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Since 2006, teachers’ unions in Burkina Faso and Canada have been working together to strengthen capacity building for teachers and their unions in Burkina Faso. Despite security challenges, this cooperation has continued to bear fruit.

Long-standing cooperation

In 1972, the first person representing the Canadian Teachers’ Federation travelled to Ouagadougou to organise a seminar, as part of a partnership between Canada and Burkina Faso.

Over the years, there have been many ad hoc collaboration projects but in the last 20 years, a robust and continuous partnership has developed.

Souleymane Compaoré, General Secretary of the National Union of Secondary School and Higher Education Teachers (SNESS) in Burkina Faso, underscored the importance of working together: “This cooperation started in 2006, with the Overseas Project, which had several components: an educational component, a health and well-being component, and an equity and gender equality component”.

Successful cultural and educational exchanges

The exchanges between the teams from Canada and Burkina Faso have been mutually enriching. Canadian teams have shared their practical classroom experience, whereas teachers from Burkina Faso have provided their local expertise. According to Mr. Compaoré, “there was an exchange of practical experiences in the classroom and that allowed both the participants from Canada and Burkina Faso to learn from each other”.

Beverley Park, Director of the International Cooperation Programme at the Canadian Teachers’ Federation, added: “We have worked on 17 projects over the last 25 years. During the pandemic the programme had to be suspended and during the conflict and because of current instability an alternative programme was put in place which was entirely managed by our colleagues from Burkina Faso, without the participation of Canadian teachers.”

Despite the current instability that reigns over Burkina Faso, the CTF continues to support colleagues in the country. “In light of the context in which we find ourselves, the CTF decided that we needed their support more than ever, now was not the time to abandon us”, Mr. Compaoré explained.

Gender equality and well-being initiatives

Gender equality and well-being projects for teachers were developed as part of the union cooperation programme. Scholarships were provided to female teachers so they could pursue their academic and professional studies. Furthermore, training on psychosocial support was organised for teachers and students who were traumatised by the lack of security.

“The scholarships for women teachers have been very beneficial. Three women have obtained a PHD, five a Master’s degree, and we currently have two women teachers working towards a PHD”, Mr. Compaoré specified.

In addition, the number of women occupying senior management positions at SNESS has increased significantly. Seven of the 15 members of the union’s current executive are women.

A positive impact, both financially and for the organisation

Awareness-raising activities on the ground have had a positive financial impact on the union. Siaka Tarouré, General Secretary of the National African Teacher’s Union of Burkina Faso (SNEAB), stressed: “We have put a lot of effort into recruiting new members and training, for example, the new category of teachers with the advanced teaching certificate. These are the teachers who manage schools, the school principals. Consequently, we have focused on school management and the documents a school principal needs. We have also worked on improving teaching practices, which means drafting individual and collective improvement plans in schools. It was these activities that took us to the field, with the support of the CTF and the Trade Union Confederation of Quebec. Many activists are now joining us.”

CTF pillars and criteria for development cooperation

The Canadian Teachers’ Federation (CTF) works according to three main pillars:

1. Teachers’ actions for teaching: this pillar includes teacher training, teaching and learning strategies. The CTF’s Overseas Project, which is now called Teaching Together, is part of this pillar.
2. Teachers’ actions for gender equality: this pillar encourages women and girls to become independent. Even in vocational training there is often a segment dedicated to gender equality.
3. Teachers’ actions for teaching organisations: this pillar concerns training for union leaders, awareness-raising and recruitment activities, and strengthening the union’s organisational skills.

In addition to the pillars, the CTF uses a set of criteria to determine whether to support a project. Park explained: “We have our pillars but if a union comes to us with a proposal, we also have criteria to determine whether it’s a yes or no to forming a partnership”.

Nicole Boissoneault, from CTF, explained the criteria:

1. Needs: the union or organisation must show there is a need and explain it, whether it is for teachers, students, or the organisation.
2. Capacity: the organisation must show that it has the human, structural, and financial resources to carry out the project independently.
3. Preparedness: the organisation must be ready and able to carry out the activity safely and efficiently, taking into account health and safety risks.

Mutual respect: a key element in development cooperation

Park emphasised that mutual respect between the partners is a cornerstone of any trade union project: “I think it is important to have structures in place, but inside these structures you need to respect the local culture where the project is rolled out. We speak a bit about the Canadian system but that doesn’t mean that we have the best system in the world and that you need to do what we do. That isn’t how things happen at all. It is just the natural process of sharing amongst professionals who respect each other and who are working together to respond to the local context and needs identified by our partners.”

A promising future for cooperation between Burkina Faso and Canada

The cooperation between teachers’ unions in Burkina Faso and Canada has continued to grow stronger, with new projects under development. “Currently, we are building a project with the CTF for training in the summer, in July. This will involve our activists who are inland. SNEAB and SNESS are the unions that will benefit from this support”, Traoré explained.

In conclusion, cooperation between teachers’ unions in Burkina Faso and Canada is an example of international solidarity which continues to bear fruit, despite the challenges. This collaboration will continue to grow to the benefit of teachers and students in both countries.