pasec2014 education system performance in … · 2016-01-27 · pasec2014 assessment v writers...

Conférence des ministres de l'Éducation des États et gouvernements de la Francophonie

PASEC2014EDUCATION SYSTEM

PERFORMANCEIN FRANCOPHONE

SUB-SAHARAN AFRICACompetenCies and Learning FaCtors in primary eduCation

© PASEC, 2015All rights reserved.

Published in 2015 by theProgramme d’Analyse des Systèmes Educatifs de la CONFEMEN,BP 3220, Dakar (Senegal)

ISBN: 92-91-33-161-9

Graphic Design: Jenny GatienReview: Barnaby RookeTranslation: LIDEXCommunication: Performances Group

Cover photo:© Global Partnership for Education

This document is also available in digital format and in French at www.pasec.confemen.org

PASEC2014EDUCATION SYSTEM

PERFORMANCEIN FRANCOPHONE

SUB-SAHARAN AFRICACompetenCies and Learning FaCtors in primary eduCation

IV CONFEMEN - PASEC

Acronyms and Abbreviations CAP Collective action plans to improve school performance

CONFEMEN Conference of Ministers of Education of French-Speaking Countries

EFA Education for All

GER Gross enrollment rate

GNP Gross national product

GPI Gender parity index

HDI Human Development Index

IAP Individual action plans to improve school performance

INSERM Institut National de la Santé et de la Recherche Médicale

MCQ Multiple-choice questions

MRY Most recent year

NGO Non governmental organization

NIHCD National Institute of Child Health and Human Development

OECD Organisation for Economic Co-operation and Development

PASEC CONFEMEN Programme for the Analysis of Education Systems

PIRLS Progress in International Reading Literacy Study

PISA Programme for International Student Assessment

SACMEQ Southern and Eastern Africa Consortium for Monitoring Educational Quality

TIMSS Trends in International Mathematics and Science Study

UIS UNESCO Institute for Statistics

UNDP United Nations Development Programme

UNESCO UnitedNationsEducational,ScientificandCulturalOrganisation

PASEC2014 ASSESSMENT V

Writers• JacquesMALPEL,PASEC Coordinator

• DrOswaldKOUSSIHOUEDE,Technical Advisor/Head of the Data Management and Statistical Analysis Division,PASEC

• VanessaAyeSY,Technical Advisor/Head of the Survey Tools and Procedures Division, PASEC

• DrLabassLamineDIALLO,Technical Advisor, PASEC

• PriscillaGOMES,Technical Advisor, PASEC

• MoussaHAMANIOUNTENI,Technical Advisor, PASEC

• HilaireHOUNKPODOTE,Technical Advisor, PASEC

• AntoineMARIVIN,Technical Advisor, PASEC

• BassileZavierTANKEU,Technical Advisor, PASEC

MembersofthePASECScientificCommittee• PrFrançoisNDEBANI, École Normale Supérieure - Marien Ngouabi University, Brazzaville, Congo; President of the

Scientific Committee

• JeanClaudeEMIN,former Assistant-Director of the Prospective and Performance Evaluation Directorate, Ministry ofEducation, France

• PrChristianMONSEUR,Education and Training Department – School of Psychology, Logopaedics and EducationScience - Liège University, Belgium

• PrAgnèsFLORIN,Education Research Center – School of Psychology - Nantes University, France

• PrBoubacarNIANE,School of Education and Training Science and Technology - Cheikh Anta Diop University, Dakar,Senegal

• DrAlainPatrickNKENGNENKENGNE,Education Policy Analyst - UNESCO-IIPE Pôle de Dakar, Senegal

• DrFrançoisSAWADOGO,Director of the Arts and Humanities Training and Research Unit - Koudougou University,Burkina Faso

Consultants who Contributed to the PASEC2014 Assessment WorkNantesUniversityExperts(Validationoftools)• DrIsabelleNOCUS,Senior Lecturer in Psychology of Development

• PrPhilippeGUIMARD,Professor of Psychology of Development and Education, member of the Education ResearchCenter, Nantes

LiègeUniversityExperts(Validationoftoolsanddevelopmentofthecompetencyscales)• MichèleLEJONG,Research Associate

• FrançoiseCRÉPIN,Research Associate

• PrPatriciaSCHILLINGS

• PrAnnickFAGNANT, Education Science Researcher

Australian Council for Educational Research (ACER) (Psychometric analysis of the tests)• AllaBEREZNER,Principal Research Fellow

• DrWolframSCHULZ,Research Director of International Surveys

• GregMACASKILL,SeniorResearch Fellow

• Dr AlexanderDARAGANOV,Senior Research Fellow/Data Manager

ThisreportwasproducedunderthesupervisionandadministrativemonitoringofBoureimaJacquesKI,CONFEMENSecretary General, with support from the CONFEMEN Permanent Technical Secretariat. The PASEC2014assessmentbenefittedfromthepoliticalsupportoftheministersandtheeffectiveandefficientinvolvementofthenational teams of the ten countries assessed.

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Acknowledgments This PASEC2014 survey report has been the fruit of work carried out in synergy and collaboration by the CONFEMEN Programme for the Analysis of Education Systems based in Dakar and the national teams of the participating countries, namely: Benin, Burkina Faso, Burundi, Cameroon, Chad, Congo, Côte d’Ivoire, Niger, Senegal and Togo.

PASEC also wishes to thank the members of its steering committee for their support and strategic guidance throughouttheprocess,aswellasthevariousfinancialandtechnicalpartners,namely:theAgenceFrançaisedeDéveloppement, the World Bank and the Swiss Cooperation. Without their support, this project could not have been carried out.

PASEC’sScientificCommitteemadeavaluablecontributiontotheimplementationofthisassessment,throughits validation of the assessment exercises as well as of the report itself. PASEC extends its sincere gratitude to its members.

Finally, the staff of CONFEMEN’s Permanent Technical Secretariat is thanked for their technical and administrative support.

CONFEMEN also extends its deepest thanks and shares its warmest congratulations with all the persons whose cooperationintheproductionofthisfirstinternationalreporthasbeeninstrumental.

PASEC2014 ASSESSMENT VII

Foreword The international community renewed its commitment towards inclusive and quality education for the post-2015 era, through the Education 2030 Framework of Action, adopted during the World Education Forum held in Incheon inSouthKoreainMay2015.Thiscommitmentrequiresthesustainedmobilizationofallplayerstobuildeducationsystems that are solidly integrated into nations’ sustainable development processes.

CONFEMEN, in its capacity as a Francophone Ministerial Conference for Education, having adopted the Incheon Declaration in 2015, has reasserted its wish to assist countries towards these goals by promoting a forum of francophone expertise and solidarity, through its Programme for the Analysis of Education Systems (PASEC). This programme has produced data and analysis on the performance of education systems and the factors that contribute to education quality, through large-scale surveys of primary-level pupils’ learning outcomes.

In two decades, PASEC has carried out close to forty national assessments in twenty-odd countries of Sub-Saharan Africa, the Indian Ocean, the Middle East and South-East Asia.

Since 2012, PASEC’s missions have evolved to better respond to the expectations of countries and the international community, who want more measurement of learning outcomes. The added value of the new approach adopted is to focus on the comparability of results across national assessments. The measurement of different countries’ pupil competencies on a common scale, at the beginning (Grade 2) and end of primary (Grade 6), now enables better analysis and understanding of the effectiveness and equity of education systems, in line with other international programmes such as PISA, PIRLS, TIMSS or SACMEQ.

The assessment of the last year of primary responds to the need to measure pupils’ key competencies at the end of primary education and before their access to secondary. Adequate mastery of basic competencies in the selected subject areas will impact academic trajectories and schooling, working life and social integration.

The option to assess primary Grade 2, in addition to Grade 6, will provide decision-makers with relevant indicators and information on performance in reading and mathematics from the very beginning of schooling, to be able to provide the remediation required to improve the quality of teaching and learning, at the earliest possible opportunity.

PASEClauncheditsfirstinternationalassessmentin2014intencountries(Benin,BurkinaFaso,Burundi,Cameroon,Chad,Congo,Côted’Ivoire,Niger,SenegalandTogo).Thesampleincludescloseto40,000pupilsoverall,surveyedin over 1,800 schools. Named PASEC2014, this assessment will be followed by a series of regular international assessments. The comparison of performance will be enriched over the years by a broader participation of CONFEMEN countries, and through the monitoring of trends thanks to successive assessments.

Furthermore, linking the background information collected during the PASEC surveys with pupils’ success at the PASEC tests will provide some points of reference that may contribute to the public debate on the factors that have an impact on the quality of learning outcomes, and guide action in education.

Despite the progress achieved and countries’ commitments, education quality remains a tremendous challenge for mostFrancophonecountriesintheSouth.TheresultsofthefirstPASEC2014 international assessment underline andanalyzethefindingsintermsoftheweaknessesofFrancophoneeducationsystemsintheSouth,describingasituation that is of concern overall and alarming for some countries.

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This stage of communication of the PASEC2014 international assessment results will be complemented by other publications in the course of 2016. The data collected and the procedures used will be described in a technical report and a data usage manual. The international database will be made available to researchers and the general public.Inparallel,inthecourseof2016,eachofthetencountriesassessedin2014willproduce,incollaborationwithPASEC,anationalreporttofurtherthereflectiononnationalissuesandtoplacetheresultsinlocalcontext.

The CONFEMEN Permanent Technical Secretariat facilitated the implementation of this ambitious project in collaboration with CONFEMEN’s main technical and financial partners, namely the Agence Française deDéveloppement, the World Bank and the Swiss Cooperation.

This report does not claim to provide an exhaustive and detailed analysis of all the issues faced by the education systemsofthetencountriesinvolved.However,thisinnowaydetractsfromitsscientificvalue,therelevanceofthedataanalysisortheobjectivityofthefindings.

Boureima Jacques KICONFEMEN Secretary-General

PASEC2014 ASSESSmEnt 9

Table of Contents AcronymsandAbbreviations IVWriters VAcknowledgments VIForeword VIITable of Contents 9List of Tables 12List of Figures 12List of Boxs 12List of Figures 12

CHAPTER 1. The PASEC2014 Assessment 171.1 Methodology 19

1.1.1 PASEC2014 Tests and Questionnaires 201.1.1.1 Early Primary Cycle Tests 20

1.1.1.1.1 Language of Instruction Test 201.1.1.1.2 Mathematics Test 21

1.1.1.2 Late Primary Cycle Tests 221.1.1.2.1 Language of Instruction Test 221.1.1.2.2 Mathematics Test 23

1.1.1.3ContextQuestionnaires 241.1.2DataCollection 241.1.3Samples 24

1.2 PASEC2014 Assessment Countries 25

Readers’ Guide 28

CHAPTER 2. Pupil Competencies in Primary School and Education System Equity 312.1 Early Primary Cycle 33

2.1.1 Pupils’ Early Primary Language and Mathematics Competencies 332.1.2PupilPerformanceinFourKeyAreas 382.1.2.1 Read Letters of the Alphabet with Ease 382.1.2.2 Read Familiar Words with Ease 392.1.2.3CounttoOneHundred 402.1.2.4PerformSumsandSubtractions 412.1.3 Distribution of Pupils’ Early Primary Language and Mathematics Results 422.1.4ComparisonofAverageNationalEarlyPrimaryLanguageandMathematicsScores 43

2.2LatePrimaryCycle 472.2.1Pupils’LatePrimaryReadingandMathematicsCompetencies 472.2.2 Distribution of Pupils’ Late Primary Language and Mathematics Results 512.2.3 Comparison of Average National Late Primary Language and Mathematics Scores 53

2.3 Relationship Between Countries’ Early and Late Primary Performance 56

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CHAPTER 3.Pupil Characteristics 593.1 Pupil Gender 613.2Parents’LiteracyandAvailabilityofBooksatHome 64

3.2.1Parents’Literacy 643.2.2 Availability of Books at Home 67

3.3 Disabled Pupils 703.4WorkoutsideSchool 723.5 Pupils’ Schooling 75

3.5.1 Preprimary Attendance 753.5.2 Grade Repetition 783.5.3 Pupils’ Age 81

CHAPTER4.School Environment and Pupil Performance 854.1WheredoDisparitiesinPerformanceStemfrom? 874.2SchoolLocationandPupilPerformance 894.3TypeofSchoolandPupilPerformance 924.4TypeofClassandPupilPerformance 954.5SchoolEnvironment:Infrastructure,TeachingResources,HealthandHygiene 99

4.5.1DescriptionofPASEC2014 Countries’ School Environment 994.5.1.1ClassSize 994.5.1.2SeatinginClass 101

4.5.1.3BooksandTextbooks 1014.5.1.3.1Libraries 1014.5.1.3.2Textbooks 102

4.5.1.4Hygieneandsanitaryconditions 1044.5.1.4.1AvailabilityofLatrines 1044.5.1.4.2FirstAidEquipmentandHealthcare 1054.5.2SchoolEnvironmentandPerformance 1064.5.2.1SchoolInfrastructureandPupilPerformance 1074.5.2.2ClassEquipmentandPupilPerformance 1094.5.2.3TextbooksandPupilPerformance 1124.5.2.4ClassSizeandPupilPerformance 114

4.6TeacherandHeadmasterCharacteristics 1154.6.1Gender 1154.6.1.1TeacherGender 1154.6.1.2HeadmasterGender 116

4.6.2Seniority 1174.6.2.1TeacherSeniority 1174.6.2.2HeadmasterSeniority 1184.6.3AcademicBackground 1194.6.3.1AcademicLevelofTeachers 1194.6.3.2AcademicLevelofHeadmasters 1204.6.4TeacherTraining 1214.6.4.1TeacherTrainingReceivedbyTeachers 1214.6.4.2TeacherTrainingbyHeadmasters 1224.6.5ServiceTeacherTraining 123

4.7Teachers’PerceptionsoftheirWorkingConditions 1244.7.1.Teachers’PerceptionsoftheirWorkingConditions 124


4.7.2TeacherPerceptionsofHarassmentatSchool 1244.7.3Teachers’PerceptionsofSchoolManagementandtheQualityoftheirRelationships

with Colleagues and the Community 1254.7.4Teachers’PerceptionsoftheirRemuneration 1254.7.5Teachers’PerceptionsoftheirPromotionandTrainingOpportunities 125

Chapter 5. FindingsandAvenuesforReflection 1275.1 Pupil Competencies 129

5.1.1 Early Primary Cycle 1295.1.2 Late Primary Cycle 130

5.2 Pupil Characteristics 1305.2.1 Pupil Gender 1305.2.2 Parents’ Literacy 1315.2.3 Availability of Books at Home 1315.2.4WorkOutsideSchool 1315.2.5 Preprimary Attendance 1315.2.6 Grade Repetition 1315.2.7 Pupils’ Age 131

5.3 School Characteristics 1325.3.1 Source of Performance Disparities 1325.3.2 School Location 1325.3.3 Type Of School 1325.3.4TypeOfClass 1325.3.5 School Resources 1325.3.6 Teacher and Headmaster Characteristics 1335.3.7 Teachers’ Perceptions of their Working Conditions 133

Epilogue 135

Bibliography 136

Annexes 139Annex A - Examples of Items from the PASEC22014 144Annex B - PASEC2014 Survey data 161Annex C - List of Players who Contributed to the Implementation of Different PASEC2014 Assessment Activities 231

PASEC publications 232

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List of TablesTable 1.1: Demographic and Economic Characteristics of Participating Countries 26Table 1.2: Primary School Enrolment Indicators 27Table 2.1: PASEC2014LanguageCompetencyScale–EarlyPrimary 34Table 2.2: PASEC2014 Mathematics Competency Scale – Early Primary 35Table2.3:PercentageofCorrectSumandSubtractionAnswers–EarlyPrimary 41Table2.4:AverageNationalLanguageScoresandMultipleComparisonsbetweenCountries–EarlyPrimary 45Table2.5:AverageNationalMathematicsScoresandMultipleComparisonsbetweenCountries–EarlyPrimary 46Table 2.6: PASEC2014ReadingCompetencyScale–LatePrimary 47Table 2.7: PASEC2014MathematicsCompetencyScale–LatePrimary 49Table2.8:AverageNationalReadingScoresandMultipleComparisonsbetweenCountries–LatePrimary 54Table 2.9: Average National Mathematics Scores and Multiple Comparisons between Countries – Late Primary 55Table 3.1: Primary Access and Completion, by Gender, 2012 61

List of BoxsBox 1.1: Areas Assessed by PASEC2014 in the Language of Instruction – Early Primary 21Box 1.2: Areas Assessed by PASEC2014 in Mathematics – Early Primary 22Box 1.3: Areas Assessed by PASEC2014 in the Language of Instruction – Late Primary 23Box1.4:AreasAssessedbyPASEC2014 in Mathematics – Late Primary 23Box2.1:PracticesAdoptedbyTeachersinReading–LatePrimary 48

List of FiguresFigure 1.1: Areas Assessed by PASEC2014 19Figure 1.2: Map of Countries that Participated in the PASEC2014 Assessment 25Figure 2.1: Percentage of Pupils, by Competency Level Achieved in Language and Mathematics – Early Primary 36Figure 2.2: Distribution of Pupils by Average Number of Letters Read Accurately in One Minute – Early Primary 38Figure 2.3: Distribution of Pupils by Average Number of Words Read Accurately in One Minute – Early Primary 39Figure2.4:DistributionofPupilsbyLastNumberReachedwhenCountingOutLoud–EarlyPrimary 40Figure2.5:LanguageandMathematicsPerformanceGapsbetweentheBestandWeakestPupils–EarlyPrimary 42Figure2.6:Countries’PositionRelativetotheAverageofNationalLanguageandMathematicsScores–EarlyPrimary 44Figure 2.7: Percentage of Pupils, by Competency Level Achieved in Language and Mathematics – Late Primary 50Figure 2.8: Language and Mathematics Performance Gaps between the Best and Weakest Pupils – Late Primary 52Figure 2.9: Country Positions Relative to the Average National Language and Mathematics Scores – End of Primary 53Figure 2.10: Link between Average National PASEC2014 Language-Reading Scores – Early and Late Primary 56Figure 2.11: Link between Average National PASEC2014 Mathematics Scores – Early and Late Primary 56Figure 3.1: Percentage of Girls Enrolled at the Beginning of Primary, by Country, 2012 62Figure 3.2: Percentage of Girls Enrolled at the End of Primary, by Country, 2012 62Figure 3.3: Language Performance Gap between Girls and Boys – Early Primary 63Figure3.4:MathematicsPerformanceGapbetweenGirlsandBoys–EarlyPrimary 63Figure 3.5: Reading Performance Gap between Girls and Boys – Late Primary 63Figure 3.6: Mathematics Performance Gap between Girls and Boys – Late Primary 63Figure3.7:PercentageofPupilswithOne,TwoorNeitherParentwhoCanRead–EarlyPrimary 64Figure3.8:PercentageofPupilswithOne,TwoorNeitherParentwhoCanRead–LatePrimary 64Figure 3.9: Pupil Language and Mathematics Performance, According to Parent Literacy – Early Primary 65Figure 3.10: Pupil Reading and Mathematics Performance, According to Parent Literacy – Late Primary 66Figure 3.11: Percentage of Pupils with One or Several Books at Home – Early Primary 67Figure 3.12: Distribution of Pupils According to the Quantity of Books at Home – Late Primary 67 Figure 3.13: Pupil Language and Mathematics Performance, According to the Availability of Books at Home – Early Primary 68


Figure3.14:PupilLanguageandMathematicsPerformance,AccordingtotheAvailabilityofBooksatHome – Late Primary 69Figure3.15:DistributionofPupils,AccordingtotheExistenceofaVisualDisabilityandUseofEyeglasses– End of Primary 70Figure 3.16: Distribution of Pupils, According to the Existence of Hearing Disability– End of Primary 71Figure 3.17: Percentage of Pupils Participating in Agricultural Work – Late Primary 72Figure 3.18: Percentage of Pupils Participating in Petty Commerce – Late Primary 72Figure 3.19: Pupils’ Reading and Mathematics Performance, According to their Participation in Agricultural Work – Late Primary 73Figure 3.20: Pupils’ Reading and Mathematics Performance, According to their Participation in Petty Commerce - LatePrimary 74Figure 3.21: Percentage of Pupils Having Attended Preprimary – Early Primary 75Figure 3.22: Percentage of Pupils Having Attended Preprimary – Late Primary 75Figure 3.23: Pupil Performance in Language and Mathematics, According to Preprimary Attendance – Early Primary 76Figure3.24:PupilPerformanceinLanguageandMathematics,AccordingtoPreprimaryAttendance–LatePrimary 77Figure 3.25: Percentage of Pupils at the Beginning of Primary who Repeated Grade 2 78Figure 3.26: Distribution of Pupils at the End of Primary According to the Number of Repetitions during the Cycle 78Figure 3.27: Performance in Language and Mathematics, of Pupils who Did and Did not Repeat – Early Primary 79Figure 3.28: Pupil Performance in Reading and Mathematics, According to the Number of Repetitions during 80 the Primary Cycle – Late Primary 80 Figure 3.29: Average Language Performance Gap between pupils of a Given Age and those One Year Younger, Controlling for Repetition– Early Primary 81Figure 3.30: Average Mathematics Performance Gap between pupils of a Given Age and those One Year Younger, Controlling for Repetition – Early Primary 81Figure 3.31: Average Reading Performance Gap between pupils of a Given Age and those One Year Younger, Controlling for Repetition – Late Primary 82Figure 3.32: Average Mathematics Performance Gap between pupils of a Given Age and those One Year Younger, Controlling for Repetition – Late Primary 82Figure4.1:EarlyPrimaryScoreVarianceDecomposition–Language 87Figure4.2:EarlyPrimaryScoreVarianceDecomposition–Mathematics 87Figure4.3:LatePrimaryScoreVarianceDecomposition–Reading 88Figure4.4:LatePrimaryScoreVarianceDecomposition–Mathematics 88Figure4.5:PercentageofPupilsAttendingSchoolinaRuralArea–EarlyPrimary 89Figure4.6:PercentageofPupilsAttendingSchoolinaRuralArea–LatePrimary 89Figure4.7:EarlyPrimaryPerformanceGapsbetweenPupilsinRuralandUrbanAreas–Language 90Figure4.8:EarlyPrimaryPerformanceGapsbetweenPupilsinRuralandUrbanAreas–Mathematics 90Figure4.9:LatePrimaryPerformanceGapsbetweenPupilsinRuralandUrbanAreas–Reading 91Figure4.10:LatePrimaryPerformanceGapsbetweenPupilsinRuralandUrbanAreas–Mathematics 91Figure4.11:DistributionofPupilsAccordingtotheTypeofSchoolAttended-EarlyPrimary 92Figure4.12:DistributionofPupilsAccordingtotheTypeofSchoolAttended-LatePrimary 92Figure4.13:EarlyPrimaryPerformanceGapbetweenPupilsinPrivateandPublicSchools–Language 93Figure4.14:EarlyPrimaryPerformanceGapbetweenPupilsinPrivateandPublicSchools–Mathematics 93Figure4.15:LatePrimaryPerformanceGapbetweenPupilsinPrivateandPublicSchools–Reading 94Figure4.16:LatePrimaryPerformanceGapbetweenPupilsinPrivateandPublicSchools-Mathematics 94Figure4.17:DistributionofPupilsAccordingtotheTypeofClassAttended-EarlyPrimary 95Figure4.18:DistributionofPupilsAccordingtotheTypeofClassAttended–LatePrimary 95Figure4.19:EarlyPrimaryPerformanceGapbetweenPupilsinMultigradeandStandardClasses–Language 96Figure4.20:EarlyPrimaryPerformanceGapbetweenPupilsinMultigradeandStandardClasses–Mathematics 96Figure4.21:LatePrimaryPerformanceGapbetweenPupilsinMultigradeandStandardClasses–Reading 97Figure4.22:LatePrimaryPerformanceGapbetweenPupilsinMultigradeandStandardClasses–Mathematics 97Figure4.23:EarlyPrimaryPerformanceGapbetweenPupilsinDouble-ShiftandStandardClasses–Language 98Figure4.24:EarlyPrimaryPerformanceGapbetweenPupilsinDouble-ShiftandStandardClasses–Mathematics 98Figure4.25:LatePrimaryPerformanceGapbetweenPupilsinDouble-ShiftandStandardClasses–Reading 99Figure4.26:LatePrimaryPerformanceGapbetweenPupilsinDouble-ShiftandStandardClasses–Mathematics 99Figure4.27:NumberofPupilsperClassinthePASEC2014 Sample – Early Primary 99Figure4.28:NumberofPupilsperClassinthePASEC2014 Sample – Late Primary 99

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Figure4.29:EvolutionofClassSize,AccordingtoPASECAssessments 100Figure4.30:DistributionofPupilsbyAvailabilityofSeatinginClass–EarlyPrimary 101Figure4.31:DistributionofPupilsbyAvailabilityofSeatinginClass–LatePrimary 101Figure4.32:PercentageofPupilsAttendingaSchoolwithaLibrary–LatePrimary 102Figure4.33:DistributionofPupilsattheBeginningofPrimary,AccordingtotheNumberofPupilsperTextbook– Language 103Figure4.34:DistributionofPupilsattheBeginningofPrimary,AccordingtotheNumberofPupilsperTextbook– Mathematics 103Figure4.35:DistributionofPupilsattheEndofPrimary,AccordingtotheNumberofPupilsperTextbook– Reading 103Figure4.36:DistributionofPupilsattheEndofPrimary,AccordingtotheNumberofPupilsperTextbook– Mathematics 103Figure4.37:PercentageofPupilsAttendingaSchoolwithoutLatrinesorToilets-LatePrimary 104Figure4.38:PercentageofPupilsAttendingaSchoolwithFirstAidEquipment–LatePrimary 105Figure4.39:PercentageofPupilsHavingUndergoneVariousMedicalTestsorTreatmentsthroughouttheYear– Late Primary 106Figure4.40:AverageLeveloftheSchoolInfrastructureIndexandStandardDeviation–LatePrimary 107Figure4.41:AverageGapbetweentheLatePrimaryScoresofPupilsofaGivenSchoolandofthosewhose school Infrastructure Index is One Point Lower – Reading 108Figure4.42:AverageGapbetweentheLatePrimaryScoresofPupilsofaGivenSchoolandofthosewhoseSchoolInfrastructure Index is One Point Lower – Mathematics 108Figure4.43:AverageLeveloftheClassEquipmentIndexandStandardDeviation–EarlyPrimary 109Figure4.44:AverageLeveloftheClassEquipmentIndexandStandardDeviation–LatePrimary 109Figure4.45:AverageGapbetweentheEarlyPrimaryScoresofPupilsofaGivenSchoolandofthosewhose Class Equipment Index is One Point Lower – Language 110Figure4.46:AverageGapbetweentheEarlyPrimaryScoresofPupilsofaGivenSchoolandofthosewhose Class Equipment Index is One Point Lower – Mathematics 110Figure4.47:AverageGapbetweentheLatePrimaryScoresofPupilsofaGivenSchoolandofthosewhose Class Equipment Index is One Point Lower – Reading 111Figure4.48:AverageGapbetweentheLatePrimaryScoresofPupilsofaGivenSchoolandofthosewhose Class Equipment Index is One Point Lower – Mathematics 111Figure4.49:LanguageandMathematicsScoresGap,AccordingtotheNumberofPupilsperTextbook–EarlyPrimary 112Figure4.50:ReadingandMathematicsScoresGap,AccordingtotheNumberofPupilsperTextbook-LatePrimary 113Figure4.51:DistributionofPupilsAccordingtoTeacherGender–EarlyPrimary 115Figure4.52:DistributionofPupilsAccordingtoTeacherGender–LatePrimary 115Figure4.53:DistributionofPupilsAccordingtotheGenderoftheHeadmaster–LatePrimary 116Figure4.54:DistributionofPupilsAccordingtoTeacherSeniority–EarlyPrimary 117Figure4.55:DistributionofPupilsAccordingtoTeacherSeniority–LatePrimary 117Figure4.56:DistributionofPupilsAccordingtoHeadmasterSeniority–LatePrimary 118Figure4.57:DistributionofPupilsAccordingtoTeacher’sAcademicLevel–EarlyPrimary 119Figure4.58:DistributionofPupilsAccordingtoTeacher’sAcademicLevel–LatePrimary 119Figure4.59:DistributionofPupilsAccordingtoHeadmaster’sAcademicLevel–LatePrimary 120Figure4.60:DistributionofPupilsAccordingtoTeacherTrainingReceivedbytheirTeacher-EarlyPrimary 121Figure4.61:DistributionofPupilsAccordingtoTeacherTrainingReceivedbytheirTeacher–LatePrimary 121Figure4.62:DistributionofPupilsAccordingtoTeacherTrainingReceivedbytheirHeadmaster–LatePrimary 122Figure4.63:DistributionofPupilsAccordingtoTeacher’sIn-ServiceTraining–EarlyPrimary 123Figure4.64:DistributionofPupilsAccordingtoTeacher’sIn-ServiceTraining–LatePrimary 123

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THE PASEC2014 ASSESSMENT

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CHAPTER 1


1.1 Methodology The PASEC methodology1hasbeendesignedtostudyeducationsystems’levelsofefficiencyandequity,whileaimingto determine the school and extracurricular factors that may affect pupils’ learning levels.

An efficient education system enables all children to acquire the competencies and attitudes expected (set out in school curricula) at the end of the primary cycle. Within the context of PASEC assessments, a system is considered efficientwhen it enables all,or at least a vastmajorityof children, tomaster certain core competencies: at thebeginning of the primary cycle, the competencies that must be acquired to take full advantage of the rest of the cycle; and at the end of the primary cycle, the competencies pupils will need to pursue their education in good conditions.

An equitable education system tends to reduce inequalities in terms of enrolment and school success between differentpupilprofiles,typesofschoolandregions.Afairdistributionofeducationalresourcesbetweenregionsandamongschoolswithinregionsisafirststeptowardsthisobjective.

To evaluate the extent to which these objectives are met, the PASEC methodological model is based on an assessment of the core competencies of a sample of pupils that is representative of the school population in each country, in the language of instruction and mathematics, at the beginning and the end of the primary cycle2.

The PASEC2014 assessment also gathered extensive information about pupils, classes, schools, local communities and educational policies, to appraise the level of resource distribution, understand school practices and relate this information to pupil performance (see Figure 1.1).

LinkingthisinformationtosuccessinthePASECtestsprovidessomebenchmarksoftheefficiencyandequityofeducation systems. Tests, questionnaires, survey procedures and data analyses are standardized across all countries and throughout the entire assessment process to guarantee the comparability of results between countries.

Figure 1.1: Areas Assessed by PASEC2014

1.For more information about the PASEC methodology, the reader may refer to the PASEC2014 Assessment Technical Report and survey tool reference frameworks.

2. As all the countries evaluated by PASEC2014 have a six-year primary cycle, the early primary cycle tests are administered to Grade 2 pupils and the late primary cycle tests to Grade 6 pupils

Characteristics of Pupils and of

their Family Environment

The Schooland Class

Environment

The Country, its Education Systemand its Regions

Pupils’ PreviousEducation and Experiences

Pupil Behavior, Attitudes and Strategies

Pupils’ Level of Knowledge, Competencies and Abilities on the PASEC Competency Scales


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1.1.1 PASEC2014 Tests and Questionnaires The design of PASEC tests is based on:i. scientificresearchspecifyingthevariousreadingandmathematicslearningstages;ii.pupilcompetencylevelsinreadingandmathematics,assessedcountries’contextsandthelearningprioritiesdefined

in their curricula; andiii. reading and mathematics measurement standards currently used at the international level3.

PASEC tests are an external measurement of education systems and are not designed to measure the degree to whichspecificobjectivesinherenttoeacheducationsystemaremet,northoseofanacademicyearinparticular.

Testsaredevelopedusingscientificprocesses,abidingbyinternationalevaluationstandards.Thequalityofexerciseswas pre-tested in each of the participating countries.

Testsareadministeredintheofficiallanguageofinstruction4.WhenthelatterisnotFrench(asisthecaseofKirundiin Burundi at the beginning of the primary cycle, and English in Anglophone Cameroon both at the beginning and the end of the primary cycle), tests were translated and adapted to each country’s linguistic context while ensuring thatthesamelevelofdifficultywasmaintainedbetweenversions.Thisprocesswascontrolledandapprovedbyeach country and by a specialized external body.

In a majority of countries, the language of instruction is often not pupils’ mother tongue and is used very little in their day to day lives. This is the case with French in Benin, Burkina Faso, Francophone Cameroon, Chad, Congo, Côte d’Ivoire,Niger,SenegalandTogo,andwithEnglishinAnglophoneCameroon.Kirundi,thelanguageofinstructionandassessment at the beginning of primary in Burundi, is used on a daily basis by many pupils.

