School leadership
2.1. Leadership standards and roles
2.2. Selection and working conditions
2.3. Leadership preparation and training
3. Teachers, parents and students
3.1. School management committees and boards
4.1. Autonomy of school leaders
4.2. Assessment and accountability of school leaders
4.3. Teacher assessment by school leaders
1. Terminology
Terminology in Burkina Faso varies on the level of education. “Principal teachers” (Instituteur Principal) are a category of elementary school teachers who received training after a few years of experience as “Certified assistant teachers” (Instituteur adjoint certifié). Based on school primary school regulations, “school director”(directeurs d’école) are appointed from the body of Principal teachers. However, based on the context or other factors, some Certified assistant teachers may be appointed as school director. At the junior high school level, “Proviseur” is used for high school principals and “Directeur” for junior high school principals. “Chef d’établissement” is also for secondary education. These terms are defined by the laws below.
Joint Order No. 2012-0008/MENA/MFPTSS of February 27, 2012 on specific methods of evaluating the School Director and the Classroom Teacher uses the term director (directeur). According to the order, the director of a public primary school or non-formal basic education center is the immediate superior of all teachers working in the school or center they manage.
Decree No. 2006-377/PRES/PM/MFPRE/MEBA/MFB of August 4, 2006 organizing specific jobs in the Ministry of Basic Education and Literacy categorizes school leaders as “principal teachers” (Instituteur principal) and “school directors” (directeurs d’école).
According to Decree No. 2020-0245/PRES/PM/MFPTPS/MINEFID of March 30, 2020, school administrators and school principal administrators (administrateur) may take on the role of the school head (chef d’établissement) for junior high and high schools.
The 2017-2030 Education Sector Plan also refers to ‘principal teachers’, ‘school directors’ and ‘school heads’.
The Guide for New School Principals (2011), applicable to junior high and high schools, refers to the 'school principal' (chef d’établissement). The principal reports to a Regional Director (DR). It states that the leadership team consists of the principal (chef d’établissement), the head of technical education (chef de travaux), the deputy principal (censeur), the head of the resource center (responsable du centre de ressources), the dean of students (surveillant général), and the bursar or financial officer (intendant or économe).
2. School principals
2.1. Leadership standards and roles
Competency standards and leadership frameworks and guidelines
Decree No. 95-193 MESSRS/MEFP/MFPMA regulates the functions of principals and other officials in general and technical secondary education institutions. Article 2 of this decree stipulates that the principal of a public secondary school is responsible for the administrative and financial management of the institution, with all staff under their authority. The principal is tasked with organizing and running the school in both educational and administrative aspects, holding authority over all assigned or designated personnel. Any directives or decisions from higher authorities must be transmitted through the principal.
The Guide for New School Principals (2011) from the Ministry of Secondary and Higher Education is also designed to help school principals navigate the world of school leadership. It is divided into three main sections: understanding the school and its environment, the responsibilities of the principal, and organizing school life.
In addition, the Educational policy letter of July 2008 serves as the most explicit document in terms of human resources management and provides guidelines in several areas including the strengthening of training, supervision and motivation of teachers and school directors.
Furthermore, Decree No. 2006-377/PRES/PM/MFPRE/MEBA/MFB of August 4, 2006, organizing specific jobs in the Ministry of Basic Education and Literacy describes the roles of principal teachers and school directors.
Finally, the Initiative Francophone pour la Formation à Distance des Maîtres (IFADEM) in Burkina Faso has developed two training booklets for school principals: the first, titled "How to Lead a School for Better Academic Success," and the second, "Improving School Leadership Functions." These booklets outline roles and responsibilities of school principals in areas such as school management and pedagogical support for teachers. The project is supported by the Organisation Internationale de la Francophonie (OIF), the Agence Universitaire de la Francophonie (AUF), the ACP-EU (African, Caribbean, and Pacific Group of States - European Union), and the Ministry of National Education and Literacy (MENA).
Roles
Setting expectations/objectives: Article 3 of Joint Order No. 2012-0008/MENA/MFPTSS of February 27, 2012 on specific methods of evaluating the School Director and the Classroom Teacher, applicable to elementary schools, states that the school director receives a mission from the Head of the basic education district at the beginning of the school year. The school director then develops, in conjunction with the school or center team, the program of activities for that year.
According to Decree No. 2020-0245/PRES/PM/MFPTPS/MINEFID of March 30, 2020, school principal administrators (Administrateur Principal des lycées et collèges) contribute to the development strategies of the schools and define the operating standards of the school. They develop criteria for improving the performance of establishments and create strategies to improve the quality of the school environment.
