23According to the conversations with children and teachers, it seems as if the TEP students dono drop out at a higher rate in regular school than other children. They meet the sameobstacles to schooling as most of the other children.According to the supervisors more than half of the TEP students have left since 1998 andsince 2000 the number has increased to much more than 50%. Most of the TEP students leaveduring the first trimester.Furthermore, the drop out continues when the TEP students transfer to regular school.However, they do not know exactly how many as the statistics lack a category showing howmany students who actually show their face on the first day of school.The municipal supervisor thinks it would be better if the TEP students get support until theyhave finished the first cycle of primary. The main reasons why they leave is because theparents do not give them enough support, little interest for schooling among children andparents, they are more interested in fishing. Poverty is an important reason. The drop out isalso heavy among other children in regular in Baia Farta.Educare Eva M. Johannessen
244 IN SEARCH OF FORMER TEP STUDENTS IN BURUNDI4.1 BackgroundBurundi is one of the poorest and most densely populated countries in the world. The totalpopulation (2005) is 7, 2 million occupying 27.834 km2. The country is divided into 17provinces (administrative divisions). The GNP per capita was estimated at 145 US dollar in1998. The main agricultural products are coffee, cotton, tea, corn and sorghum and the mainindustrial products are blankets, shoes, soap, cloth and sugar. Life expectancy at birth was40.3 years (in 2003), the fertility rate 6, 16 children per woman. The under five mortality rateis about 190 per1000 live births. The illiteracy rate was 49, 2% in 2003. 35Burundi got is independence in 1962. Since 1965 there have been repeated cycles of violence,often along ethnic lines. There have been several attempts of cease fire but a durable peacehas not yet been reached. The recently elected president, Pierre Nkurunziza, announced inOctober this year that firm actions would be taken by the new government to stop theviolence, thus instilling new hope of reaching a lasting peace accord.Analysts hold the opinion that the deeper structural causes of the conflicts must be solved,first of all the unequal distribution of, and access to resources, including the distribution ofland. The most vulnerable (refugees and IDPs) and the poor make up a large part of thepopulation and their needs must be addressed. 364.2 Primary education (EP)4.2.1 GeneralAccess to regular school has been denied to many of the poorest and the people from thelowest cast, Batwa (an estimated 1% of the population). As noted in the evaluation from 2000,the Catholic Church via Caritas has made efforts to establish literacy classes for some of thechildren out of school. The program offers basic education and some religious teaching. Mostof the teachers are unqualified and lack education material. Those who have attended thenon-formal classes cannot switch to the formal school system. 37 Many of the parents wetalked to confirmed that they had benefited from some education through these classes whenthey were younger.It is also a parallel system at secondary level, called communal colleges, that has allowedmany more students to continue their education, but which is of lower quality because ofemployment of unqualified teachers. The far better “lycees” are few and costly.In September 2005 the new president declared free education for all in primary. The schoolfees have been abolished, but primary education is not compulsory. Pupils still have to pay foruniforms and material.35 OCHA country profile36 Jooma, M.B.” We can’t eat the constitution”, 2005.37 Johannessen: Evaluation of TEP Burundi, 2003Educare Eva M. Johannessen