1.1.1.1 Early Primary Cycle TestsThe PASEC2014 tests taken at the beginning of the primary cycle are administered individually to Grade 2 pupils to diagnose their abilities in the language of instruction and mathematics at this early stage, and to carry out an initialassessmentoftheircorecompetencies.Thetestalsoaimstoidentifythemaindifficultiesencounteredinthelearning process before they become more substantial and lead to failure and drop-out.

The tests last approximately thirty minutes in each subject.

1.1.1.1.1 Language of Instruction Test

The key reading objective in the primary curricula of the countries assessed by PASEC2014 is the acquisition of competenciesrequiredtoreadfluentlyandautonomouslybytheendoftheprimarycycle.Thefirststeptoreachthat aim is thus for pupils to acquire the basic abilities required to decode text and to read familiar words with easeassoonaspossible.Theyalsoneedtodevelopsufficientlisteningcomprehensionandvocabularylevelsinthelanguage of instruction to bolster their ability to understand sentences and texts.

At the beginning of the primary cycle, all pupils are thus expected to be able to read and understand a short, simple, familiar message.

The PASEC2014 test assesses three key areas: listening comprehension, familiarization with written language and reading-decoding, and reading comprehension (see Box 1.1). Each of these areas is assessed in turn and in phases, through a series of exercises. Each exercise includes an example and a set of questions.

3. International measurement standards refer to test design, administration and analysis procedures.

4.Examplesof testquestionsarepresented inAnnexAof this report.Readersmayrefer tothetest reference framework in thePASEC2014 assessment Technical Report for more information.

CHAPTER 1


Box 1.1: Areas Assessed by PASEC2014 in the Language of Instruction – Early Primary

Test Sections

AreasAssessed

Exercises andCompetencies Assessed

part 1 Listening comprehension: Listening comprehension is assessed with oral messages consisting of isolated words, sentences and passages. Developing competencies in this area enables pupils to expand their vocabulary and thus achieve fluency when decoding a text by establishing a correspondence between oral and written language.

•Understandvocabulary•Recognizevocabulary•Recognizewordfamilies•Understandapassage

part 2 Familiarization with written language and reading-decoding: Familiarization with written language is assessed through exercises requiring pupils to recognize characteristics of the written language. Reading-decoding is assessed through graphophonological identification (letters, syllables, words) and simple letter and word reading activities. Developing competencies in this area enables pupils to achieve reading fluency so they can focus on the meaning of words and sentences, and thus expand their vocabulary.

•Recognizewrittenlanguage•Readletters•Recognizesyllables•Readwords•Recognizenon-words

part 3 Reading comprehension: Reading comprehension is assessed through exercises requiring pupils to read isolated words and sentences as well as texts, and then find, combine and interpret information. Developing competencies in this area enables pupils to read autonomously in a variety of day-to-day situations and thus develop their knowledge and participate in society.

•Decodethemeaningofwords•Readandunderstandsentences•UnderstandText1•UnderstandText2

1.1.1.1.2 Mathematics Test

The key mathematics objective in the primary curricula of the countries assessed by PASEC2014 is to help pupils develop their knowledge of numbers, arithmetic, problem solving, geometry and measurement.

The PASEC2014 test measures pupils’ core competencies in two key areas: (i) arithmetic, and (ii) geometry, space and measurement (see Box 1.2). As for the language test, each of these areas is assessed in turn and in phases, through a series of exercises. Each exercise includes an example and a set of questions.


22 CONFEMEN - PASEC

Box 1.2: Areas Assessed by PASEC2014 in Mathematics – Early Primary

Test Sections

AreasAssessed

Exercises andCompetencies Assessed

part 1 Arithmetic: Arithmetic is assessed through exercises requiring pupils to count, quantify and handle quantities of objects, perform operations, complete series of numbers and solve problems. Developing competencies in this area enables pupils to develop a symbolic rather than a purely intuitive knowledge of numbers.

•Counttoahundred•Recognizenumbers•Quantifyobjects•Distinguishquantitiesofobjects•Ordernumbers•CompleteNumberSeries1•CompleteNumberSeries2•Addandsubtract•Solveproblems

part 2 Geometry, space and measurement:Measurement is assessed through the recognition of geometric shapes, and the concepts of size and orientation in space. Developing competencies in this area enables pupils to develop a symbolic rather than a purely intuitive knowledge of geometry, space and measurement.

•Recognizegeometricshapes•Determinespatiallocation•AppraiseSizeSeries1•AppraiseSizeSeries2

1.1.1.2 Late Primary Cycle TestsThe late primary PASEC2014 tests are administered to Grade 6 pupils to evaluate their level of knowledge and competencies in reading and mathematics. At this stage, their competencies should enable them to understand, learn and adapt to situations encountered in daily life. Furthermore, acquiring these competencies gives them the crucial background required to continue their postprimary education.

Tests are made up of multiple choice questions (MCQ) and last for up to two hours in each subject.

1.1.1.2.1 Language of Instruction Test

The late primary PASEC2014 language test mainly assesses pupils’ comprehension of informative texts and documents6. The ability to extract information from literary texts is also assessed, albeit to a lesser extent; little emphasis is placed on decoding isolated words and sentences at this stage (see Box 1.3). The test does not measure writingcompetencies, listeningcomprehension,oralcommunicationskillsor the toolsspecific toeach language(spelling, grammar and verb conjugations).

5.Informativetextsmaybeextractsfromtextbooks,dictionaries,encyclopedias,andsoon,fromfiftytothreehundredwordsinlength.

6. Documents, on the other hand, may be texts, extracts from explanatory diagrams, advertisements, and so on, of up to a hundred words in length.

CHAPTER 1


Box 1.3: Areas Assessed by PASEC2014 in the Language of Instruction – Late Primary

Compositionof the Test

AreasAssessed

ReadingMaterial

26 % Decoding isolated words and sentences:Decoding is assessed through the graphophonological recognition of words and decoding the meaning of isolated words and sentences. Developing competencies in this area enables pupils to achieve reading fluency so they can focus on the meaning of words and sentences and thus expand their vocabulary.

Isolated pictures, words and sentences

74 % Reading comprehension:Reading comprehension is assessed through exercises requiring pupils to read literary and informative texts as well as documents, and then extract, combine and interpret one or several pieces of information and perform simple inferences. Developing competencies in this area enables pupils to read autonomously in a variety of day-to-day situations and thus develop their knowledge and participate in society.

Informative texts and documents (71%) Literary texts (29%)

1.1.1.2.2 Mathematics Test

The PASEC2014 mathematics test taken at the end of the primary cycle aims to measure pupil performance in arithmetic,geometryandmeasurement(seeBox1.4).Developingcompetenciesintheseareasenablespupilstoassimilate mathematical concepts and then apply them with reason. Pupils’ assessments provide insight into their level of knowledge of basic mathematical principles, their ability to apply them and reason in diverse situations, butalsoenabletheidentificationofdifficultiesencountered.Themaincognitiveprocessesmeasuredareknowing,understanding and applying formulas; the ability to solve a problem through reasoning is also evaluated, albeit to a lesser extent.

Box1.4:Areas Assessed by PASEC2014 in Mathematics – Late Primary

Compositionof the Test

AreasAssessed

46.9 % Arithmetic:Arithmetic is assessed through exercises requiring pupils to recognize, apply and solve problems using operations, whole numbers, decimal numbers, fractions, percentages, series of numbers and data tables.

35.8 % Measurement:Measurement is assessed by exercises requiring pupils to recognize, apply and solve problems involving the concept of size: length, mass, capacity, surface area and perimeter.

17.3 % Geometry and space:Geometry and space are assessed through the recognition of the properties of two or three-dimensional geometric shapes, geometric relations and transformations, as well as orientation in and visualization of space.


24 CONFEMEN - PASEC

1.1.1.3 Context Questionnaires An extensive volume of contextual data was gathered during the PASEC2014 survey to describe educational contexts and better understand the relationship between pupils’ family and school environments and their performance. This information was gathered from pupils, teachers, headmasters and ministers of education, both at the beginning and the end of the primary cycle.

Although the Teacher and Headmaster questionnaires are identical for the early and late primary tests, the early primaryPupilquestionnairehadtobeconsiderablysimplified.AtGrade2,informationpertainingtopupilsandtheirarea of residence was collected by administering questionnaires directly to pupils in the language of instruction and/or their mother tongue to facilitate their comprehension. More data are available at the pupil level at the end than at the beginning of the primary cycle.

1.1.2 Data CollectionTest administrators are responsible for data collection at the school level. They are trained, supervised and monitored by national teams. Tests are administered over the course of two mornings (one per subject)7. Administrators must scrupulously abide by instructions to guarantee the comparability of data collected.

Early primary tests are administered individually to pupils, in accordance with the standardized administration instructions for each phase. The administrator assesses a maximum of ten pupils per class. Pupils answer questions orally with very short answers.

Late primary tests and Pupil questionnaires are administered collectively to pupils. The administrator assesses a maximum of twenty pupils per class. Tests are of the “pencil and paper” type: pupils work alone on rotating booklets8. TheyanswerMCQ,havingfirstgonethroughafewexampleswiththeadministratortoensuretheyunderstand how the test works and how to answer the questions.

1.1.3 Samples Data from the PASEC2014 assessment are collected from a representative sample of the surveyed grades’ school population. Sampling is carried out in three stages: i. Thefirststageconsistsinselectingschoolsaccordingtoasystematicprocedure.Selectionprobabilityisproportional

to the number of pupils enrolled in Grade 2 and Grade 69. The late primary sample totaled one hundred and eightyschools; while a smaller sample of ninety schools was constituted for the early primary tests due to operationalconstraints10.

ii. In each school offering both grades selected, a Grade 6 class is selected among all the Grade 6 classes, as well as aGrade 2 class, by a simple random process.

iii. A sample of twenty pupils is drawn from the selected Grade 6 class, and if appropriate a sample of ten pupils froma Grade 2 class, by a simple random process.

7.Thereadingandmathematicstestsaretakeninrandomorderinschools.Inthisway,theaverageresultsforeachatthecountrylevelarenotinfluencedbytheorder in which the tests are taken.

8. Each pupil has only one rotating test booklet. Four booklets are used, enabling the analysis of pupils’ answers on a single scale, irrespective of the booklet used.

9.Schoolsaredrawnfromanofficialdatabasethatisoneortwoyearsoldatmostatthetimeofdatacollection,andincludespublic,private,communityschoolsand so on.

10.DifficultieslinkedtoadministeringindividualteststoGrade2pupilsandtheneedtoharmonizepracticesbetweentestadministratorsmeantthatPASECreduced the size of the school and pupil samples at the beginning of the primary cycle.

CHAPTER 1


1.2 PASEC2014 Assessment CountriesThe PASEC2014 assessment included ten Sub-Saharan countries: Benin, Burkina Faso, Burundi, Cameroon, Chad, Congo, Côte d’Ivoire, Niger, Senegal and Togo (see map below).

Figure 1.2: Map of Countries that Participated in the PASEC2014 Assessment

Despite different historical, political and sociological backgrounds, all ten countries display considerable demographic growth coupled with sustained economic growth, spanning over almost a decade in most cases (see Table 1.1). As a consequence, education systems have to mobilize substantial resources to adapt education supply to the growing challenges of quality and access. Thus, the countries that participated in the PASEC2014 assessment spend an ever-increasing share of their gross national product (GNP) on education.

Niger

BurkinaFaso

TogoBenin

Senegal

Cameroon

Chad

CongoBurundi

Côted'Ivoire


26 CONFEMEN - PASEC

Table 1.1: Demographic and Economic Characteristics of Participating Countries

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CHAPTER 1


11.Primarygrossenrolmentrate(GER):numberofpupilsattendingprimaryschool,regardlessofage,dividedbytheofficialschool-agedpopulation.12.Primarycompletionrate:byconvention,thenumberofnewentrantsinthelastgradeofprimary,regardlessofage,dividedbythepopulationoftheofficialage for the last grade of primary.13. Gender parity Index: ratio of girls/boys attending primary education, expressed as a percentage.14.2015data,whichdoesnottakeintoaccountprogressachievedintermsofnonformaleducation.

Intermsofaccesstoeducation,Africancountrieshaveprogressedverysignificantlyoverthepastthirtyyearstomeet the demand for education, extend school coverage and maintain as many children as possible in primary education, despite considerable demographic pressure. Many Sub-Saharan African countries now enroll twice as many Grade 1 children as they did ten years ago. However, over 30 million school-aged children were not enrolled in primary education in Sub-Saharan Africa in 2013 (UNESCO Institute for Statistics database - UIS, http://data.uis.unesco.org, accessed in November 2015).

Table 1.2: Primary School Enrolment Indicators

school-aged population

gross enrolment rate11

Completion rate11

gender parity index13

youth Literacy rate14

Year 2013 2012 2012 2012 2012

Benin 1659944 122.7 % 70.5 % 89.5 52.4%

Burkina-Faso 2839416 84.9% 57.6 % 94.6 45.4%

Burundi 1493542 137.4% 62.1 % 99.2 87.6 %

Cameroon 3568448 110.6 % 72.8 % 87.6 83.7 %

Congo 691894 109.4% 72.9 % 107.4 80.9 %

Côte d’ivoire 3134385 94.2% 61.1 % 85.0 50.2 %

niger 3001874 71.1 % 49.3% 84.1 26.5 %

senegal 2 192 760 83.7 % 60.4% 108.0 73.0 %

Chad 2 258 267 95.3 % 35.2 % 76.2 52.7 %

togo 1057249 132.8 % 77.3 % 92.2 85.1 %

Source: UIS database, http://data.uis.unesco.org/?lang=fr, accessed in August 2015.

In2014,despitesignificantprogress,thevastmajorityofcountrieshavenotsucceededineliminatingdisparitiesinschool access between certain categories of children, in particular girls, pupils living with a disability and children in rural areas, who still enroll to a lesser extent than their peers. The gender parity index for example, which measures the ratio between the number of boys and girls attending primary, is under 0.9 in half of the countries; in these countries, under nine girls are enrolled in primary education for every ten boys (see Table 1.2). To this day, in most of the countries concerned, the challenges to improving the expectation of completing the primary cycle are the reduction of enrolment disparities, and inequalities between regions and children of different socioeconomic status.

Primary school completion rates are low in some countries, with rates ranging between 35.2 percent in Chad and 77.3 percent in Togo. These percentages indicate that the universal primary education goal has not been achieved and that some countries will not achieve it in the near future. Furthermore, youth literacy rates (covering thepopulationaged14to24years)revealthedifficultiesfacedbytheseeducationsystemsintransmittingcorecompetencies to all pupils (see Table 1.2). The rate ranges from 26.5 percent in Niger to 87.6 percent in Burundi.


Readers’ GuideThe PASEC Performance Scales TheconfigurationofthePASECtestsrequiredtheuseoftheitemresponsetheory(aone-parameterlogisticalmodel, commonly called the Rasch model) to build an international reading performance scale and an international mathematicsperformancescale.Thelevelofdifficultyofthequestionssetforpupils,ineachsubject,isalsoreflectedontheinternationalscaleforthatsubject.Inadditiontopresentingpupilcompetencyanditemdifficultylevelsona single continuum, the item response model enables the determination of the probability that a pupil at a given competencylevelwillcorrectlyansweranitemofasetlevelofdifficulty.Thereforecompetentpupilswillfaceahighprobabilityofsuccessonitemsoflowdifficultywhereasweakpupilswillfacealowprobabilityofsuccessonitemsofhighdifficulty.Themorecompetentthepupils,thegreatertheirprobabilityofsuccessonanitemofgivendifficulty,andconversely.Likewiseforpupilsatagivencompetencylevel:thegreaterthedifficultyofthequestion,the lower their probability of correctly answering it, and conversely.The reading and mathematics PASEC performance scales have been built in such a way that the international average is 500 points and the standard deviation is 100 points, all countries being given equal weighting. On this basis,thescoresofapproximatelytwointhreepupilsareinarangeof400pointsto600points.Avastmajorityofscores range from 250 to 750 points.

PASEC Competency ScalesFor both Grade 2 and Grade 6, PASEC developed competency scales for each subject. The PASEC performance scales are thus divided into several levels, mainly according to the knowledge and abilities required to answer the questions, which are also placed on the scales. At each level, pupils are able to respond to at least half the questions set for that level, on average. Pupils whose scores are close to the higher end of the range for a given level are able to correctly answer close to 70 percent of the questions set for that level. Pupils whose scores are close to the lower end of the range for a given level are able to correctly answer at least 50 percent of the questions set for that level.Ultimately, pupils at a given level are able to correctly answer a majority of the questions set for that level and for lower levels,butfacegreatdifficultyinperformingtheactivitiessetforhigherlevels.Forinstance,pupilsatLevel3areableto correctly answer most of the questions set for Levels 1, 2 and 3, but the probability that they will correctly answer Level4questionsissignificantlybelow0.50.Pupils below Level 1 are not able to correctly answer a majority of the most basic test questions; these pupils master none of the competencies measured by the PASEC tests.

Definitionofthe“Sufficient”CompetencyThresholdsForeachcompetencyscale,a“sufficient”thresholdhasbeenset,thatmakesitpossibletodeterminetheshareofpupils who face a greater probability of mastering (above the threshold) or not mastering (below the threshold) the knowledge and abilities deemed indispensable to pursue their schooling in good conditions.ThethresholdsaredefinedonthebasisoftheconceptsassessedinthePASECtestsandaccordingtotheprioritygoals of school curricula in language-reading and mathematics, at the beginning and the end of the primary cycle.

Computation of Contextual IndexesSeveral questions put to pupils, teachers and headmasters have been synthesized into indexes. The computation of these indexes followed the same development process as the test scores, using the item response theory (the Rasch model). To facilitate the interpretation of the index, results have been adjusted to an international scale for which the average is 50 and the standard deviation is 10.

28 CONFEMEN - PASEC

GapEstimation,StandardDeviationandSignificanceAll the results published in this report constitute what are commonly called estimates of population parameters, given that they are produced on the basis of pupil samples that are representative of the target populations. The results may not coincide with the values that would have been obtained if all a country’s pupils had been surveyed by PASEC. Consequently, country results are estimated with a degree of uncertainty, which may be more or less great.Theextentofthisuncertaintyisquantifiedbythestandarddeviation,whichsetsaconfidenceintervalforthepopulation parameter estimated. Standard deviations are displayed in brackets beside each estimate in the annex tables. The degree of uncertainty relating to the main indicator provided will be all the greater that the absolute value of its standard deviation is high. Standard deviations play an important role in comparing the averages estimated. Indeed, two averages that are numericallydifferentmaynotnecessarilybestatisticallydifferent.Thesignificanceofadifferencebetweenaveragesisdisplayedineachfigurebyadarkercolor.Alightercolorindicatesthatthedifferenceisnotsignificant.Thecomparativetests of averages are performed at the 1 percent and 5 percent levels for analyses of the pupil sample, and at the 1 percent, 5 percent and 10 percent levels for analyses of the school sample. The “*”, “**” and “***” annotations are used todesignatesignificancelevelsthatarebeloworequalto1percent,5percentand10percentrespectively.

Pupil Score Gaps and DispersionIn some countries, pupil scores may be closely gathered around the average whereas in others, they can be very far from it. This higher or lower degree of variability is generally used as an indicator of equity. The greater the spread of scores around the average, the wider the performance gap between weak and successful pupils, and the more an education system will be considered inequitable in terms of pupils’ results. In this report, the dispersion of performance is studied through the gap between the scores of the most and least successful pupils, or thanks to the standard deviation. To measure the gap between the most and least successful pupils, PASEC has opted to present the gap between the 90th percentile (the score that separates the most successful 10 percent of pupils from the least successful 90 percent) and the 10th percentile (the score that separates the least successful 10 percent of pupils from the most successful 90 percent).As aforementioned, in the context of the PASEC2014 assessment, the international standard deviation for the performance scales was set at 100. Countries whose standard deviation is below 100 display comparatively narrower pupil score gaps than countries whose standard deviation is greater than 100.

GrossEffectsandRelationshipsbetweenScoresandContextualVariablesThroughout this report, several links between contextual variables and pupil performance are presented. The study of the effect of these contextual variables does not take into account the relationships that may exist among them. For instance, urban schools are better equipped than rural schools on average, and are generally attended by pupils from more favorable backgrounds. The comparison of urban and rural school scores does not take these differences into account. Therefore, readers are invited to keep the potential effect of other contextual factors in perspective, which couldattenuate,overwriteoramplifythelinksidentified.Instatisticalterms,thecomparisonshavenotbeencarriedout “all other things being equal” in this report.

Publication of DataStatistics (averages, shares and so on) for the different categories of a variable are only published in this report if the categoryincludesatleastfiveschoolsandonehundredpupils.Therespectivesharesofthecategoriesarehoweverindicatedinthereport,evenwhentheirnumbersarelow.Allthefiguresaredrawn-uponthebasisofdatatablesprovided in the Annexs.

Rounded FiguresAll indicator values are rounded off to one decimal point. The values provided have been previously calculated and then rounded off. This parameter may explain minimal differences in the total or the gap presented in a table. For instance,ascoreof535.34willberoundedoffto535.3whereasascoreof476.77willberoundedoffto476.8.Thedifference between the two rounded scores would be 58.5, whereas the difference between the scores with two decimal points would be 58.57, in turn providing a rounded value of 58.6.

EVALUATIONPASEC2014 29

30 CONFEMEN - PASEC© e

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PUPIL COMPETENCIES IN PRIMARY SCHOOL

AND EDUCATION SYSTEM EQUITY

32 CONFEMEN - PASEC

CHAPTER 2


Theaimofthischapteristodescribethecompetenciesandmaindifficultiesencounteredbypupilsatthebeginningand the end of the primary cycle in language-reading and mathematics, in light of the PASEC2014 test results1. The results observed in the various countries also enable to appraise the extent of the inequality in pupils’ school results.

The fact that a majority of pupils master the core competencies in language-reading and mathematics at the beginningandtheendofprimaryconstitutesagoodindicatoroftheefficiencyandequityofeducationsystems.

The results presented in this chapter will certainly raise questions in the minds of some readers concerning the directorindirectinfluenceofthecontextualcharacteristicsofeducationsystemsontheoverallperformanceofcountriesandpupilcompetencylevels,aswellasthedifficultiespupilsfaceandinequalitiesobservedbetweenpupils.By way of illustration, it could tentatively be suggested at this stage that enrolment conditions, teaching practices and curriculum objectives are some of the contextual factors contributing the most to shape pupil competencies. The relationship between some of these factors and pupils’ success in the PASEC2014 tests will be studied in other chapters of the report and are not the subject of this chapter, which is mainly devoted to describing and comparing the results observed in the participating countries.

AsitwasmentionedinChapter1,thetestsweredesignedinFrenchandadministeredintheofficiallanguageofinstruction used at the beginning and the end of the primary cycle.

To facilitate the understanding and interpretation of pupil competencies, test results are presented on competency scales comprising several levels, thus rendering results easier to describe and enabling an interpretation in pedagogical terms. Each level is associated with a set of competencies that pupils at this level have a certain probability of mastering. The competencies and knowledge required at each level are described below: these descriptions thus enableanappraisalofthemaindifficultiesencounteredbypupils.

A threshold qualified as“sufficient” is determined for each scale. PASEC considers that pupils whose level isabove the threshold have acquired the knowledge and competencies required to pursue their education in good conditions. Pupils below the threshold do not have the basics needed to pursue their schooling.

Pupilsbelowthe“sufficient”thresholdaremorelikelytobediscouragedanddropoutduetoapoorunderstandingof the languageof instructionandmathematics,or tocomeupagainstevengreaterdifficultiesata laterstage,should they pursue their education.

2.1 Early Primary Cycle

2.1.1 Pupils’ Early Primary Language and Mathematics CompetenciesTables 2.1 and 2.2 show the early primary PASEC2014 competency scales, in language and mathematics respectively. Each of the competency scales presents the average number of pupils who have reached a certain level across all tencountries.Forthesepupils,thehighestlevelattainedisequivalenttotheircompetencylevel.The“sufficient”language and mathematics thresholds are shown by a red line in the tables2.

1. A language test is sat at the beginning of primary (listening comprehension, decoding and reading comprehension) and a reading/comprehension test at the end of primary.2.ThelanguagethresholdisequivalenttoLevel3onthelanguagecompetencyscale,oratleast540.0pointsontheinternationalscorescale.ThemathematicsthresholdisequivalenttoLevel2onthemathematicscompetencyscale,oratleast489.0pointsontheinternationalscorescale.

PUPIL COMPETENCIES IN PRIMARY SCHOOL AND EDUCATION SYSTEM EQUITY

34 CONFEMEN - PASEC

Table 2.1: PASEC2014 Language Competency Scale – Early Primary

Levelsminimum

pupil scores

distribution of pupils throughout

the Levels of the scale

description of Competencies

Level 4 610.4 14.1%

intermediate reader:enhanced reading autonomy is bolstering their understanding of sentences and texts Pupils have acquired written language decoding and listening comprehension competencies that enable them to understand explicit information in words, sentences and short passages. They can combine their decoding skills and their mastery of the oral language to grasp the literal meaning of a short passage.

Level 3 540.0 14.5%

novice reader: gradual improvement of written language decoding, listening comprehension and reading comprehension skills. Pupils have improved their listening comprehension and decoding skills and can concentrate on understanding the meaning of words. In listening comprehension they are able to understand explicit information in a short passage containing familiar vocabulary. They gradually develop links between the oral and written language and thus improve their decoding skills and expand their vocabulary. In reading comprehension, they are able to identify the meaning of isolated words.

“Sufficient” Competency Threshold

Level 2 469.5 28.7 %

emerging reader: gradual development of written language decoding skills and reinforcement of listening comprehension skills.Pupils have improved their listening comprehension skills and are able to identify a lexicalfield.Theyare in theprocessofdeveloping thefirstbasic links between the oral and written language and can perform basic graphophonologicaldecoding,recognitionandidentificationtasks(letters,syllables, graphemes and phonemes).

Level 1 399.1 30.3 %

early reader: first contact with the oral and written language. Pupils are able tounderstand very short and familiar oral messages to recognize familiar objects. They have great difficulty decoding written language andperforminggraphophonologicalidentification(letters,syllables,graphemesand phonemes).

BelowLevel 1

126.0 12.4%Pupils at this level do not display the competencies measured by this test. These pupils are in difficultywhen it comes to Level 1 knowledge andcompetencies.

In2014,anaverageofover70percentofpupilsacrossalltensurveyedcountriesdidnotreachthe“sufficient”language competency threshold after two primary grades. In other words, a majority of pupils at the beginning of primaryhavegreatdifficultydecodingcomponentsofthewrittenlanguageandunderstandingsentences,passagesand oral messages.

CHAPTER 2


Table 2.2: PASEC2014 Mathematics Competency Scale – Early Primary

Levelsminimum

pupil scores




Level 3 577.7 23.2 %Pupils master the oral number sequence (counting up to sixty in two minutes) and are able to compare numbers, complete logical series and performoperations(sumsandsubtractions)withnumbersoverfifty.Theycan solve basic problems with numbers under twenty using reasoning skills.

Level 2 489.0 29.7 %

Pupils can recognize numbers up to one hundred, compare them, complete logical series and perform operations (sums and subtractions) with numbers underfifty.Theyhavedevelopedawarenessofspatialorientation(below,above, beside). They begin to develop an ability to solve basic problems with numbers under twenty using reasoning skills.


Level 1 400.3 30.9 %

Pupils progressively develop their knowledge of the mathematical language andmasterthefirstconceptsofquantity(quantification,comparison)withobjects and numbers under twenty. They can appraise the relative size of objects, recognize simple geometric shapes and they develop an awareness ofthefirstconceptsofspatialorientation(inside,outside).

BelowLevel 1

66.9 16.2 %Pupils at this level do not display the competencies measured by this test. These pupils are in difficultywhen it comes to Level 1 knowledge andcompetencies.

In2014,almost50percentofpupilsacrossalltencountriesdidnotreachthe“sufficient”mathematicscompetencythreshold on the PASEC2014 competency scale.

These pupils face a higher probability than those above the threshold of not mastering the mathematics competencies required to recognize numbers up to one hundred, complete logical series, compare numbers, perform operations (sumsand subtractions)withnumbersunderfifty and solvebasicproblems through reasoning.Theyalsohavedifficultywiththeconceptsofspatialorientation(below/above/beside)andrecognizingsimplegeometricshapes.Thesepupilsaremorelikelybefaceevengreaterdifficultiesatsubsequentstagesoftheireducation,inparticularwhen reasoning takes on even more importance in problem solving processes.

Figure 2.1 shows the percentage of pupils at each competency level per country and per subject. These percentages aredistributedonbothsidesofthe“sufficient”threshold.Itisthuseasytodeterminethecumulatedpercentageofpupils whose level sits above or below the threshold. The graph also indicates the percentage of pupils who reach each level of the competency scales: the bars in shades of blue represent the percentage of pupils who reach a certain level in language, and those in shades of green represent the percentage of pupils who reach a certain level in mathematics (see Tables B2.1 and B2.2 in the Annexs)3.

3. To facilitate the reading of graphs in this report, this color code will be used throughout.


36 CONFEMEN - PASEC

Figure 2.1: Percentage of Pupils, by Competency Level Achieved in Language and Mathematics – Early Primary

PASEC2014 Mathematics Scale level 3level 2level 1level <1

PASEC2014 Language Scale level 4level 3level 2level 1level <1

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Average

Togo

Burkina Faso

Senegal

Burundi

20.6 6.437.032.6

34.736.311.0 13.1

37.637.57.6 11.7

28.628.6 21.4 16.6

31.629.98.9 18.7 11.0

28.3 6.346.615.5

28.730.312.4 14,5 14.1

28.030.421.5 11.6

14.5

8.5

32.38.1 20.2 15.2

27.929.313.9 12.5 16.4

33.538.7 17.2 10.6

34.417.6 27.8 20.2

48.717.5 24.2 9.6

25.6 37.7 33.2

34.210.5 37.1 18.2

38.528.0 25.1 8.4

30.916.2 29.7 23.2

34.823.9 25.9 15.4

30.9 40.9 18.3

23.0 23.. 56,128.9

24.19.9

17.634.4

25.112.6 32.2 30.1


CHAPTER 2


In all ten countries but Burundi, where the test language and language of instruction is familiar to pupils, there is averyhighpercentageofpupilsbelowthethresholdqualifiedas“sufficient”.Inthesecountries,avastmajorityofpupilswhohavebeenattendingschoolfortwoyearshaveconsiderabledifficultyunderstandingevenshortandfamiliar oral messages in their language of instruction. In mathematics, a vast majority of pupils in these same nine countries do not master the basic concepts of quantity (quantifying, comparison) with objects and numbers (under twenty).Theoverallpercentageofpupils ingreatdifficulty (belowLevel1) is relativelyhighandstandsat12.4percent in language and 16.2 percent in mathematics, on average.

Performance varies considerably from one country to another:- InBurundi,whosecaseisasexception,almosteightintenpupilsreachtheearlyprimary“sufficient”thresholdinlanguage(Kirundi),andmorethannineintenpupilsreachthemathematicsthreshold.Pupilsunderthethresholdhave nevertheless all acquired the most basic competencies measured by the test (at least Level 1).

- In Burkina Faso andCongo, 35.4 percent and 38.0 percent of pupils reach the“sufficient” language threshold,respectively. Almost 60 percent of pupils in Burkina Faso and 70 percent of pupils in Congo reach the early primary “sufficient”thresholdinmathematics.

- InCameroonandSenegal, almost30percentofpupils reach the“sufficient” language threshold. Inboth thesecountries,overhalfofthepupilsreachthe“sufficient”mathematicsthreshold.

- InCôted’Ivoire,ChadandTogo,17.3percent,18.1percentand20.1percentofpupilsreachthe“sufficient”languagethreshold,respectively.InBeninandNiger,oneintenpupilsreachesthe“sufficient”languagethreshold.

- InChad (48.0 percent) andTogo (41.3 percent), over 40 percent of pupils reach the“sufficient”mathematicsthreshold. In Côte d’Ivoire (33.8 percent), Benin (33.5 percent) and Niger (27.8 percent), approximately 30 percent of pupils reach it.

Thedistributionofpupilsbycompetencylevelrevealsmajordisparitiesinpupilcompetenciesasofthefirstgradesof primary in all countries, although intensity varies from one country to another.

Furthermore,pupilswhoareindifficultyintheirlanguageofinstructionalsodisplayweakperformanceinmathematics.In fact, a highly positive relationship is observed between pupils’ early primary language and mathematics scores in all countries4. Hence, regardless of the country, pupils and schools that perform well in language also tend to achieve high scores in mathematics, and vice versa.