According to the National Strategy for the Schooling of Students in High-Security-Risk Areas in Burkina Faso (SSEZDS) 2019-2024, school principals are responsible for developing a preparation and response plan for each educational structure following the Safe School approach.
Under the Strategic Development Program for Basic Education in Burkina Faso (2013), the school team, led by the principal, creates and implements a Collective Improvement Plan (PAC) to address a common weakness across all classes.
The booklet "Improving School Leadership Functions" by IFADEM, in collaboration with the Ministry of National Education and Literacy (MENA), guides school principals in setting educational quality objectives for their schools at the beginning of the school year, in collaboration with the teaching staff.
Developing teaching and learning: Decree No. 2006-377/PRES/PM/MFPRE/MEBA/MFB of August 4, 2006 states that principal teachers have the responsibility to lead educational groups; carry out class visits; provide advisory support to teachers in the development and implementation of individual and collective plans. According to Decree No. 2020-0245/PRES/PM/MFPTPS/MINEFID of March 30, 2020, school administrators ensure the execution of educational activities in accordance with the program. School principal administrators contribute to the evaluation of performance.
The 2017-2030 Education Sector Plan recognizes that effective monitoring and pedagogical support are crucial for quality teaching and learning. Its goal is to ensure the effectiveness and quality of teaching and learning while providing advisory support to teachers, trainers, and school principals. To achieve this, a comprehensive strategy for monitoring and pedagogical support will be developed and implemented. This strategy, building on the existing framework, will focus on strengthening close supervision and providing appropriate tools.
According to the Integrated Strategy for Strengthening Pedagogical Supervision in Burkina Faso (2018), principals lead the “Quinzaine critique”, a biweekly meeting held at the school with the teaching staff. The purpose of this meeting, presided over by the principal, is to review the pedagogical activities carried out in the implementation of the Collective Improvement Plans (PAC) and Individual Improvement Plans (PAI). During the meeting, participants analyze the results achieved, identify shortcomings, share best practices, and establish new teaching and learning strategies to be applied in the upcoming two weeks. The Strategy (2018) also aims to, at the primary level, revise the school principal’s guide on instructional supervision.
The Guide for New School Principals (2011) emphasizes considering the work of contemporary educators and specialists in child development, including psychologists, educational psychologists, and sociologists.
The booklet "How to Lead a School for Better Academic Success," by IFADEM, in collaboration with the Ministry of National Education and Literacy (MENA), includes a section on pedagogical and educational organization for the benefit of students. It outlines among the roles of principals the need to observe teachers' work and discuss observed deficiencies with them.
Promoting collaboration: School directors, within the 2012-2021 Education Sectoral Plan were asked to improve communication between students, teachers, parents, and the school management committee. The sectoral plan indicates that communication drives individual and collective engagement for the cause of education.
Under the Strategic Development Program for Basic Education in Burkina Faso (2013), to improve learning time, school principals will focus on encouraging and involving parents in this monitoring.
The Guide for New School Principals (2011) highlights that effective communication—whether written or oral, formal or informal—is crucial for creating a positive work environment, reducing tensions and conflicts, and ensuring smooth operation of the school. It is essential to stay informed, avoid withholding information, and communicate promptly and clearly.
The booklet "How to Lead a School for Better Academic Success," by IFADEM, in collaboration with the Ministry of National Education and Literacy (MENA), highlights the importance for principals to maintain contact between the community and the teaching staff, and to establish a climate of mutual trust and collaboration.
Supporting staff development: School directors may work to consolidate the initial and in-service training of teachers and improve teacher performance. Principal teachers are responsible for leading educational groups, supervising student teachers from National Schools of Primary Teachers during practical internships, training and retraining facilitators at Permanent Literacy and Training Centers, supervising evaluations at these centers, contributing to the ongoing training and retraining of teachers, teaching in demonstration or annex schools, and participating in social mobilization.
Decree No. 2020-0245/PRES/PM/MFPTPS/MINEFID of March 30, 2020, gives the responsibility of ensuring continuing training for education staff to the education inspectors.
Acting in accordance with the ethical principles of the profession: Burkina Faso has adopted the African Charter on Values and Principles of Public Service which strengthens professional and ethics in public service in Africa and promotes the principles of democracy, good governance, human rights, and the right to development. This is mirrored in Decree No. 2017-824/PRES/PM/MFPTSS of 19 September 2017 on the charter for the quality of public service in Burkina Faso. This charter aims to promote the values of transparency, professionalism and ethics in the public service.
