An analysis model for educational programs for living-together has been developed by Bouchard, Desruisseaux and Daniel (2013) for northern francophone countries (France, Belgium and Quebec), then validated by the study of a language contrast case (England). This model includes three major or “simple” components: -Personal or self-Training (PT), Education to the other (EO), Education to the society (ES)- and four secondary or “combined” components (PT/EO, PT/ES, EO/ES, PT/OE/ES). The research from which this article derives shows the relevance of this model for studying educational programs in francophone countries of the southern hemisphere as well; yet, it calls for enriching the model through the refinement of its components. Indeed, the analysis of civic and moral educational programs in Burkina Faso suggests an ethics education where the relationship between the individual pupil (PT) and the common framework of the Burkinabe society is predominant.