Although no proof of a causal relationship can be provided, the strength of these links suggests that learning outcomes in mathematics throughout pupils’ schooling are highly dependent on their level of mastery of the language of instruction, as of early primary. In mathematics, pupils have to progress from a naïve and concrete logic developed in their family environment and in their mother tongue, to an abstract and academic logic in a language of instruction they are less familiar with and that they do not use extensively at home (Fayol, 2002).

Inviewoftheconsiderableproportionofpupilswhodonotreachthe“sufficient”threshold,educationpoliciesshouldbeimplementedthataimtoovercomethedifficultiesencounteredatschoolandthattargetpupilsfromanearlyage.Furthermore,thevariousfindingsandthenatureofthedifficultiesobservedreveal it isnecessaryto reconsider the articulation between mother tongue, language of instruction and the acquisition of reading and mathematicscompetenciesasofthefirstgradesofprimary,whicharedecisiveintermsoffuturelearningoutcomesand schooling.

4.Atthepupillevel,thecorrelationcoefficientbetweenthetwosubjectsrangesfrom0.66to0.85accordingtothecountry;attheschoollevel,itrangesfrom0.88 to 0.98 (see Table B2.13 in the Annexs).


38 CONFEMEN - PASEC

2.1.2PupilPerformanceinFourKeyAreasIn addition to providing an international comparison of early primary PASEC2014 test results, this section illustrates pupils’ levels in certain key language and mathematics competencies by presenting the share of correct answers to certain specific exercises (seeAnnexA2 for a completedescriptionof the exercises).This complementaryinformationprovidesfurtherinsightintothenatureofthelearningdifficultiesencountered.

2.1.2.1 Read Letters of the Alphabet with EaseMeasuring pupils’ ability to read letters of the alphabet correctly and quickly enables to appraise how well pupils have mastered initial letter decoding skills. Pupils’ levels in this type of exercise are a good indicator of reading competency levels, particularly in contexts where pupils learn to read in a language other than their mother tongue: studies show that reading competencies only progress once 80 percent of the alphabet is known (Seymour et al, 2003). As well as knowledge of the letters, reading speed also enables to measure the ease with which pupils read the letters of the alphabet.Asreadingfluencyimproves,readerscangraduallyfocustheirattentiononmorecomplexdecodingactivitiesand on the meaning of what they are reading (INSERM, 2007; NIHCD, 2000).

Ingeneral,theprobabilityofreachingthe“sufficient”PASECcompetencythresholdincreasesaspupilslearntoreadthe letters of the alphabet with greater speed and accuracy. Figure 2.2 shows that 75 percent of pupils, on average across all countries, are unable to read more than twenty letters per minute after attending at least two years of primaryschool.Thesepupilsareingreatdifficultyregardingthebasicaspectsofdecodingtheirlanguageofinstructionin its written form.

Figure 2.2: Distribution of Pupils by Average Number of Letters Read Accurately in One Minute – Early Primary

The situation varies from one country to another. In countries such as Burkina Faso (50.7 percent) and Burundi (63.7 percent) over half of the pupils are able to read more than twenty letters per minute. At this level, pupils are improving their written language decoding skills and are better able to understand the meaning of isolated words, or even sentences and passages in the case of the best pupils. Fewer than one in ten pupils are in this situation in

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Average

Togo

Burkina Faso

Senegal

Burundi

Less than 6 Letters Between 6 and 10 Letters Between 11 and 20 Letters More than 20 Letters

26.0 25.5 23.2 25.2

26,4 28.0 28,5 17.0

35.1 8.835.0

23.8 16.4 26.6

21.7 21.0 9.947.4

30.1 25.6 26,6 17.7

38.8 14.8 27.7 18.7

22.6 33.8 20.2 23.3

10.0 20.0 63.7

15.0 26.5 50.7

36.9 13.5

21.1

33.2

13.5 8.041.6

CHAPTER 2


Benin (8.0 percent), Chad (8.8 percent) and Niger (9.9 percent). In other countries (Congo, Côte d’Ivoire, Senegal and Togo), between 15 percent and 35 percent of pupils manage to read more than twenty letters in one minute.

In Benin, Cameroon, Chad and Niger, between 30 percent and 50 percent of pupils cannot recognize more than fivelettersofthealphabet.Itisonlynaturalthatthesepupilsfacegreatdifficultyatthebeginningofprimarytoestablish a correspondence between written and oral language.

2.1.2.2 Read Familiar Words with EaseExercisesthatrequirepupilstoreadisolated,familiarandmostlyirregularwordsenabletheidentificationofpupilswhohavedevelopedsufficientwrittenlanguagedecodingskillstoadoptalexicalapproachtoreading7. Pupils have uptofivesecondstoreadaword.Thistimelimitsthedecodingofwordsthroughthesub-lexicalassemblyprocess.Pupilswhocanreadfamiliarwordsfluentlyarebetterabletofocusonthemeaningofwhattheyarereading.Asfor previous tests, competencies acquired are measured by the number of words read accurately in one minute.

Figure 2.3: Distribution of Pupils by Average Number of Words Read Accurately in One Minute – Early Primary

Figure2.3showsthatalmost40percentofpupils,onaverageacrossallcountries,areunabletoreadmorethanfivewordsinoneminute.Over25percentofpupilsareincapableofreadinganyofthefollowingfamiliarwords:you – one – in – the – he – she – at – his.

In the countries where pupils perform best at this task (Burkina Faso, Burundi and Senegal), over 35 percent of pupils manage to read more than two words correctly in one minute. In the countries where pupils perform least well at this exercise, over 30 percent of pupils are incapable of reading any of the words in the list shown.

Resultsbetweencountriesarecontrasted,butconveythedifficultiespupilshaveinreadingwordswitheaseatthebeginning of primary, despite the fact that all ten countries’ learning goals aim to ensure that that all pupils can read and understand short passages after two years of primary school.

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Average

Togo

Burkina Faso

Senegal

Burundi

1 to 5 Words0 Words 6 to 10 Words 11 to 20 Words More than 20 Words

32.026.2 14.8 14.0 13.0

31.732.6 14.7 11.4 9.6

44.6 12.1 8.227.4

29.315.1 16.6 16.4 22.2

27.6 12.8 8.148.1

41.9 17.7 9.126.2

35.318.8 17.0 17.2 11.7

29.439.7 12.0 10.1 8.9

21.6 10.3 29.5 35.5

24.511.6 21.8 22.1 19.9

36.3 12.8 6.141.2

5. Isolated words do not enable pupils to look for clues in a passage to help them read the word. Familiar words are come across frequently in the school setting. Irregular words do not enable pupils to carry out a simple graphophonological correspondence. The lexical approach is used when reading familiar wordsandirregularwords.Thelexicalapproachenablespupilstoreadfluentlyandquicklyandtofocusonunderstandingthetext.6. The non-lexical assembly approach is used to read new words by linking phonemes and graphemes.


40 CONFEMEN - PASEC

Pupils who attain the higher level of the language competency scale after two years of primary (Intermediate reader: enhanced reading autonomy is bolstering their understanding of sentences and texts) usually read more than twenty words per minute in this exercise.

Inviewofthefragilityofpupilcompetencies,particularattentionmustbepaidtothenatureofthedifficultiesandtothewayinwhichwrittenlanguagedecodingistaughtinthefirstgradesofprimaryschool.

2.1.2.3 Count to One Hundred Knowinghowtocountisanimportantprerequisitetoacquirebasicnumberconcepts.Thecurriculaoftheassessedcountries expect pupils to be able to count up to one hundred by the end of Grade 2. Regardless of the context, learningtheoralsequenceofnumbersisaslowanddifficultprocessforallchildrenandrequiresthemtoknowthenumbers and understand the organization of the number sequence. It is also worth taking note of the fact that the oral number sequence in French is complex and irregular (Fayol, 2002)10. Furthermore, counting requires pupils to havememorizedthenumbersinthefirstplace.

Figure2.4: Distribution of Pupils by Last Number Reached when Counting Out Loud – Early Primary

Figure2.4indicatesthatoverhalfofthepupils(55.2percent),onaverageacrossallcountries,arenotabletocountup to sixty (see Table B2.5 in the Annexs). This proportion is much higher in countries with the lowest performance: 76.5 percent in Côte d’Ivoire and 69.7 percent in Niger. Burundi and Congo are the only two countries where over athirdofpupilsattheendofGrade2areabletocountbeyondeighty(63.0percentand34.9percentrespectively).

Thedifficultiesencounteredbypupilswhendoingthistypeofexerciseraisequestionsaboutthewayinwhichtheconceptsofquantitiesandnumbersaretaughtinthefirstgradesofprimary.Furthermore,thesedifficultiesneedto be considered in relation to pupils’ listening comprehension and oral communication skills in the language of instruction.

10. The numbers eleven, twelve, seventy and ninety are irregular for instance.

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Average

Togo

Burkina Faso

Senegal

Burundi

Up to 61 Between 61 and 80 Beyond 80

21.3

14.7

23.8

27.8

14.3

11.9

30.6

19.4

11.4

36.7

21.5

54.8

66.2

54.6

46.7

69.7

76.5

34.5

57.2

25.6

51.9

65.6

23.9

19.1

21.7

25.5

16.0

11.7

34.9

23.4

63.0

11.4

12.9

CHAPTER 2


2.1.2.4PerformSumsandSubtractionsAt the beginning of primary, pupils gradually acquire the ability to estimate quantities (analog meaning of numbers) while developing an understanding of abstract mathematical codes (symbolic meaning of numbers): the ability of pupils to solve basic sums and subtractions enables an estimation of their progress in terms of the ease with which they handle numbers and the rules of arithmetic (Fayol, 2002). These competencies are crucial for the development of logic and reasoning and enable pupils to start to reason on basic problems.

The curricula in the assessed countries expect all pupils to at least be able to perform sums and subtractions with numbersuptoonehundredbytheendofGrade2.Officialeducationgoalsalsoincludeteachingmultiplication,and in some countries division, as of Grade 2.

The results presented in Table 2.3 show the percentage of pupils in each country who can solve each of the test sums and subtractions within the time limit.

Table 2.3: Percentage of Correct Sum and Subtraction Answers – Early Primary

operation performed

8+5 13-7 14+23 39+26 34-11 50-18

Benin 44.3% 17.8 % 28.0 % 13.0 % 14.4% 5.7 %Burkina Faso 69.8 % 62.1 % 47.9% 23.5 % 44.2% 26.4%Burundi 82.6 % 64.1% 65.0 % 41.6% 53.3 % 28.1 %Cameroon 62.7 % 33.8 % 34.6% 17.7 % 26.1 % 12.9 %Congo 82.9 % 64.5% 59.8 % 33.2 % 51.1 % 28.5 %Côte d'ivoire 42.0% 20.8 % 18.9 % 6.4% 11.9 % 6.3 %niger 38.1 % 21.3 % 22.5 % 13.6 % 14.6% 7.4%senegal 68.0 % 50.8 % 49.6% 25.5 % 39.2 % 25.5 %Chad 56.7 % 38.4% 37.4% 18.5 % 29.4% 14.2%togo 51.5 % 14.9% 35.6 % 18.8 % 16.7 % 4.6%Average 59.9 % 39.0 % 40.0 % 21.2 % 30.1 % 16.0 %

Onaverage,almost40percentofpupilsacrossallcountriesareunabletosolveasimplesuminoneminutewithnumbers under ten after at least two years of primary education. On average, under 30 percent of pupils are able tofindtheresultofasubtractionwithnumbersovertwenty.Theseresultsvaryfromonecountrytoanotherandaccording to the type of operation: in the countries that perform least well, under 15 percent of pupils are able to do sums and subtractions with numbers over twenty.

Pupils who manage to solve sums and subtractions with numbers over twenty are at the higher levels of the mathematics competency scale and are more at ease when solving basic problems than the weaker pupils.

The low success rates of pupils in these countries in performing these basic operations raises questions about the natureofthedifficultiesfacedandthearticulationbetweencurricula,mathematicsteachingpracticesinthefirstgrades of primary school, pupils’ initial mathematics competencies in their mother tongue and their transfer into the language of instruction.


42 CONFEMEN - PASEC

2.1.3 Distribution of Pupils’ Early Primary Language and Mathematics ResultsThestudyofpupilcompetencylevelsenablestoappraisecountries’efficiencylevels,butisnotsufficienttoappraisethe magnitude of disparities between pupils. Some countries may display a high average performance in mathematics as well as considerable disparities between pupils, with many very weak pupils and many very good ones.

Small differences between the results of the best pupils and those of the weakest bear witness to the homogeneity ofpupil competency levels.Varyingdegreesofhomogeneitymaybe theconsequenceof thecharacteristicsofthe populations studied but also of the capacity of education systems to reduce or their propensity to amplify performance gaps between the weakest and best pupils in early primary.

Figure 2.5 shows the main performance gaps observed between pupils in the various education systems for each subject (see Tables B2.7 and B2.8 in the Annexs). The data illustrate the performance gaps between countries’ best (90th percentile) and weakest pupils (10th percentile), both in language (blue segments) and in mathematics (green segments).

Figure 2.5: Language and Mathematics Performance Gaps between the Best and Weakest Pupils – Early Primary

Note: The blue segments (language) and green segments (mathematics) show the spread between the 90th percentile for the upper end and the 10th percentile for the low end, for each subject. The top 10 percent of pupils in each country obtain scores that are equal to or higher than the upper end of the bar. The weakest 10 percent of pupils in each country obtain scores that are equal to or lower than the lower end of the bar. The longer the bar, the greater the difference between the scores of the best and weakest pupils, and vice versa.

700

550

650

500

400

300

600

450

350

800

750

Niger ChadCôted’Ivoire

CongoCameroonBenin AverageTogoBurkinaFaso

SenegalBurundiL LL L L LL LL LM MM M M M L MM MM M

Language MathematicsL M

CHAPTER 2


In language, Benin, Côte d’Ivoire and Chad are the three PASEC2014 assessment countries with the smallest average performancegapsbetweentheweakestandbestpupils(156.4points,165.6pointsand172.9points,respectively).

In the other countries (Burundi, Burkina Faso, Cameroon, Congo, Niger, Senegal and Togo), performance gaps between the best and weakest pupils are more substantial and range from 205.9 points (Niger) to 280.9 points (Senegal).Notonly does a small proportionof pupils reach the“sufficient” threshold in language (apart fromBurundi), but the heterogeneity between pupils is even greater than in the aforementioned countries.

In mathematics, Burundi is the only country where little difference (156.6 points in mathematics) is observed between the performance of the weakest (526.3 points) and best pupils (682.9 points). Burundi is also the only countrytocombinealargenumberofpupilswhoreachthe“sufficient”mathematicscompetencythresholdwithlittle inequality in pupil learning levels, at the beginning of primary.

In other countries (Benin, Burkina Faso, Cameroon, Chad, Congo, Côte d’Ivoire, Niger, Senegal and Togo), the mathematics performance gaps between the best and weakest pupils are substantial and range from 193.8 points (Côte d’Ivoire) to 260.9 points (Senegal). Within these countries, there are non-negligible and variable proportions of good, average, weak and very weak pupils.

Thefactthatmathematicsistaughtinafamiliarlanguageinthefirstgradesofprimaryschool(asopposedtothenine other countries) is a key aspect of the learning environment in Burundi, and this could help explain why pupil performance is higher than in other countries, and heterogeneity less extensive.

WiththeexceptionofBurundi,Senegalisthecountrywiththelargestproportionofpupilsabovethe“sufficient”language and mathematics competency thresholds; however, Senegal is the country where the greatest inequalities between pupils are observed at the beginning of the primary cycle.

2.1.4ComparisonofAverageNationalEarlyPrimaryLanguage and Mathematics Scores The presentation of the average national PASEC2014 language and mathematics scores on a common scale enables to appraise the position of each country in each subject based on its average score, relative to the PASEC2014 average, set at 500 points (see Tables B2.7 and B2.8 in the Annexs). The color codes attributed to the countries in Figure 2.6 enable to identify whether each country’s average national score in each subject is equivalent to, higher than or lower than the PASEC2014 average.

Figure 2.6 enables to position each country relative to the average, but the differences between the national scores arenotalwaysstatisticallysignificant.Thegraphdoesthusnotenabletosystematicallycomparetheperformanceof countries.


44 CONFEMEN - PASEC

Figure 2.6: Countries’ Position Relative to the Average of National Language and Mathematics Scores – Early Primary

The average early primary national language scores in Burundi (627.7 points), Congo (522.7 points) and Burkina Faso (513.8 points) are higher than the average score of the ten countries (500 points) that participated in the PASEC2014 assessment.

TheaverageearlyprimarynationalscoresinCameroon(502.4points)andSenegal(501.9points)areclosetothePASEC2014 500 point average.

TheaverageearlyprimarynationalscoresinCôted’Ivoire(484.1points),Chad(480.4points),Togo(473.6points),Benin(458.3points)andNiger(435.2points)arebelowtheaverageofthetenPASECcountries.

The average early primary national mathematics scores in Burundi (605.1 points), Congo (541.2 points) andSenegal(521.4points)arehigherthantheaveragescoreofthetencountriesthatparticipatedinthePASEC2014 assessment.

TheaveragenationalscoresinBurkina-Faso(505.8points),Cameroon(502.7points)andChad(491.3points)areclose to the PASEC2014 average.

630

600

620

590

570

550

530

500

480

460

610

580

560

540

510

520

490

470

450

440

430

640

630

600

620

590

570

550

530

500

480

460

610

580

560

540

510

520

490

470

450

440

430

640

Burundi

Congo

Burkina Faso

CameroonSenegal

Côte d’IvoireChadTogo

Benin

Niger

Burundi

Congo

Burkina FasoCameroon

Senegal

Côte d’Ivoire

Chad

Togo

Benin

Niger

Average national language score statistically � higher � close � lowerthan the PASEC2014 average

Average national mathematics score statistically � higher � close � lowerthan the PASEC2014 average

-------- PASEC2014 average

CHAPTER 2


InTogo(474.5points),Côted’Ivoire(465.9points),Benin(454.7points)andNiger(437.4points), theaveragenationalscoresarebelowtheaverageofthetensurveyedcountriesin2014.

In addition to these results, the information presented inTables 2.4 and 2.5 below provides amore detailedcomparison of average national scores, by showing whether a country’s score in each subject is statistically similar to, higher than or lower than that of other participants, and by positioning this score in relation to the PASEC2014 average.

Table2.4:Average National Language Scores and Multiple Comparisons between Countries – Early Primary

Country Compared to Bu

rund

i

Con

go

Burk

ina

Faso

Cam

eroo

n

sene

gal

Côt

e d'

ivoi

re

Cha

d

togo

Beni

n

nig

er

Reference Country

National Language Score 62

7.7 (5

.7)

522.7

(6.6)

513.8

(6.3)

502.4(8.7)

501.9

(9.5)

484.1(6.4)

480.4(7.8)

473.6(6.8)

458.3(4.3)

435.2(7.7)

Burundi 627.7 (5.7) p p p p p p p p p

Congo 522.7 (6.6) q � � � p p p p p

Burkina Faso 513.8 (6.3) q � � � p p p p p

Cameroon 502.4(8.7) q � � � � � p p p

senegal 501.9 (9.5) q � � � � � � p p

Côte d'ivoire 484.1(6.4) q q q � � � � p p

Chad 480.4(7.8) q q q � � � � � p

togo 473.6(6.8) q q q � � � � � p

Benin 458.3(4.3) q q q q q q � � �niger 435.2(7.7) q q q q q q q q �

Table2.4 shows thatBurundi’s average language score is significantlyhigher than thoseof theotherninecountries assessed by PASEC2014. The differences between the average national language scores of Congo, Burkina Faso, Cameroon and Senegal arenotsignificantdespitethegapinpointspresentedinthetable.ThescoresofCôted’Ivoire,ChadandTogoare also similar to each other and are higher than in Niger. The four countries with the lowest average scores are Benin, Chad, Togo and Niger. Niger and Benin have similar scores that are lower than those of all the other countries.

Average National Language Score¢ higher ¢ close ¢ lowerthan the PASEC2014 average

pSignificantscoredifferencein favor of the reference country relative to the country it is compared to: the reference country’s average is higher than that of the country it is compared to

�Nosignificantdifferencebetween the scores of the reference country and the country it is compared to

qSignificantscoredifferenceto the detriment of the reference country relative to the country it is compared to: the reference country’s average is lower than that of the country it is compared to.


46 CONFEMEN - PASEC

Table 2.5: Average National Mathematics Scores and Multiple Comparisons between Countries – Early Primary


rund

i

Con

go

sene

gal

Burk

ina

Faso

Cam

eroo

n

Cha

d

tog

o

Côt

e d'

ivoi

re

Beni

n

nig

er

Reference Country

National Mathematics

Score 605.1(4.5)

541.2(5.6)

521.4(8.9)

505.8(4.9)

502.7

(9.3)

491.3(10.6)

474.5(6.1)

465.9(5.8)

454.7(5.4)

437.4(8.3)

Burundi 605.1(4.5) p p p p p p p p p

Congo 541.2(5.6) q � p p p p p p p

senegal 521.4(8.9) q � � � � p p p p

Burkina Faso 505.8(4.9) q q � � � p p p p

Cameroon 502.7 (9.3) q q � � � � p p p

Chad 491.3(10.6) q q � � � � � � p

togo 474.5(6.1) q q q q � � � � p

Côte d'ivoire 465.9(5.8) q q q q q � � � p

Benin 454.7(5.4) q q q q q � � � �niger 437.4(8.3) q q q q q q q q �

Table2.5showsthatBurundi’saveragenationalmathematicsscoreissignificantlyhigherthanthoseoftheothernine countries assessed by PASEC2014.

Congo and Senegal follow with scores that are statistically similar, despite the gap in points between their respective average scores presented in the table.

Togo, Côte d’Ivoire, Benin and Niger have lower scores.

CHAPTER 2

Average National Mathematics Score¢ higher ¢ close ¢ lowerthan the PASEC2014 average

pSignificantscoredifferencein favor of the reference country relative to the country it is compared to: the reference country’s average is higher than that of the country it is compared to


qSignificantscoredifferenceto the detriment of the reference country relative to the country it is compared to: the reference country’s average is lower than that of the country it is compared to.


2.2 Late Primary Cycle 2.2.1 Pupils’ Late Primary Reading and Mathematics Competencies Tables 2.6 and 2.7 present the late primary PASEC2014 competency scales in language and mathematics respectively, in the same way as Tables 2.1 and 2.2 for early primary. The tables also indicate the average percentage of pupils according to the highest level attained, across the ten countries participating in the survey.

The“sufficient”languageandmathematicsthresholdsareshownbyaredlineinthetables11.

Table 2.6: PASEC2014 Reading Competency Scale – Late Primary

Levelsminimum

pupil scores




Level 4 595.1 17.1 %

Pupils can gain an overall understanding of narrative passages, informative texts and documents. Pupils are then able to interpret several implicit ideas in these texts while drawing from their experience and knowledge. When reading literary texts, pupils are able to identify the author’s intention, determine implicit meaning and interpret characters’ feelings. When reading informative texts and documents, they can connect information and compare data prior to using it.

Level 3 518.4 25.6 %

Pupils are able to combine two pieces of explicit information from a document or can carry out simple inferences in a narrative or informative text. They can extract implicit information from written material while giving meaning to implicit connectors, anaphora or referents. Pupils locate explicit information in long texts and discontinuous documents.


Level 2 441.7 27.7 %

Pupils draw on their orthographic decoding skills to identify and understand isolated words taken from their everyday lives. They are also able to locate explicit information in short and medium length texts by identifying clues in the text and questions. Pupils can paraphrase explicit information from a text.

Level 1 365.0 21.2 %Pupils have developed decoding skills and can draw on them to understand isolatedwordstakenfromtheireverydaylivesbutareindifficultywhenitcomes to understanding the meaning of short and simple texts.

BelowLevel 1

72.1 8.4%Pupils at this level do not display the competencies measured by this test. These pupils are in difficultywhen it comes to Level 1 knowledge andcompetencies.

11.ThereadingthresholdisequivalenttoLevel3onthecompetencyscale.Pupilsmustobtainascoreofatleast518.4pointsontheinternationalscorescalein reading for them to be considered as having reached the threshold. In mathematics, the threshold is equivalent to Level 2 of the mathematics competency scale. Pupils must achieve a score of at least 521.5 points on the international score scale in mathematics for them to be considered as having reached the threshold.


48 CONFEMEN - PASEC

Pupils who reach the“sufficient” reading threshold are able to read literary passages, informative texts anddocuments, regardless of whether they are long or short, then extract and combine explicit information and access theimplicitmeaningofcertaininformation.Pupilsbelowthethresholdriskfacingdifficultiesinlowersecondaryschool where reading plays a central role in the learning process.

In2014,almost60percentofpupilsonaverageinthetensurveyedcountriesdidnotreachthe“sufficient”readingcompetency threshold after at least six years of primary education. The percentage of pupils below the threshold varies from one country to another.

Theweakestpupilsattheendofprimarydisplayveryfragiledecodingskillsandhavegreatdifficultyreadingandunderstanding the written language, even when it comes to decoding isolated words taken from their everyday lives.Thisfindingemphasizestheneedforsupporttobeprovidedinthesecountriestopupilsdisplayingreadingdifficulties,asearlyaspossibleintheirschooling.Onaverage,almost30percentofpupilsattheendofprimaryarein this situation (Level 1 and below Level 1).

Box 2.1: Practices Adopted by Teachers in Reading – Late Primary

A majority of Grade 6 pupils are taught by teachers who declare they place emphasis on Reading to Read (82 percent) and Spelling, Grammar and Syntax (70 percent) in their language lessons. On average, under 15 percent of pupils have a teacher who declares they place emphasis on Reading to Understand. One explanation for this could be that teachers strive to adapt the content of their lessons to their pupils’ relatively low level in reading at the end of the primary cycle. It is also worth noting that neither Listening Comprehension nor Oral Communication are considered to be a priority despite substantial proof that mastery of the written language requires prior mastery of the oral language.

percentage of pupils, according to their teachers’ Language priorities

rea

ding

rea

ding

C

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sion

Wri

ting

spel

ling,

gra

mm

ar

and

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List

enin

g C

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ora

l C

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atio

n

Benin 82.1 (4.0) 23.5 (3.7) 38.2 (7.7) 47.5 (7.2) 4.8 (1.6) 3.1 (1.3)

Burkina Faso 88.7 (2.6) 13.4 (3.0) 15.9 (3.0) 71.1 (3.9) 5.2 (1.7) 3.3 (1.5)

Burundi 55.3 (4.1) 19.1 (3.0) 19.7 (3.2) 82.0 (3.1) 8.0 (1.9) 14.9 (3.0)

Cameroon 89.2 (3.5) 15.0 (3.6) 22.0 (4.3) 68.2 (4.4) 2.2 (1.1) 5.9 (2.2)

Congo 77.4 (5.7) 10.7 (5.7) 32.8 (3.4) 77.9 (6.4) 2.9 (4.1) 3.6 (1.5)

Côte d'ivoire 89.0 (3.0) 9.1 (3.2) 18.5 (2.4) 79.4 (3.2) 0.5 (2.9) 2.3 (0.5)

niger 95.9 (3.2) 12.2 (1.7) 16.4 (2.6) 71.2 (3.0) 4.1 (4.1) 3.9 (1.6)

senegal 56.2 (1.5) 18.2 (5.7) 50.0 (4.2) 58.9 (5.6) 2.5 (0.9) 10.7 (3.2)

Chad 96.8 (1.5) 7.9 (2.7) 15.8 (3.7) 80.3 (4.4) 2.1 (1.5) 2.4 (1.5)

togo 90.1 (2.3) 3.2 (1.2) 23.9 (3.5) 60.5 (4.3) 8.0 (2.0) 14.8 (3.3)

average 82.1 (1.2) 13.2 (1.0) 25.3 (1.7) 69.7 (1.6) 4.0 (0.4) 6.5 (0.7)

Note: Each teacher was allowed to select two of the six priorities.

ThefindingsinTable2.6andBox2.1drawattentiontotheneedforpupilswhoencounterreadingdifficultiesinthese countries to be supported at an early stage in their primary education, as well as for greater articulation between the pedagogical goals outlined in curricula, teaching practices and pupil competency levels, throughout the primary cycle.

CHAPTER 2


Table 2.7: PASEC2014 Mathematics Competency Scale – Late Primary

Levelsminimum

pupil scores


the Levelsof the scale


Level 3 609.6 14.7%

Pupils are able to answer arithmetic and measurement questions, usually presented in the form of a short text of two or three lines, requiring them to analyze situations and then decide on the appropriate approach. In arithmetic, they can solve problems involving fractions or decimal numbers; in measurement they can solve problems involving surface area or perimeter calculations.Pupilscanfinddataonadiagrampriortocalculatingdistanceswhile abiding by the constraints set out in the wording of the exercise. They are also able to perform calculations and conversions involving hours, minutes and even seconds.

Level 2 521.5 26.3 %

Pupils are able to answer brief arithmetic, measurement and geometry questions by resorting to the three assessed processes: knowing, applying and reasoning. Some questions call on factual knowledge or a scientificapproach; others require analysis of a situation prior to determining the appropriate approach. In arithmetic, pupils perform operations with decimal numbers and can also solve familiar problems by analyzing the wording of the question or extracting data from a double-entry table. They know how to complete logical series with decimal numbers or fractions. In measurement, pupils can tell the time and convert units of measurement with or without a conversion table. They are also able to solve arithmetic problems involving operations with days, hours and minutes, or units of length. In geometry, pupils know the names of certain solids, basic geometric shapes and some characteristic lines (diagonal, median).


Level 1 433.3 31.8 %

Pupils can answer very brief questions by calling upon factual knowledge oraspecificprocedure.Inarithmetic,theyareabletocarryoutthefourbasic operations with whole numbers which might require writing down the operation using regrouping. In measurement, they recognize the length measurement unit: the meter. In geometry, they are able to orientate themselves in space by identifying directions and positions and by reading coordinates on a graph.

BelowLevel 1

68.1 27.2 %Pupils at this level do not display the competencies measured by this test. These pupils are in difficulty when it comes to level 1 knowledge andcompetencies.

Pupilswhoreachthe“sufficient”mathematicsthresholdareabletoanswerarithmetic,measurementandgeometryquestions calling on the three assessed processes: knowing, applying and reasoning. Pupils under the threshold risk encounteringdifficulties later intheireducationdueto insufficientmathematicscompetencies.Pupilsunderthethresholdhavedifficultytellingthetimeandcarryingoutarithmeticoperationswithdecimalnumbers,forexample.

In2014,almost60percentofpupils,onaverageacrossthetensurveyedcountries,donotreachthelateprimary“sufficient”competencythresholdinmathematics.

Theweakestpupilsattheendofprimarystillhavedifficultyperformingatleastoneofthefouroperationswithwhole numbers or identifying the unit of measurement used for length (the meter). Almost 30 percent of pupils at the endof primary are in this situation.The number of pupilswho encounter difficulties in these areas ofmathematics varies from one country to another. These pupils are below Level 1 of the competency scale.

It is importantforeducationsystemstodetectdifficultiesexperiencedbypupilsassoonastheyenterprimaryschool, to avoid subsequent school failure.


50 CONFEMEN - PASEC

Figure 2.7 shows the percentage of pupils at each competency level, by country and by subject. These percentages aredistributedonbothsidesofthe“sufficient”threshold.Itisthuseasytodeterminethecumulatedpercentageof pupils who are above or below the threshold (the data are presented in Tables B2.9 and B2.10 in the Annexs).

Figure 2.7: Percentage of Pupils, by Competency Level Achieved in Reading and Mathematics – Late Primary

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Average

Togo

Burkina Faso

Senegal

Burundi

PASEC2014 Mathematics Scale level 3level 2level 1level <1

PASEC2014 Reading Scale level 4level 3level 2level 1level <1

17.5 6.442.331.7

27.1 12.836.920.3 12,8

31.523.96.2 22.6 15.8

27.721.28.4 25.6 17.1

32.222.6 23.5 17.1

28.019.3 25.6 22.4

24.920.36.0 24.7 24.1

26.217.5 29.0 22.7

38,7 49.1 7.4

29.811.0 35.5 21.4

21.313.5 26.3 34.8

24.0 6.368.4

37.243.7 16.1

31.620.9 27.9 19.7

31.827.2 26.3 14. 7

42.928.1 23.1

44.428.7 23.7

34.829.8 23.7 11.8

35.624.6 29.0 10.8

12,4 46.838.7

12.4 39.9

28.512.5 36.9 21.9

26.514.7 29.7 29.1


CHAPTER 2


Onaverage,almost60percentofpupilsattheendofprimarydonotreachthe“sufficient”competencythreshold,whether in language or in mathematics. Once again, disparities between countries are considerable:

- In Senegal, Burkina Faso, Burundi, Benin, Cameroon and Côte d’Ivoire, at least one in two pupils reach the “sufficient” reading competency threshold. Furthermore, in fiveof these six countries (Benin, Burkina Faso,Cameroon,Côted’IvoireandSenegal),over20percentofpupilsreachthehighestlevel,namelyLevel4(from21.4percentinBurkinaFasoto34.8percentinSenegal).

