Ecovie holistic education center (CEH/Ecovie)

The Ecovie holistic education center of Saponé in Burkina Faso, whose secondary school opened in October 2018, aims at educating future World citizens, honest and creative, who can succeed in whatever they undertake in their private and public lives.
This, in order to contribute to the advent of « a planet Earth of love, justice, fairness, tolerance, cooperation and peace, in which honest, hardworking, creative women and men, in healthy mind and body, live in fraternity and in harmony with their ecosystems « .

In the medium term, in addition to the secondary school, the Complex will
include:
a preschool unit ;
 a primary school.

It is a component of the main program of the Foundation ‘Schools of Life (Ecovie)’ launch in February 2006.

1. The promoters

The Foundation « Schools of Life » for integral human development and leadership (Ecovie, www.ecoviebf.org) supports, through research, education, training and information, candidates for success.

Ecovie, it is first of all the Institute of training and research in science of success (IFR / SR) which offers since 2009, in Ouagadougou, for adults, mainly young people, trainings, coaching and books in integral development of the person, leadership, couples, education, health, nutrition and entrepreneurship.

It is an initiative of the couple of trainers, Nazinigouba Felix and Florence Kaboré. Nazinigouba (Known also as Nazi Kaboré) has held various management 3 and leadership positions at the Agency for the Safety of Air Navigation in Africa (ASECNA, www.asecna.aero), the African Program for Workers’ Participation (APADEP), the International transport workers’ Federation (ITF, www.itfglobal.org) and at the head of civil society organizations (trade unions
and associations).

He has extensive experience in training at over 150 conferences and seminars in more than 50 countries on all continents.

He is author of several publications including 5 volumes of the series ‘Is there a pilot on the plane?’ Co-published by Editions’ Jouvence (Switzerland) and sold in Europe.

Florence Kaboré currently in service at the Goughin Mixed School (Ouagadougou), has been a teacher of French since 1990.

2. The project: the Ecovie ‘plus’

Burkina’s current educational program derives from colonization, which mainly trained clerks and auxiliaries of its administration. Despite the reforms introduced since independence, the Burkina Faso school continues to produce
graduates (and not graduates) job seekers. Each year, more than a million candidates compete for the tens of  housands of jobs offered by the Public Service1.

Justification

Since private enterprises employ less than the state, most out-of-school youth (whether graduates or not) have to cope with the rural informal economy, which is becoming increasingly urban. Clearly, they must create businesses to selfemploy and give work to others. But most of them lack entrepreneurial skills … and personality.

Also, while business opportunities exist on the continent – where everything is to be built or rebuilt – and the (financial and human) cost of the migratory peril can create profitable businesses in rural areas, many out-of-school
and Graduates daily challenge the Saharan desert, slavery in Libya, makeshift boats in the Mediterranean, often failing on the beaches of Lampedusa. Others drown in adulterated liquors; if they do not let themselves be seduced by the theses of violent extremists. In addition to the insecurity caused by terrorists, Burkina Faso authorities faces growing incivism.

This situation is partly due to the fact that in the school curriculum, the teaching aspect (theoretical) takes precedence over training (technical) and especially on education, on the acquisition of human skills, values like the Love (as a superior value and attitude in life), integrity and honesty, faith and self-confidence, knowledge and self-control, courage and perseverance, entrepreneurship, the ability to take risks, to communicate well and to get along well with others. While, according to a study by the Carnegie Institute of Technology of the United States, « even in purely technical occupations like engineering, success is due for about 15% to technical skills and 85% to human skills, to personality and leadership qualities « .

We firmly believe that, beyond degrees, the school must prepare the child for a successful life, « to promote whole man and every man ». Also, in addition to the official Government program, the Ecovie Complex will offer students and their parents courses that will allow them to develop their personalities and their leadership qualities, their entrepreneurial abilities and their awareness of sustainable development.

Creativity, Leadership and Green Entrepreneurship: CLE-Vert

In addition to academic success and the excellence already offered by other schools, in addition to small numbers and personalized support for students (especially those in difficulty), the new discipline called CLE-Vert (C for
Creativity), L for Leadership, E-Vert for Green Entrepreneurship) will also deal with citizenship education, violence prevention, health education, sexuality and the prevention of risky behavior.

For example, the program adopted for the first quarter for this topic is:
• A new discipline: CLE-Vert
• Renewable energies: the benefits of solar (before the installation in the School of solar electricity that students
followed);
• Green construction (before the construction in the Scholl of the Agrosylvopastoral Headquarters to which the pupils will take part);
• Composting and techniques of manure pits;
• Waste management (before the installation of two bins, one for biodegradable waste);
• Basic human needs and Entrepreneurship
• The rules and laws that enable success

It combines theory classes in classroom with practice in the field, mainly in the space of creativity and green economy (E-cevert).

The Space of Creativity and Green Economy (E-cevert: the part of the school where students experience what they learn in class and in life) is divided into two related entities: the creativity and innovation pole and the grosylvopastoral farm.
a. The pole of creativity and innovation includes (as a first step):
– a polytechnic workshop,
– a laboratory
– a computer room
b. The agrosylvopastoral farm will combine:
– a breeding of sheep, goats, poultry, fish, bees ….
– an orchard, a vegetable garden and a field of corn, millet, peanuts, beans and sesame;
– protection, development and exploitation of trees throughout the site (particularly shea and néré) to
– A bio-restaurant, supplied with the farm products.

Each entity will be headed by a manager, technician of the domain recruited for this purpose.

In addition to the E-cevert tools, the Complex will develop partnerships with model producers in the town and
surrounding areas. These producers will share their experiences with students, at their workplaces and in the Creativity and Green Economy Space.

Agrosylvopastoral production will start with simple actions, according to the principle of ‘always doing its best with
the available means’.

The practice in the field will link the school to production and the usual living environment of the children. One of the reasons for the rural exodus is that the school prepares for wage labor in the city and that for some, settling in the
countryside is a sign of failure.

It will help students discover other trades and professions than those offered by the Public Service and will promote the detection of vocations and talents and early career guidance.

Each child outgoing Ecovie School will be able to do something with his ten fingers, produce and / or distribute goods and services that meet human needs, develop a life plan, a career plan and a business plan.

He will behave well, behave well in front of others and his environment, in order to succeed in what he will ndertake and his relationships.

Cultural and artistic education (ECA)

A cultural and artistic education (ECA) completes this Ecovie extra. It is also a theoretical and practical teaching which, at first, would allow students to better know their culture and those of others and cultivate tolerance and be prepared for a world (globalized) culture.

Then students will be introduced to certain arts (plastic, music, dance, theater, cinema, etc.).

This education could lead to sharing and twinning with other schools in the country and around the world.

Triangular approach

The content of CLE-vert will naturally start from the alternative program of development of the Schools of Life (www.ecovebf.org), to be enriched by the parents of pupils, the teachers, the pupils themselves, the administrative and support staff, and sharing experiences with other schools in the town, but also other alternative schools. In general, Ecovie education is a partnership between the school, the parents and the community.

Vision

With the hope that this innovative initiative will become a model of alternative education to be improved by other promoters.

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