Attracting and retaining teachers in rural areas in Burkina Faso: An analysis of trajectories
This article examines the effects of regionalization policy for the recruitment and assignments on attracting and retaining teachers in rural areas in Burkina Faso. We provide an analysis of the professional trajectories during the first eight years of practice of a cohort of 100 teachers recruited from a predominantly rural region. Our results show that the regionalization policy is effective, in the short term, in attracting teachers to rural areas, but that their retention in the most difficult rural areas remains a challenge in the long term.