- InCongoandTogo,almost40percentofpupilsreachthe“sufficient”readingthreshold.- InChad(15.8percent)andNiger(8.5percent),under15percentofpupilsdisplaythe“sufficient”competencies

to read and understand texts at the end of primary school. - Burundistandsoutinmathematics,asalmostnineintenpupilsreachthe“sufficient”threshold.Thesepupilsare

at very least able to call on arithmetic, geometry and measurement methods and knowledge to solve common mathematicalproblems.InSenegalandBurkinaFaso,wherethepercentageofpupilswhoacquire“sufficient”competenciesisaboveaverage,approximatelysixintenpupilsreachthe“sufficient”threshold.

- InTogo(47.6percent),Benin(39.8percent)andCameroon(35.5percent),thepercentageofpupilswhoreachthe“sufficient”mathematicsthresholdisclosetotheaverageofthetencountriesparticipatinginthesurvey(41percent).

- In Congo (29.0 percent) and Côte d’Ivoire (26.8 percent), less than one in three pupils acquire these necessary competencies.

- Under 20 percent of pupils in Chad (19.1 percent), and under 10 percent in Niger (7.7 percent) reach the “sufficient”thresholdinmathematics.

- Comparedtoothercountries,veryfewpupilsinBurundiareingreatdifficulty.Under1percentofpupilsarebelow Level 1 on the reading or mathematics scales.

Thecomparisonofpupils’lateprimaryreadingandmathematicsperformanceconfirmsthefindingfromtheearlyprimary PASEC2014 survey. There are close links between pupil performance in the two subjects in all countries12.

Thegapsbetweenpupils’resultsattheendofprimary,aswellasthenatureofthedifficultiesencounteredbytheweakest pupils bear witness to the considerable disparity in pupil competency levels: the best pupils are able to read texts whereas the weaker ones are still at the word-decoding stage.

Thistrendagainconfirmsthatpupilsfacingdifficultiesinreadingandmathematicsinthesecountiesneedtobesupported from the very beginning of primary.

2.2.2 Distribution of Pupils’ Late Primary Language and Mathematics ResultsAs mentioned above in the early primary section, small differences between the results of the best and weakest pupils bear witness to the homogeneity of pupil competency levels in reading and mathematics at the end of primary. This findingenablestoappraise,toacertainextent,thecapacityofeducationsystemstoreducecompetencydisparitiesbetween pupils throughout the primary cycle. The study of these differences must take into account inequalities in terms of access and drop-out in these countries.

Figure 2.8 shows the main performance gaps observed between pupils, by country and by subject (see Tables B2.11 and B2.12 in the Annexs). The data illustrate countries’ performance gaps between the best pupils (90th percentile) and the weakest pupils (10th percentile) in language (blue segments) and in mathematics (green segments).


12.Atthepupillevel,thecorrelationcoefficientbetweenthesetwodisciplinesrangesfrom0.72to0.89dependingonthecountry;attheschoollevel,itrangesfrom0.84to0.97(seeTableB2.14intheAnnexs).

52 CONFEMEN - PASEC

Figure 2.8: Reading and Mathematics Performance Gaps between the Best and Weakest Pupils – Late Primary

Note: The blue segments (language) and green segments (mathematics) show the spread between the 90th percentile for the upper end and the 10th percentile for the low end, for each subject. The top 10 percent of pupils in each country obtain scores that are equal to or higher than the upper end of the bar. The weakest 10 percent of pupils in each country obtain scores that are equal to or lower than the lower end of the bar. The longer the bar, the greater the difference between the scores of the best and weakest pupils, and vice versa.

The gaps between the best and the weakest pupils are the lowest in Burundi: 125.9 points in reading and 168.1 points in mathematics.

In the nine other countries, the late primary performance gaps between the best and weakest pupils are more substantial, and range from 191.7 points in reading and 187.2 points in mathematics in Niger, to 279.3 points in reading and 271.2 points in mathematics in Senegal. In these countries, there are non-negligible and variable proportions of very good, good, average, weak and very weak pupils, relative to the respective national averages.

Senegal, that obtains the highest average reading score and one of the highest mathematics scores, is the country that displays the greatest difference between pupils, regardless of the subject.

In mathematics, considerable differences can also be observed between the best and the weakest pupils in Togo. A similar situation occurs in Cameroon (in reading).

In reading and mathematics, Burundi is the only country in the PASEC2014 assessment to combine one of the highest national scores and a low level of inequality between the results of the best and weakest pupils.

700

550

650

500

400

300

600

450

350

800

750


CongoCameroonBenin AverageTogoBurkinaFaso

SenegalBurundiR RR R R RR RR RM MM M M M R MM MM M

Reading MathematicsR M

CHAPTER 2


2.2.3 Comparison of Average National Late Primary Language and Mathematics ScoresThe presentation of the average national PASEC2014 language and mathematics scores on a common scale enables to appraise the position of each country in each subject based on its average score, relative to the PASEC2014 average set at 500 points (see Tables B2.11 and B2.12 in the Annexs). The color codes attributed to the countries in Figure 2.9 enable to identify whether each country’s average national score in each subject is equivalent to, higher than or lower than the PASEC2014 average.

Figure 2.9 enables to position each country in relation to the average, but the differences between national scores are notalwaysstatisticallysignificant.Thegraphdoesthusnotenabletosystematicallycomparecountries’performance.

Figure 2.9: Country Positions Relative to the Average National Reading and Mathematics Scores – End of Primary

TheaveragenationalreadingscoresinSenegal(548.4points),BurkinaFaso(531.6points),Burundi(525.4points),Benin(523.4points),Cameroon(517.5points)andCôted’Ivoire(517.0points)arehigherthantheaverageoftheten countries that participated in the PASEC2014 assessment.

600

610

590

570

550

530

500

480

420

580

560

540

510

520

490

470

410

400

460

450

440

430

600

610

590

570

550

530

500

480

420

580

560

540

510

520

490

470

410

400

460

450

440

430

Burundi

Congo

Burkina Faso

Cameroon

Senegal

Chad

Togo

Benin

Niger

Burundi

Congo

Burkina Faso

Cameroon

Senegal

Côte d’Ivoire

Chad

Togo

Benin

Niger

Côte d’Ivoire

Average national reading score statistically � higher � close � lowerthan the PASEC2014 average

Average national mathematics score statistically � higher � close � lowerthan the PASEC2014 average

-------- PASEC2014 average


54 CONFEMEN - PASEC

TheaveragescoresinCongo(503.4points)andTogo(497.3points)areclosetothePASEC2014 average of 500 points.

Theaveragenational scores inChad (432.5points) andNiger (403.5points) arewell below thePASEC2014 average.

TheaveragenationalscoresinBurundi(593.6points),Senegal(546.6points),BurkinaFaso(539.5points)andTogo(520.2 points) are higher than the average of the ten countries that participated in the PASEC2014 mathematics assessment.

TheaveragenationalscoreofBenin(496.9points)isclosetothePASEC2014 average.

Theaveragenationalscoresinthefiveothercountriesarelowerthantheinternationalaverage:Cameroon(489.5points),Congo(481.4points),Côted’Ivoire(475.7points),Chad(450.9points)andNiger(405.8points).

In addition to these results, the information presented in Tables 2.8 and 2.9 below provides a detailed comparison of average national scores. It thus becomes possible to determine whether a country’s score in each subject is statistically similar to, higher than or lower than that of another country, and also whether the country’s average score stands out from the international PASEC2014 average.

Table 2.8: Average National Reading Scores and Multiple Comparisons between Countries – Late Primary

Country Compared to s

eneg

al

Bur

kina

Fas

o

Bur

undi

Ben

in

Cam

eroo

n

Côt

e d'

ivoi

re

Con

go

tog

o

Chad

nig

er

Reference Country

National ReadingScore 54

8.4(6.8)

531.6(4.4)

525.4(2.0)

517.5(4.6)

517.0

(5.5)

517.0(4.0)

503.4(4.4)

497.3(4.0)

458.3(4.3)

435.2(7.7)

senegal 548.4(6.8) p p p p p p p p p

Burkina Faso 531.6(4.4) q � � � � p p p p

Burundi 525.4(2.0) q � � � � p p p p

Benin 523.4(4.6) q � � � � p p p p

Cameroon 517.5 (5.5) q � � � � � p p p

Côte d'ivoire 517.0(4.0) q � � � � � p p p

Congo 503.4(4.4) q q q q � � � p p

togo 497.3(4.0) q q q q q q � p p

Chad 432.5(6.7) q q q q q q q q p

niger 403.5(3.7) q q q q q q q q q

Senegal’s average reading score is statistically higher than those of other countries.

Five countries, namely Burkina Faso, Burundi, Benin, Cameroon and Côte d’Ivoire obtain average scores that are not statistically different.

Chad and Niger achieve scores that are lower than those in the other eight countries.

Average National Reading Score¢ higher¢ close¢ lowerthan the PASEC2014 average

p Significantscoredifferencein favor of the referencecountry relative to thecountry it is compared to: the reference country’saverage is higher thanthat of the country it iscompared to


q Significantscoredifferenceto the detriment of thereference country relativeto the country it iscompared to: the referencecountry’s average is lowerthan that of the countryit is compared to.

CHAPTER 2


Table 2.9: Average National Mathematics Scores and Multiple Comparisons between Countries – Late Primary


rund

i

sene

gal

Burk

ina

Faso

togo

Beni

n

Cam

eroo

n

Con

go

Côt

e d’

ivoi

re

Cha

d

nig

er

Reference Country

National Mathematics

Score 593.6(4.5)

546.6(6.7)

539.5(4.9)

520.2

(5.0)

496.9(5.4)

489.5(5.3)

481.4(4.0)

475.7(3.1)

450.9(5.7)

405.8(4.1)

Burundi 593.6(4.5) p p p p p p p p p

senegal 546.6(6.7) q � p p p p p p p

Burkina Faso 539.5(4.9) q � p p p p p p p

togo 520.2 (5.0) q q q p p p p p p

Benin 496.9(5.4) q q q q � � p p p

Cameroon 489.5(5.3) q q q q � � p p p

Congo 481.4(4.0) q q q q � � � p p

Côte d'ivoire 475.7(3.1) q q q q q � � p p

Chad 450.9(5.7) q q q q q q q q p

niger 405.8(4.1) q q q q q q q q q

Burundi achieves an average national mathematics score that is higher than those of the other nine countries. There isnosignificantdifferencebetweentheaveragenationalmathematicsscoresofSenegalandBurkinaFaso.

Togo’s average score is lower than those of Senegal and Burkina Faso and higher than those of the seven other countries. Benin, Cameroon, Congo and Côte d’Ivoire also all achieve similar scores, which are higher than those of Chad and Niger.

Chad’s score is higher than that of Niger and lower than those of the other eight countries, whereas Niger’s score is statistically lower than those of the other countries assessed by PASEC.


Average National Mathematics Score¢ higher¢ close¢ lowerthan the PASEC2014 average

p Significantscoredifferencein favor of the referencecountry relative to thecountry it is compared to: the reference country’saverage is higher thanthat of the country it iscompared to


q Significantscoredifferenceto the detriment of thereference country relativeto the country it iscompared to: the referencecountry’s average is lowerthan that of the countryit is compared to.

56 CONFEMEN - PASEC

2.3 Relationship between Countries’ Early and Late Primary Performance Studying the relationship between early and late primary national scores enables among other things to investigate the extent to which early primary performance levels may predict late primary performance levels.

It is important to keep in mind that the analysis of pupils’ schooling and progression throughout the primary cycle is highly complex without carrying out a longitudinal pupil survey and in the particular context of primary-cycle access and completion.

Figures 2.10 and 2.11 compare early primary national scores (on the x-axis) with late primary scores (on the y-axis) for each subject. In both subjects, the relationship between early and late primary scores is not that substantial13.

Thecorrelationcoefficientsareestimatedat0.53(non-significant)inreadingand0.62(significantatthe10percentlevel) in mathematics (see Table B2.15 in the Annexs). It would however seem that countries with the best early primary performance are also among those that obtain the highest national scores in late primary, in both language-reading and mathematics.

Figure 2.10: Link between Average National PASEC2014Language-Reading Scores – Early and Late Primary

Figure 2.11: Link between Average National PASEC2014Mathematics Scores – Early and Late Primary

These results suggest that the countries with the best early primary performance, which enables a large number of pupils to acquire more satisfactory competency levels than other countries, are usually those that display the best late primary performance (especially in mathematics where the correlation is highest).

Similarly,educationsystemswithhighpercentagesofpupilsindifficultyintheearlystagesofprimaryarealsothosethat tend to perform least well at the end of the cycle. In these education systems, primary school education is generallynotabletocompensateforthedifficultiesthatpupilsencounter inthefirstgradesofprimaryschool.Thesepupils,whoalsoencountermultipledifficultiesattheendofthecycle,willcontinuetoaccumulatethemifthey gain access to the secondary cycle, and are exposed to a high risk of failure and drop-out.

650

600

550

450

500

400

350 350

650600550450 500400

650

600

550

450

500

400

650600550450 500400350 350

Aver

age

Nat

iona

l Rea

ding

Sco

re –

Lat

e Pr

imar

y

Average National Reading Score – Early Primary Aver

age

Nat

iona

l Mat

hem

atics

Sco

re –

Lat

e Pr

imar

y

Average National Mathematics Score – Early Primary

Burundi

Congo

Burkina Faso

Cameroon

Senegal

Chad

Togo

Benin

Niger

Côte d’Ivoire

BurundiCongo

Burkina FasoCameroon

Senegal

Côte d’Ivoire

Chad

Togo

Benin

Niger

CHAPTER 2

13.Thisrelationshipisevaluatedwiththecorrelationcoefficientofacountry’srankbasedonitsaveragenationalscoresatthebeginningandtheendoftheprimary cycle.

58 CONFEMEN - PASEC© n

estlé

Côt

e d'

ivoi

re


PUPIL CHARACTERISTICS

60 CONFEMEN - PASEC

CHAPTER 3


Demonstrating a commitment to strive towards inclusive education, which enables everyone to access quality education, including the most vulnerable groups, schools should manage to reduce social determinism, in other wordstheinfluencethatsocioeconomicstatushasonschoolperformanceandschooling.Unfortunately,inmosteducation systems, whether African or Western, the characteristics of pupils’ families and of the environment in whichtheylivehaveaconsiderableinfluenceonperformance(OECD,2011;PASEC,2012).

Pupils’ personal characteristics such as gender, cultural and socioeconomic backgrounds and schooling are recognized as being factors associated with learning outcomes. The aim of this chapter is to study the link between these personal or family characteristics and pupils’ achievements in reading and mathematics.

3.1 Pupil GenderIn a majority of the countries that participated in the PASEC2014 survey, there are disparities between girls and boys in terms of both primary access and completion (see Table 3.1).

Table 3.1: Primary Access and Completion, by Gender, 2012

gross enrolment rate Completion rate

Percentage Boys girls Boys girls

Benin 129.5 115.9 78.3 62.7

Burkina Faso 87.3 82.6 58.9 56.2

Burundi 138.0 136.9 61.5 62.9

Cameroon 117.9 103.2 78.0 67.6

Congo 105.5 113.4 68.6 77.4

Côte d'ivoire 101.8 86.6 69.6 52.7

niger 77.1 64.9 55.3 43.1

senegal 80.6 87.0 57.9 63.1

Chad 108.2 82.4 43.4 27.0

togo 138.2 127.4 86.0 68.8

Source: UIS database, http://data.uis.unesco.org, accessed in November 2015

Table 3.1 shows that enrolment and completion rates differ according to pupil gender. In six countries (Benin, Cameroon, Chad, Côte d’Ivoire, Niger, and Togo), girls’ enrolment and completion rates are considerably lower than those of boys. In Burkina Faso, boys’ enrolment and completion rates are higher, although the gap is less substantial. The same applies to Burundi in terms of enrolment, but a slightly larger proportion of girls (than that of boys) completes the primary cycle. In Congo and Senegal, enrolment and completion rates indicate that more girls enroll and complete the cycle than boys.

Furthermore, the percentage of girls enrolled varies according to the primary grade and country1. At the beginning of primary, the percentage of girls is lower than the percentage of boys in all countries except Congo. The percentage ofgirlsrangesfrom43.6percent(Chad,SenegalandNiger)to51.6percent(Congo).

The same general trend is observed at the end of primary, although there are more girls than boys in one further country (Burundi, in addition to Congo).


1. The percentages of girls observed in the PASEC2014assessmentsamplesdifferslightlyfromofficialUISdata.ThesepercentagesarepresentedinTablesB3.1toB3.4intheAnnexs.

62 CONFEMEN - PASEC

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Figure 3.1: Percentage of Girls Enrolled at the Beginning of Primary, by Country, 2012

Figure 3.2: Percentage of Girls Enrolled at the End of Primary, by Country, 2012

Source: UIS database, http://data.uis.unesco.org, accessed in November 2015

Thesefiguresshowthatgirlsareatadisadvantageintermsofprimaryschoolaccessandcompletioninamajorityof the countries that participated in the PASEC2014 assessment. However, care should be taken not to generalize, as some countries manage to maintain relatively constant proportions of girls (Cameroon, Congo and Niger), or even to reverse the trend and reach higher proportions of girls at the end of the cycle (Burkina Faso and Burundi). Thesefindingsareareminderthatgenderequity intermsofprimaryaccessandcompletionremainsan issue.Surveys focusing on girl drop-out pinpoint multiple causes, including early marriage, sexual abuse at school, or families’financialdifficulties(PlanInternational,2012and2013).

Disparities between girls and boys are also apparent in terms of school performance. Girls and boys achieve similar early primary language results in all countries.However, significant differences areobserved inmathematics inCameroon, Chad, Côte d’Ivoire and Niger. In these countries, the score gap in favor of boys ranges from 19.0 points inCameroonto47.3pointsinChad(seeFigures3.3and3.4).

Late primary reading performance gaps are not significant in most countries (see Figure 3.5). However, girls’average scores are higher in Burundi and Cameroon, and lower in Chad where boys perform better. Mathematics performancegapsaremuchmorepronouncedinfavorofboysinfivecountries(BurkinaFaso,Chad,Congo,Côted’Ivoire and Senegal), but girls achieve better results in Burundi (see Figure 3.6).

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Average

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Average

Togo

Senegal

Burundi

Burkina Faso Burkina Faso

47.5

47.5

48.9

47.0

51.6

46.9

45.7

51.2

43.6

45.0

45.0

50.2

54.5

46.3

51.1

43.2

43.7

52.4

38.8

45.8

47.147.5


Figure 3.3: Language Performance Gap between Girls and Boys – Early Primary

Figure3.4:Mathematics Performance Gap between Girls and Boys – Early Primary

Figure 3.5: Reading Performance Gap between Girls and Boys – Late Primary

Figure 3.6: Mathematics Performance Gap between Girls and Boys – Late Primary

Several learning assessments carried out in Africa, such as the third Southern and Eastern Africa Consortium for Monitoring Educational Quality assessment – SACMEQ III (Hungi et al., 2011), or in different contexts, such as the Program for International Student Assessment – PISA (Borgonovi and Jakubowski, 2011) have observed the same trends. Not only are girls are at a disadvantage in mathematics as of primary, but they are also underrepresented in scientificstreamsinuppersecondaryandatuniversity(BorgonoviandJakubowski,2011;SikoraandSaha,2009).


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Burkina Faso

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Burkina Faso

Senegal

Burundi

Boys Girls Boys Girls

non-significant significant non-significant significant

4.0

8.9

5.3

8.7

8.00.1

47.314.8

15.08.0

1754.1

26.311.0

5.4

4.7

8.8

2.4

19.07.0

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Burkina Faso

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Burkina Faso

Senegal

Burundi

non-significant significant non-significatif significant

Boys Girls Boys Girls

7.0

8.0

17.6 21.9

4.4 18.8

6.0 7.2

13.8

15.1

5.5

33.14

2.2

4.1

11.7

17.8

10.0

4.8

5.7

13.3

64 CONFEMEN - PASEC

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3.2 Parents’ Literacy and Availability of Books at HomeSocioeconomic status is one of the family characteristics that is closely correlated with school performance and schooling. However, family socioeconomic status is only calculated at the end of primary2. Parents’ literacy and the availability of books at home are therefore used here as indicators that are comparable at the beginning and the end of the cycle, these two variables being recognized as providing a good approximation of the cultural and economic status of families.

3.2.1 Parents’ LiteracySurveys focusing on pupils’ cultural status usually involve an analysis of their parents’ level of education (Murat, 2009). This variable is important because it indicates, among other things, the level of a family’s ability to transmit the basic language skills required at school, as well as their ability to support children in their learning and homework. Numerous research studies have established the link between parents’ level of education and their children’s success at school (Muller and Kerbow,1993;RyanandAdams,1995).

The percentage of surveyed pupils whose parents cannot read is higher at the beginning than at the end of primary (see Figures 3.7 and 3.8)3.Thisobservationholds for all countries.Thepercentages stand at46.5percent at thebeginning of primary and 23.7 percent at the end of primary. This suggests that pupils whose parents are literate have a greater likelihood of completing the primary cycle. In other words, drop-out is more frequent among pupils whose parents cannot read.

Figure 3.7: Percentage of Pupils with One, Two or Neither Parent who Can Read – Early Primary

Figure 3.8: Percentage of Pupils with One, Two or Neither Parent who Can Read – Late Primary

Neither parent One of the two parents Both parents

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Burkina Faso

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Burkina Faso

Senegal

Burundi

Average Average

27.7 21.450.9

26.4 21.652.0

28.3 51.220.6

25.6 27.247.2

20.2 51.8

27.9 20.951.2

28.1

17.2 15.667.3

25.7 26.348.0

35.3 15.848.9

29.5 19.451.1

26.3 27.246.5

44.7 30.2

38.7 24.7

33.5 49.8

25.4 62.4

25.4 70.0

40.9 34.3

34.8 21.3

42.6 36.4

46.0 25.5

39.9 36.1

37.2 39.0

25.1

36.6

16.6

24.8

43.9

21.1

28.5

24.0

23.7

2.DuetothefactthatGrade2pupilsfinditdifficulttoaccuratelyindicatetheirparents’levelofeducation,PASEC2014 asked pupils about their Parents’ literacy. In the survey, the section of the questionnaire focusing on literacy asked whether the pupil’s father and/or mother and/or tutor knew how to read or not. The proportions calculated here thus only concern the pupil population that reaches Grade 2 or Grade 6. Children who have never enrolled and those who drop out before Grade 2 or Grade 6 are not included in the survey. This measurement may thus lead to considerable differences compared to results published by UIS, which calculates literacy rates by age group.3. In Burundi, at the beginning of primary, pupils whose parents do not know how to read obtain better results. This counter-intuitive result raises several questions that will be addressed at a later stage.


In early primary, pupils whose parents can both read obtain better language and mathematics scores (represented by dots in Figure 3.9) than pupils neither of whose parents can read (represented by squares in the Figure), in a majority of countries. Burundi is an exception in both subjects4. In a majority of countries, gaps are also observed between pupils one of whose parents can read (represented by a lozenge in the Figure) and those pupils neither of whose parents can read5. Overall, gaps are more pronounced in Niger and Togo. It is also worth drawing attention to the fact that the performance gaps according to Parents’ literacy are usually greater in language than in mathematics.

Figure 3.9: Pupil Language and Mathematics Performance, According to Parent Literacy – Early Primary



CongoCameroonBenin TogoBurkinaFaso

SenegalBurundi

550

650

500

400

350

600

450

700

Neither parent can read

Language Mathematics

One of the two parents can read

Both parents can read

non-significantsignificantnon-significantsignificantL M




L LL L L LL LL LM MM M M MM MM M

4.InBurundi,atthebeginningofprimary,pupilswhoseparentsdonotknowhowtoreadobtainbetterresults.Thiscounter-intuitiveresultraisesseveralquestions that will be addressed at a later stage. 5.ThegapsarenotsignificantinBurundiandCongoineithersubject,orinBurkinaFasoorSenegalinthelanguageofinstruction.

66 CONFEMEN - PASEC

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The same overall trends can be observed at the end of primary (see Figure 3.10). Late primary performance gaps according to parent literacy are greater in Benin, Cameroon and Togo. The language and mathematics performance gaps between pupils neither of whose parents can read and pupils whose parents can both read are systematically significant,with the exceptionof reading performance inChad andmathematics performance in Burundi.Theperformance gaps between pupils one of whose parents can read and those pupils neither of whose parents can readare less important thanat thebeginningofprimary.Theyarehoweversignificant inbothsubjects in fourcountries (Benin, Côte d’Ivoire, Senegal and Togo), and in reading in Cameroon and Niger.

Figure 3.10: Pupil Reading and Mathematics Performance, According to Parent Literacy – Late Primary



SenegalBurundi

550

650

500

400

350

600

450

700


Reading Mathematics



non-significantsignificantnon-significantsignificantR M




R RR R R RR RR RM MM M M MM MM M


3.2.2 Availability of Books at Home The availability of books at home is a second indicator of the socioeconomic status of families and above all, of their cultural level. The proportion of pupils with books at home varies considerably from one country to another, and ranges from 20.5 percent in Chad to 60.8 percent in Senegal at the beginning of primary, and from 30.2 percent in Chad to 72.5 percent in Cameroon at the end of the primary cycle (see Figures 3.11 and 3.12). In all countries except Burundi, these proportions are even greater at the end of primary. In the same way as for parent literacy, this suggests that pupils who do not have access to books at home (who are usually the most disadvantaged) are more likely to drop out of school early. Once again, these pupils are also those with the weakest performance (see Figure 3.13).

Figure 3.11: Percentage of Pupils with One or Several Books at Home – Early Primary

Figure 3.12: Distribution of Pupils According to the Quantity of Books at Home – Late Primary

Theearly primary languageof instructionperformanceof pupilswith nobooks at home is significantly lower,with the exception of Burundi6. Inmathematics, gaps are significant inCameroon,Congo,Côted’Ivoire,Niger,SenegalandTogo.PerformancegapsaregreatestinNiger,Senegal,CameroonandCongo,whichreflectsthecloserelationship between the socioeconomic status of families and success at school.


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Burkina Faso

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Burkina Faso

Senegal

Burundi

Enough books to fill a bookshelf None

Enough books to fill a bookcaseEnough books to fill two bookshelves

41.3Average Average

36.2

46.8 40.1

51.3

48.0

40.7

47.5

33.2

46.5

27.5

60.8

20.5

68.2 26.6

41.1 44.1

43.9 45.9

38.0 48.0

68.2 23.3

69.8 23.0

39.7 50.7

27.5 49.7 15.1

42.6 38.4

31.3 48.4 14.2

6. This conclusion also assumes that the availability of books at home is an indicator of them being used by pupils and of pupils reading outside the school setting.

68 CONFEMEN - PASEC

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Figure 3.13: Pupil Language and Mathematics Performance, According to the Availability of Books at Home – EarlyPrimary

Similartrendsareobservedattheendofprimary(seeFigure3.14):ingeneral,thegreaterthenumberofbooksavailable at home, the better pupils perform. Reading performance gaps between pupils who have no books and pupilswhohaveafullbookcasearesignificantinallcountries,withtheexceptionofBurundi.Inmathematics,thegapsarealsosignificantinallcountrieswiththeexceptionofBurundi,Chad,Côted’IvoireandSenegal.



SenegalBurundi

550

650

500

400

350

600

450

700

No books Books at home No books

Language Mathematics

Books at home

non-significantsignificantnon-significantsignificantL M



Figure3.14:Pupil Reading and Mathematics Performance, According to the Availability of Books at Home – Late Primary




SenegalBurundi

550

650

500

400

350

600

450

700

Reading





Mathematics non-significantsignificantnon-significantsignificantR M


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3.3 Disabled Pupils A disability, regardless of its nature or severity, may slow down pupils’ progress at school or prevent them from benefiting from a normal education.Data collected from pupils taking theGrade 6 PASEC2014 test focuses specificallyonhearingandvisualdisabilities8.

A non-negligible proportion of pupils have a visual disability, namely 21.9 percent of the sample on average (see Figure 3.15). Furthermore, for three quarters of these pupils (hence 16.1 percent of the total sample), this visual disability is not corrected by eyeglasses.

A similar proportion of pupils suffer from a hearing disability: 16.3 percent according to children’s declarations (see Figure 3.16).

Figure 3.15: Distribution of Pupils, According to the Existence of a Visual Disability and Use of Eyeglasses – End of Primary

A similar proportion of pupils suffer from a hearing disability: 16.3 percent according to children’s declarations (see Figure 3.16).

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Average

Togo

Burkina Faso

Senegal

Burundi

No visual disability Visual disability and wear eyeglasses Visual disability and do not wear eyeglasses

79.4 17.5

77.6 19.5

64.9 13.2 21.9

73.5 7.2 19.3

83.6 6.6 9.8

74.8 20.7

84.6 6.6 8.9

75.6 7.1 17.4

84.4 10.7

82.5 15.3

78.0 16.1

7. This analysis is only available for pupils at the end of primary. The existence of a visual or hearing disability is based on pupils’ declarations.


Figure 3.16: Distribution of Pupils, According to the Existence of Hearing Disability– End of Primary

Although a relatively large proportion of pupils declare that they have a visual or hearing disability, on average only 5.9percentofpupilshadhadaneyetestduringamedicalcheck-upand3.4percenthadhadahearingtest,acrossall tencountries (seeTableB3.30 in theAnnexs). Furthermore,not all thepupils’ visual andhearingdifficultiesare the result of a physical disability; they may also be the consequence of a variety of factors linked to learning conditions (pupils’ posture, attention disorders, noise, and so on). Careful attention should be paid to these factors, as teachers can have a greater incidence on them than on their pupils’ health.


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Average

Togo

Burkina Faso

Senegal

Burundi

No hearing disability

84.8

78.7

86.0

76.5

88.1

77.6

87.5

83.2

86.7

88.5

83.7

Have a hearing disability

15.2

21.3

14.0

23.5

11.9

22.4

12.5

16.8

13.3

11.5

16.3

72 CONFEMEN - PASEC

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3.4WorkoutsideSchoolWork carried out by pupils outside school reduces learning time, not only at home with an impact on the care required to correctly perform homework, but also in the classroom when pupils miss school to participate in agricultural work for example. The PASEC2014 assessment focuses on three types of work performed by Grade 6pupils: domesticwork, agriculturalwork (gardening, livestock farming andfishing) andpetty commerce. Theanalyses focus on agricultural work and petty commerce that are potentially more tiring than domestic work, especially during term time for pupils in the surveyed classes.

On average, 65.9 percent of pupils at the end of primary across all surveyed countries declared they participate in agricultural work (see Figure 3.17). The proportion of pupils participating in petty commerce is smaller and stands at49.5percentonaverage(seeFigure3.18).

Figure 3.17: Percentage of Pupils Participating inAgricultural Work – Late Primary

Figure 3.18: Percentage of Pupils Participating in PettyCommerce – Late Primary

Pupils who participate in agricultural work obtain poorer results, whether in reading or in mathematics. The performancegapisgreaterinreadingandissignificantinallcountries(seeFigure3.19).Inmathematics,performancegapsaregreaterinBenin,Cameroon,Côted’Ivoire,SenegalandTogo,butarenotsignificantinBurundiorChad.

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Average

Togo

Burkina Faso

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Average

Togo

Burkina Faso

Senegal

Burundi

55.2

66.1

81.8

76.0

51.5

61.5

70.2

48.9

80.5

67.3

65.9

54.9

47.6

42.3

63.6

48.9

45.5

52.2

32.7

53.5

54.4

49.5


Figure 3.19: Pupils’ Reading and Mathematics Performance, According to their Participation in Agricultural Work – LatePrimary

Not only is participation in petty commerce outside school less prevalent than participation in agricultural work, but it also seems to be less closely correlated with learning outcomes. Performance gaps between pupils who participate in petty commerce and those who do not are not that substantial (see Figure 3.20). These gaps are significanthoweverineightofthecountriesforreadingscores(allexceptChadandTogo)andinsevencountriesfor mathematics scores (all except Burundi, Chad and Togo).




SenegalBurundi

550

650

500

400

350

600

450

700

Always, often or sometimes participate in agricultural work

Never participatein agricultural work

Reading non-significantsignificantR



Mathematics non-significantsignificantM


74 CONFEMEN - PASEC

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Figure 3.20: Pupils’ Reading and Mathematics Performance, According to their Participation in Petty Commerce - LatePrimary

On the whole, when carried out on a regular basis, Work outside school tends to have a negative impact on pupils’ performance, in particular because it reduces their learning time. The implementation of measures aiming to reduce or even cancel the opportunity cost brought about by pupils’ non-participation in such work would be a positive contribution to the improvement of learning outcomes.



