Village Kids’ Schools

The Challenge
In rural Burkina Faso, education is often viewed to be connected with the school building and not with life. Because there is generally nothing to read in French or Fulfulde other than school books, literacy also seems unimportant. This situation frequently results in a strong disconnect and lack of cooperation between the school and the village.

This disconnect occurs because most parents have never attended school, thus they don’t see the importance of education and don’t encourage their kids to work hard or study (and in many cases, don’t send all their kids to school in the first place). The lack of parental support means that for many children attendance, continuation and success depends on the individual child’s motivation to come to school and work hard. For girls, add extensive household chores required for family survival as well as early and forced marriages to the lack of parental support and it is no surprise that most girls never begin 5th grade.

Additionally, almost all schools are taught in French, and village kids generally don’t hear French before they arrive at school. This augments the transition shock as children who ran freely through the village one day, find themselves sitting in a classroom “learning” in a language they don’t speak the next day.

These obstacles and many others create an environment where it is incredibly difficult for children to excel in school and complete middle school to pass the exam required to obtain a government job. The lack of local success stories reinforces the belief that education isn’t important. In villages, the benefits of education seem abstract and unattainable, but the opportunity costs are very tangible (loss of labor to tend animals, fetch water and wood, etc)

One Strategy
The establishment of informal “Kids’ Schools” is one strategy to enhance students’ academic performance, facilitate the transition from village life to school, and increase parental understanding of school activities.

Village Kids’ Schools are forums where older primary school students-- a valuable untapped resource-- teach younger students and pre-school children in public settings, such as under a central tree. These schools create a structure for student leaders to prepare the younger children for primary school and assist first year students to master basic French. For children who have not entered school, this forum is one of the very few times they will be exposed to French before beginning primary school. Through participation in the kids’ school, student leaders also improve their own academic performance and develop leadership skills.

By holding the Kids’ School in a public place, such as under a central tree, parents and members of the community are able to observe the activities and enhance their understanding of what occurs in a classroom (both in the Kids’ Schools and the public school)


Pilot Program Results
During the pilot phase, held in the small village of Amsia, student leaders developed the activities that they named “The Kids’ School of Amsia.” In this first Kids’ School, student leaders engage children with picture books by reading to a large group in French and translating to Fulfulde. After story time, the students divide the children into groups and work with them on learning the alphabet, numbers and basic French phrases. Generally children are able to color while in the small groups; for children who have never seen crayons, this is an exciting way to practice writing and improve motor skills.

Student Leaders
Participation as a student leader was a privilege and created an incentive for students to work hard. Students who weren’t selected often came to he Kids’ School to help anyways, some hoping to be chosen the following year. Of the ten student leaders, six were completing their final year of primary school. All six passed the entrance exam and began secondary school this year.

Children
The Kids’ School sparked an interest in learning among most regular attendees and gave them an idea how school functions. Over half of the students in the first year class were regular attendees at kids’ school and their teacher was able to identify them based on their academic abilities which surpassed their peers.

Replication

Participants
The Kids’ School teams will generally consist of one primary school teacher; one to three adults who will supervise the activities and ensure that classes occur regularly; and about ten 5th and 6th year students who will be selected by their teacher and peers.

Process
Villages with motivated school directors and at least a couple strong educational advocates from the village will be targeted for replication. The initial replication will occur in villages where I have personal relationships and have developed the confidence that the Kids’ School could continue without the constant involvement of a Peace Corps Volunteer.

In each village a teacher and I would hold an all day workshop with the “Kids’ School” Team. At the workshop we would discuss how to increase children’s enthusiasm for learning and design the school to fit the needs of that village’s children. Effective outreach to students and parents, teaching strategies and positive reinforcement/non-violent behavior management would also be discussed. During the workshop, the team would receive a Kids’ School Kit including a trunk of books, crayons, paper and supplies to repair books.

I would check up on the Kids’ School randomly to ensure continuation and assist in solving any problems that may arise.

Replication would be targeted to begin at the beginning of the second trimester: early January 2010

Your Help
The supplies required to successfully launch a Kids' School cost about $150. If you are interested in contributing financially to the replication, checks can be sent to
Brighten Burkina
211 Welty Ave
Rockford, IL 61107