The Guide for New School Principals (2011) stresses the importance of ethical leadership. As a principal, you’ll face various power dynamics and personal agendas within the school. It’s crucial to stay impartial, listen carefully, and avoid forming biases. Rather than using this knowledge to manipulate, focus on creating a collaborative environment that reduces conflicts and supports student success.
The booklet "Improving School Leadership Functions" by IFADEM, in collaboration with the Ministry of National Education and Literacy (MENA), highlights the principal's role in embodying and upholding Burkinabé values as the leader of their school. Principals are expected to set an example in terms of ethics and professionalism, avoiding any behavior that could damage the honor of the profession. The code of ethics provides a framework for principals, helping them navigate daily challenges with defined rules and guiding them towards best practices. This ethical framework supports principals in making sound decisions, especially when strict adherence to norms is not feasible, by encouraging personal analysis of situations in light of accepted societal values.
2.2. Selection and working conditions
Degree requirements and prior teaching experience
According to Act No. 013-2007/AN constituting the education framework specific education jobs and professional examinations are defined and organized by decree taken by the Council of Ministers. While it does not describe the job requirements for a school director, the act states that candidates for a teaching position must provide proof of the diploma or qualification required for the job applied for.
Decree No. 2006-377/PRES/PM/MFPRE/MEBA/MFB of August 4, 2006 mandates that Principal Teachers have proof of five years of seniority in the administration, including three years as a certified teacher. The training required to become a principal teacher lasts nine months.
According to the Integrated Strategy for Strengthening Pedagogical Supervision in Burkina Faso (2018), a clear definition of the criteria for appointing Centre d'Éveil et d'Éducation Préscolaire (CEEP) directors would also be an advantage in addressing conflicts of responsibilities observed among the different groups.
Appointment decision
Principal Teachers are recruited by title, from among Principal Teacher students, holders of the Higher Certificate of Teaching Aptitude (CSAP) from the Ecole Normale Supérieure or any other recognized equivalent diploma in accordance with Decree No. 2006-377/PRES/PM/MFPRE/MEBA/MFB of August 4, 2006.
Employment equity measures
No equity measures were found.
Working conditions
According to Act No. 013-2007/AN constituting the education framework, Education personnel enjoy the rights and freedoms linked to their status. School directors are considered civil service agents.
Law 45-1960/AN of July 25, 1960 regulates the right to strike for public servants, including education personnel, and state employees. Law 081-2015/CNT of November 24, 2015, establishes the General Statute of State Civil Service, which also applies to school principals.
2.3. Leadership preparation and training
Pre-service training
The 2012-2021 Education Sectoral Plan specifically called for the implementation of initial training for school heads. This involved setting up a professional training system for establishment heads to ensure better management of institutions. This training took place at the Ecole Normale Supérieure/University of Koudougou (ENS/UK) and the Institute of Sciences (IDS). More recently, the 2017-2030 Education Sector Plan also emphasizes the establishment of initial training for school principals, aiming to implement a system of professional training for school leaders to ensure better management of educational institutions. Now that professions like “Administrateur de Lycées et Collège” were created, more secondary school principals are able to access formal pre-service training.
Many elementary school principals are trained at the École normale supérieure (ENS), though it is not mandatory. Studies conducted on school directors in Burkina Faso mention that the training program for educational supervisors has included leadership courses. The training duration is for one year and the training program does not include a practical internship. The theoretical module of educational administration consists of a sub-module of school legislation and administrative drafting.
Induction and in-service training
The Integrated Strategy for Strengthening Pedagogical Supervision in Burkina Faso (2018) aims to ensure pedagogical supervision training for new school directors, other than Inspectors, at the start of each school year.
Article 49 of Act No. 013-2007/AN constituting the education framework gives education personnel the right to continuing training and/or professional supervision. They must cultivate and develop their professional skills. The state is responsible for defining training plans, programs, and teaching and training contents of teachers and trainers. The state provides training for education personnel and ensures the quality of teaching and training through control and monitoring-evaluation in the field. The MENA Strategic Capacity Building Plan (PSRC) (2013) planned training and support activities for education administration staff to obtain better performance of education structures.
