Demande directe (CEACR) - adoptée 2018, publiée 108ème session CIT (2019)

Convention (n° 142) sur la mise en valeur des ressources humaines, 1975 - Burkina Faso (Ratification: 2009)

Autre commentaire sur C142

Demande directe

2018
2014
2013

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Article 1 of the Convention. Implementation of education and training policies and programmes. In response to the Committee’s previous comments, the Government indicates that there are plans for the construction of several technical and vocational training institutions. In this context, the Ministry for National Education and Literacy has undertaken since the 2016–17 school year to provide guidance to pupils of private technical or vocational training institutions. The Government adds that six non-formal basic education centres have been set up in colleges for vocational and technical training and education. It indicates that specialized technical subjects have been introduced in general education establishments and will be expanded if outcomes prove positive. The Committee notes the increase in numbers in colleges for vocational and technical training and education, as well as the rising number of pupils (from 22,142 in 2015–16 to 22,586 in 2016–17). It also notes the different courses and specialized subjects taught in those establishments in 2017. In this regard, the Government states that agronomy is the only course that has been developed in relation with the agriculture, forestry and livestock sector. It mentions the development of the support programme for the sectoral policy on “vocational and technical training and education” (EFTP) with a view to consolidating the strong points and filling in the gaps of the support programme for the sectoral policy on EFTP that is coming to an end. In this context, the Government adds that a vocational training centre for industrial activities has been built in Bobo Dioulasso and an incubation project is under way in the Centre for vocational training and assessment of Ouagadougou. It states that the aim of the training is to equip people entering the workforce with skills that meet the needs of the economy. The Government indicates that activities to promote vocational training address not only access to but also the quality of training. The Government’s concerted efforts have therefore enabled greater access to vocational training, particularly for girls studying certain traditionally male-dominated subjects. It adds that the training gives way to two possibilities for integration into the world of work: salaried employment and self-employment. The Committee requests the Government to continue providing information on the implementation of programmes of vocational guidance and vocational training, closely linked with employment needs, and to report on any follow-up. In this regard, it requests the Government to provide statistical data disaggregated by sex and age on the impact of activities carried out to promote vocational training with a view to encourage and enable all persons, on an equal basis and without any discrimination whatsoever, to develop and use their capabilities for work in their own best interests and in accordance with their own aspirations. The Committee requests the Government to provide information on the abovementioned non-traditional jobs for girls and for boys. It requests the Government to keep it informed of all developments relating to the support programme for the sectoral policy and to forward a copy of it as soon as it is adopted. It also requests the Government to indicate the measures taken or envisaged to develop all the subjects and specializations taught in the aforementioned establishments. Lastly, the Committee requests the Government to indicate the specific actions implemented to help persons belonging to groups in situations of vulnerability, such as persons with disabilities.

Article 2. Vocational education and training system. The Government indicates that in order to increase the provision of technical training and education, non-formal basic education centres have been set up in colleges for vocational and technical training and education and specialized technical subjects have been introduced in general education establishments. It adds that, in post primary education, a decree setting out qualifications provides for the possibility of following different pathways for each qualification. The Committee notes that this decree has not yet been implemented. However, the Government highlights that graduates of EFTP apply as independent candidates for the vocational qualification just as graduates of the vocational training centres holding the vocational qualification apply for the vocational skills certificate. With regard to EFTP, the Committee notes that the draft decrees have been prepared setting the number of candidates to be admitted to certain classes in accredited public and private establishments, and in vocational and technical secondary education. Thus, for 2017, the capacity for those classes was set at 4,672 pupils, 1,130 of whom in private establishments. The Government refers to an improvement in educational and vocational guidance and grants through the collection of information and the establishment of a registry of technical colleges. To this end, educational guidance mentors have been designated in all establishments to liaise between pupils and the educational guidance counsellors. The Government adds that to encourage pupils to pursue science-related studies, 60 academic achievement grants have been given to the most accomplished secondary school pupils, 34 of whom are boys and 26 are girls. The Committee requests the Government to continue forwarding up-to-date information illustrating the manner in which open, flexible and complementary systems of general, technical and vocational education, educational and vocational guidance and vocational training are implemented. It also requests the Government to keep it informed of any developments relating to the abovementioned decree and to supply a copy once it has been adopted.

Article 3. Information for vocational guidance purposes. The Government indicates that, under the Ministry for National Education and Literacy, a directorate for information, vocational and educational guidance and grants (DIOSPB) is in place with focal points in 13 regional directorates for post-primary and secondary education. It adds that documents are made available to them to ensure that pupils and those involved in education are informed. The Government specifies that guidance is provided in accordance with available places and results. In this regard, it indicates that in 2018, the DIOSPB organized an information and awareness-raising campaign on educational guidance, covering nine regions. The Committee notes the documentation for vocational guidance purposes provided by the DIOSPB. The Committee requests the Government to continue indicating the measures to ensure that comprehensive information and the broadest possible guidance are available to all concerned. It once again requests the Government to provide copies of the documentation available for vocational guidance purposes.

Article 4. Lifelong learning. The Government indicates that for a long time, the absence of a supported political structure has hindered the development of a sustainable transition from basic literacy to training that leads to a qualification. To address that shortcoming, it indicates that, at the fifth joint follow-up mission on the implementation of the strategic development programme for basic education, several discussions on the theme of strengthening vocational training in non-formal education, resulted in the development of a strategy on guidance for specific technical training leading to modular training with a qualification, contributing to better integration in the workforce for the beneficiaries. The Committee requests the Government to continue indicating the measures taken with a view to extending systems of vocational training to cover fields of economic activity not previously within their scope and to ensure that they are adapted to the changing requirements of individuals throughout their lives, as well as to those of the economy and of the different branches of economic activity. It also requests the Government to indicate the impact of the abovementioned strategy on guidance and to supply a copy.

Article 5. Cooperation with employers’ and workers’ organizations. The Government indicates that the role of the social partners is very important in the implementation of various vocational guidance and vocational training programmes. In this connection, it highlights that the social partners have always been involved in the formulation, approval, implementation and follow-up of different documents on vocational training. The Government refers to the following documents: the strategy to expand vocational training, the public–private partnership charter for vocational training and integration in the workforce, and the triennial action plan of the national policy on EFTP. The Government adds that in order to ensure better management and full implementation of the national policies relating to employment and vocational training, it has initiated a reform process of the National Employment and Vocational Training Council which, with the involvement of the social partners, will allow for the establishment of a permanent secretariat. The Committee requests the Government to describe in detail the official procedures or the consultation mechanisms put in place to facilitate cooperation between employers’ and workers’ organizations and, where relevant, with other bodies interested in the formulation and implementation of policies and programmes of vocational guidance and vocational training. It also requests the Government to keep it informed of any developments relating to the process to reform the National Employment and Vocational Training Council.

Application of the Convention in practice. The Committee once again invites the Government to provide extracts of reports, studies and inquiries, statistical data, etc., on the vocational guidance and vocational training policies and programmes that are being implemented.