Source: Directorate General of Basic Education (MENA) In the bilingual schools, 9 transcribed national languages are taught in addition to French and they take into account 70% of dialects. The Government, through MENA, has provided the bilingual schools with 60517 textbooks and educational guides in 2011/2012. However, it has been observed that stocks have run out for bilingual textbooks in Mooré, Dioula and Nuni. 192. It must be underscored that the ELAN-Afrique Initiative (School and National Languages in Africa) which is a product of LASCOLAF (Languages of Instruction in Francophone Africa) carried out field studies on the orientations and practices regarding languages of instruction in 8 Sub-Saharan African countries including Burkina Faso. According to the LASCOLAF report prepared in 2010, the proportion of bilingual schools in primary education in 2009 stood at 4.33% taking into account the different co-existing systems. In this light, our country has expanded the multilingual-based education continuum (CBAM) for the period 2011/2020 followed by a 2012/2014 action plan. This programme is part of the PDSEB dynamic. The objective of the MENA is to bring the proportion of bilingual schools at the primary level to at least 5% by 2014. c) The freedom of parents or tutors to establish and choose schools other than those selected by public authorities for their wards 193. No formal obligation is imposed on the parents in the selection of schools for their wards. The establishment of private education schools is encouraged by the government which cannot single-handedly shoulder this responsibility. The parents of pupils and students, through their associations have the right to express and present their opinions on the functioning of the school systems, their strengths and weaknesses, vocational training, higher education and schools and establishments derived therefrom or dependent on them. Thus, since 2009, an annual conference is organised every year for secondary schools, thus bringing together representatives of public administration, the private educational sector, unions and parent-teacher associations. These meetings provide the opportunity for the participants to take stock of the school environment, determine the factors for the worsening of this environment by highlighting the role and place of the various stakeholders and to propose solutions. Similar meetings take place at all levels of education in Burkina Faso, particularly at the primary level. d) Academic freedom and institutional autonomy of higher educational institutions 194. The higher educational institutions in Burkina Faso comprise the universities, advanced institutes, the professional schools of higher learning and the laboratories. They are governed by Decree No. 2008-645/PRES/PM/MESSRS of 20 October 2008 on the organisation of higher education. 195. The public universities are State-owned public scientific, cultural and technical institutions with a legal personality and they also enjoy financial, administrative and academic autonomy. They are non-denominational. Their financing and functioning are mainly ensured by the State. They can receive resources from bequests, donations and foundation, remunerations for services and various forms of grants. 196. The public-owned institutions of higher learning may conclude cooperation agreements either among themselves or with private establishments. Concerning private institutions of higher learning, their mode of financing and operations are carried out by natural persons or 50