Prépublications

This article provides a critical evaluation of alternative education responses to the humanitarian and security crisis in Burkina Faso's Eastern Regions, examining the translation of policy frameworks into practice. Since 2015, Burkina Faso has experienced a devastating security crisis that has resulted in the closure of over 5,300 schools, affecting more than 818,000 children and 24,300 teachers. The Eastern Regions, encompassing the Goulmou administrative region and the provinces of Gourma, Gnagna, Tapoa, Kompienga, and Komondjari, have been particularly affected, with the provincial capital Fada N'Gourma serving as both a hub for displacement and a site of resilience in educational provision. Drawing on empirical evidence from the 2026 Certificate of Primary Studies (CEP) examination data, program evaluations, and recent institutional developments, the study examines the range of alternative education interventions implemented in the region, including Accelerated Schooling Strategy Pathways (SSAP), transition classes, bilingual education, and vocational training programs. The analysis reveals that alternative education programs have been instrumental in ensuring educational continuity for displaced and vulnerable children, with interventions such as transition classes and SSAP structures reaching thousands of out-of-school children and facilitating their reintegration into formal schooling. However, significant gaps remain between policy commitments and practice, including coordination challenges, resource constraints, and the need for sustained psychosocial support for both students and teachers. The article argues that effective emergency education requires a multi-dimensional approach addressing not only access to learning but also quality, relevance, and sustainability. The findings suggest that the Second National Education in Emergencies Strategy (2026-2030) provides a…

This study examines the comparative approaches to community schools and local language instruction in Niger and Peru, two countries with significant linguistic diversity and persistent educational exclusion. Despite their different geographical and cultural contexts, both nations face the fundamental challenge of delivering quality education to indigenous and marginalized populations through community-based models and mother-tongue instruction. The research employs a comparative case study methodology, drawing on policy documents, program evaluations, and empirical studies from both countries spanning 2020-2026. Niger's educational landscape is characterized by severe access deficits and linguistic complexity. With 11 national languages and French as the official language of instruction, the country struggles with low enrollment (primary net enrollment rate of approximately 60%) and high dropout rates. Community schools emerged as an alternative to address gaps in the formal system, operating with greater flexibility and community involvement. Research from the Niger Education and Community Strengthening (NECS) project demonstrates that community-based approaches, when properly supported, can improve access and learning outcomes. The project's integrated approach—combining school construction, teacher training, and community engagement—reached over 100,000 children across multiple regions, with significant gains in early grade reading and mathematics (USAID, 2024). The introduction of bilingual education programs, using local languages alongside French, has shown promise. Studies indicate that children taught initially in their mother tongue demonstrate better reading comprehension and mathematical reasoning than those taught exclusively in French, with effects particularly pronounced for girls and children from low-literacy households (RTI International, 2023). However, challenges persist: inadequate teacher training in bilingual methods, limited…