SenegalBurundi

550

650

500

400

350

600

450

700









3.5 Pupils’ Schooling

3.5.1 Preprimary Attendance Preprimary education prepares children to begin primary school in good conditions8. This preparation takes on even more importance if pupils come from disadvantaged backgrounds. Research carried out in certain Northern countries points to a positive and lasting effect of Preprimary attendance on pupils’ later learning outcomes in language and in mathematics (Jarousse et al., 1992; Caille and Rosenwald, 2006; Entwisle et al., 2005). It is therefore interesting to analyze the extent to which these trends exist in the countries assessed by PASEC, in particular in the light of contexts where the language of instruction is often not pupils’ mother tongue and where preprimary can thus help familiarize pupils with the language of instruction.

This survey takes into account attendance of all types of preprimary institutions. According to the information gathered during the survey, eight out of ten countries have a national preprimary program that is linked to primary education. Preprimary programs also exist in the two remaining countries, Benin and Burkina Faso, where they are currently being linked to the primary cycle.

The average proportions of pupils who have attended preprimary across all ten countries assessed are very close at the beginning and the end of primary (see Figures 3.21 and 3.22). They range from 10.9 percent (Burkina Faso) to49.9percent(Cameroon)atthebeginningofprimary,andfrom12.0percentto46.6percentattheendofprimary (same countries). Apart from Cameroon, the countries with a relatively high proportion of pupils who have attended preprimary education are Benin, Senegal and Congo.

Figure 3.21: Percentage of Pupils Having Attended Preprimary – Early Primary

Figure 3.22: Percentage of Pupils Having Attended Preprimary – Late Primary

At the beginning of primary, pupils who have attended preprimary achieve better language scores (see Figure 3.23), in all countries apart from Burkina Faso and Burundi. Mathematics performance gaps are much less important but arehoweversignificantinsixcountries(Cameroon,Chad,Congo,Niger,SenegalandTogo).


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Average

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Average

Togo

Senegal

Burundi

Burkina Faso Burkina Faso10.9 12.0

23.0 20.5

49.9 46.6

29.7 37.3

20.3 23.7

24.5 17.6

31.3 43.7

13.5 19.0

26.5 31.7

27.1 28.2

41.6 30.0

8.Itshouldbekeptinmindthatpreprimaryeducationvariesconsiderablyfromonecountrytoanother,asdothecurricula,teacherprofilesandlanguagesofinstruction.Bywayofillustration,preprimaryeducationinGuineaandCapeVerdeisprovidedbypubliccenters,communitycentersrunbyparents,privateschools, centers run by NGOs, and centers run by religious organizations (Jaramillo and Tietjen, 2002).

76 CONFEMEN - PASEC

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Figure 3.23: Pupil Performance in Language and Mathematics, According to Preprimary attendance – Early Primary

The same trends are apparent at the end of primary, where the performance gaps in favor of children who have attendedpreprimaryaresignificantinmathematicsandreading(seeFigure3.24).OnlyinChad(inbothsubjects),and in Burkina Faso and Burundi (in mathematics), do pupils’ scores not seem to be related in any particular way to Preprimary attendance.



SenegalBurundi

550

650

500

400

350

600

450

700

Average score of pupils who attended preprimary

Average score of pupils who did not attend preprimary

Language non-significantsignificantL






Figure3.24:Pupil Performance in Reading and Mathematics, According to Preprimary attendance – Late Primary

Although pupils who have attended preprimary usually perform better, this could also be linked to differences in the socioeconomic status of their families. Pupils who attended preprimary usually come from families with medium to high income levels (see Table B3.29 in the Annexs).




SenegalBurundi

550

650

500

400

350

600

450

700








78 CONFEMEN - PASEC

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3.5.2 Grade Repetition Repetition is a practice that impacts both education quality and access. In Francophone Sub-Saharan Africa, repetition isdeep-routedandisoneofthestrategiesresortedtobyeducationsystemstoaddressdifficultiesencounteredby pupils. Not only does repetition prove costly for education systems (a pupil who repeats once consumes twiceasmanyresourcestoprogresstothenextgrade),butitsefficiencyisalsoquestionablefromapedagogicalstandpoint due to its demoralizing effect on pupils, which may ultimately be responsible for them dropping out. Several countries have adopted measures to drastically reduce repetition. The two types of approach are as follows:

•Administrativemeasures.Automaticpromotionwithincycleslimitsrepetitiontothelastgradeofeachcycleto enable pupils to make up for any shortcomings in the knowledge and competencies required for the next cycle.ThisapproachwasimplementedinBurkinaFaso,ChadandSenegal(PASEC,2014).Somecountriesplaceaceilingonthenumberofrepetitionsthatanygivenpupilisentitledtowithinaspecificcycle,whichtypicallystands at two for the primary cycle, after which failure leads to the pupil leaving school. Others adopt an approach that places a ceiling on the repetition rate, set at 10 percent in Burkina Faso (only between sub-cycles), 15 percent in Niger and 5 percent in Senegal.

•Supportstrategiesforpupilsindifficulty.Thesemeasuresaimtoweighondemandforeducationandaimtoreinforcetheteachingprovidedtopupilsindifficultyatschool.Thesemeasuresincludethesettingupofschoolcanteens, collective action plans (CAP) and/or individual action plans (IAP), the allocation of school supplies and textbooks to pupils, remediation lessons, support for pupils with special educational needs, tutorship and extracurricularclasses(PASEC,2014).Eightcountriesindicatedtheyresorttothesemeasures(BurkinaFaso,Cameroon, Burundi, Benin, Congo, Niger, Senegal and Togo).

Figure 3.25: Percentage of Pupils at the Beginning of Primary who Repeated Grade 2

Figure 3.26: Distribution of Pupils at the End of Primary According to the Number of Repetitions during the Cycle

At the beginning of primary, the practice of repetition is very widespread, with an average rate across all ten countries standing at over 13.4 percent (see Figure 3.25). Inmost countries, the rate is close to this average.Although it rises to over 23 percent in Burundi and Chad, the rate is under 10 percent in Niger and Senegal.

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Burkina Faso

Senegal

Burundi

Average

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Burkina Faso

Senegal

Burundi

Pupil repeated once Pupil never repeated

Pupil repeated twice or morePupil repeated twice

Average

41.0

44.744.3

25.5

37.9

40.142.8

41.8

34.5

31.7

51,5

44,6

13.0

9.7

30.7 25.9

11.8

14.2

14.2

8,3

17,3

13.4

10.4

9.8

4.5

11.7

13.9

12.5

10.9

11.4

26.6

23.5

60.2

64.2

42.9

17.8

45.1

38.5

34,2

51.5

44.6

8.3

17.3

36.5

34.2

39.3 12.642.5


The distribution of pupils at the end of primary according to the number of repetitions provides some insight into the extent of the phenomenon over the entire cycle (see Figure 3.26). On average, approximately four in ten pupils across all countries have never repeated. Once again, Burundi is the country where the practice is most widespread, as 17.8 percent of pupils have never repeated and 56.6 percent of pupils have repeated more than once. Senegal andNigerarethetwocountriesthatleastresorttothispractice:64.2percentand60.2percentoftheirpupilsdeclare that they have never repeated, respectively.

In terms of performance, the analysis of the link between repetition and early primary language and mathematics scores show that in four countries (Burkina Faso, Cameroon, Congo and Senegal), pupils who have not repeated Grade 2 perform better than those who have (see Figure 3.27). In other countries, it is not possible to determine a link between the practice of repetition and pupils’ scores, regardless of the discipline, except in Burundi where repeaters obtain better results in mathematics.

Figure 3.27: Performance in Language and Mathematics, of Pupils who Did and Did not Repeat – Early Primary




SenegalBurundi

550

650

500

400

350

600

450

Average scoreof repeaters

Average scoreof non-repeaters

Language non-significantsignificantL

Average scoreof repeaters

Average scoreof non-repeaters



80 CONFEMEN - PASEC

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At the end of primary, the performance of pupils who repeated at least once during the cycle is systematically lower than that of their peers who never repeated (see Figure 3.28). This observation applies to Burundi and Niger where gapsareverysmallbutneverthelesssignificantforpupilswhorepeatedtwice9.Thesefindingshavealreadybeenhighlighted in previous PASEC assessments (PASEC, 2012).

Figure 3.28: Pupil Performance in Reading and Mathematics, According to the Number of Repetitions during the Primary Cycle – Late Primary



SenegalBurundi

550

650

500

400

350

600

450

700

Reading Mathematics non-significant



significantnon-significantsignificantR M




9.InBurundi,thegapissignificantwhenpupilsrepeatedtwiceormore;inNiger,thegapissignificantwhenpupilsrepeatedtwice.


Thesevariousfindingssuggestthatrepetition,asitisimplementedinthesecountries,isnotanefficientpractice:itdoesnotenablepupilswhoencounterdifficultiestoreachalateprimarylevelofperformancethatisequivalentto that of non-repeaters. It is also worth emphasizing the fact that the gap between repeaters and non-repeaters deepens as the number of repetitions increases. Alternatives to repetition need to be sought to help pupils in difficulty.Reflectionsandstudiesonrepetitioninitiallyfocusedonschoolsupportmechanismsbutseveralstudiesnow show that reinforcing preprimary education may also contribute to reducing repetition as well as drop-out during the primary cycle (Garcia et al., 2011)10.

3.5.3 Pupils’ AgeThe analysis presented in this section is undertaken controlling for repetition so as to measure the net effect of Pupils’ age on their school performance.

At the beginning of primary, the performance of older pupils varies from country to country (see Figures 3.29 and 3.30)11.Incountrieswherethegapsaresignificant,theirscoresarelowerthanthoseoftheirpeerswhoareoneyear younger in Cameroon (in both subjects) and in Congo (in language), but are better in Chad (in both subjects) and Benin (in mathematics).

At the end of primary and in a majority of countries (seven countries for reading and six for mathematics), the analysis of Pupils’ age, controlling for repetition, indicates that as Pupils’ age increases, their scores decrease (see Figures 3.31 and 3.32).

Figure 3.29: Average Language Performance Gap between pupils of a Given Age and those One Year Younger, Controlling for Repetition– Early Primary

Figure 3.30: Average Mathematics Performance Gap between pupils of a Given Age and those One Year Younger, Controlling for Repetition – Early Primary


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Burkina Faso

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Burkina Faso

Senegal

Burundi

non-significant significatif non-significant significant

4.0

-0.6

2.2

-14.5

-16.9

-0.8

3.3

0.0

6.5

-8.5

10.5

7.3

1.9

-9.5

-7.3

6.0

10.3

8.4

18.0

1.1

10. If certain precautions are not taken, school support mechanisms can have counterproductive effects such as social exclusion or stigmatization of pupils in difficulty.Workgroupscomprisedofpupilsofdifferentlevelsarepreferredtosupportdirectedonlyattheweakerpupils(VanDamneetal.2009;Mingat,1991;Suchaut, 2000). 11. The graphs show the average performance gap between pupils of a given age and those who are one year younger.

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Figure 3.31: Average Reading Performance Gap between pupils of a Given Age and those One Year Younger, Controlling for Repetition – Late Primary

Figure 3.32: Average Mathematics Performance Gap between pupils of a Given Age and those One Year Younger, Controlling for Repetition – Late Primary

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Burkina Faso

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Burkina Faso

Senegal

Burundi

non-significant significant non-significatif significant

-9.6

-5.9

-4.5

-15.1

-16.7

-3.0

-1.7

-3.4

-2.5

-7.9

-9.7

-9.7

-5.9

-19.4

-19.8

-2.9

-0.3

-7.3

-3.9

-9.4

84 CONFEMEN - PASEC© u

n p

hoto

/mar

co d

orm

ino

SCHOOLENVIRONMENT

AND PUPIL PERFORMANCE


SCHOOLENVIRONMENT

AND PUPIL PERFORMANCE

86 CONFEMEN - PASEC

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This chapter describes the main characteristics of pupils’ learning environments, both at the school and class level, and analyzes the link between the related variables and disparities in pupil performance1. Teacher and headmaster characteristics are also considered2.

4.1WheredoDisparitiesinPerformanceStemfrom?Education systems with large performance gaps between schools are usually considered to be less equitable than those with a small score variance between schools3.

Figure4.1 shows thatover50percentof theearlyprimary reading scorevariance is explainedbydifferencesbetween schools in Benin, Cameroon, Chad, Congo, Senegal and Togo.

In mathematics, the score variance linked to differences between schools is much lower (Cameroon is the only country with a percentage attributable to schools of over 50 percent). The proportion of the score variance linked todifferencesbetweenschoolsislowest(29.8percent)inBurundi(seeFigure4.2).

Figure4.1:Early Primary Score Variance Decomposition – Language

Figure4.2:Early Primary Score Variance Decomposition – Mathematics

SCHOOLENVIRONMENTANDPUPILPERFORMANCE

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi


School-level variance Pupil-level variance School-level variance Pupil-level variance

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

1. The Teacher and Headmaster questionnaires include a considerable number of variables (especially concerning the pedagogical practices adopted by teachers, effective teaching time, class and school sizes, school management and the involvement of parents and of the local community), some of which will not be analyzed in this report, but in the framework of later analyses. 2. Teacher characteristics will not be studied in relation to scores in this report and will be the focus of a more in-depth study when secondary analyses are carried out. It is also worth noting that individual teacher characteristics usually have little impact on learning outcomes, as opposed to their teaching practices thataremuchmoreinfluential(BiancoandBressoux,2009;Bressoux,1994,2000and2007;Cusset,2011;Felouzis,1997;Bernardetal.,2005).3.Varianceisameasurementthatcharacterizesthedegreeofdispersionofaseriesofvaluesrelativetotheiraverage.

88 CONFEMEN - PASEC

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Over 50 percent of the late primary reading score variance is attributable to differences between schools in six countries (Benin, Cameroon, Chad, Congo, Senegal and Togo). Similar trends appear in these countries in mathematics(seeFigures4.3and4.4).WhereasBurundistandsoutduethelowshareofthevarianceattributedto schools (26.7 percent in reading and 18.5 percent in mathematics), Chad is the country where this percentage ishighest(60.4percentand57.2percent,respectively).

For both subjects taken together, the proportion of the variance attributable to schools ranges from 18.5 percent (in mathematics in Burundi in late primary) to 65.2 percent (in reading in Congo in early primary).

Figure4.3:Late Primary Score Variance Decomposition – Reading

Figure4.4:Late Primary Score Variance Decomposition – Mathematics

In the countries with the highest average reading and mathematics performance (Senegal, Burundi and Burkina Faso), the proportion of the score variance attributable to schools is not necessarily low4. Senegal and Burkina Faso are a good illustration of this situation. Burundi, on the other hand, seems to combine both these characteristics. These results tend to show that effectiveness and equity do not necessarily go hand in hand.

The percentage of the late primary score variance ascribable to schools is very similar in mathematics and in reading, in all countries. This parallelism is not quite as pronounced at the beginning of primary. Indeed, the average share of score variance attributable to schools ranges from 36.9 percent to 65.2 percent in reading and from 29.8 percentto52.4percentinmathematics.

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi


School-level variance Pupil-level variance School-level variance Pupil-level variance

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

. . . .

4.SeeChapter2forindividualcountries’performance.


4.2SchoolLocationandPupilPerformanceOn average, over half of the pupils across all ten countries attend school in a rural area (60.2 percent of pupils at the beginning of primary and 58.3 percent at the end of primary), with a rural predominance in Burundi and in Niger (seeFigures4.5and4.6)5. In seven in ten countries (all except Chad, Senegal and Burkina Faso), the percentage of pupils attending school in a rural area is higher at the beginning than at the end of primary. This result could point to the fact that pupils drop out more in rural areas.

Figure 4.5: Percentage of Pupils Attending School in a Rural Area – Early Primary

Figure 4.6: Percentage of Pupils Attending School in a Rural Area – Late Primary

At the pupil level, analyses indicate that pupils in rural areas have poorer results than those in urban areas, both at thebeginningandtheendofprimary,inlanguageaswellasinmathematicsandinalmostallcases(seeFigures4.7to4.10).Theonlyexceptionsareinmathematics,wheretheperformancegapaccordingtoschoollocationisnotsignificantinChadatthebeginningofprimary,norinBurundi,atthebeginningortheendofprimary.Burundiisalso the country where the early and late primary language-reading score gaps between pupils in urban and rural areas are the narrowest.


Average Average

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi


. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

5. The term “school location” refers to whether the school is located in a rural or urban area. Urban areas include towns and town suburbs whereas rural areas includelargevillages(severalhundredfamilylots)andsmallvillages(uptoonehundredfamilylots).Thisdefinitionisstandardinallcountries,andenablestocompare trends from one country to another.

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Figure 4.7: Early Primary Performance Gaps between Pupils in Rural and Urban Areas - Language

Figure 4.8: Early Primary Performance Gaps between Pupils in Rural and Urban Areas - Mathematics

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Gross difference

Difference, controlling for the territorial planning index

non-significantsignificant


Gross difference




..

..

.

.

.

.

.

.

.

..

.

..

..

..

..

..

.

.

.

.

.

.

.

..

.

..

..

..


Figure 4.9: Late Primary Performance Gaps between Pupils in Rural and Urban Areas - Reading

Figure 4.10: Late Primary Performance Gaps between Pupils in Rural and Urban Areas - Mathematics

However, when urban and rural schools are located in areas with similar infrastructure and service levels, the gaps between pupils’ scores tend to be smaller6. The reduction in the gap is particularly striking in Niger at the beginning of primary. In Burundi, pupils attending schools in rural areas have better early primary mathematics scores than those attending schools in urban areas with the same territorial planning index. Nonetheless, this difference remains modest.

Theseresultsreflectthedifficultieseducationsystemsfaceinreducingperformancedisparitiesbetweenschoolsinrural and urban areas throughout the primary cycle.


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Gross difference

Difference, controlling for the average socioeconomicindex and the territorial planning index



Gross difference

Difference, controlling for the average socioeconomicindex and the territorial planning index



..

..

.

.

.

.

.

.

.

..

.

..

..

..

..

..

.

.

.

.

.

.

.

..

.

..

..

..

6. This is measured by the Territorial Planning Index, which is calculated according to the availability of the following infrastructure and services: a paved road; electricity; a lower secondary school; an upper secondary school; a hospital; a medical or healthcare center ; a police station; a bank; a savings bank; a postoffice;andaculturalcenterorlibrary.

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4.3TypeofSchoolandPupilPerformanceIn most of the PASEC2014 countries, the three most common types of school are public schools, private schools and community schools:

- A majority of primary cycle pupils attend public schools, according to data collected from the PASEC2014 schoolsample,representingover80percentofpupils(seeFigures4.11and4.12)7.

- The percentage of pupils attending private schools varies from one country to another. It ranges from 3.0 percent(Burundi)to34.0percent(Congo)atthebeginningofprimary,andfrom2.7percent(Niger)to36.2 percent (Congo) at the end of primary. Apart from Congo, the proportion of pupils enrolled in private education inCameroonandTogo is alsohigher than theworldwideaverage,estimated to standat16.4percent (D’Aiglepierre, 2013).

- Community schools represent a small share of education supply in the ten surveyed countries, which amounts to under 3 percent. Chad is an exception, however, with over 18 percent of pupils attending this type of school at the beginning of primary and over 12 percent at the end of primary. In some countries, these schools have gradually been integrated into the public system.

Figure4.11:Distribution of Pupils According to the Type of School Attended - Early Primary

Figure4.12:Distribution of Pupils According to the Type of School Attended - Late Primary

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Average Average


Public Private Community

18.6 12.2

.. . .

. . .

. .

. . . .

. . . .

. .

. .

. . . .

. . .

. . . .

. . . .


7. These data are consistent with international data on the proportion of pupils attending private and public schools in Africa (D’Aiglepierre, 2013).8. Reminder: the international score average is set at 500 points and the international standard deviation is set at 100.

Figures4.13and4.14presenttheearlyprimaryperformancegapsbetweenpupilsattendingpublicandprivateschools. They show that pupils attending private schools in eight countries (Benin, Cameroon, Chad, Congo, Côte d’Ivoire, Niger, Senegal, and Togo) achieve better early primary average scores than those in public schools, both in language and mathematics. In Senegal, the country displaying the greatest early primary score difference, the gap stands at over 170 points in language and at over 120 points in mathematics8.Figure 4.13:Early Primary Performance Gap between Pupils in Private and Public Schools – Language

Figure 4.14:Early Primary Performance Gap between Pupils in Private and Public Schools – Mathematics

In Burkina Faso and Burundi (in both subjects) as well as in Niger (in mathematics), the average performance of pupilsattendingprivateschoolsdoesnotdiffersignificantlyfromtheaverageperformanceoftheirpeersinthepublic sector.

At the end of primary, gaps observed at the beginning of the cycle are even more pronounced in Burundi, regardless ofthesubject,andpersistinallothercountries(seeFigures4.15and4.16).InBurkinaFasohowever,pupilsinprivateschools and those in public schools once again achieve similar average scores in both subjects.


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Gross difference




Gross difference




.

.

..

.

.

.

.

.

.

.

..

.

..

..

..

..

..

.

.

.

.

.

.

.

..

.

.

.

..

..

94 CONFEMEN - PASEC

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Figure 4.15: Late Primary Performance Gap between Pupils in Private and Public Schools - Reading

Figure 4.16: Late Primary Performance Gap between Pupils in Private and Public Schools - Mathematics

In the surveyed countries, pupils attending private schools are usually from more advantaged socioeconomic backgrounds than pupils attending public schools. Furthermore, few private schools are located in highly disadvantaged areas, where the capacity of families to afford more costly education is lower. The performance gaps observed between pupils in these two types of school could thus be the consequence of differences linked to pupils’ socioeconomic status, which displays a positive relationship with performance (see Chapter 3), or to the Territorial Planning Index, to a lesser extent.

To better grasp the nature of the relationship between school type and pupil performance, the same analysis was carried out in Grade 6, controlling for the territorial planning index as well as pupils’ socioeconomic status9.

Performance gaps between pupils in private and public schools are generally less substantial when schools are located in areas with the same territorial planning index and when pupils come from families of comparable socioeconomicstatus(seeFigures4.13to4.16).Thisisparticularlyapparentattheendofprimary,whengapsaremuchlesspronouncedinallcountries.Thisconfirmsthatsomeofthedifferencesobservedbetweenresultsbyschool type are attributable to pupils’ socioeconomic status.

However, despite controlling for these characteristics, the performance gaps between pupils in public and private schoolsremainconsiderable,andsignificant inseventonineofthecountries,dependingonthegradeandthesubject assessed.

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Gross difference

Difference, controlling for the territorial planningindex and the average socioeconomic index of pupilsat the school-level



Gross difference

Difference, controlling for the territorial planningindex and the average socioeconomic index of pupilsat the school-level



..

..

.

.

.

.

.

.

.

..

.

..

..

..

..

..

.

.

.

.

.

.

.

..

.

..

..

..

9. The socioeconomic index of families is only used as a control variable in Grade 6. This indicator is not available in Grade 2, where only the territorial planning index is used.


Thissituationthusreflectsarangeofotherfactorsthatcharacterizeeachtypeofschool,suchastheavailabilityofteaching resources, the management of teaching time, class size, the supervision of teachers by the administration and parents or the degree of autonomy in the choice of teaching practices (D’Aiglepierre, 2013).

4.4TypeofClassandPupilPerformanceClasses are currently organized in three different ways in the countries participating in the PASEC2014 assessment: standard classes (one full-time teacher for the class), multigrade classes (pupils from different grades make up a single pedagogical group with a single teacher) and double-shift classes (two pedagogical groups alternate in a same classroom):

- An average of over 75 percent of pupils across all ten countries attend standard classes, both at the beginning andtheendofprimary(seeFigures4.17and4.18).However,theproportionofpupilsintheseclassesdropsduring the primary cycle in some countries: Cameroon, Chad, Côte d’Ivoire and Togo.

- Multigradeclassesareattendedonaverageby11.9percentofpupilsatthebeginningofprimaryand14.8percent of pupils at the end of primary. They are more widespread in some countries. In Congo, they are attended by 30.1 percent of Grade 2 pupils and 27.0 percent of Grade 6 pupils. In Chad and Togo, these classes are attended by over 30 percent of pupils at the end of primary (compared to 19.8 percent and 11.7 percent at the beginning of primary respectively). These classes are also relatively common in Cameroon (22.9 percent of pupils at the beginning of primary and 16.3 percent at the end of primary) and in Côte d’Ivoire at the end of the cycle (16.2 percent of pupils). These classes are attended by under 10 percent of pupils in other countries, whether at the beginning or the end of primary, and are not resorted to in Burundi.

- Double-shift classes are attended on average by 11.9 percent of pupils at the beginning of primary, and under 8.6 percent at the end of primary. A considerable percentage of pupils attend these classes in three countries however:Burundi(46.8percentofpupils),Congo(25.8percent),andSenegal(30.5percent).

Figure4.17:Distribution of Pupils According to the Type of Class Attended - Early Primary

Figure4.18: Distribution of Pupils According to the Type of Class Attended – Late Primary


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Average Average


Public Private Community

. .

. .

. . . .

. . . . .

. . . . . .

. . .

. .

. . . .

. . . .

. . . .

. . . . .

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The analysis that follows will enable to determine the extent to which the performance of pupils attending double-shift or multigrade classes differs from those of their peers in standard classes.

Pupils in multigrade classes usually achieve poorer early and late primary PASEC2014 results than pupils in standard classes,bothinlanguageandmathematics(seeFigures4.19to4.22).Thecorrespondingscoregapsrangefrom23.8points (in mathematics in Côte d’Ivoire at the end of primary) to 73.5 points (in mathematics in Burkina Faso at the end of primary).

This trend is independent of the grade and the subject in four countries (Cameroon, Congo, Côte d’Ivoire and Senegal).Thesametrendappliesinfiveothercountries(Benin,BurkinaFaso,Chad,NigerandTogo),toalesserextent: the gap is pronounced in Burkina Faso and Togo at the end of the cycle; in Benin at the end of the cycle in mathematics; in Niger apart from mathematics at the end of the cycle; and in Chad at the beginning of the cycle in language10.

Figure 4.19:Early Primary Performance Gap between Pupils in Multigrade and Standard Classes – Language

Figure 4.20:Early Primary Performance Gap between Pupils in Multigrade and Standard Classes – Mathematics

Noneofthecountriesdisplayasignificantperformancegaptothebenefitofpupilsinmultigradeclasses,regardlessof the grade and subject.

The most pronounced differences (gaps greater than 50 points to the detriment of pupils attending multigrade classes) are found in Congo, Senegal and Niger (in mathematics) at the beginning of primary, and in Burkina Faso at the end of primary, as well as in Cameroon and Congo (in reading).

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Burkina Faso

Senegal

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Burkina Faso

Senegal


-30.2

-71.4

-45.1

-44.2

-65.9

-47.6

22.8

-32.3

-49.1

-39.7

6.7

-36.4

-26.7

-66.0

-57.5

-38.0

10. None of pupils in the sample attend a multigrade class in Togo at the beginning of primary.


Figure 4.21: Late Primary Performance Gap between Pupils in Multigrade and Standard Classes - Reading

Figure 4.22: Late Primary Performance Gap between Pupils in Multigrade and Standard Classes - Mathematics

The first possible explanation for theweaker performanceof pupils attendingmultigrade classes is that theseclassesareconcentratedinruralareas(between74percentand93percent,ineightcountries)whereperformanceis considerably lower11. Furthermore, a study on multigrade classes in Africa concluded that pupils in these classes facegreaterlearningdifficulties(BrunswicandValérien,2003).Apartfromthelocationoftheseschools inruralareas,thesedifficultiesmayalsobelinkedtoalackofinfrastructure,aswellasashortageofdidacticandpedagogicalresources;andtheaverageprofileofteachers,whoareoftenyoungandinexperienced,receivelittleadvice,arenotalways trained to teach this type of class and are frequently demotivated by the school environment.

The comparison of pupil performance in double-shift and standard classes is restricted to countries where the practiceissufficientlywidespread:Burundi,Cameroon,Chad,Congo,Côted’IvoireandSenegal.Inothercountries,these classes are almost non-existent.

Early primary language and mathematics results achieved by pupils in double-shift classes are lower than those of pupils in standard classes in two countries: Congo and Senegal. On the other hand, the opposite result is observed in Burundi, where pupils in double-shift classes obtain better language results than pupils in standard classes (see Figures4.23and4.24).


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Burkina Faso

Senegal

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

TogoTogo

Burkina Faso

Senegal


-28.7

-73.5

-31.9

-40.6

9.3

-39.4

-35.1

-23.9

-23.8

9.3

-44.5

-33.4

-46.1

-39.4

-54.9

-69.6

-29.5

-51.0

11.InBeninandBurkinaFaso,multigradeclassesarefoundbothinurbanandruralareas(seeTableB4.18intheAnnexs).

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Figure 4.23:Early Primary Performance Gap between Pupils in Double-Shift and Standard Classes - Language

Figure 4.24:Early Primary Performance Gap between Pupils in Double-Shift and Standard Classes - Mathematics

Pupils attending double-shift classes at the end of primary achieve poorer reading results in Congo and mathematics resultsinChad,comparedtopupilsinstandardclasses(seeFigures4.25and4.26).

Figure 4.25: Late Primary Performance Gap between Pupils in Double-Shift and Standard Classes - Reading

Figure 4.26: Late Primary Performance Gap between Pupils in Double-Shift and Standard Classes - Mathematics

These results, and in particular those pertaining to multigrade classes, raise the question of the education resources made available to disadvantaged schools, which cumulate challenges and constraints (the low socioeconomic status of pupils’ families, limited teaching materials, remote or peripheral urban areas), and must also adapt their pedagogical approaches to the lack of classrooms and teachers.

Côte d’Ivoire

Congo

Burundi

Senegal

non-significant significant

-56.4

-47.7

29.3

-8.3 Côte d’Ivoire

Congo

Burundi

Senegal


-48.1

-34.4

-8.2

7.4

Burundi

Chad

Congo

Cameroon

Senegal


15.7

4.3

-7.1

-9.7

-20.3

Burundi

Chad

Congo

Cameroon

Senegal


16.4

10.1

-1.9

-30.3

-16.1


4.5SchoolEnvironment:Infrastructure,Teaching Resources, Health and Hygiene

4.5.1DescriptionofPASEC2014 Countries’ School EnvironmentWorking conditions at school must foster a favorable learning environment for pupils. These conditions include the availabilityofclassroomsingoodcondition,sufficientseating,basicteachingmaterialsandinparticulartextbooks,which are a pedagogical requirement, for both pupils and teachers. Basic health and hygiene standards are also important,suchasaccesstodrinkingwaterandasufficientnumberoftoilets,toguaranteebasiccomfortlevelsforpupils and increase their likelihood of staying in school.

4.5.1.1ClassSizeAccording to data collected during the PASEC2014assessment,classsizeinthetencountriesrangesfrom44to79pupilsonaverageforearlyprimary(seeFigures4.27and4.28)12. Classes are smaller in Congo, Côte d’Ivoire, Niger and Togo, with slightly under 50 pupils per class on average. In Benin, Burundi, Cameroon and Senegal, there are on average 50 to 60 pupils per class. Burkina Faso has the largest class sizes with an average of almost 80 pupils in Grade 2, followed by Chad where class size is also in excess of 60 pupils.

Class size at the end of primary is considerably more limited and ranges from 35 to 68 pupils per class on average. Classes are smaller in Benin and Togo, with approximately 36 pupils per class and larger in Congo and Burkina Faso, with 55 and 68 pupils per class, respectively.

Figure 4.27: Number of Pupils per Class in the PASEC2014 Sample – Early Primary

Figure 4.28: Number of Pupils per Class in the PASEC2014 Sample – Late Primary


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Average Average


55.8 46.7

.0

.0

.0

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

.

12.AsthePASECsurveywasconductedbasedonarepresentativesampleoftheschoolpopulation,thesefiguresmaydifferfromtheofficialstatisticsproduced by these countries.

100 CONFEMEN - PASEC

CHAPTER4

Theseaveragesdohoweverdissimulatedisparitiesthatcanbeconsiderableinsomecountries(seeTableB4.20inthe Annexs). In some countries, in particular in Burkina Faso, Cameroon, Chad, Congo and Senegal, class size varies substantially from one school to another13. These differences appear to stem more from the steering of education systems than from local demand for education.

A temporal analysis shows that average class size in late primary (Grade 5 for the latest national PASEC assessments and Grade 6 for the international PASEC2014 assessment) has evolved in different ways over recent years. Although data are based on different grades and so are not always comparable from one country to another, they provide insightintotheevolutionofthemanagementofschoolingconditionswithineducationsystems(seeFigure4.29).

