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In Burkina Faso, the Law N°13-2007/AN of July 30, 2007 on the Orientation Law of Education specifies that: "education is a national priority.

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Socio-cultural obstacles

Socio-cultural constraints are still present, especially in rural areas. Tradition and certain mentalities still place women in second place: girls must be at home and tradition wants girls to be initiated very early into their role as housewives. For some, "the woman should stay at home, take care of the household and procreate. In Burkina Faso, women are traditionally seen as inferior to men. Many women are convinced that they have no right to participate in public decision-making and conform to "virtues" such as obedience and submission, thus refusing to allow young girls to advance in their studies. This tradition still explains the priority given to boys who have the right to inheritance, which is not the case for girls. The reason given for this is that girls are expected to leave the family yard after marriage. Moreover, girls are promised in marriage from their early childhood. Ties are then forged between families even before the girl has reached the age of maturity. These alliances are not only the cause of child marriages but also of the under-schooling of girls. Indeed, to send girls to school would mean compromising the family's position. To put it another way, "the woman is the home"; the girl must help with the household chores at home,

Girls would be less encouraged by their environment to succeed at school. Girls are less motivated at school than boys, especially when they are in a situation of failure (poor performance, repeating a year). In any case, parental education methods place less value on girls' academic success because they will always have a husband to take care of them: "a concept that the said girls easily internalize by bringing it out as a reason for the fact that they do not like school or that their poor performance does not bother them more than that." Parents therefore emphasize that girls learn household chores. They have less time at home to study, as they are obliged to do domestic chores; as schooling requires an economic investment, the scarcity of parents' means leads them to make investment choices, with boys being favored in terms of material conditions that are conducive to learning at school. The differential socialization of girls and boys is also at the root of the development of specific attitudes and behaviors in both sexes, increasing or reducing their chances of effectively approaching the school situation and succeeding in science subjects. In the Moaga tradition, to announce that a woman has given birth to the head of the family, a question is asked as to whether the newborn was a boy or a girl. In moore, the language (the language of the mossis): "Yaa tõndo, bi yaa sãana? This is a favorite expression of the old people that can be literally translated by "it is us (tõndo), or it is a foreigner (sãana)? This expression is full of meaning: That a girl is called "foreigner" from birth Indeed, behind this question of vocabulary is hidden a reality. Today, more than in the past, and in the city as well as in the village, this reality is glaring, especially for orphan girls. We meet many girls, young girls or women who have not been to school. Most often, these girls or women have lost their father at a young age. Others have left school or college prematurely due to lack of financial means following the death of their father and there is no hope on the side of the husband's family. Unfortunately, Mossi women are not the only ones to suffer from such situations in Koudougou and in Burkina Faso, and this example is illustrative. suite.......

So to say that "the woman is the home"; the girl has to help with the housework at home, take care of the young brothers and sisters; she is called to leave her family for another one, so investing on her would be a loss, the girls would be less encouraged by the environment to succeed at school;

WHAT I THINK

Let's not remain closed to evolution. Today a woman is able to be at home and to work in order to be totally fulfilled. The woman is able to have a pot on the stove, send an email, put the children to bed at the same time. She is a multidimensional being. I would like to say that you are depriving yourself of invaluable resources.

Education is seen as the driving force for sustainable human development. It is understood as being the whole of the activities aiming at developing in the human being the whole of his physical, intellectual, moral, spiritual, psychological and social potentialities, in order to ensure his socialization, his autonomy, his blooming and his participation in the economic, social and cultural development1. Everybody agrees practically to recognize its preeminence in the increase of the populations' well-being. Indeed, access to education contributes to the development of skills, but also to individual and collective fulfillment and to the reduction of inequalities.

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