Trilingual education is a formal form of teaching and training that takes into account the content of traditional elementary school curricula, to which are added the teachings of the Muslim faith, including knowledge of the Koran and Islamic values.
Objectives
Improve the academic performance of graduates of Franco-Arab and Medersa schools by offering them better conditions for success;
Find alternative solutions to the problem of underachievement in Franco-Arab schools and medersas;
Joining the act of learning to the act of producing;
Set the seal on local values and culture without contradicting Islamic values;
Increase girls’ enrolment in medersas ;
Better prepare medersa students for socio-professional integration;
bring Franco-Arab schools closer to the socio-cultural realities of the region.
Prerequisites for implementing the approach
Approach implemented by community demand for the implementation of the approach ;
Prospecting and social negotiation missions ;
Participation of the beneficiary community in the implementation of activities specific to trilingual education, such as indigenous knowledge, production and cultural activities.
Implementation process
Application submitted by the founders to the Department of Private Education;
Prospecting and social negotiation mission to communities ;
Identification of resource persons for the implementation of specific activities ;
Setting up the SMC ;
Teacher training ;
Suvi-appui-conseil.
Stakeholders in the implementation
Trained teachers of trilingual classes,
Local resource persons identified for the specificities of bi-plurilingual education ;
The head of the basic education district to which the school belongs ;
Management of private basic education ;
Solidar Suisse more specifically for technical support to MENAPLN.
Direct beneficiaries
Students from Franco-Arab schools;
Teachers at Franco-Arab schools;
Pedagogical supervisors who are trained in the trilingual approach.
Indirect beneficiaries
The Federation of Islamic Associations of Burkina (FAIB);
The founders of the Franco-Arab schools concerned;
Parents and the entire local educational community;
The MENAPLN central, technical and decentralized structures concerned, in particular the private education department ;
Benefits
Elements of innovation that add value to the approach include :
the beginning of education in the national language;
production and cultivation activities ;
community participation ;
presentation of the learner in two (02) CEP exams (Arabic and French);
aligning teaching content with national curricula;
the possibility for learners to continue their studies at the post-primary level in Franco-Arab schools or in traditional colleges;
approaches that combine LN and Arabic accelerate the learning of Islamic education subjects;
the use of the national language facilitates the learning of French and Arabic.