The 2012-2021 Education Sectoral Plan also called for school heads to participate in training to improve their technical capabilities. This involved setting up a system to equip school heads with management and leadership skills for the development and implementation of school projects. More recently, the 2017-2030 Education Sector Plan emphasizes strengthening the technical capacities of school principals by establishing a system that provides them with the necessary tools in management and leadership for the development and execution of school projects. The 2021-2023 Three-Year Action Plan of the National Strategy on the Teaching Question in Burkina Faso aims to train school principals, directors of schools, and directors of Early Childhood Education and Care Centers (CEEP) in the administration and management of educational structures.
The Integrated Strategy for Strengthening Pedagogical Supervision in Burkina Faso (2018) aims to train directors of Centres d'Éveil et d'Éducation Préscolaire (CEEP) on topics related to monitoring and pedagogical supervision (leadership, management).
The Strategic Development Program for Basic Education in Burkina Faso (2013) aimed to school principals in micro-planning and the development of school projects.
3. Teachers, parents and students
3.1. School management committees and boards
Order No. 2018-318 MENA/SG of September 26, 2018 outlines the regulatory framework for public post-primary and secondary education institutions in Burkina Faso. It mandates that each institution must establish various bodies, including a School Management Committee (COGES) for general education, a Technical and Vocational Education and Training Management Committee (CAGES) for specialized institutions, an Advisory Council for technical and vocational institutions, and several other councils such as a Management Council for regular activity reviews, a Steering Committee for budget and strategic oversight, and a School Council for annual evaluations. Additionally, institutions are required to have Faculty Councils, Teaching Councils, Class Councils, a Disciplinary Council, and a Recruitment Commission to handle pedagogical, administrative, and disciplinary matters. The Order defines in its first chapter the responsibilities of the management council (conseil de gestion). This council is the deliberative body for the management of the public secondary general education institution. It is responsible for the administration of the institution and is notably tasked with adopting the budget, organizing studies, and overseeing the implementation of the school project. The council is composed of staff delegates, representatives of the institution's trade unions, the president of the parents' association, student representatives, and representatives from the municipal administration.
Act No. 013-2007/AN constituting the education framework does not specifically name school management committees but it does refer to a group of some sort. Article 12 of the act states that in each educational establishment or structure, the educational community brings together learners, education personnel and all stakeholders who, in relation to the establishment or structure, contribute to the education or training effort. Article 45 further explains that actors in the educational community, directly or indirectly involved in the life of education and training structures, can be involved in decision-making on the operation, organization and management of said structures. The conditions for maintaining discipline and safety in education and training structures are set by regulation. Article 53 states that public and private education and training structures are managed by their own administrative and management bodies. The act, in article 44, also allows for non-governmental organizations and recognized associations to participate in the development and implementation of education programs and projects.
At the regional and national level, Act No. 013-2007/AN constituting the education framework calls for the creation of the Regional Education Council and the National Education Council. These bodies are responsible for projects related to education and training and for issuing opinions on education topics.
Decree No. 2020-0245/PRES/PM/MFPTPS/MINEFID of March 30, 2020, uses the term school management committee (comité de gestion d'école) and asks teachers to collaborate with them in the management of the school canteen. Directors do participate as members of the committee as well as a teacher representative, and representatives from the parent association (APE) and the mother educators association (AME). Also included in the committee is a representative of the mayor and representatives of relevant NGOs and trade union organizations. Responsibilities include the development of the school’s action plan, contributing to the improvement of academic performance, organising the educational community to mobilize resources for the benefit of the school, and managing the school’s resources with transparency.
3.2. Middle leaders
Decree No. 2006-377/PRES/PM/MFPRE/MEBA/MFB of August 4, 2006, organizing specific jobs in the Ministry of Basic Education and Literacy also differentiates between assistant teacher, certified assistant teacher, teacher, and certified teacher. Certified teachers have additional responsibilities from normal teachers in that they may supervise student teachers and participate in the training and retraining of teachers.
Decree No. 2020-0245/PRES/PM/MFPTPS/MINEFID of March 30, 2020, relating to the special status of the education, training and employment of educational professions, updates these job descriptions. Within this decree, certified teachers are additionally asked to manage and ensure the maintenance of textbooks, school supplies, and equipment. Certified teachers provide advisory support to other schoolteachers. They also update administrative documents and help to ensure the management of schools.
The 2020 decree also mentions the job of the Education Advisor, who plays the role of interface between students, parents, teachers, and the administrative staff of the establishment. They also work on the educational monitoring within the school.
The Guide for New School Principals (2011) outlines the roles of key staff members: The Deputy Principal or Head of Technical Education (censeur/chef de travaux) is responsible for coordinating educational activities, substituting for the principal when needed, and supervising the teaching staff. Meanwhile, the Dean of Students oversees the overall school environment and manages the supervision team, including monitors and education counselors.
