Burundi's Prime Minister Nestor Ntahontuye announced the re-establishment of the 10th year of schooling on June 11, 2026. The decision marks a significant change in the country's education system, signaling a pivot in educational policy. This reinstatement aims to address concerns regarding the quality and duration of secondary education, which has been a subject of public debate and educational policy discussions within Burundi for some time. The government's move comes as part of broader educational reforms, reflecting an ongoing effort to optimize the learning environment for students across the nation.
Background of Educational Reform
The 10th year of schooling had been previously removed in 2013. Its suppression occurred during the implementation of the 'École fondamentale' (Fundamental School) system, a reform that restructured the country's educational framework by consolidating primary and lower secondary education. This earlier change aimed at consolidating primary and lower secondary education into a single, nine-year cycle, fundamentally altering the structure of basic education. The shift to the 'École fondamentale' system was a major policy decision at the time, intended to streamline the educational path for Burundian students and ensure a continuous learning cycle. The recent decision to reinstate the 10th year effectively reverses a key aspect of that 2013 reform, signaling a new direction for secondary education in the country and noting the government's responsiveness to evolving educational needs.
Public and Educator Responses
Some parents in the Kamenge zone of Ntahangwa commune welcomed the decision to reinstate the 10th year of schooling, expressing a belief that the previous 'École fondamentale' system had lowered academic standards. These parents also voiced concerns regarding the implementation timeline, particularly for students currently in 9th grade who face uncertainty about their progression and future academic path. Both parents and educators have requested increased teacher training and greater investment in the education sector to support the changes, emphasizing that such resources are key for the successful integration of the additional year. They argue that proper preparation of educators and adequate funding are fundamental to achieving the desired improvements in educational quality.
Antoine Manuma, president of Fenaseeb, described the re-establishment of the 10th year as a positive development, but emphasized the need for additional measures to enhance teaching quality. Manuma stated that while the re-establishment is a good decision, it must be accompanied by other concrete actions to truly improve the educational landscape. He further elaborated, "Pour rehausser la qualité de l’enseignement, le gouvernement doit placer l’éducation parmi ses priorités. Les besoins sont énormes et nécessitent des ressources budgétaires conséquentes. Élever et investir dans l’éducation, c’est préparer l’avenir d’une Nation." His remarks underline a broader call for the government to prioritize education in its budgetary allocations, linking adequate funding directly to national development and improved academic outcomes, stressing that a nation's future is intrinsically tied to the quality of its education system.
Criticism of Systemic Issues
University professor Libérat Ntibashirakandi described the re-establishment of the 10th year of schooling as a "false solution to a dramatic problem." He characterized Burundi's education system as "plunged into total chaos following improvised reforms, conducted without prior studies and without sufficient resources to implement them correctly." Ntibashirakandi questioned the practicality of the new measure, asking, "Six years later, what is the situation in schools? The Prime Minister's announcement gives young people hope. But does Burundi have sufficient resources to realize these promises?" He noted issues such as improvised reforms, insufficient resources, mass emigration of qualified teachers, and lack of infrastructure as core problems plaguing the system.
He further noted acute systemic issues, including a mass emigration of qualified teachers from Burundi to Gulf countries, which he termed "a real national tragedy." Ntibashirakandi advocated for "a progressive and well-prepared reform, qualified and motivated teachers, sufficient and well-equipped school infrastructure, participation of the entire society in educational decisions, improved school governance, an effective evaluation and inspection system, and a clear national vision for education based on quality rather than political or improvised decisions." His critical assessment shows the complexity of educational reform and the need for a full, well-resourced approach to address the deep-seated challenges facing Burundi's education sector.