knowledge.
Samuel BAMOGO, President of the Community Action Association of the Central-North, points out that more than 13,000 children have been targeted and supported by the radio during the 2022-2023 school year.
The radio stations involved include Radio Manegda in Kaya, Nerwaya in Kongoussi, Radio Relais in Barsalogho and Radio Nayinèré in Boulsa in the Centre-Nord region.
The Chairman and Managing Director, Samuel BAMOGO, identified the challenges to be met in the new school year, in particular the resumption of radio broadcasting.
Before doing so, he stressed the importance of identifying children who are out of school, and equipping reception sites with radio sets and school supplies to encourage learning.
Testimonies from parents and pupils underline the positive impact of this educational alternative.
The parents, while pleased that their children’s education is continuing, are calling on the government to provide the resources needed to maintain this initiative.
Pupils, for their part, expressed their satisfaction with this method of learning, while calling for new schools to be built.
Above all, educational radio is proving to be an essential pillar of educational continuity in Burkina Faso in times of crisis.
The successes achieved are encouraging those involved in education to consider extending this method to all levels of schooling, offering a glimmer of educational hope in a difficult context.
Maiga S.DAO