Figure4.29:Evolution of Class Size, According to PASEC Assessments

The analysis shows that Burkina Faso is the only country where the average class size has increased, and by more than 15 pupils. This could for example be due to the fact that policies aiming to boost primary completion have been successful but that the education system’s capacity to absorb a greater number of pupils has not increased accordingly. Benin and Togo, which currently have the smallest class sizes, already had acceptable average class sizes ofaround40pupilsperclass,accordingtopreviousPASECassessments.Classsizeshavedroppedslightlyinthesetwo countries (by up to 5 pupils per class), as in Cameroon. Apart from Côte d’Ivoire where class sizes are stable, othercountriesalsodisplayadropintheaveragenumberofpupilsperclass,whichreflectstheeffortsmadetoimprove learning conditions. The decrease is moderate (between 5 and 10 pupils per class) in Congo, Chad and Senegal, but is greater in Burundi, where it exceeds 15 pupils per class.

Chad

(2010-2014)

Côted’Ivoire

(2009-2014)

Congo

(2009-2014)

Cameroon

(2005-2014)

Benin

(2005-2014)

Togo

(2010-2014)

BurkinaFaso

(2007-2014)

Senegal

(2007-2014)

Burundi

(2009-2014)

50

60

45

35

30

55

40

70

65

Previous PASEC assessments PASEC2014

38.0

35.5

51.0

68.3

61.0

44.1

49.9

47.5

60.4

55.2

43.0

43.5

49.2

42.8

52.1

46.4

40.4

36.0

13.Illustratedbyhighstandarddeviations,presentedinTableB4.20intheAnnexs.


4.5.1.2SeatinginClassAt the end of primary, seating is available to over 50 percent of pupils in only four countries (Benin, Côte d’Ivoire, SenegalandTogo).InBurundi,CameroonandCongo,between40percentand50percentofpupilshaveaseat,while between 30 percent and 35 percent have a seat in other countries. In Chad, almost half of the pupils are in classeswhereaseathastobesharedbythreeormorepupils(seeFigure4.31).Atthebeginningofprimary,theproportionofpupilswithaseatisevensmallerandrangesfrom6.4percentinChadto46.4percentinCongo(seeFigure4.30).

Figure4.30:Distribution of Pupils by Availability of Seating in Class – Early Primary

Figure4.31:Distribution of Pupils by Availability of Seating in Class – Late Primary

4.5.1.3Booksandtextbooks

4.5.1.3.1Libraries

The availability and use of books at school helps pupils acquire reading skills by providing a variety of written material, and helps foster a taste for reading, in particular amongst pupils from disadvantaged families who often donothavebooksathome.Attheendofprimary,veryfewpupilshaveaccesstoalibraryatschool:12.4percentonaverage(seeFigure4.32).Theproportionrangesfrom1.5percentinNigerto18.4percentinCameroon,withthe exception of Senegal, where the situation is very different to other countries: 50.1 percent of pupils attend a school with a library.


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi


One seat per pupil One seat for two pupils One seat for three pupils or more

. .. . . .

. . . .

. . . . . .

. . . . . .

. . . . . .

. . . . .

. . . . . .

. . . . . .

. . . . .

. . . . .


CHAPTER4

Figure4.32:Percentage of Pupils Attending a School with a Library – Late Primary

4.5.1.3.2Textbooks

Inlowincomecountries,theavailabilityanduseoftextbooksimproveslearningoutcomes(Keeves,1995),whereassuch an effect has not been observed in high income countries. Although these results date back some time, they bear witness to the importance of these pedagogical tools. Their availability in class is particularly important in view of the fact that pre-service teacher training is limited in low income countries, both in terms of content and of focus on teaching practices, and that a considerable proportion of pupils do not have access to books at home.

PASEC2014 used Teacher questionnaires to collect information about the availability of reading and mathematics textbooksintheassessedcountries,atthebeginningandtheendofprimary(seeFigures4.33to4.36).Thedataprove that situations differ from one country to another and according to the subject and primary grade:

- The availability of textbooks is better at the end than at the beginning of primary in all countries. Although the percentage of pupils with one textbook per pupil remains relatively stable between these two grades, the percentage of pupils with one textbook for three pupils or more is on average lower at the end than at the beginning of primary.

- The degree of availability of textbooks is thus similar in mathematics and in language-reading, on average. However, there are considerable differences between these two subjects in certain countries at the beginning of primary: in Burkina Faso, Niger and to a lesser extent in Senegal and Togo. In Burkina Faso and Senegal, the availability of textbooks is better in language, whether as in Togo and Niger it is better in mathematics.

- The percentage of pupils with one reading textbook per pupil varies a great deal from one country to another: it ranges from 3.9 percent in Burundi to 61.7 percent in Senegal at the beginning of primary, and from 5.2 percent in Burundi to 65.8 percent in Burkina Faso and Côte d’Ivoire, at the end of primary.

- In Burundi, Cameroon, Chad, Congo, Niger and Togo, the percentage of pupils with one textbook for three or more pupils is high. The availability of language-reading and mathematics textbooks is lowest in Chad, where over 90 percent of pupils have one textbook for three or more pupils at the beginning of primary; this percentage remains very high at the end of primary, at 88 percent.

Average

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

.

.

.

.

.

.

.

.

.

.

.


Figure 4.33:Distribution of Pupils at the Beginning of Primary, According to the Number of Pupils per Textbook - Language

Figure 4.34:Distribution of Pupils at the Beginning of Primary, According to the Number of Pupils per Textbook - Mathematics

Figure4.35:Distribution of Pupils at the End of Primary, According to the Number of Pupils per Textbook – Reading

Figure4.36:RDistribution of Pupils at the End of Primary, According to the Number of Pupils per Textbook – Mathematics


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi


One textbook for two pupilsOne textbook per pupil

One textbook for three pupils or moreOne textbook for two pupils

One textbook per pupil

One textbook for three pupils or more

. .. . ..

. . . .

. . . . .

. . . .

. . . . . .

. . . . . .

. . ..

. . . .

. .

. . . .

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi


One textbook for two pupilsOne textbook per pupil

One textbook for three pupils or moreOne textbook for two pupils

One textbook per pupil


. . . .

. . . . . .

. . . . .

. . . . . .

. . . . ..

. . . . .. .

. . . ...

. . . . ..

. . . .

. . . . ..


CHAPTER4

The case of Burundi raises a question, as this country has very few books per pupil but nevertheless obtains high nationalscores.Thisfindingtendstoconfirmthatpedagogicalresourcesarenottheonlydeterminingfactorwhenit comes to learning outcomes (Carneiro et al., 2015).

4.5.1.4HygieneandSanitaryConditionsA satisfactory level of health and hygiene in schools contributes to creating an environment that is conducive to learning and maintaining pupils in primary school. Fostering good hygiene habits and providing basic health management at school is indispensable to ensure or facilitate the provision of medical care and subsequent follow-up in a healthcare center and help children, and through them their families, to develop appropriate attitudes.

The data collected on pupils’ health and hygiene at school indicate that a large proportion of pupils in the ten countries donot have access to acceptable hygiene conditions, nor tobasic first aid and care should sanitaryproblems occur at school.

4.5.1.4.1AvailabilityofLatrines

On average, 22.1 percent of pupils at the end of primary attend schools without latrines or toilets (see Figure 4.37).ThepresenceoflatrinesisparticularlylowinChad,Côted’Ivoire,NigerandTogo,whereoverathirdofpupils do not have access to any at school.

Figure4.37:Percentage of Pupils Attending a School without Latrines or Toilets - Late Primary

Average

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

.

.

.

.

.

.

.

.

.

.

.


4.5.1.4.2FirstAidEquipmentandHealthcare

Monitoring pupils’ health at school enables the detection of certain problems that are likely to have an impact on learning outcomes and also helps foster wellbeing at school. First aid equipment is also necessary to provide initial care when healthcare problems or accidents occur at school. The PASEC2014 assessment surveyed the availability offirstaidequipment(medicalkits)inschools,whetherpupilshadamedicalcheckupwitheyeand/orhearingtestsduring the academic year, and whether pupils had received deworming treatment.

Resultsshowthatonaverage,fewpupils(30.2percent)attendschoolswithfirstaidequipment(seeFigure4.38).The shares are much higher in Benin, Cameroon, Congo and Senegal, and range from approximately 50 percent to 70 percent.

Figure4.38:Percentage of Pupils Attending a School with First Aid Equipment – Late Primary

On average, only 23.3 percent of pupils received a medical check-up during the academic year, and under 6 percent hadaneyeorhearingtest(seeFigure4.39).Ontheotherhand,morepupilsreceiveddewormingtreatment(41.8percent on average).


Average

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

.

.

.

.

.

.

.

.

.

.

.


CHAPTER4

Figure4.39:Percentage of Pupils Having Undergone Various Medical Tests or Treatments throughout the Year – Late Primary

4.5.2SchoolenvironmentandperformanceSchool environment and infrastructure, as well as teaching equipment and resources, may contribute to improving pupils’scores.Severalinternationalassessmentsshowthatsufficientquantitiesandtherighttypesofresourcesplayan important role in creating favorable learning conditions14. However, the impact of school resource levels must be put in perspective, because so much depends on the way in which they are used by teachers. Pupil performance levels are often linked to a greater extent to the quality of teaching than to the level of resources available at school and in the classroom (Carneiro et al, 2015; Hanushek and Rivkin, 2006).

Pupil haddeworming treatment

Pupil hada medical check-up

during the year

Pupil hadan eye test

Pupil hada hearing test

Pupil receiveda food supplement

40

60

0

20

100

80

Benin BurundiBurkina Faso Cameroon Congo Côte d’Ivoire Niger Senegal Chad Togo Average

14.SeeinparticularProgressinInternationalReadingLiteracyStudy(PIRLS)2011(Mullisetal.,2012a),TrendsinInternationalMathematicsandScienceStudy(TIMSS) 2011 (Mullis et al., 2012b), and the report of the Southern and Eastern Africa Consortium for Monitoring Educational Quality’s third assessment (SACMEQ - Hungi et al., 2011).


Measurement of the link between resources available at school and school performance is based here on two composite indicators: the school infrastructure index and the class equipment index15. Links between pupils’ scores andeach indexarefirstlystudied intermsofgross impact,beforecontrolling forotherschoolequipment(seeTablesB4.32,B4.33,B4.35,B4.36,B4.38andB4.39intheAnnexs)16.

4.5.2.1SchoolInfrastructureandPupilPerformanceThe school infrastructure index is highest in Benin and Senegal17. The other countries whose index is above or very close to the average are Burkina Faso, Cameroon, Congo and Côte d’Ivoire. The countries whose schools have the lowest infrastructure levels are Burundi, Chad, Niger and Togo.

The indicator of the dispersion of results within each country (the standard deviation) shows that the degree of homogeneity in the distribution of infrastructure between schools varies from one country to another (see Figure 4.40).Cameroon,ChadandTogopresentthegreatestdisparitiesatthenationallevel,whereasBenin,BurkinaFaso,Burundi and Senegal display less disparity. Among the surveyed countries, Benin and Senegal thus combine the highest school infrastructure levels and the best allocation between schools, compared to the other countries.

Figure4.40:Average Level of the School Infrastructure Index and Standard Deviation – Late Primary


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Average

Burkina Faso

Standard deviationAverage level

54.86.4

52.56.1

45.88.0

50.211.3

54.08.9

51.98.3

41.29.0

58.07,3

44.910.0

46.710.2

50.010.0

15. Indexes are lowest for pupils in schools and classes with little equipment. The indexes do not enable to determine whether a school is well or poorly equipped but are used to rank respective equipment levels. 16.Availabilityofalibrary,computerroom,photocopier,computer,internetconnection,televisionandvideorecorderorDVDplayerintheschool,measuredinthe form of an index. 17. The school infrastructure index is established using a range of contextual variables collected from Headmaster questionnaires: the ratio between the numberoffunctionalclassroomsandthetotalnumberofpupils,theavailabilityofcertainequipment(separateofficefortheheadmaster,equipmentstoragearea, teachers’ room, playground, independent sports ground, fence around the entire school, medical kit, accommodation for teachers and/or headmasters, running water, source of drinking water other than running water, electricity) and the availability of latrines or toilets.


CHAPTER4

The gross impact of the level of school infrastructure on reading and mathematics performance at the end of primary is significant inninecountries (with theexceptionofChad).Thiseffect ismorepronounced inBenin,Cameroon,SenegalandTogo(seeFigures4.41and4.42).Controllingforotherindexes,thislinkremainssignificantinfivecountriesinreadingandintwocountriesinmathematics.Inthesecountries,pupilswhoseschoolhasthebest level of infrastructure thus obtain the best results.

Figure 4.41: Average Gap between the Late Primary Scores of Pupils of a Given School and of those whose School Infrastructure Index is One Point Lower - Reading

Figure 4.42: Average Gap between the Late Primary Scores of Pupils of a Given School and of those whose School Infrastructure Index is One Point Lower - Mathematics

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Average score gap

Average score gap, controlling for the schoolinfrastructure index and the class equipment index



Average score gap




5.40.4

2.01.7

1.20.2

3.82.3

3.22.2

3.5-0.9

2.11.2

4.43.5

0.50.3

3.41.3

4.70.3

1.81.4

0.80.2

3.22.6

1.81.4

2.0-1.1

2.01.3

4.02.9

0.3-0.2

3.70.9


4.5.2.2ClassEquipmentandPupilPerformance The class equipment index is highest in Benin, Côte d’Ivoire and Senegal, which indicates that classes in these countriesareonaveragebetterequipped(seeFigures4.43and4.44)18. Chad has by far the lowest average class equipment index.

Figure 4.43: Average Level of the Class Equipment Index and Standard Deviation – Early Primary

Figure 4.44: Average Level of the Class Equipment Index and Standard Deviation – Late Primary

The link between the class equipment index and pupils’ scores is much more pronounced at the end than at the beginning of primary. Indeed, the link at the beginning of primary, controlling for the school infrastructure index and classequipmentindex, isonlysignificantandpositiveinthreecountries(Cameroon,Côted’IvoireandSenegal),whereasitissignificantandpositiveinsevencountriesattheendofprimary(seeFigures4.45to4.48)19. Once again, pupils whose classes have the best equipment levels achieve better results in a vast majority of countries at the end of primary.


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Average Average

Burkina Faso

Standard deviationAverage Level

Standard deviationAverage Level

55.97.4

48.97.9

50.07.0

50.310.7

52.06.9

54.19.3

48.34.9

53.98.9

36.711.8

49.89.7

50.010.0

60.09.0

53.88.5

49.25.8

45.88.8

48.96.8

54.08.3

47.58.1

53.110.3

38.08.1

49.88.5

50.010.0

18. The class equipment index is established by an item response model, in the same way as the other indexes. Its estimation is based on a range of contextual variables collected from Teacher questionnaires: the number of mathematics and reading textbooks available per pupil; the availability of textbooks, teaching guides and reading and mathematics programs for teachers; the availability of teaching resources (blackboard, chalk, dictionary, maps of the world, Africa and/or the country, measuring equipment such as a set square, compass or ruler, and a clock); and the availability of classroom furniture (desk and chair for the teacher, bookcaseandshelvesforbooks,readingcorner,sufficientnumberofdesksandbenches).19. This analysis is performed controlling for school infrastructure and teaching resource indexes.


CHAPTER4

Figure 4.45: Average Gap between the Early Primary Scores of Pupils of a Given School and of those whose Class Equipment Index is One Point Lower - Language

Figure 4.46: Average Gap between the Early Primary Scores of Pupils of a Given School and of those whose Class Equipment Index is One Point Lower - Mathematics

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Average score gap




Average score gap




1.5

1.6

-0.4

2.9

-0.5

1.6

4.4

4.3

0.4

2.2

0.1

0.5

-0.8

1.8

-1.1

1.9

2.6

4.6

-0.2

0.0

0.8

1.6

-0.2

2.2

-1.2

1.1

4.1

3.7

-0.8

2.0

-0.5

0.6

-0.4

1.1

-1.6

1.4

2.8

3.9

-1.3

0.3


Figure 4.47: Average Gap between the Late Primary Scores of Pupils of a Given School and of those whose Class Equipment Index is One Point Lower - Reading

Figure 4.48: Average Gap between the Late Primary Scores of Pupils of a Given School and of those whose Class Equipment Index is One Point Lower - Mathematics

The following conclusions can be drawn from the two previous analyses of the resources available at the school and class levels:

- The availability of resources at the class and school levels is positively correlated with pupils’ scores in many countries (Burkina Faso, Cameroon, Congo, Côte d’Ivoire, Senegal, Niger and Togo), and to a greater extent when it comes to school infrastructure;

- Some countries (Senegal and Togo for the school infrastructure index and Senegal, Cameroon, and Côte d’Ivoire for the class equipment index) present greater score gaps than others according to resource availability, which indicates that disparities in learning outcomes connected to differences in resources at the school level are more important;

- Cameroon, Chad and Togo present greater disparities in the distribution of resources at the school level than other countries.

However, countries with the highest resource levels are not necessarily those with the best average national scores. This indicatesthattheavailabilityofresourcesisnotasufficientconditioninitselftoensurepupilperformance.Resources only contribute to quality teaching when they are used appropriately and are combined with adapted teaching practices.


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Average score gap

Average score gap, controlling for the class equipmentindex and the school infrastructure index



Average score gap

Average score gap, controlling for the class equipmentindex and the school infrastructure index



2.3

1.7

3.9

3.1

3.3

2.0

1.8

3.0

0.5

1.5

2

1.0

1.8

1.5

2.0

1.1

1.8

3.3

-0.7

2.3 2.5

2.2

1.3

3.3

2.2

2.0

1.6

1.8

2.3

0.8

1.6

1.9

0.9

1.5

1.0

1.4

0.9

1.8

2.5

-0.5


CHAPTER4

4.5.2.3TextbooksandpupilperformanceSACMEQIIIandPASECstudiescarriedoutinAfricabetween2004and2012showasignificantandpositivelinkbetween pupil performance and the availability of textbooks in class20. PASEC2014confirmsthesetrends.

Early primary pupil performance improves as the number of textbooks available per pupil increases. Performance gaps between pupils who each have their own textbook and those in classes where one textbook is shared betweenthreeormorepupilsaresignificantineightcountriesinreadingandsevencountriesinmathematics.Gapsare most pronounced in Cameroon and Chad where they may exceed 100 points, as well as Niger in language and Senegal in mathematics.

Figure4.49:Language and Mathematics Scores Gap, According to the Number of Pupils per Textbook – Early Primary



SenegalBurundi

550

650

500

400

350

600

450

Language Mathematics non-significantsignificantnon-significantsignificantL M

One textbook for two pupils One textbook per pupil

One textbook for three pupils or more One textbook for two pupils One textbook per pupil



20. See PASEC, 2012.


Similar trends are observed at the end of primary. A negative relationship appears between reading performance andthenumberofpupilssharingatextbook(seeFigure4.50).Pupilsinclasseswithonetextbookforthreeormorepupilsperformconsiderablylesswellthanthoseinclasseswithonetextbookperpupil.ThisfindingissignificantinallcountriesexceptBurkinaFaso,wherethescoredifferenceisonlysignificantforpupilsinaclasswithonetextbookfortwopupils.InChad,Congo,Côted’Ivoire,NigerandSenegal,significantperformancegapsarealsoobservedtothe detriment of pupils in classes with one textbook for two pupils, compared to those with one textbook per pupil.

Figure4.50:Reading and Mathematics Scores Gap, According to the Number of Pupils per Textbook – Late Primary

The relationship between pupil performance in mathematics and the number of pupils sharing a textbook is less pronouncedthaninreading,butremainsnegative(seeFigure4.50).PerformancegapstothedetrimentofpupilsinclasseswhereonetextbookissharedbetweenthreeormorepupilsaresignificantinallcountriesexceptBurundiand Togo.




SenegalBurundi

550

650

500

400

350

600

450

Reading Mathematics non-significantsignificantnon-significantsignificantR M

One textbook for two pupils One textbook per pupil

One textbook for three pupils or more One textbook for two pupils One textbook per pupil




CHAPTER4

4.5.2.4ClassSizeandPupilPerformance NationalPASECassessmentscarriedoutbetween2004and2012showthatthereisanegativerelationshipbetweenlarge class sizes and pupil performance, in half of the fourteen countries (PASEC, 2012). The PASEC2014 assessment indicates that the link between class size and pupil performance varies from one country to another, both in terms of the nature and direction of the relationship. The relationship is either linear (positive or negative) or quadratic (inverted U-shape) depending on the country. A positive linear relationship implies here that the larger the class, the better the results are, but only up to a certain point, after which results begin to drop.

Atthebeginningoftheprimarycycle,therelationshipisnotsignificantforCameroon,Congo,Côted’IvoireandNiger(seeTablesB4.44andB4.46intheAnnexs).ItislinearforBenin,BurkinaFaso,Burundi,ChadandSenegal.Thelinearrelationship is negative for Benin, Burundi and Senegal (in language). In Burkina Faso and Chad (in mathematics), the linear relationship is positive. It is quadratic for Togo21.

Attheendofprimary,therelationshipisnotsignificantforBurkinaFasoandSenegal(seeTablesB4.45andB4.47inthe Annexs). It is linear for Benin, Burundi, Chad, Congo, Côte d’Ivoire and Niger. The linear relationship is negative for Benin and Burundi (in reading and mathematics) as well as Chad and Congo (in mathematics). For Niger and Côte d’Ivoire (in reading), the relationship is linear and positive. It is quadratic for Togo, Cameroon and Congo (in reading)22.

All the observed effects of class size on performance are relatively weak, whether they are positive or negative. This observation had already been made by Michaelowa (2003): “the effect of class size on learning outcomes is variable; andingeneralverymodest,orevennon-significantintheAfricancontext”.Severalotherauthorshaveanalyzedthesamesubjectinvariouscontexts(Dufloetal.,2011;Bandieraetal.,2010;AngristandLavy,2009;Meuret,2001;Mingatand Suchaut, 2000; Bernard, 2003). Their results indicate that:

- the effects of class size on school performance are not common and are variable, arguing in favor of a high number of pupils per class in some cases, and against it in others;

- the impact of a reduction in class size is observed mainly at the beginning of primary;- a reduction in the number of pupils per class must be accompanied with appropriate teaching practices to ensurethismeasurehasabeneficialeffectonlearningoutcomes;

- and a reduction in class size has a greater effect on disadvantaged pupils.

Thesefindingsshowthattheeffectsofclasssizeshouldbeanalyzedwithcautionwhiletakingeachcontextintoaccount.

21.The threshold is of 76 pupils per class for reading and 80 pupils per class for mathematics. 22.Thethresholdisof58pupilsperclassforreadingand59pupilsperclassformathematicsinTogo;of74pupilsperclassforreadingand79pupilsperclassformathematicsinCameroon;andof64pupilsperclassforreadinginCongo.


4.6TeacherandHeadmasterCharacteristics“ Investing in teachers is essential, and must include more and better training, as well as enhancing

their status. “ EFA Global Monitoring Report (UNESCO, 2015)

Thanks to the answers provided in the Teacher and Headmaster questionnaires, the PASEC2014 assessment identifiedsomegeneraltrendsregardingtheindividualandprofessionalcharacteristicsofteachersandheadmasters,and their perceptions of their working conditions. This information contributes to understanding the pupil learning context.

4.6.1Gender

4.6.1.1TeacherGenderThe presence of female teachers in primary education may have a particularly positive effect on girls’ schooling. Girls, and especially those approaching puberty, would appear to be more inclined to pursue their education when they are taught by women. It would seem that female teachers have a stimulating effect on young girls, and may also limitanyissuesthatcouldarisefromtheirrapportwithmaleteachers(HerzandSperling,2004).

In 2013, women accounted for 62.8 percent of primary teaching staff worldwide, which represents a progression of almost 7 points compared to 1990. In Sub-Saharan Africa, according to the same estimates, women represent less thanhalf(43.8percent)oftheteachingstaffinprimaryschools,upslightlyfrom199023(40.6percent).

Figure4.51showsthatatthebeginningofprimaryinthesurveyedschools,amajorityofpupilsaretaughtbyafemale teacher in four countries: Burkina Faso (66.9 percent), Cameroon (73.2 percent), Congo (59.2 percent) and Niger (60.1 percent). Far fewer pupils are taught by women in Burundi (29.9 percent) and Togo (17.6 percent).

Figure4.51:Distribution of Pupils According to Teacher Gender – Early Primary

Figure4.52: : Distribution of Pupils According to Teacher Gender – Late Primary


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Average Average


Class held by a man Class held by a woman

65.4 34.6

33.1 66.9

70.1 29.9

26.8 73.2

40,8 59,2

60.7 39.3

39.9 60.1

52.5 47.5

61.3 38.7

82.4 17.6

53.2 46.8

99.8

97.7

80.0 20.0

79.8 20.2

18.8 81.2

75.7 24.3

74.6 25.4

95.1

69.7 30.3

88.1 11.9

77.9 22.1

23.WorldBank,http://donnees.banquemondiale.org/indicateur/SE.PRM.TCHR.FE.ZS,accessedinJuly2015.


CHAPTER4

Figure4.52 shows that female teachersareclearlyunder-representedat theendofprimary.Onaverage,77.9percent of Grade 6 pupils are taught by men. This average is representative of the situation in a majority of countries, with the exception of Burundi where a similar percentage of pupils (81.2 percent) are taught by women.

These findings highlight the persistence of gender inequality amongst primary teachers that has already beenbrought to light by previous PASEC studies.

4.6.1.2HeadmasterGenderOn the whole, women are also under-represented in headmaster posts. At the end of primary, an average of 77.2 percent of pupils across the ten countries attend schools managed by men. The reverse situation is only found in Burundi,whereamajorityofpupilsattendschoolsrunbywomen(seeFigure4.53).

Figure4.53:Distribution of Pupils According to the Gender of the Headmaster – Late Primary

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Average

Togo

Burkina Faso

Senegal

Burundi

School run by a womanSchool run by a man

69.7 30.3

89.9 10.1

22.6 77.4

71.5 28.5

71.4 28.6

89.7 10.3

88.0 12.0

93.8 6.2

89.2 10.8

85.8 14.2

77.2 22.8

25.Banquemondiale,http://donnees.banquemondiale.org/indicateur/SE.PRM.TCHR.FE.ZS,consultéenjuillet2015.


4.6.2Seniority

4.6.2.1TeacherSeniorityAt the beginning of primary, a vast majority of pupils (71.6 percent) in almost all the countries have a teacher with ten years of seniority at most, with the exception of Togo where a majority of pupils (58.7 percent) are taught by teacherswithatleasttenyearsofseniority(seeFigure4.54).Thissituationchangesattheendofprimarywherethe proportion of pupils whose teacher has ten years of seniority at most is similar to that of pupils whose teacher hasatleasttenyearsofseniority(seeFigure4.55).

These averages encompass highly diverse national situations. At the end of the cycle, a high proportion of pupils (51.5 percent) have a teacher with over twenty years of seniority in Benin, whereas 39.7 percent of pupils have a teacherwithfiveyearsofseniorityatmostinChad.Atthebeginningofprimary,Nigerhasthehighestproportionofpupils(60.6percent)whoseteacherhasalowlevelofseniority(fiveyearsatmost).

Figure4.54:Distribution of Pupils According to Teacher Seniority – Early Primary

Figure4.55:Distribution of Pupils According to Teacher Seniority – Late Primary

Thesefindingssuggestthatthemostexperiencedteachersaremostoftenallocatedtolateprimaryclasses,whereasthefirstprimarygradesareentrustedtolessexperiencedteachers.However,thebasiccompetenciesacquiredinthefirstgradesofprimaryareessentialforpupilstocontinuetheireducationingoodconditions.Pupilsintheearlystagesofprimaryeducationshouldthusalsobenefitfromexperiencedteachers.


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Average Average


6 to 10 years 5 years or less More than 20 years11 to 20 years

15.7 32.4 46.8

17.0 31.0 44.8

39.7 29.2 22.6

22.6 18.9 51.5

29.7 28.2 25.1 17.0

27.6 22.3 35.6 14.5

18.5 34.0 33.0 14.5

18.9 31.1 31.2 18.8

15.0 26.6 40.1 18.3

19.4 29.6 38.6 12.4

20.8 28.7 33.7 16.8

56.0

45.7

52.4

55.8

43.9

43.1

60.6

26.9

50.5

22.1

45.8

29.3

24.5

14.2

19.6

35.0

27.5

30.5

30.8

27.0

19.2

25.8

14.6

24.2

25.3

15.0

20.6

15.3

25.2

20.7

45.0

21.3

14.1

17.1

13.7


CHAPTER4

4.6.2.2HeadmasterSeniorityOnaverage,40.2percentofpupilsattendschoolswhereheadmastershaveundersixyearsofexperienceasaheadmaster, 27.2 percent attend schools where headmasters have between six and ten years of experience and 26.2 percent attend schools where the headmaster has between eleven and twenty years of seniority (see Figure 4.56).Theproportionsofpupilsattendingaschoolwheretheheadmasterhasundersixyearsofexperiencearehighest in Burundi and Chad. On the other hand, Senegal, Togo and Niger display the highest proportions of pupils whose headmaster is more experienced (more than six years of experience).

It is worth taking note of the fact that all headmasters have acquired some teaching experience prior to taking up post as a headmaster. This prior experience is lowest in Chad and Burkina Faso with average durations of 7.6 years and 7.7 years, respectively. On the other hand, in Benin (17.6 years) and Senegal (15.0 years) headmasters’ prior teachingexperienceislongest(seeTableB4.52intheAnnexs).

Figure4.56:Distribution of Pupils According to Headmaster Seniority – Late Primary

Niger

Chad

Côte d’Ivoire

Congo

Cameroàn

Benin

Togo

Senegal

Burundi

Average

Burkina Faso

6 to 10 years 5 years or less More than 20 years11 to 20 years

54.2 30.3 13.2

41.1 27.0 30.1

49.8 31.1 17.3

59.4 21.8 17.8

36.1 34.8 25.0 4.1

33.3 31.1 31.0 4.6

36.7 21.6 28.9 12.8

30.9 19.9 41.1 8.2

29.9 26.8 25.8 17.5

30.2 27.4 31.8 10.6

40.2 27.2 26.2 6.5


4.6.3AcademicBackground

4.6.3.1AcademicLevelofTeachersDue to an increased demand for education at the beginning of the 1990s and again in the 2000s, and in particular in primary education, many teachers had to be recruited to meet the challenge of Education for All. This massive enrolment often led to the recruitment of teachers with new statuses and variable academic backgrounds (Lauwerier and Akkari, 2015).

Figures4.57and4.58presentthedistributionofpupilsinthePASEC2014 assessment according to the academic level of their teachers. The different types of answers provided in the Teacher questionnaire were regrouped into three categories to facilitate analyses: primary education, secondary education and university education.

Figure4.57:Distribution of Pupils According to Teacher’s Academic Level – Early Primary

Figure4.58:Distribution of Pupils According to Teacher’s Academic Level – Late Primary

In all the assessed countries, almost all the pupils at the beginning and the end of primary are taught by a teacher whose academic level is higher than primary. A majority of pupils have a teacher who has completed secondary, with the exception of Burkina Faso (39.0 percent in early primary and 38.1 percent in late primary), and of Côte d’Ivoire(47.2percent)andChad(41.9percent)attheendofprimary.Inthesecountries,amajorityofpupilsaretaught by a teacher with university-level education.


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi


Secondary levelPrimary level University level

76.8 23.2

38.1 60.4

74.2 24.6

72.2 27.8

65.7 34.0

47.2 51.8

70.5 29.5

52.8 47.2

41.9 58.1

71.5 28.5

93.3

80.3 19.7

39.0 60.7

86.1 13.5

81.3 17.2

84.9 15.1

80.0 20.0

59.2 40.8

71.5 28.5

90.6 9.4


CHAPTER4

In many countries however, the share of pupils taught by a teacher with university-level education is much lower: under 25 percent in Benin and Burundi at the end of the cycle, and under 20 percent in six countries in early primary (Benin, Burundi, Cameroon, Congo, Niger and Togo).

Furthermore, in all ten countries, the percentage of pupils whose teachers have university-level education is higher at the end than at the beginning of primary, with the exception of Burkina Faso where the share is almost identical.

4.6.3.2AcademicLevelofHeadmastersAs for teachers, a majority of pupils (59.3 percent) attend a school whose headmaster has secondary-level education, and40.4percentofpupilshaveaheadmasterwithuniversity-leveleducation(seeFigure4.59).

