At the start of the new school year in early October 2026, Burkina Faso introduced revised curricula for history, geography, and civics in secondary schools across the country. The government, led by the current junta in Ouagadougou, has presented these changes as a deliberate move to 'decolonize' school textbooks and teaching methods, aiming to reshape how history, geography, and civics are taught to students.
The reform brings a new lexicon and content for both teachers and students. In history classes, new chapters have been added, such as the creation of the Sahel States Confederation and a section titled 'Predation of Faso's natural resources by the West.' These additions form part of the revised history program.
The changes also include a mandated revision of terminology. Teachers are now instructed to use the word 'invader' instead of 'colonizer' and 'spy' instead of 'explorer' when discussing historical events and figures. This adjustment is part of the revised terminology teachers are asked to use.
In geography, the reform requires teachers to replace words like 'problems' or 'weaknesses' with 'opportunities' or 'challenges.' The term 'ethnic group' is to be replaced by 'socio-cultural group,' and references to 'poor country' or 'indebted country' are to be avoided in classroom discussions. Burkina Faso's education authorities recommend these changes to classroom vocabulary.
To support teachers in adapting to the new content and pedagogical approach, the Ministry of Education has distributed a 190-page manual. This guide explains the new way of teaching and provides practical instructions for implementing the revised curricula in classrooms. The reform is described as part of a broader ideological shift, referred to as the 'Popular Progressive Revolution' of the current regime.