An efficient and inclusive education system is a key element for the development of a country. Despite several efforts made by the international community, education remains a concern for most of the West African countries. To deal with these issues, Burkina Faso has led several reforms of its education system in order to make it more efficient. Despite these efforts, access to decent work remains difficult for most school leavers. Decent work contributes to the life and well-being of individuals and was defined by the International Labor Conference in 1999 as productive work, carried out in conditions of freedom, equity, security, and human dignity. Decent work is also mentioned in the eighth objective of the United Nations’s 2030 Sustainable Development Goals. The psychology of working theory (Duffy et al., 2016) states that contextual and individual factors have an impact on individual work paths, and suggests that appropriate educational and vocational guidance can promote access to decent work and preserving well-being. This conception of work requires new efforts in terms of pedagogical and professional orientation. Thereby, Liñán and Chen (2009) suggested that to support economic development in these countries, entrepreneurship training could be included in educational and vocational guidance interventions for young adults preparing for their transition from school to work or for adults to manage their career transitions. For these reasons, the system needs to be reformed. Thus, the objectives of this research conducted in Burkina Faso is to (1) describe the supply of educational and vocational guidance and assess its adequacy with the population needs, (2) to assess how the education system takes into account the needs of the economy and the labor market, (3) to check whether the psychology of working theory and the model of entrepreneurial intentions can be used in Burkina Faso and to what extent these models can be adapted to the local context, (4) develop appropriate career counseling interventions and entrepreneurship training, and (5) make interventions available and produce policy brief for policymakers at national and international levels.
