JICA

Burundi, is a strategic country  in African Great Lakes [East Africa]; a small country [27 000 km²] which, yet presents extraordinary development challenges. It is within this framework that, since May 2014, SEZ , as a complementary actor to development, has initiated a bilateral partnership with the Government of Burundi. The present analysis aims to be a mapping [qualitative and global study] of actions on the field, and of the needs that can guide this partnership.

Thus, in the logical continuation of the MDGs, the FSFP (Framework Strategy of Fighting against Poverty)  and peculiar development plans (national policies), and for a country with several peasant benefits --the agriculture and livestock contribute 44% to GDP and 95% of export earnings  -; this work has specific objectives, with a focus on the agro-economy and related fields such as (i) ecology, (ii) education, (iii) demography, (iv) and (vi) health –reproduction with the implications on <<gender>> issues.

The study investigated benefits which Basic school teachers in the Akuapem North District perceived to have derived from the Lesson Study Model. The study was a descriptive survey that used the mixed method approach. A 33-item semi-structured questionnaire rated using 5-points Likert scale, and focus group interviews were used to collect data. A combination of purposive and convenient sampling procedures was used to select 46 basic school teachers. Data obtained from questionnaire were analysed using means, standard deviation, and percentage while analysis of verbatim quotations from focus group interviews was used for triangulation. The results revealed that teachers felt their competences in the four thematic areas (knowledge in subject matter, lesson planning, lesson preparation and teaching material preparation and usage) which were the focus of the Lesson Study Model, had improved and in some areas much tremendously.