The board CEAS is nowadays made of 50 teachers associations located in 50 communes among 127 communes of BURUNDI country. CEAS is based in MUYINGA eastern province of BURUNDI. CEAS goes on federating other local teachers associations and seeking international alliances in order to completely achieve to its goals.

The board CEAS was created by some Burundian teachers associations, who wanted to fight against poverty in their communities with focus to different forms of education of stigmatized, discriminated children due to various issues namely ethnic, gender, orphelinage, extreme poverty … In this connection, CEAS is making up private schools where the above mentioned categories of children will be schooled without any charge. Besides schooling, CEAS is developing vocational training centers so that any targeted child should meet his framework according to his will, ability and his ages. Apart from the above mentioned assistance at the side of children who experience hard life, the main goals of CEAS include to help people especially pupils to access to financial education and thus increase their likelihood of saving which can be a foundation of integral and commune development.

To make up this board CEAS, we have been inspired with different hard experiences undergone by children in their early life. This often results in school dropout. Nowadays, school dropout portrays Burundi educational system. Some teachers took initiative and investigated the main influence that make children abandon their studies and found the acute poverty as irrefutable cause. As well documented, poverty transforms pupils into street children, thieaves... When some of our members  were carrying an investigation to find where  go the children who abandon the studies, they found them in the street, behind big buildings, sleeping in aqueducts, sleeping under large bridges, smoking marijuana, drinking fuel and other drugs .The researchers found the children life alarmingly hard. What is more horrific is that a large number of those children are our ex-pupils.  Since they were our pupils, we know better their excellence at cognitive classroom tasks before they had abandoned their studies. Then some teachers associations joined together and found the board CEAS to see how they can  move ahead with those poorest children.

Thanks for reading me, Gerard