Education and training are the most essential factors in the development process of States. Indeed, beyond enabling citizens, including children, to build their own future, education and training are the basis for the sustainable and inclusive development of any society. As proof, industrialized countries have relied on these sectors to increase their human capital. Inspired by this lesson, developing countries south of the Sahara, such as Burkina Faso (formerly Upper Volta), have appropriated these tools since their independence. However, given the financial difficulties of these countries, investment in education and training has always been lower than the real needs. This is what justified recourse to official development assistance (ODA) as soon as these countries gained independence in the 1960s. In the case of Burkina Faso, many technical and financial partners have been active in ODA since its political independence on 5 August 1960. So, what is the assessment of this international financial and technical intervention in the fields of education and training? What are the political and social implications of this intervention? This reflection shows that the bi- and multilateral actors have always been numerous and diverse in Burkina Faso since 1960. It also shows that the contributions of technical and financial partners, both bilateral and multilateral, have been insufficient to meet national expectations and very often not adapted to the real needs of the population at the grassroots.
| Published in | International Journal of Education, Culture and Society (Volume 7, Issue 4) |
| DOI | 10.11648/j.ijecs.20220704.11 |
| Page(s) | 169-179 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
International Cooperation, Burkina Faso, Education, Training, Financing
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APA Style
Amado Kabore. (2022). Historical Analysis of Bilateral and Multilateral Cooperation Agencies' Interventions in Education and Training in Burkina Faso from 1960 to 2015. International Journal of Education, Culture and Society, 7(4), 169-179. https://doi.org/10.11648/j.ijecs.20220704.11
ACS Style
Amado Kabore. Historical Analysis of Bilateral and Multilateral Cooperation Agencies' Interventions in Education and Training in Burkina Faso from 1960 to 2015. Int. J. Educ. Cult. Soc. 2022, 7(4), 169-179. doi: 10.11648/j.ijecs.20220704.11
AMA Style
Amado Kabore. Historical Analysis of Bilateral and Multilateral Cooperation Agencies' Interventions in Education and Training in Burkina Faso from 1960 to 2015. Int J Educ Cult Soc. 2022;7(4):169-179. doi: 10.11648/j.ijecs.20220704.11
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Download@article{10.11648/j.ijecs.20220704.11,
author = {Amado Kabore},
title = {Historical Analysis of Bilateral and Multilateral Cooperation Agencies' Interventions in Education and Training in Burkina Faso from 1960 to 2015},
journal = {International Journal of Education, Culture and Society},
volume = {7},
number = {4},
pages = {169-179},
doi = {10.11648/j.ijecs.20220704.11},
url = {https://doi.org/10.11648/j.ijecs.20220704.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20220704.11},
abstract = {Education and training are the most essential factors in the development process of States. Indeed, beyond enabling citizens, including children, to build their own future, education and training are the basis for the sustainable and inclusive development of any society. As proof, industrialized countries have relied on these sectors to increase their human capital. Inspired by this lesson, developing countries south of the Sahara, such as Burkina Faso (formerly Upper Volta), have appropriated these tools since their independence. However, given the financial difficulties of these countries, investment in education and training has always been lower than the real needs. This is what justified recourse to official development assistance (ODA) as soon as these countries gained independence in the 1960s. In the case of Burkina Faso, many technical and financial partners have been active in ODA since its political independence on 5 August 1960. So, what is the assessment of this international financial and technical intervention in the fields of education and training? What are the political and social implications of this intervention? This reflection shows that the bi- and multilateral actors have always been numerous and diverse in Burkina Faso since 1960. It also shows that the contributions of technical and financial partners, both bilateral and multilateral, have been insufficient to meet national expectations and very often not adapted to the real needs of the population at the grassroots.},
year = {2022}
}
TY - JOUR T1 - Historical Analysis of Bilateral and Multilateral Cooperation Agencies' Interventions in Education and Training in Burkina Faso from 1960 to 2015 AU - Amado Kabore Y1 - 2022/07/05 PY - 2022 N1 - https://doi.org/10.11648/j.ijecs.20220704.11 DO - 10.11648/j.ijecs.20220704.11 T2 - International Journal of Education, Culture and Society JF - International Journal of Education, Culture and Society JO - International Journal of Education, Culture and Society SP - 169 EP - 179 PB - Science Publishing Group SN - 2575-3363 UR - https://doi.org/10.11648/j.ijecs.20220704.11 AB - Education and training are the most essential factors in the development process of States. Indeed, beyond enabling citizens, including children, to build their own future, education and training are the basis for the sustainable and inclusive development of any society. As proof, industrialized countries have relied on these sectors to increase their human capital. Inspired by this lesson, developing countries south of the Sahara, such as Burkina Faso (formerly Upper Volta), have appropriated these tools since their independence. However, given the financial difficulties of these countries, investment in education and training has always been lower than the real needs. This is what justified recourse to official development assistance (ODA) as soon as these countries gained independence in the 1960s. In the case of Burkina Faso, many technical and financial partners have been active in ODA since its political independence on 5 August 1960. So, what is the assessment of this international financial and technical intervention in the fields of education and training? What are the political and social implications of this intervention? This reflection shows that the bi- and multilateral actors have always been numerous and diverse in Burkina Faso since 1960. It also shows that the contributions of technical and financial partners, both bilateral and multilateral, have been insufficient to meet national expectations and very often not adapted to the real needs of the population at the grassroots. VL - 7 IS - 4 ER -
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