Figure 4.59: Distribution of Pupils According to Headmaster’s Academic Level – Late Primary

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Burkina Faso

Secondary levelPrimary level University level

84.9

42.7

75.1

68.2

60.6

63.8

50.1

36.0

35.1

76.1

14.7

55.9

24.0

31.8

39.4

36.2

49.9

63.6

64.9

23.9


4.6.4TeacherTraining

4.6.4.1TeacherTrainingReceivedbyTeachersTeachers’ pre-service training is measured according to its duration to facilitate comparability, as types of training may vary from one country to another.

Figure4.60:Distribution of Pupils According to Teacher Training Received by their Teacher - Early Primary

Figure4.61:Distribution of Pupils According to Teacher Training Received by their Teacher – Late Primary

The assessment shows that a non-negligible proportion of pupils in all countries have a teacher who has received no pre-service teacher training. At the beginning of the cycle, this proportion reaches 21.5 percent on average, although there is considerable variation from the average in some cases. In Senegal, the percentage of pupils whose teacher has received no pre-service training is relatively low (5.9 percent). This proportion is in excess of 20 percent in Cameroon (20.7 percent), Côte d’Ivoire (20.3 percent), Niger (23.3 percent) and Chad (23.3 percent), and reaches alarming proportions in Togo (67.2 percent). At the end of primary, the proportion of pupils whose teacherhasreceivednopre-servicetrainingisunder11percentinallcountriesexceptBurundi(14.8percent)andTogo(34.3percent).

Theproportionofpupilswhoseteacherhasreceivedundersixmonthsofpre-servicetrainingrangesfrom2.4percentinCameroonto42.1percentinChadatthebeginningofthecycle.Attheendofthecycle,thisproportionrangesfrom2.7percentinCameroonto48.0percentinTogo.Onceagain,thefindingssuggestthatthebeginningof primary is not a priority for the allocation of trained teachers.

In most countries, a vast majority of pupils at the beginning and the end of primary have a teacher who has received at least one year of teacher training, except in Togo where only 17.7 percent of Grade 6 pupils and 9.0 percent of Grade 2 pupils have a teacher who has received at least one year of pre-service training.


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Average Average


Less than six months No professional training Two years or more One year

31.9 57.5

34.3 48.0 10.5

18.4 28.6 48.8

14.8 39.4 37.4

10.210.211.4 68.2

35.3 53.4

19.2 64.5

23.2 64.1

12.8 38.5 44.7

10.9 15.5 48.4 25.3

10.2 16.6 31.0 42.2

67.2 23.8

29.6 58.0

23.9 42.1 26.6

15.6 10.5 69.0

14.6 17.3 45.3 22.8

10.1 72.7

20.7 17.6 59.3

15.7 17.8 59.7

20.3 15.2 28.3 36.3

23.3 21.2 28.7 26.8

21.5 18.3 23.8 36.3


CHAPTER4

At the end of the cycle, the lack of teacher training or the short duration of their pre-service training is less alarming in Cameroon, Congo, Côte d’Ivoire and Niger, than in countries such as Togo, Senegal and Chad.

Theanalysisof teachers’pre-service trainingprofiles, related to theiracademic levelanddurationof in-servicetrainingfollowed(seeTableB4.59intheAnnexs),showsthata lackofpre-servicetrainingdoesnotnecessarilymean a total lack of teacher training. With the exception of Burundi, more than 70 percent of pupils have teachers who have not received any pre-service training but have followed some in-service training. It is also interesting to observe that the absence of pre-service training affects teachers of all academic levels.

4.6.4.2TeacherTrainingReceivedbyHeadmastersOn average, 22.9 percent of pupils at the end of primary have a headmaster who has received less than six months of teacher training, or none at all. The countries with the most pupils in this case are Burkina Faso (23.8 percent) and Togo (32.5 percent). The percentages of pupils whose headmaster has received at least one year of teacher training are highest in Niger, Cameroon, Benin and Congo, whereas the percentage in Togo is very low at only 28.3 percent.

Figure4.62:Distribution of Pupils According to Teacher Training Received by their Headmaster – Late Primary

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Average

Burkina Faso

Less than six months No professional training Two years or more One year

23.8

32.5

10.1

10.3

15.9

9.9

4.2

13,1

7,6

12.2

12.6

6.8

5,3

6.8

39.2

12.8

40.8

18.3

12.4

37.5

9.1

9.6

29.1

23,9

38,1

52.5

60.1

22.1

33.5

46.6

42.0

70.9

50.6

57.7

57.7

53.4

32.0

20.5

6.2

43.7


4.6.5ServiceTeacherTrainingIn-service teacher training provides teachers with the opportunity to improve their teaching skills, develop new pedagogical approaches, bolster their knowledge of the curriculum and learn how to better implement it. PASEC2014 contextual data collection tools assessed in-service teacher training according to the number of days ofin-servicetrainingreceivedoverthepasttwoyears(seeFigures4.63and4.64).

Figure4.63:Distribution of Pupils According to Teacher’s In-Service Training – Early Primary

Figure4.64:Distribution of Pupils According to Teacher’s In-Service Training – Late Primary

The lack of in-service teacher training remains a reality for the teachers of a non-negligible number of pupils, both at the beginning and at the end of primary. This percentage ranges from 2.2 percent in Cameroon to 63.0 percent inBurundiatthebeginningofprimaryandfrom4.5percentinSenegalto41.8percentinBurundiattheendofprimary. Burundi is the country with the highest percentage of pupils whose teacher has received no in-service training, both at the beginning and the end of primary.

However, a considerable percentage of pupils in almost all countries are taught by a teacher who has received at least a few days of in-service training, and especially in Cameroon and Senegal (more than 95 percent).


Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Niger

Chad

Côte d’Ivoire

Congo

Cameroon

Benin

Togo

Senegal

Burundi

Average Average


No in-servicetraining

1 to 5 daysof training



More than 20 daysof training

11.4 72.6

22.3 41.4 24.6

15.4 37.6 21.8 17.2

45.6 24.9 16.6

24.6 15.7 27.2 22.5

41.8 24.4 12.0 12.0

11.1 32.3 18.2 29.3

22.9 44.1 13.8 14.7

14.5 18.7 17.3 38.4

35.1 25.8 12.0 15.7

16.9 33.9 19.4 16.3 13.5

32.1 59.3

63.0 16.8

69.5 17.0

18.9 41.0 27.6

22.1 41.9 17.1 13.2

20.9 12.2 20.0 17.7 29.1

17.2 47.6 12.6 15.9

21.7 26.9 28.2 18,.

21.6 18.9 19.9 24.6 15.1

24.3 34.7 15.5 14.1

22.9 36.4 16.1 13.0 11.7


CHAPTER4

4.7Teachers’PerceptionsoftheirWorkingConditions The Teacher questionnaire in the PASEC2014 survey asked teachers about various aspects of their working conditions (the quality of curricula, the quality of school infrastructure, the condition of classrooms and the availability of school supplies), the quality of their relationships with colleagues or the community, their remuneration, opportunities for promotion and training, experience in terms of harassment, as well as the quality of school management and governance.

4.7.1.Teachers’PerceptionsoftheirWorkingConditionsTeachers perceive their working conditions as unsatisfactory overall. Their appraisal of the quality of curricula, school buildings and classrooms, as well as of the availability of school supplies, reveals that these conditions are inadequate in their view:

- At the beginning of the cycle and in almost all countries assessed, over 30 percent of pupils have teachers who state that the quality of the curriculum is average or poor, with the exception of Benin (26.2 percent) and Burundi (28.3 percent). This proportion is particularly high in Togo (61.9 percent). At the end of primary, the proportion of pupils whose teachers declare that the quality of the curriculum is average or poor ranges from 32.2 percent in Congo to 73.3 percent in Burkina Faso.

- More than half of pupils at the end of primary have teachers who state that the quality of school buildings isaverageorpoor,inalmostallcountriesexceptSenegal(46.6percent).Thesameperceptionisheldatthebeginningofprimaryinsevencountries,exceptBenin(44.9percent),Burundi(40.0percent)andSenegal(46.5percent).Asclassroomsareanintegralpartofschools,itcomesasnosurprisethatteachershavethesame opinion of the condition of classrooms.

- The perception of the availability of school supplies is not positive either. A considerable proportion of pupils atthebeginningofthecycleinallthecountrieshaveateacherwhodeclarestheyaredissatisfiedwiththeavailabilityofschoolsuppliesintheclassroom.ThehighestpercentagesarenotedforNiger(74.4percent),Senegal (79.0 percent), Chad (83.7 percent) and Togo (77.0 percent). Similar trends apply for the end of primary.

4.7.2TeacherPerceptionsofHarassmentatSchoolThe issue of harassment at school was raised in the PASEC2014 Teacher and Headmaster questionnaires. Between 1.1 percent (in Burkina Faso) and 25.7 percent of pupils (in Chad) at the beginning of the cycle have a teacher who declares they have been subject to moral harassment. At the end of the cycle, this percentage ranges from 5.7 percent in Senegal to 25.0 percent in Chad. The proportions of pupils whose teachers feel they have been a victim of harassment are also far from negligible in Cameroon (18.3 percent), Congo (15.2 percent), Niger (10.9) and Togo (16.2 percent).


4.7.3Teachers’PerceptionsofSchoolManagementandthe Quality of their Relationships with Colleagues and the CommunityA majority of pupils in most of the participating countries have teachers who have a positive opinion of their school administration, with the exception of Chad (under 37 percent, both at the beginning and the end of primary)andCameroonat theendofprimary(44.5percent).Thehighest levelsofsatisfactionare found inBenin (over 70 percent) and Burundi (over 80 percent).

Relationships with colleagues, and the community, are also thought to be satisfactory by the teachers of over 90 percent and 70 percent of pupils, respectively. The highest percentages are observed in Benin (over 95 percent), Burundi(over94percent)andSenegal(over90percent).

4.7.4Teachers’PerceptionsoftheirRemunerationAvastmajorityofpupilsinallassessedcountrieshaveteacherswhodeclarethattheyarenotsatisfiedwiththeirsalary level. At the beginning of the cycle, the share ranges from 68.5 percent in Chad to 95.0 percent in Burkina Faso. At the end of the cycle, it ranges from 78.2 percent in Côte d’Ivoire to 96.5 percent in Togo.

The lack of regularity in the payment of salaries also causes dissatisfaction among the teachers of a non-negligible proportionofpupils.ThehighestpercentagesareobservedinChad(24.1percent),Niger(26.9percent)andTogo(32.2 percent) at the beginning of primary, and in Niger (11.6 percent) and Chad (19.3 percent) at the end of primary.

4.7.5Teachers’PerceptionsoftheirPromotionandTrainingOpportunitiesFinally,overhalfofpupilshaveteacherswhoaredissatisfiedwiththeiropportunitiesforpromotion.Thehighestproportions are noted in Congo (over 73 percent), Côte d’Ivoire (over 70 percent) and Chad (over 71 percent), both at the beginning and the end of primary. Training opportunities are also deemed to be unsatisfactory on the whole.Theproportionofpupilswhoseteacherisdissatisfiedwiththeiropportunitiesfortrainingrangesfrom39.9percentinBeninto78.4percentinTogoatthebeginningofthecycle.Attheendofthecycle,forthoseteacherswhoansweredthequestion,thisdissatisfactionconcernstheteachersofoverhalfthepupils(seeTableB4.84inthe Annexs).


126 CONFEMEN - PASEC© d

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FINDINGSANDAVENUES

FOR REFLECTION


CHAPTER 5


This chapter presents the main results of the PASEC2014 assessment, namely: (i) the description of early and late primary pupil competencies on the one hand, and (ii) the relationships between pupil characteristics and the school environment, and pupil performance, on the other.

5.1 Pupil competencies5.1.1 Early Primary CycleThegoalofalltencountries’curriculaforthefirsttwoyearsofprimaryschoolistoensurethatpupilscanreadandunderstand short passages in their language of instruction. Country results in the PASEC2014 assessment show that a vast majority of pupils have not acquired the expected early primary competencies, despite the fact that mastering them is crucial for them to pursue their schooling in good conditions.

Onaverage,over70percentofpupilsdonotreachthe“sufficient”languagecompetencythresholdaftertwoyearsofprimaryeducation.Thesepupilshavegreatdifficultydecoding thecomponentsof thewritten languageandunderstanding sentences, short passages and oral messages.

Furthermore, there is considerable disparity between pupils at the beginning of primary. The best pupils have acquired basic written language decoding competencies and can read and understand sentences, or even short passages for the most advanced ones. On the other hand, the weakest pupils are unable to understand simple and familiar vocabulary (such as the description of the human body) presented to them orally in the language of instruction,despitethefactthatthisshouldbeacquiredinthefirstweeksoftheprimarycycle.

Inviewofthefragilityofthesecompetencies,particularattentionmustbepaidtothenatureofthedifficultiesfacedbypupilsandthewayinwhichoralcommunicationskillsanddecodingthewrittenlanguagearetaughtinthefirstgrades of primary school, in linguistic contexts where the language of instruction is not the mother tongue of a majority of pupils.

These results raise the issue of how education supply provides the opportunity to reinforce pupils’ practice of the language of instruction as early as possible in their learning process. Preprimary education for all, tailored to local contexts, is an approach to be explored to help children develop their oral communication skills in the language of instruction, as well as discover other learning areas.

Learning outcomes in mathematics are highly dependent on the level of mastery of the language of instruction, throughout pupils’ schooling, and as of the beginning of primary. Indeed, in mathematics, pupils must progress from an intuitive form of logic developed in their family environment and mother tongue, to an abstract form of logic in a language of instruction they are less familiar with and that is not used extensively at home.

In2014,over50percentofpupilsonaverageacrossalltencountriesdidnotreachthe“sufficient”mathematicsthreshold on the PASEC2014 competency scale. These pupils face a greater likelihood than pupils above the threshold of not mastering the mathematics competencies required to recognize numbers up to one hundred, completelogicalseries,comparenumbers,performoperations(sumsandsubtractions)onnumbersunderfiftyandreasonthroughbasicproblems.Theyalsohavedifficultyhandlingconceptsoforientationinspace(below/above/beside)andrecognizingsimplegeometricshapes.Thesepupilsaremorelikelytofaceevengreaterdifficultiesintheir later schooling, in particular when reasoning takes on a more central role in problem solving.

Pupils’ low success rates in these basic operations raise questions about the nature of school curricula, early primary mathematicsteachingpractices,andaboutlearningascientificsubjectinalanguagethatpupilsdonotfullymaster.Alarge proportion of pupils still resort to immature strategies (like “counting everything”) to solve basic operations, whichlimitstheirprogress.Thesefindingsalsodrawattentiontotheprocessoftransferringpupils’initialmathematicscompetencies, acquired in their mother tongue, to mathematics competencies in the language of instruction. The difficultiespupilsfacewhenconfrontedwithbasicmathematicsexercisesraisequestionsaboutthewayinwhichquantitiesandnumbersaretaughtinthefirstgradesofprimary,andshouldbeconsideredinrelationtopupillevelsinoralcomprehensionandoralcommunicationinthelanguageofinstruction.Itisthereforenecessarytoreflecton

FINDINGSANDAVENUESFORREFLECTION


the articulation between pupils’ practice of their mother tongue and practice of the language of instruction on the onehand,andonmathematicsteachingmethodsasofthefirstgradesofprimaryontheother,whicharedecisivein terms of future learning outcomes and schooling.

5.1.2 Late Primary CycleIn the tenparticipating countries, anaverageof almost60percentofpupilsdidnot reach the“sufficient” lateprimaryreadingandmathematicscompetencythreshold.Pupilswhoareweakestatreadinghavegreatdifficultyinreading and understanding passages, and still display fragile decoding competencies, even in decoding the meaning of isolated words taken from their everyday lives. Almost 30 percent of pupils across all ten countries are in this situationattheendofprimary.Thisfinding,togetherwiththepreviousoneconcerningearlyprimaryresults,pointstothenecessityofsupportingpupilswithreadingdifficultiesasearlyaspossibleintheirschooling.

Pupilsabovethe“sufficient”mathematics thresholdareable toanswerarithmetic,measurementandgeometryquestions involving the three cognitive processes assessed: knowing, applying and reasoning. Pupils below the thresholdareatriskoffacingdifficultieslaterintheirschooling,especiallywhenreasoningtakesonacentralrole.Bywayofillustration,pupilsbelowthethresholdhavedifficultyperformingoperationsinvolvingdecimalnumbers.

In both subjects, pupils below the“sufficient” late primary threshold encounter multiple difficulties masteringcompetencies that are considered necessary for them to pursue a secondary education. Late primary performance gaps bear witness to the magnitude of disparities. The best pupils are able to read passages and interpret them, whereas the weakest pupils are still at the word-decoding stage.

Average early primary competency levels have negative repercussions on the achievement of curriculum goals throughout the primary cycle. Pedagogical support measures are currently insufficient and prove unable toremediatethedifficultiesfacedbypupils.Thesedifficultieshaverepercussionsonlateprimarypupilresults,andwillcontinue to have negative consequences throughout the remainder of pupils’ education as well as on their adult professionalandsociallife.Thisfindingisalarmingbecauseinadditiontothechildrenwhoneverenrollinschool,aconsiderable proportion of those who do will leave with very weak competencies.

5.2 Pupil Characteristics5.2.1 Pupil GenderOn the whole, it is apparent that girls and boys tend to achieve similar early primary language and mathematics results. However, some differences are observed in both subjects in a few cases, which are always to the advantage of boys. At the end of primary, gaps are also observed in Burundi in both subjects and in Cameroon in reading, but this time to the advantage of girls. In the other countries, any differences, should they exist, are always to the advantage of boys.

Thecomparativedifficultiesencounteredbygirls inmathematics,bothatthebeginningandtheendofprimary,maybeareflectionofthepositionandroleofgirlsandwomeninsociety.Thesymbolicrepresentationofscientificconcepts may also be to blame, as it is transmitted through gender stereotypes found in textbooks and teaching practices.

It is thereforeworth considering the implementationof policies to encourage girls to learn scientific subjects.Teacher training could also include modules on the gender stereotypes conveyed at school, to bolster teachers’ awareness of practices and attitudes that may favor or disadvantage girls and boys in certain subjects.

CHAPTER 5


5.2.2 Parents’ LiteracyChildrenwhoseparentsareliterateperformbetteratschool.Thisfindingadvocatesfortheset-upofmechanismsto assist the families of children attending school in disadvantaged areas, such as parent literacy programs or pedagogical support programs for children whose parents are not literate.

5.2.3 Availability of Books at HomeThere is a positive relationship between the availability of books at home and pupil performance, in both language of instruction and mathematics. Not only is the availability of books at home a marker of families’ socioeconomic status, but it is also a means of broadening cultural horizons and provides further learning opportunities.

5.2.4WorkoutsideSchoolPupils who participate in agricultural work achieve poorer reading and mathematics results than their peers. Participation in work outside school reduces learning time at home, especially if this work is performed on an intensive and regular basis.

Settingupawarenessandsupportmechanismstargetingthesechildren’sfamilieswouldbeafirststeptoreducingchildren’s participation in work outside school.

5.2.5 Preprimary AttendanceThis assessment and other studies focusing on the African context highlight that in a majority of countries, pupils who attendpreprimaryachievebettermathematicsandreadingresultsthanthosewhoenrolldirectlyinthefirstgradeof primary, in both early and late primary grades. Indeed, access to preprimary may boost children’s cognitive and linguistic development, while familiarizing them with the learning process and therefore preparing them for primary education.

Scaling up preprimary attendance can be a factor in enhancing the effectiveness and equity of education systems. In contexts where the language of instruction is not children’s mother tongue, preprimary access for all could enable pupils to familiarize themselves with the language of instruction before starting the primary cycle.

5.2.6 Grade Repetition At the end of primary, non-repeaters display better school performance than pupils who repeated once or more. Thusrepetition,asitiscurrentlypracticed,isnotaneffectivepedagogicalapproachtoensurethatpupilsindifficultyreach the level of non-repeaters and/or the expected competency levels.

Thisfindingraisesquestionsabout thepracticeof repetition,which iswidespread in somecountries (repeaterselection criteria, remediation measures) and calls for the consideration of alternatives to repetition and of the supportprogramsthatschoolsmayofferpupilsindifficulty.

The low competency levels noted for a majority of pupils at the end of primary also raise concerns about the quality and relevance of intra-cycle assessment and promotion policies.

5.2.7 Pupils’ AgeLate school entry is closely related to pupils’ families’ low socioeconomic status. These “over-aged” pupils achieve lower late primary results than other pupils in most countries.



5.3 School Characteristics5.3.1 Source of Performance DisparitiesAverage reading and mathematics performances within countries vary considerably from one school to another. Education systems with large average performance gaps between schools are considered to be less equitable than those with a low variance between schools. In six in ten countries (Benin, Cameroon, Chad, Congo, Senegal and Togo), performance disparities are mainly linked to schools, which is less apparent in the other four countries. Burundi, for example, displays the smallest share of variance attributable to schools, as well as high scores. However, the most effective education systems are not necessarily the most equitable. Senegal, for example, displays considerable performance disparities between schools (the score dispersion is high), and the best late primary reading performance levels (the average score is the highest).

5.3.2 School LocationIn a majority of countries, pupils attending schools in urban areas achieve better results than pupils in rural areas. However, when urban and rural schools are located in areas with comparable territorial planning indexes, gaps between pupils tend to be more modest.

5.3.3 Type of SchoolOn average, 16.7 percent of pupils at the beginning of primary and 15.6 percent at the end of primary attend private schools. In eight countries in ten, pupils in private schools achieve better results than their peers (in public or community schools). However, this performance gap is lower for pupils at the beginning of primary when they attend schools in areas with comparable territorial planning indexes. This holds for pupils at the end of primary: pupils in private schools achieve better results than their peers in public schools but the gap is slighter when the family’s socioeconomic status and the territorial planning index are comparable.

5.3.4TypeofClassIn almost all of the participating countries, a majority of pupils attend standard classes. However, a few countries have a non-negligible percentage of pupils in multigrade classes: this is the case of Cameroon, Chad, Congo and Togo. Moreover, three countries have relatively high percentages of pupils in double-shift classes: Burundi, Congo and Senegal.

Results show that in a majority of countries (seven out of ten), the performance of pupils in multigrade classes is lower than that of their peers in standard classes. Pupils in double-shift classes also display lower performance than those in standard classes in Congo, Senegal (at the beginning of primary) and Chad (in mathematics at the beginning of primary).

5.3.5 School ResourcesThe PASEC2014assessmentidentifiedapositiverelationshipbetweenschoolresourcesandpupilperformancein many countries (Burkina Faso, Cameroon, Congo, Côte d’Ivoire, Senegal, Niger and Togo). These resources may encompass school infrastructure as well as the pedagogical equipment and materials used in the classroom. It is worth noting that the distribution of resources within a country is not always equitable. Thus Cameroon, Chad and Togo display greater disparities than the other countries in terms of the distribution of resources between schools. More generally, and in all countries, schools in urban areas and private schools have better resources.

CHAPTER 5


Countries with the highest resource levels are not necessarily those with the best average national scores. This impliesthattheavailabilityofresources,andinparticularteachingresources,isnotsufficienttoensuregoodpupilperformance, and that these resources have to be used appropriately and accompanied by quality teaching.

5.3.6 Teacher and Headmaster CharacteristicsIn a majority of countries, women are under-represented in late primary classes and in headmaster posts.

Teacherswiththemostseniorityareoftenallocatedtolateprimaryclasseswhereasthefirstprimarygradesareentrusted to less experienced teachers, with the exception of Burkina Faso where the proportions are similar. However,thebasiccompetenciestobeacquiredduringthefirstgradesofprimaryareessentialforpupils’successatschool,andshouldalsobenefitfromtheabilitiesofexperiencedteachers.

A majority of pupils have teachers and headmasters whose academic level is equivalent to secondary education, except in Burkina Faso where more teachers have followed university-level education.

In most countries but Togo, a vast majority of pupils both at the beginning and the end of primary are taught by a teacher who received at least one year of pre-service training. The assessment shows that in all the participating countries, there are still non-negligible proportions of pupils whose teacher has received no pre-service training. Here too, the proportions of pupils whose teacher has received no training are higher at the beginning than at the end of primary.

On average, approximately 77.1 percent of pupils have a headmaster who has received at least six months of practical teacher training. Burkina Faso and Togo are the countries with the most pupils whose headmaster received no pre-service training.

5.3.7 Teachers’ Perceptions of their Working ConditionsAt the beginning of primary and in almost all participating countries, the teachers of over 30 percent of pupils believe that the quality of the curriculum is average or poor. The teachers of a large proportion of pupils in all participatingcountriesdeclarethattheyarenotsatisfiedwiththeavailabilityofschoolsuppliesinclass,thehighestpercentagesbeingobservedinChad(83.7percent),Niger(74.4percent),Senegal(79.0percent)andTogo(77.0percent).

The teachers of a majority of pupils in all participating countries declare that they have a positive opinion of their school management, with the exception of Chad and Cameroon. In a majority of cases, they also declare that they entertain good relationships with their colleagues and the community.

Asfarasremunerationisconcerned,theteachersofavastmajorityofpupilsdeclarethattheyarenotsatisfiedwith the level and the regularity of their pay. Over half the pupils are taught by teachers who declare that they are notsatisfiedwiththeircareerpromotionopportunities.Finally,theteachersofaconsiderableproportionofpupilsdeclarethattheyarenotsatisfiedwiththeirtrainingopportunities:from39.9percentinBeninto78.4percentinTogo at the beginning of the primary cycle. At the end of primary, over half of pupils are taught by teachers who declarethattheyarenotsatisfiedwiththeirtrainingopportunities.



Epilogue AstheelaborationandpublicationoftheinternationalreportofthefirstinternationalassessmentoftencountriesofFrancophoneSub-SaharanAfricaisfinalized,CONFEMENishappytohavesuccessfullymetthechallengeitsetitself in 2012, accepting to implement a brave and in-depth reform of its PASEC programme, in collaboration with itsmaintechnicalandfinancialpartners,includingtheAgenceFrançaisedeDéveloppement.

This report is the result of a long process of dialogue, negotiation and concertation between numerous education sector players at the international level on the one hand, and of the probing, assiduous and arduous work of the PASEC team on the other.

The comparative analysis of ten education systems presented in this report provides a better understanding of these systems’ characteristics, as well as of their ability to ensure pupils acquire the fundamental competencies required for them to pursue their schooling in good conditions.

Thefindingsoutlinedinthisreportofthefirstlarge-scalePASECsurveywillbecomplementedbycountry-levelanalysesthatwillplacethefirstlessonslearnedthroughtheinternationalanalysisineachnationalcontext.Inthecourse of 2016, ten assessment reports will be produced, one for each of the national education systems of the ten countries having participated in the PASEC2014 assessment.

Complementing the production of this international report, PASEC will make the assessment data publicly available and publish a data processing manual and a technical report, to facilitate access to the data as well as its use by researchers and the education community.

This report and the ten national reports to come are a step towards the production of indicators measuring primary school performance, in application of the international community’s commitments underwritten at Incheon inSouthKoreainMay2015,andinaccordancewiththeEducation2030FrameworkofActionadoptedinParisonNovember4,2015.

In addressing the need for a diagnosis of Francophone Sub-Saharan African education systems, the PASEC2014 report attracts the attention of countries and international organizations to the weak level of learning outcomes in the countries of Francophone Sub-Saharan Africa that participated in the assessment.

The next cycle of joint assessments, already under preparation, will cover a greater number of countries, thus broadening the basis for comparison.

The measurement of learning outcomes and the analysis of the factors that contribute to supplying an inclusive and quality education to all are key tools for the steering of education systems. Every country should adopt mechanisms enabling it to regularly conduct assessments, to provide education sector decision makers and players with relevant information to appraise the quality of education systems and consider required reform. The broad communication of these results will contribute to education sector debate and dialogue, to ensure every country has access to the quality human resources required for its development.


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ANNEXES


List of AnnexesAnnex A – Examples of Items from the PASEC2014 TestAnnex A1 – Examples of Items from the Early Primary Cycle PASEC2014 TestA1.1 Language TestA1.1.1Level4A1.1.2 Level 3A1.1.3 Level 2A1.1.4Level1A1.1.5 Below Level 1

A1.2 Mathematics TestA1.2.1 Level 3A1.2.2 Level 2A1.2.3 Level 1A1.2.4BelowLevel1

A1.3ExamplesofItemsfromtheEarlyPrimaryCycleTestRelativetothe“PupilPerformanceinFourKeyAreas” SectionA1.3.1 Read Letters of the Alphabet with Ease A1.3.2 Read Everyday Words with EaseA1.3.3 Count up to One HundredA1.3.4PerformSumsandSubtractions

Annex A2 – Examples of Items from the Late Primary Cycle PASEC2014 TestA2.1Reading TestA2.1.1Level4A2.1.2 Level 3A2.1.3 Level 2A2.1.4Level1A2.1.5 Below level 1A2.1.6 Examples of Reading Items

Mathematics TestA2.2.1 Level 3A2.2.2 Level 2A2.2.3 Level 1A2.2.4Belowlevel1A2.2.5 Examples of Mathematics Items

Annex B – PASEC2014 Survey dataAnnex B1 – Chapter 1 dataTable B1.1: Planned and Surveyed “School” Samples and Participation Rate - Early Primary Table B1.2: Planned and Surveyed “Pupil” Samples and Participation Rate - Early PrimaryTable B1.3: Planned and Surveyed “School” Samples and Participation Rate - Late PrimaryTableB1.4:PlannedandSurveyed“Pupil”SamplesandParticipationRate-LatePrimary

Annex B2 – Chapter 2 dataTable B2.1: Percentage of Pupils in the PASEC2014 Language Competency Scale - Early PrimaryTable B2.2: Percentage of Pupils in the PASEC2014 Mathematics Competency Scale - Early PrimaryTable B2.3: Distribution of Pupils by Average Number of Letters Read Accurately in One Minute - Early PrimaryTableB2.4:DistributionofPupilsbyAverageNumberofWordsReadAccuratelyinOneMinute-EarlyPrimary

144144144144145146147147

147148148149150

151151151152152

153153153153154154154154

157157157158158159

161161

161161162162

163163163164164


Table B2.5: Distribution of Pupils by Last Number Reached when Counting Out Loud - Early PrimaryTable B2.6: Percentage of Pupils’ Correct Sum and Subtraction Answers - Early PrimaryTable B2.7: Average Pupil Performance in Language - Early PrimaryTable B2.8: Average Pupil Performance in Mathematics - Early PrimaryTable B2.9: Percentage of Pupils in the PASEC2014 Reading Competency Scale - Late PrimaryTable B2.10: Percentage of Pupils in the PASEC2014 Mathematics Competency Scale - Late PrimaryTable B2.11: Average Pupil Performance in Reading - Late PrimaryTable B2.12: Average Pupil Performance in Mathematics - Late PrimaryTable B2.13: Relationship between Language and Mathematics Performances - Early PrimaryTableB2.14:RelationshipbetweenReadingandMathematicsPerformances-LatePrimaryTable B2.15: Link between Average National PASEC2014 Test Scores in Language-Reading and Mathematics – Early and Late Primary

