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Evaluation database

Evaluation report

2015 Burkina Faso: External Evaluation of Quality Child Friendly Schools in the provinces of Ganzourgou and Namentenga, Burkina Faso

Author: Centre of Studies, Research and Training for Social and Economic Development (CERFODES)

Executive summary

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The evaluation of Quality Child Friendly Schools is realized at the end of the pilot phase in the province of Ganzourgou and Namentenga. Commissioned by the Ministry of Education in collaboration with UNICEF, this evaluation aims at contributing to find a better approach to promote quality education for the implementation of the Education Sector Plan. An internal review of the QCFS approach was organized in 2014 by the Ministry of Education concluded that the QCFS approach is relevant and effective. This present independent evaluation conducted by external experts aims at generating evidences for promoting the generalization of the QCFS approach.


The overall objective is to appreciate outcomes generated by this educational innovation in Burkina Faso; document good practices and lessons learned and capitalize it for scaling-up this initiative.
Specifically, the evaluation aims at assessing the effectiveness, the efficiency, the impact and the sustainability of the QCFS approach.


A mixed and participatory approach that combines quantitative and qualitative methods was used in accordance with the international standards (OCDE/DAC, PISA, PIRLS) to measure the appropriateness, effectiveness, efficiency, durability, sustainability and replicability of the QCFS approach. The evaluation methodology is also based on the programme theory of change.
The sample population is constituted by students, parents, teachers, teachers’ supervisors of QCFS in Namentenga and Ganzourgou and a control group in the provinces of Sanmatenga and Oubritenga.
A total of 3610 people out of 4080 planned were covered in 119 schools out of the 120 initially planned, representing a coverage rate of 88%.

Findings and Conclusions:

In terms of relevance of the approach, QCFS is aligned with the Education Orientation Law and is coherent with the strategic orientations of the SCADD.
In terms of efficiency: Observable change is noticed in the school environment for appropriate learning: clean, green areas, flower beds, reduction of the distance between teachers and students. In readings and mathematics, the students of QCFS have better performing better than those of the control group: 80% of them have at least 10 out of 20 points while 73% have achieved this performance in the control group. In QCFS, girls are performing better than boys and have far better than students in the control group in reading skills.  The percentage of students who have a good level of reading skills varies from 85% in QCFS for girls to 75% for boys in the control group. In mathematics, the students' level is low. Only 17% of students in Q-CFS and 16% of students in the control group have had at least 12 out of 20 points
In terms of efficiency, the budget has covered all the planned interventions with realization that goes far beyond the initially planned expectations. QCFS was implemented in 456 schools (100 schools newly built and 356 existing schools transformed into QCFS) against 250 initially planned. The extension of QCFS in the Sahel region has resulted in the transformation of 151 schools.
In terms of impact, QCFS is based on:  mechanisms to improve the supervision and monitoring of students; tools for improving school management; and tools for improving the functioning of educational structures.
The sustainability of QCFS approach is proportional to its ownership by the central and decentralized structures. QCFS approach is sustainable because of the good ownership beneficiaries, the good expertise of teachers and good organization of beneficiaries and experts.


For improving the quality of education

  • Strengthen the capacities of training organizations (DPENA and CEB) to support the training of teachers;
  • Implement strategies to improve students' skills in reading and mathematics;
  • Create emulation by organizing competitions in reading and mathematics to reward the best students;
  • Provide students with lighting systems;
  • Increase awareness of parents about the need to enroll children in school and keep them there, especially children with disabilities;
  • Strengthen collaboration and communication among the parents’ associations (APE / AME), the school management committee, local governments and teachers;

From piloting to scaling up the QCFS approach

  • Start with the soft component to expand QCFS approach;
  • Develop a progressive generalization plan for QCFS approach that integrates the hard component of QCFS approach;
  • Mitigate the teacher mobility problem by ensuring the systematic training of all teachers in QCFS approach in public and private training schools on the one hand, on the other by considering QCFS approach as one of the main thematic for annual pedagogic conference ;
  • Make available the QCFS self-study guide in all educational facilities in the country.

For better knowledge management in schools

  • Improve data collection system on education in primary schools;
  • Ensure systematic sharing of the QCFS evaluation in Namentenga and Ganzourgou.

Full report in PDF

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Report information


Burkina Faso




Ministry of National Education and Literacy, UNICEF


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