Faced with this reality, countries like Burkina Faso and Morocco have undertaken bold reforms combining scientific evidence, political will and educational innovation. Through the testimonies of Koumbou Boly Barry, former Minister of Education in Burkina Faso, Imane Fahli, senior advisor to the Moroccan Ministry of Education, and Amin Marei, researcher at the Harvard Graduate School of Education, this article explores how the convergence between research, policy and practice can transform systems educational. We will analyze the successes, the obstacles and the lessons to be learned for a more just and effective education.
Repenser l’éducation : de l’accès à la qualité
Koumbou Boly Barry, former Minister of Education in Burkina Faso, insists on the need to rethink education as a lever for social justice and dignity. During her mandate, she implemented reforms aimed at improving teacher training, strengthening dialogue with unions and integrating marginalized populations, particularly children with disabilities and girls in rural areas.
« Education must be guided by values of equity, dignity and social justice. A system cannot be efficient if it does not guarantee the fundamental rights of all “, says Boly Barry. The key points of Burkina Faso’s reform include teacher training with an increase from one year to two years, an emphasis on inclusive pedagogy and adaptation to local needs.
Social dialogue has also been strengthened with the establishment of monthly meetings with unions to co-construct educational policies. A community approach was adopted to involve parents and local stakeholders in order to reduce inequalities of access, particularly for girls and children with disabilities.
The results showed a reduction in teacher strikes through better recognition of their role and an improvement in the quality of teaching in rural areas through mentoring and psychological support programs for teachers. However, challenges persist, including insufficient funding to mainstream innovations and cultural resistance to the inclusion of children with disabilities in some regions.
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In Morocco, Imane Fahli, senior advisor at the Reform Support Unit, played a central role in the implementation of the Pioneer Schools program, a flagship initiative of the 2022-2026 roadmap. This program aims to transform fundamental learning by leveraging on evidence and participatory governance. We realized that 80% of our students did not have the expected level in reading and calculations. We had to act quickly, with adapted and measurable solutions “, she emphasizes.
Key program strategies include a diagnostic assessment using the ACER test adapted from the Indian Pratham model to identify student gaps at the start of the school year. Six weeks of remedial lessons are organized for students in difficulty, followed by a new test to measure progress. A structured pedagogy was introduced with scripted lessons to standardize the quality of teaching, especially in disadvantaged areas. A monitoring system has been put in place to adjust strategies based on field results.
Preliminary results show significant improvement in reading and numeracy skills among students in pioneer schools, reduction in urban-rural inequalities through targeted allocation of resources and increased teacher confidence thanks to continuous support and enhancement of their role. However, obstacles remain, including resistance to change among some teachers accustomed to traditional methods and the need for sustainable funding to expand the program to all schools across the country.
Supporting research and data: the role of the GEM Report
Anna D’Addio, head of policy education at UNESCO’s GEM Report, highlights the importance of global data to inform national decisions. The 2026 Access and Equity Report reveals that despite progress in school enrollment, inequalities persist, particularly for girls, children with disabilities and rural populations. HAS” Data should be used to identify exclusions and design targeted policies. Without this, reforms risk reproducing, or even worsening, inequalities “, she says.
The main lessons from the GEM Report 2026 show that equity cannot be decreed, it requires precise indicators and monitoring mechanisms to measure progress. The inclusion of local languages is crucial for fundamental learning, especially in Africa. The convergence of actors: governments, researchers, teachers, communities, is essential for lasting reform.
A concrete example is that of Ethiopia where the use of mother tongues in primary education has made it possible to improve school retention rates by 20% in five years. However, limitations persist, notably a lack of disaggregated data in many countries making it difficult to identify the most vulnerable groups and a dependence on donors who sometimes impose priorities disconnected from local realities.
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Amin Marei, researcher at the Harvard Graduate School of Education, highlights the central role of teachers in the success of reforms. According to him, training programs must be concrete, adapted to the field and supported by institutions. According to him, “ a well-trained teacher who is not supported by his system will fail. A holistic approach combining training, resources and recognition is required ».
Best practices identified include the Escola Sem Partido program in Brazil, which strengthened political neutrality in classrooms while improving teacher training, as well as the Education 2.0 initiative in Egypt, which integrated technology into the classroom but failed due to poor preparation insufficient teachers.
Recommendations include involving teachers in the design of reforms to ensure their buy-in and continuously evaluating the impact of training on classroom practices.
Towards a transformative convergence: lessons and perspectives
The experiences of Burkina Faso and Morocco, as well as the analyzes of the GEM Report, show that the convergence between research, policy and practice is based on strong political will, reliable and accessible data, the inclusion of all stakeholders and sustainable financing.
Challenges include the fragmentation of systems, the dehumanization of education and adaptation to local contexts. For the future, the suggested avenues focus on strengthening South-South partnerships, the ethical integration of artificial intelligence and the creation of national observatories to monitor the impact of reforms in real time.
The educational reforms in Burkina Faso and Morocco, illuminated by the analyzes of Anna D’Addio and Amin Marei, show that quality education for all is possible on condition of placing equity at the heart of policies, relying on reliable data to guide decisions, to involve all stakeholders and ensure stable funding as well as lasting political will.
As Koumbou Boly Barry recalls, “ education must be a societal project where each child, each teacher and each parent has their place. It’s not just a question of numbers, but of dignity and justice ».
At a time when artificial intelligence and social changes are redefining educational challenges, these lessons are more relevant than ever. The convergence between research, policy and practice is not an option, but a necessity to build resilient, inclusive and humane educational systems.