3.3. Parents
In Burkina Faso, each school sets up a parents' association (association de parents d’élèves (APE)) and often, an association of mother-educators (association de mères éducatrices (AME)). It was in 1958 that the organization and operation of parents' associations were defined, for the first time in Burkina Faso, through authorization No. 27/INT of May 2. According to this text, APEs are considered “a democratic organization bringing together all parents of students and those responsible for students of the same establishment or school group of public or private, preschool, primary or secondary education.” The adoption of decree No. 91-133/MEBAM/MESSRS/MAT/MEFP of October 3, 1991, established parent-teacher associations throughout the country. The role of the APE is to enable parents to combine their efforts within a framework which guarantees their full participation in the education, instruction and training of their children. The APEs and AMEs closely monitor the implementation of the schools' budget made up of parents' contributions, report to their rank and file and take care of the school canteen. APEs are composed of an executive board of ten (10) members who meet in three general assemblies per year.
3.4. Students
Order No. 2018-318 MENA/SG of September 26, 2018 refers to the ‘student committees’.
Article 39 of Act No. 013-2007/AN constituting the education framework states that learners have the right to create associations to defend their material and moral rights and interests, both collective and individual, in compliance with the texts and laws in force. These associations are not mandated. Research shows that there are several student associations in Burkina Faso, some of them in secondary education and others in higher education.
4. Governance
4.1. Autonomy of school leaders
The Guide for New School Principals (2011) emphasizes that schools are regulated entities under governmental oversight, responsible for implementing national education policies. These policies are primarily based on the 2007 Education Framework Law and related documents. Principals have the role of ensuring that the goals and objectives of the educational system, as outlined in this law, are effectively met within your school. However, it states that schools are granted a degree of pedagogical autonomy, allowing teachers to choose their own methods within the framework of official curricula and guidelines.
A public secondary education institution is a basic service of the Ministry of Secondary and Higher Education and does not have a legal personality as it represents state authority. It does, however, benefit from financial autonomy, guided by public accounting rules as outlined in Decree No. 2010-385 and Order No. 91-132. The principal acts as the budgetary authorizer, overseeing both revenue collection and expenditure authorization within a fiscal year, but financial management, including collection and payments, is handled by the bursar or financial officer. Proper documentation and adherence to procedures are crucial for ensuring transparency and legality in financial transactions. The principal is subject to oversight by authorized services, and effective resource management is key to building trust with stakeholders.
Principals are not responsible for the hiring of teachers or the determining of the school curriculum.
4.2. Assessment and accountability of school leaders
Article 59 of Act No. 013-2007/AN constituting the education framework states that education personnel are subject to administrative and/or educational evaluations. These evaluations may cover the implementation of education policy; teaching programs and methods; performance in terms of planning, management and steering; the performance of the establishment, the services of supervisors, and learners’ achievements.
As school directors are considered civil servants, they must be evaluated annually. These evaluations are conducted based on evaluation sheets completed by employees and noted by their supervisors who are the education district heads. The evaluation sheet also takes into account reports of school visits carried out by educational advisors and the quarterly reports that the directors complete upon self-evaluation. Evaluations are reviewed by the education district head.
Joint Order No. 2012-0008/MENA/MFPTSS of February 27, 2012, on specific methods of evaluating the School Director and the Classroom Teacher mandates the yearly evaluation of school directors. According to the order, school directors are evaluated based on the rate of completion of the program of activities, professional conscience, and leadership.
4.3. Teacher assessment by school leaders
Act No. 013-2007/AN constituting the education framework mandates teacher evaluation but does not describe the process or assign the responsibility for the task. School directors are in the use of evaluation and remediation tools for teachers.
According to Joint Order No. 2012-0008/MENA/MFPTSS of February 27, 2012, school teachers are evaluated based on the director's initial form of expectations provided at the beginning of the school year. Teachers are evaluated based on professional competence, professional conscience, and a sense of public service.
Decree No. 2020-0245/PRES/PM/MFPTPS/MINEFID of March 30, 2020 gives school inspectors the responsibility of controlling, monitoring, and evaluating the activities of school teachers and certified school teachers.
The Guide for New School Principals (2011) states that regular oversight by the principal, in close collaboration with the deputy principal or head of technical education, is essential to support teachers facing difficulties and to ensure the quality of their work.
This profile was reviewed by Jean-Baptiste M.B. SANFO, lecturer, Institute for Promotion of General Education, The University of Shiga Prefecture.
