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There is a critical need to enhance teachers' digital literacy to foster inclusive education in Burkina Faso. Light for the World and UNESCO have jointly launched an innovative pilot project to address these challenges. This project aligns with , ensuring a comprehensive and effective approach to enhancing teachers' digital skills for inclusive education.

By leveraging technology, the project effectively breaks down accessibility barriers, creating a more inclusive learning environment. It highlights the role of OER and the 2019 Recommendation on OER, as a framework for inclusive and accessible education. 

The project is set to develop self-study and training resources in French, Mooré and English, to empower teachers in utilizing technology effectively for accessible learning. These resources are pivotal in enhancing teachers' digital literacy and their ability to create inclusive learning content and exams tailored to students with disabilities. Additionally, a select group of 20 teachers are involved in piloting and refining the resources. Key to the project's success are partnerships with stakeholders such as the Ministry of Education, School for the Visually Impaired (EJA), National Union of Associations for the Promotion of the Blind and Visually Impaired (UNABPAM) and the DAISY Consortium.

Through a comprehensive needs assessment, the project identifies critical areas for improvement, setting the stage for transformative action. Key needs identified include keyboard proficiency, access to online libraries, ICT training for teachers and provision of assistive technology.

Worldwide, individuals with disabilities and those with low literacy skills constitute the largest demographic excluded from education. The World Blind Union estimates that the blind and visually impaired have access to only 1 to 7% of the books and reading materials available to those living without disabilities. In Sub-Sahara Africa, less than 1% of books are in accessible format. In Burkina Faso, the situation is even more dire, with most visually impaired student lacking access to textbooks. This severally impacts literacy and learning outcomes for students, hindering their ability to reach their full potential.

Significant progress has been achieved in fostering innovation and advancing educational accessibility. Accomplishments include developing Marrakesh Treaty Implementation Guidelines, advocacy materials and multilingual learning resources, enriching the global repository of educational materials.

The participants unanimously agreed that the training on accessible content production should be extended to all teachers. Anecdotal evidence suggests these efforts significantly benefit visually impaired students, granting them real-time access to the same textbooks as their sighted peers. 

Through the lens of technology, teachers with disabilities in Burkina Faso are not only acquiring essential digital skills but are also becoming catalysts for a more inclusive educational landscape. This aligns with the principles of the Recommendation on OER, emphasizing equitable access to quality educational materials for all learners. Looking ahead, the lessons learned in Burkina Faso should inspire similar initiatives worldwide, fostering a future where education transcends boundaries.