This paper deals with access to electricity effects on scholar instruction in Burkina Faso. We try first to know whether households’ electrification can improve access to scholar instruction (ie. literacy) and schooling duration. In a second time we deal with the importance of electrification technology (centralized grid or decentralized photovoltaic) on scholar instruction. Our data are from the Burkina Faso households living conditions surveys of 2013- 2014. We use propensity score matching method to estimate averaged effect of electricity access on people living in electrified households. Results show positives effect of household electrification on people instruction level. However, comparing centralized grid electricity versus decentralized photovoltaic electrification indicates better results of centralized electrification on scholar instruction but only on schooling duration.