Annex B3 – Chapter 3 dataTable B3.1: Percentage of Girls and Pupil Performance in Language - Early PrimaryTable B3.2: Percentage of Girls and Pupil Performance in Mathematics - Early PrimaryTable B3.3: Percentage of Girls and Pupil Performance in Reading - Late PrimaryTableB3.4:PercentageofGirlsandPupilPerformanceinMathematics-LatePrimaryTable B3.5: Percentage of Pupils with One, Two or Neither Parent who Can Read - Early PrimaryTable B3.6: Percentage of Pupils with One, Two or Neither Parent who Can Read - Late PrimaryTable B3.7: Pupil Performance in Language according to Parents’ Literacy - Early PrimaryTable B3.8: Pupil Performance in Mathematics according to Parents’ Literacy - Early PrimaryTable B3.9: Pupil Performance in Reading according to Parents’ Literacy - Late PrimaryTable B3.10: Pupil Performance in Mathematics according to Parents’ Literacy - Late PrimaryTable B3.11: Percentage of Pupils Possessing or not Possessing Books at Home - Early PrimaryTable B3.12: Pupil Performance in Language according to the availability of Books at Home - Early PrimaryTable B3.13: Pupil Performance in according to the availability of Books at Home - Early PrimaryTableB3.14:DistributionofPupilsbyQuantityofBooksAvailableatHome-LatePrimaryTable B3.15: Pupil Performance in Reading by Quantity of Books Available at Home - Late PrimaryTable B3.16: Pupil Performance in Mathematics by Quantity of Books Available at Home - Late PrimaryTable B3.17: Distribution of Pupils by Eyesight Problems - Late PrimaryTable B3.18: Distribution of Pupils Hearing Problems - Late PrimaryTable B3.19: Percentage of Pupils according to their Participation in Agricultural Work - Late PrimaryTable B3.20: Distribution of Pupils according to their Participation in Petty Commerce - Late PrimaryTable B3.21: Pupil Performance in Reading according to their Participation in Agricultural Work - Late PrimaryTable B3.22: Pupil Performance in Mathematics according to their Participation in Agricultural Work - Late PrimaryTable B3.23: Pupil Performance in Reading according to their Participation in Petty Commerce - Late PrimaryTableB3.24:PupilPerformanceinMathematicsaccordingtotheirParticipationinPettyCommerce-LatePrimaryTableB3.25:PercentageandPerformanceofPupilsinLanguage,accordingtoNurserySchool,KindergartenorPreprimaryAttendance - Early PrimaryTableB3.26:PercentageandPerformanceofPupilsinMathematics,accordingtoNurserySchool,KindergartenorPreprimaryAttendance - Early PrimaryTableB3.27:PercentageandPerformanceofPupilsinReading,accordingtoNurserySchool,KindergartenorPreprimaryAttendance - Late PrimaryTableB3.28:PercentageandPerformancesofPupilsinMathematics,accordingtoNurserySchool,KindergartenorPreprimaryAttendance- Late PrimaryTable B3.29: Average Gap in Socioeconomic Status between Pupils who Have and Have not Attended PreprimaryTable B3.30: Percentage and Performance of Pupils in Language, who Did or Did not Repeat Grade 2 - Early PrimaryTable B3.31: Percentage and Performance of Pupils in Mathematics, who Did or Did not Repeat Grade 2 - Early PrimaryTable B3.32: Distribution of Pupils according to the Number of Repetitions - Late PrimaryTable B3.33: Pupil Performance and Performance Gaps in Reading, according to the Number of Repetitions - Late PrimaryTableB3.34:PupilPerformanceandPerformanceGapsinMathematics,accordingtotheNumberofRepetitions-LatePrimaryTable B3.35: Link between Early Primary Language and Mathematics Performance and Pupils’ Age, Controlling for Repetition Table B3.36: Link between Late Primary Reading and Mathematics Performance and Pupils’ Age, Controlling for Repetition

165165166166167167168168169169169

170170170171171172172173173174174175175176176177177178178179179180180181181

182

182

183

183184184 185185

186 186

187 187


AnnexB4–Chapter4dataTableB4.1:VarianceDecompositioninLanguageandMathematicsScores-EarlyPrimaryTableB4.2:VarianceDecompositioninReadingandMathematicsScores-LatePrimaryTableB4.3:PercentageofPupilsAttendingaSchoolinaRuralAreaandDifferenceinPupils’LanguageScores–EarlyPrimaryTableB4.4:PercentageofPupilsAttendingaSchoolinaRuralAreaandDifferenceinPupils’MathematicsScores–EarlyPrimaryTableB4.5:PercentageofPupilsAttendingaSchoolinaRuralAreaandDifferenceinPupils’ReadingScores-LatePrimaryTableB4.6:PercentageofPupilsAttendingaSchoolinaRuralAreaandDifferenceinPupils’MathematicsScores-LatePrimaryTableB4.7:PercentageofPupilsAttendingaPublic,PrivateorCommunitySchool-EarlyPrimaryTableB4.8:PercentageofPupilsAttendingaPublic,PrivateorCommunitySchool-LatePrimaryTableB4.9:LanguagePerformanceGapsbetweenPupilsinPublicandPrivateEducation-EarlyPrimaryTableB4.10:MathematicsPerformanceGapsbetweenPupilsinPublicandPrivateEducation-EarlyPrimaryTableB4.11:LanguageandMathematicsPerformanceGapsbetweenPupilsinPublicandPrivateEducation,Controllingforthe Territorial Planning Index - Early PrimaryTableB4.12:ReadingPerformanceGapsbetweenPupilsinPublicandPrivateEducation-LatePrimaryTableB4.13:MathematicsPerformanceGapsbetweenPupilsinPublicandPrivateEducation-LatePrimaryTableB4.14:ReadingandMathematicsPerformanceGapsbetweenPupilsinPublicandPrivateEducation,Controllingforthe Socioeconomic Index and Territorial Planning Index - Late PrimaryTableB4.15:PercentageofPupilsinStandard,MultigradeorDouble-ShiftClasses-EarlyPrimaryTableB4.16:PercentageofPupilsinStandard,MultigradeorDouble-ShiftClasses-LatePrimaryTableB4.17:Language-ReadingandMathematicsPerformanceGapsbetweenPupilsinMultigradeandStandardClasses-Early and Late Primary TableB4.18:PercentageofPupilsinMultigradeClassesAttendingaSchoolLocatedinaRuralorUrbanArea-EarlyandLatePrimaryTableB4.19:LanguageandMathematicsPerformanceGapsbetweenPupilsinDoubleShiftandStandardClasses-EarlyandLatePrimaryTableB4.20:AverageNumberofPupilsperClassinthePASEC2014 Assessment Sample - Early and Late PrimaryTableB4.21:DistributionofPupilsbyAvailabilityofSeatinginClass-EarlyPrimaryTableB4.22:DistributionofPupilsbyAvailabilityofSeatinginClass-LatePrimaryTableB4.23:PercentageofPupilsAttendingaSchoolwithaLibrary-LatePrimaryTableB4.24:DistributionofPupilsAccordingtotheNumberofPupilsperLanguageTextbook–EarlyprimaryTableB4.25:DistributionofPupilsAccordingtotheNumberofPupilsperMathematicsTextbook–EarlyprimaryTableB4.26:DistributionofPupilsAccordingtotheNumberofPupilsperReadingTextbook–LateprimaryTableB4.27:DistributionofPupilsAccordingtotheNumberofPupilsperMathematicsTextbook–LateprimaryTableB4.28:PercentageofPupilsAttendingaSchoolwithoutLatrinesorToilets-LatePrimaryTableB4.29:PercentageofPupilsAttendingaSchoolwithaFirstAidBox/MedicalKit-LatePrimaryTableB4.30:PercentageofPupilsHavingUndergoneVariousMedicalTestsorCheckups-LatePrimaryTableB4.31:AverageLeveloftheSchoolInfrastructureIndex-LatePrimaryTableB4.32:AverageGapbetweentheReadingScoresofPupilsofaGivenSchoolandofthosewhoseSchoolInfrastructureIndexis One Point Lower - Late Primary TableB4.33:AverageGapbetweentheMathematicsScoresofPupilsofaGivenSchoolandofthosewhoseSchoolInfrastructureIndex is One Point Lower - Late Primary TableB4.34:AverageLeveloftheClassEquipmentIndex-EarlyPrimaryTableB4.35:AverageGapbetweentheLanguageScoresofPupilsofaGivenSchoolandofthosewhoseClassEquipmentIndexis One Point Lower - Early PrimaryTableB4.36:AverageGapbetweentheMathematicsScoresofPupilsofaGivenSchoolandofthosewhoseClassEquipmentIndexis One Point Lower - Early Primary TableB4.37:AverageLeveloftheClassEquipmentIndex-LatePrimaryTableB4.38:AverageGapbetweentheReadingScoresofPupilsofaGivenSchoolandofthosewhoseClassEquipmentIndexis One Point Lower - Late Primary TableB4.39:AverageGapbetweentheMathematicsScoresofPupilsofaGivenSchoolandofthosewhoseClassEquipmentIndexis One Point Lower - Late Primary TableB4.40:LanguagePerformanceandGapsinScores,accordingtotheNumberofReadingTextbooksAvailableinClass-EarlyPrimaryTableB4.41:MathematicsPerformanceandGapsinScores,accordingtotheNumberofMathematicsTextbooksAvailableinClass - Early PrimaryTableB4.42:ReadingPerformanceandGapsinScores,accordingtotheNumberofReadingTextbooksAvailableinClass-LatePrimaryTableB4.43:MathematicsPerformanceandGapsinScores,accordingtotheNumberofMathematicsTextbooksAvailablein Class - Late PrimaryTableB4.44:LinearRelationshipofPerformanceonClassSize-EarlyPrimaryTableB4.45:LinearRelationshipofPerformanceonClassSize-LatePrimaryTableB4.46:QuadraticRelationshipofPerformanceonClassSize-EarlyPrimaryTableB4.47:QuadraticRelationshipofPerformancesonClassSize-LatePrimary

188 188188

189 189 190

190191191192192

193193194

194195195

196196

197197198198199199200200201201

202202203

203

204

204

205

205206

206

207

207

208 208

209209210210211


TableB4.48:PercentageofPupilswhoseClassisHeldbyaManandwhoseSchoolisManagedbyaMan–EarlyandLatePrimaryTableB4.49:PercentageofPupilsaccordingtoTeacherSeniority-EarlyPrimaryTableB4.50:PercentageofPupilsaccordingtoTeacherSeniority-LatePrimaryTableB4.51:PercentageofPupilsaccordingtoHeadmasterSeniority-LatePrimaryTableB4.52:AverageTeachingSeniorityofHeadmastersandPercentageofPupilsbyLevelofHeadmasters’TeachingSeniority - Late PrimaryTableB4.53:DistributionofPupilsbyTeachers’AcademicLevel-EarlyPrimaryTableB4.54:DistributionofPupilsbyTeachers’AcademicLevel-LatePrimaryTableB4.55:DistributionofPupilsbyHeadmasters’AcademicLevel-LatePrimaryTableB4.56:DistributionofPupilsbyLevelofTeachers’Pre-serviceTraining-EarlyPrimaryTableB4.57:DistributionofPupilsbyLevelofTeachers’Pre-serviceTraining-LatePrimaryTableB4.58:DistributionofPupilswhoseTeacherhasnoPre-serviceTeacherTrainingbutHasReceivedsomeIn-service Training - Early and Late PrimaryTableB4.59:DistributionofPupilswhoseTeacherhasnoPre-serviceTeacherTraining,accordingtoTeachers’Academic Level - Early and Late PrimaryTableB4.60:DistributionofPupilsaccordingtoHeadmasters’TeacherTraining-LatePrimaryTableB4.61:DistributionofPupilsaccordingtoTeachers’In-serviceTraining-EarlyPrimaryTableB4.62:DistributionofPupilsaccordingtoTeachers’In-serviceTraining-LatePrimaryTableB4.63:PercentageofPupilsaccordingtoTeacherHarassment-EarlyPrimaryTableB4.64:PercentageofPupilsaccordingtoTeacherHarassment-LatePrimaryTableB4.65:PercentageofPupilsbyTeachers’PerceptionsofSalaryLevel-EarlyPrimaryTableB4.66:PercentageofPupilsbyTeachers’PerceptionsofSalaryLevel-LatePrimaryTableB4.67:PercentageofPupilsbyRegularityofPaymentofTeacherSalary-EarlyPrimaryTableB4.68:PercentageofPupilsbyRegularityofPaymentofTeacherSalary-LatePrimaryTableB4.69:PercentageofPupilsbyTeachers’PerceptionsofSchoolCurricula-EarlyPrimaryTableB4.70:PercentageofPupilsbyTeachers’PerceptionsofSchoolCurricula-LatePrimaryTableB4.71:PercentageofPupilsbyTeachers’PerceptionsoftheQualityofSchoolBuildings-EarlyPrimaryTableB4.72:PercentageofPupilsbyTeachers’PerceptionsoftheQualityofSchoolBuildings-LatePrimaryTableB4.73:PercentageofPupilsbyTeachers’PerceptionsoftheConditionofClassrooms-EarlyPrimaryTableB4.74:PercentageofPupilsbyTeachers’PerceptionsoftheConditionofClassrooms-LatePrimaryTableB4.75:PercentageofPupilsbyTeachers’PerceptionsoftheAvailabilityofSchoolSupplies-EarlyPrimaryTableB4.76:PercentageofPupilsbyTeachers’PerceptionsoftheAvailabilityofSchoolSupplies-LatePrimaryTableB4.77:PercentageofPupilsbyTeachers’PerceptionsoftheQualityofSchoolManagement-EarlyPrimaryTableB4.78:PercentageofPupilsbyTeachers’PerceptionsoftheQualityofSchoolManagement-LatePrimaryTableB4.79:PercentageofPupilsbyTeachers’PerceptionsoftheirRelationshipswithColleagues-EarlyPrimaryTableB4.80:PercentageofPupilsbyTeachers’PerceptionsoftheirRelationshipswithColleagues-LatePrimaryTableB4.81:PercentageofPupilsbyTeachers’PerceptionsoftheirRelationshipswiththeCommunity-EarlyPrimaryTableB4.82:PercentageofPupilsbyTeachers’PerceptionsoftheirRelationshipswiththeCommunity-LatePrimaryTableB4.83:PercentageofPupilsbyTeachers’PerceptionsoftheirPromotionOpportunities-EarlyPrimaryTableB4.84:PercentageofPupilsbyTeachers’PerceptionsoftheirPromotionOpportunities-LatePrimaryTableB4.85:PercentageofPupilsbyTeachers’PerceptionsoftheirTrainingOpportunities-EarlyPrimaryTableB4.86:PercentageofPupilsbyTeachers’PerceptionsoftheirTrainingOpportunities-LatePrimary

Annex C – List of Players who Contributed to the Implementation of Different PASEC2014 Assessment Activities

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Annex AExamples of Items from the PASEC2014

Annex A1. Examples of Items from the Early Primary Cycle PASEC2014 Test

A1.1 Language TestA series of exercises illustrating the texts and questions that make up the PASEC2014 language test is provided with the description of each level of the competency scale, to understand the characteristics of the questions and strategies used by pupils to answer them. These items are made public and are copyright-free.

Table A1.1: Characteristics of a Sample of Language Exercises from the PASEC2014 Assessment – Early Primary

Levels Language skills Competencies

Level 4 Reading comprehension Understand a textDecoding and reading comprehension Read and understand sentences

Level 3 Reading comprehension Decode the meaning of wordsDecoding Recognize invented wordsListening comprehension Understand a text

Level 2 Decoding Recognize syllables Listening comprehension Recognize word families

Level 1 Listening comprehension Recognize vocabulary Listening comprehension Understand vocabulary

A1.1.1Level4Intermediate reader: enhanced reading autonomy is bolstering their understanding of sentences and texts

Examples of Exercises Illustrating Level 4 Competencies

Read and Understand SentencesTo answer questions in the “Read and understand sentences” exercise used as an example to illustrate this level, the pupil must be able to read a simple sentence in under 15 seconds, and then orally answer an explicit comprehension question put to him orally, in under 15 seconds.In this exercise, reading quality and the answer to the comprehension question are assessed, using a single correct/incorrect assessment scale for each of these aspects. Pupils who have not read the entire sentence within 15 seconds, change a letter in a word or change a word in a sentence are assessed as not knowing how to read the sentence. Pupils who make pronunciation mistakes, hesitate, read slowly and decode while reading are assessed as knowing how toreadthesentenceaslongastheycanreaditinupto15seconds.Slowerreaders,whohavedifficultiesdecodingandforwhomthereadingofeverydayvocabularyisnotyetautomaticwillfinditverydifficulttoreadthesentenceinunder15seconds.Thistypeofquestionisclassifiedunder“decoding”skills.

The woman is selling tomatoes.Having read the sentence, the pupil must orally answer the reading comprehension question “What is the woman selling?”thatisputtothemorallybythetestadministrator.Thepupilmayreadthesentenceagain,eitherinpartorentirelytoseekforcluesandfindtheinformation.Thepupilhasupto15secondstodothis.Thewordingofthequestionhelpspupilsfindtherelevantinformationasthesubjectandverbarerepeatedinthequestion.Theacceptedoralansweris“(some)tomatoes”.Thistypeofquestionisclassifiedunder“readingcomprehension”skills.


Understand a TextTo answer questions in the “Understand a text” exercise used as an example to illustrate this level, pupils must read the text silently or out loud, understand a question put to them orally, then answer this question by looking for explicit information in the text. In this exercise, reading quality is not assessed, and only the answers to the reading comprehension questions are assessed. The pupil has time to read the questions again as well as the part of the text that is relevant to thequestion should theywish todoso.This typeofquestion is classifiedunder“readingcomprehension” skills.

Your best friend's father is a baker. Every morming, he gets up at 4 o'clock to work. And at 8 o'clock, your friend's mother goes to sell the bread in the village.

1. What is your best friend's father?2. At what times does the baker get up?3. Where is the bread taken to be sold?

4. Who goes to sell the bread?Toanswerquestion3“Whereisthebreadtakentobesold?”inunder15seconds,pupilsmayreadthequestionagainand/or look for the part of the text that conveys information about the place where the bread is sold. The wording ofthequestionhelpspupilsfindtherelevantinformationastheverbisrepeatedinthequestion.Theacceptedoralanswer is “(to the) village”. Toanswerquestion4“Whogoestosellthebread?”inunder15seconds,pupilsmayreadthequestionagainand/orlook for the part of the text that conveys information about the person who will sell the bread. The wording of the questionhelpspupilsfindtherelevantinformationastheverbandsubjectarerepeatedinthequestion.Theacceptedoral answer is “(the) baker(‘s) wife” or “my (best) friend’s mother”.

A1.1.2 Level 3 Novice reader: gradual improvement of written language decoding, listening comprehension and reading comprehension skills


Decode the Meaning of WordsThe pupil can establish a graphophonological correspondence to access the meaning of an isolated everyday word, in under 15 seconds. They must then choose the picture that corresponds to the meaning of the word from a series of picturesassociatedwithasamelexicalfield.

moon

Inthisexample,thepupilmustreadorfindgraphiccluesinthewordmoontodeterminewhichpicturecorrespondstotheword.Thesequestionsareclassifiedunder“readingcomprehension”skills.


Recognize Invented WordsTo answer the questions in this exercise, the pupil must be able to decode the invented words (pseudo-words) in a seriesof4writtenwords,inunder15seconds.

bige neul ima ploviThe object of the exercise is to recognize the pseudo-word read out loud by the test administrator. Pupils who successfully complete this exercise display an ability to call upon assembly processes to read new words. These questionsareclassifiedunder“decoding”skills.

Understand an Oral TextPupils must be able to provide an oral answer to explicit comprehension questions about a short and simple text read to them twice by the test administrator. The questions are asked after the text has been read to pupils.

"A young girl and her little brother climb a tree while playing. Suddenly, the boy falls out of the tree. His sister goes to get help.

1. A nurse then comes to treat him"2. "Who feel out of the tree?"3. "Who goes to get help?"

4. "Why does the nurse treat the child?"To answer Question 1 “Who fell out of the tree” for example, in under 15 seconds, pupils are required to recall explicit informationinthemessagethatwasreadouttothem.Thewordingofthequestionhelpspupilsfindtherelevantinformation as the subject and object are repeated in the question. The accepted oral answer is “(little) boy”, “(little) brother”,“child”.Thesequestionsareclassifiedunder“listeningcomprehension”skills.

A1.1.3 Level 2Emerging reader: gradual development of written language decoding skills and reinforcement of listening comprehension skills


Recognize SyllablesThe pupil is able to recognize the sound components of words and count the syllables in monosyllabic, disyllabic and trisyllabic words read out loud to them.

AfternoonIn the example above, the pupil is able to count 3 syllables in the word afternoon, in under 5 seconds. The pupil claps their hands to convey the number of syllables contained in the word read out loud to them by the test administrator. Thesequestionsareclassifiedunder“decoding”skills.


Recognize Word FamiliesThe pupil is able to select the odd one out from a set of pictures, whose names are provided orally by the test administrator, in under 5 seconds.

Thesequestionsareclassifiedunder“listeningcomprehension”skillsandmeasurethepupil’sgraspofsemantics.

A1.1.4Level1Early reader: first contact with the oral and written language


Recognize VocabularyThepupilmustindicatethepartofthebodyspecifiedinthequestioninunder5seconds.Inthisexample,havingheardthequestion“Showmeyourhand?”thepupilmustshowoneofhishands.

Understand VocabularyThe pupilmust select the picture that corresponds to aword read out loud to them from a set of 4 picturesrepresentingwordsformasinglelexicalfield(inunder5seconds).

Inthisexample,thepupilmustselectthepicturethatcorrespondstothequestion:“Showmethebook?”In both these examples, the questions are classified under“listening comprehension” skills and enable pupils tofamiliarize themselves with vocabulary from everyday life.

A1.1.5 Below Level 1Pupils at this level do not display the competencies measured by this language of instruction test. These pupils are indifficultywhenitcomestoLevel1knowledgeandcompetencies.

A 1.2 Mathematics TestA series of exercises illustrating the questions that make up the PASEC2014 mathematics test is provided with the description of each level of the competency scale, to understand the characteristics of the questions and strategies used by pupils to answer them. These items are made public and are copyright-free.


Table A1.2: Characteristics of a Sample of Mathematics Exercises from the PASEC2014 Assessment – Early Primary

Levels mathematics skills Competencies

Level 3 Counting Add two numbers whose total is over 50Counting Solve a static problem with 2 numbers under 20

Level 2 Counting Complete a series of 3 numbers under 20Counting Solve a dynamic problem with 2 numbers under 20

Geometry, space and measurement Identify the spatial arrangement of objects in a two-dimensional space

Level 1 Counting Distinguish quantities of objects under 10Counting Count a set of under 20 objectsCounting Order numbers under 20Geometry, space and measurement Appraise and rank object sizes

A1.2.1 Level 3Examples of Exercises Illustrating Level 3 Competencies and Knowledge

Add Two Numbers whose Total is Over 50To answer the question “Add two numbers whose total is over 50” used as an example to illustrate this level, the pupil must calculate the correct result of the sum “39 + 26” in under 2 minutes using a sheet of scrap paper and/or a slate.

39+26 =Thepupilmustuse an adequatemethod tofind the correct result in the allocated time.Theymay forexamplecountusingtheirfingersordrawlittlesticks,startwiththebiggestnumber39andadd26units,calculatethesumusingregrouping,orelsetake1awayfrom26,additto39andthenadd25and40.Thisquestionisclassifiedunder“arithmetic” skills.

Solve a Static Problem with Two Numbers Under 20 To answer the question in the “Solve a static problem with two numbers under 20” exercise used as an example to illustrate this level, the pupil must understand the oral instructions and/or read the wording of the question again to establishanadequatemethodandfindthesolutioninunderoneminute.Thisproblemrequirespupilstoaddtwonumbers whose total is under 20.

There is a class of 15 pupils, with girls and boys.Eight of the pupils are girls.

How many boys are there in the class?This is a static problem (of the combination type) involving the calculation of an initial number (knowing the total and oneoftheparts,whatisthevalueoftheotherpart?)thatcanbesolvedbyuseofanadditionwithagap(Part1+?Part2?=Total),orasubtraction(Total–Part1=?Part2?).Thisquestionisclassifiedunder“arithmetic”skills.


A1.2.2 Level 2Examples of Exercises Illustrating Level 2 Competencies and Knowledge

Complete a Series of 3 Numbers Under 20To answer the question “Complete a series of 3 numbers under 20” used as an example to illustrate this level, the pupilmustlookatalogicalseriesofnumbers17__19containingagapandfindthemissingnumber(18)locatedbetween the other two.

17 __ 19The question measures pupils’ familiarity with numbers and their understanding of the chain of numbers. This question isclassifiedunder“arithmetic”skills.

Solve a Dynamic Problem with 2 Numbers Under 20 To answer this question, the pupil must understand the instructions read orally and/or read the problem again to establishanadequatemethodandfindthesolutioninunderoneminute.Thisproblemrequirespupilstoaddtwonumbers whose total is under 20.

Peter has 5 pencils. His father gives him 7 pencils.How many pencils does Peter have now?

This is a static problem (of the combination type) that is solved by adding the two numbers stipulated in the wording oftheproblem.Thisquestionisclassifiedunder“arithmetic”skills.

Identify the Spatial Arrangement of Objects in a Two-Dimensional Space The pupil must select the picture of the dog on the circle in under 5 seconds. They must identify the correct answer among four pictures representing different spatial arrangements of a dog and a circle.

The knowledge of objects’ positions such as “above”, “in the middle of ”, “beside” and so on are indispensable to be abletoacquiredeeperknowledgeofgeometry.Thisquestionisclassifiedunder“geometry,spaceandmeasurement”.


A1.2.3 Level 1Examples of Exercises Illustrating Level 1 Competencies

Distinguish Quantities of Objects Under 10To answer the question in the “Distinguish quantities of objects under 10” exercise used as an example to illustrate this level, the pupil must show in a booklet the basket containing the most balls among the four baskets containing different quantities of balls, within a short time limit (5 seconds maximum).

The question tests the notion of representation of quantities. The pupil is required to look at several collections of smallquantitiesofobjectswhosedifferenceisvisibleandsignificantataglance.This“arithmetic”questionrequirespupils to mobilize their visual representation of scale and their appraisal of notions of scale (bigger and smaller).

Count a Set of Under 20 Objects The pupil must identify the total quantity of objects that are of the same size and color and answer the question “How manydotsarethere?”Thepupilmustcountatotalof12dotsinunder30seconds.

This question requires pupils to master the concept of cardinality: the last object corresponds to the total quantity of objects. This “arithmetic” question requires pupils to simultaneously call on their abilities to count, memorize and tick off.

Order Numbers Under 20 To answer the question “Order numbers under 20” used as an example to illustrate this level, the pupil must identify thesmallestnumberinaseriesof4numbersunder20(2two-digitnumbersand2single-digitnumbers)inabookletand in under 5 seconds. To correctly answer the question “Show me the smallest number”, the pupil must identify the numbers they can see and order them in an increasing or decreasing order.

8 4 15 17This question tests the concept of numbers as a means of comparison. This “arithmetic” question requires pupils to simultaneously call on their knowledge of numbers and their properties.

Appraise and Order Object Size The pupil must correctly answer the question “Show me the longest arrow” by indicating the longest one in a series of4differentsizedarrowsinunder5seconds.Pupilsmustunderstandtheconceptof“thelongest”thenappraiseandorder the arrows relative to each other.

This “geometry, space and measurement” question requires pupils to mobilize their visual representation of scale and their appraisal of notions of scale (longer and shorter) .


A1.2.4BelowLevel1Pupils at this level do not display the competencies measured by this test in the learning language. These pupils are indifficultywhenitcomestoLevel1knowledgeandcompetencies.

A1.3 Examples of Items from the Early Primary Test Relating to the “Pupil Performance inFourKeyAreas”Section

A1.3.1 Read Letters of the Alphabet with EaseThe test administrator asks pupils to read out loud the sound or the name of as many letters of the alphabet as possible in one (1) minute. The letters are arranged randomly in a table. Reading time is measured with a timer and pupilswhogetstuckonaletterareinvitedtocontinuetothenextletterafterfive(5)seconds.Thisexerciseteststhepupil’sabilitytoreadwitheaseandinafluidmanner.Theexercisecontainstwoexamplestoascertainthatallpupils understand what they have to do.

Exemple : a r e s a i tn r u l od c p m vq f b g hj x y z wk

A1.3.2 Read Everyday Words with EaseThe test administrator asks the pupil to read out loud as many isolated and irregular words as possible in one (1) minute.Atotalof40wordsarearrangedinatableinaccordancewiththefrequencywithwhichtheyappearinacollectionofprimarytextbooksandalsobasedontheMANULEXdatabase(Lété,Sprenger-Charolles,Colé,2004).Reading time is measured with a timer and pupils who get stuck on a word are invited to continue to the next word afterfive(5)seconds.Thisexerciseteststhepupil’sabilitytoreadwitheaseandinafluidmanner.

Exemple : your them school you one go man theboy she and at hisby my but dog inpen box food bike babyfor read fish full havecat sleep see word houserich big hand three cookhome play late father child


A1.3.3 Count to One HundredThe test administrator asks the pupil to start counting from one (1) and up to the greatest possible number, meaninguntil theymake theirfirstmistake,hesitate (formore than5 secondsonanumber)oruntil two (2)minutes have gone by. Counting time is measured with a timer. The test administrator enters the last number read correctly or reached after 2 minutes have gone by. The test administrator counts up to 3 with pupils at the beginning of the exercise to get them started.

A1.3.4PerformSumsandSubtractionsThe test administrator asks the pupil to solve 6 operations: 3 sums and 3 subtractions. Each operation is presented orally and in writing one after the other by the test administrator. The test administrator shows pupils each operation one after the other on a sheet of paper and reads them out loud at the same time. The operations are ordered in increasingorderofdifficulty.Thepupilhasuptoone(1)minutetosolveeachsimpleproblem(resultsunder20)and up to two (2) minutes to solve each of the complex operations (results over 20). If pupils do not provide their answer within the time limit, the administrator marks the answer as wrong and moves on to the next operation. The pupil may use a slate or sheet of paper for this exercise as they would in a classroom situation.

8 + 5 =13 - 7 =14 + 23 =39 + 26 =34 - 11 =50 - 18 =


Annex A2 – Examples of Items from the Late Primary PASEC2014 Test

A2.1 Reading TestA series of exercises illustrating the texts and questions that make up the PASEC2014 reading test is provided with the description of each level of the competency scale, to understand the characteristics of the questions and strategies used by pupils to answer them. These items are made public and are copyright-free.

Table A2.1: Characteristics of a Sample of Reading Exercises from the PASEC2014 Assessment– Late Primary

Levels name of text Cognitive process text Format Question

Level 4 A strange dream Interpret and combine information Long narrative text Question 5

The litter Interpret and combine information Document Question 1

Level 3 The weather Extract explicit information Document Question 1

The vaccine Interpret and combine information Short narrative text Question 5

Level 2 The vaccine Extract explicit information Short narrative text Question 2

The vaccine Extract explicit information Short narrative text Question4

A strange dream Extract explicit information Short narrative text Question 1

Level 1 The foot Decode and recognize information Isolated word Question 1

A complete presentation of the questions can be found at the end of the annex.

A2.1.1Level4Pupils at this level are able to identify the author’s intention, work out the implicit meaning of a story and interpret the feelings of a character in a literary text. To answer Question 5 of the “A strange dream” text that is used as an example in Table A2.1 to illustrate this level, the pupil must have grasped the various stages of the story and mustusetheirownexperienceandknowledgetoinferthecharacter’sfeelings.Thisquestionisclassifiedunderthe“interpret and combine information” cognitive process and is based on a long narrative text. Pupils at this level are able to connect information and compare data (tables, advertisements, and so on) in informative texts and documents. To answer Question 1 of the “The litter” document used as an example in Table A2.1 to illustrate this level, the pupil must establish a relationship between the headings of the two columns in thetable(”Spanofbreakdownlitteroutdoors”and“Typeoflitter”).Thisquestionisclassifiedunderthe“Interpretand combine information” cognitive process as the task requires pupils to establish a connection that is not direct between duration and chronological order. The document is of average length and the text is discontinuous.

A2.1.2 Level 3To answer Question 1 of the “Weather” document used as an example in Table A2.1 to illustrate this level, the pupil must establish a connection between explicit elements found in the various parts of the document (the characteristicof“violent”wind and thedayof theweek).Thisquestion is classifiedunder the“extract explicitinformation” cognitive process as the information to be combined is clearly identifiable in the document.Thedocument is of average length and the text is discontinuous. ToanswerQuestion5ofthe“Vaccine”textusedasanexampleinTableA2.1toillustratethislevel,thepupilmustinfer the identity of the narrator by integrating information contained in the previous sentence. This question is classifiedunder the“Interpret and combine information” cognitiveprocess as the task tobe carriedout is ananaphoric inference and the pupil must identify what the pronoun is referring to. The text is short and narrative.


A2.1.3 Level 2ToanswerQuestion4of the“Vaccine” textusedasanexample inTableA2.1 to illustrate this level, thepupilmust extract the answer directly from the text. The pupil is guided by the presence of the term “pricked” in the questionitself,whichenablesthemtoadoptascanningstrategy.Thisquestionisclassifiedunderthe“extractexplicitinformation”cognitiveprocessastheinformationisclearlyidentifiableinthetext.Thetextisshortandnarrative.ToanswerQuestion2of the“Vaccine” textusedasanexample inTableA2.1 to illustrate this level, thepupilmust identify the answer in the text but may paraphrase it. The subject of the question (“the children”) refers to asynonyminthetext(“thepupils”).Thisquestionisclassifiedunderthe“extractexplicit information”cognitiveprocessastheinformationisclearlyidentifiableinthetext.Thetextisshortandnarrative.To answer Question 1 of the “A strange dream” text used as an example in Table A2.1 to illustrate this level, the pupilmustextracttheinformationdirectlyfromthefirstsentenceofthetext.Pupilsareguidedbythepresenceof the term “come across” in the question itself, which enables them to adopt a scanning strategy. This question is classifiedunderthe“extractexplicitinformation”cognitiveprocessastheinformationisclearlyidentifiableinthetext. The text is short and narrative.

A2.1.4Level1To answer Question 1 of the “Foot” text used as an example in Table A2.1 to illustrate this level, the pupil must match a written word with the picture that corresponds to it (tick the box in which you can see a foot). The question requires pupils to identify which of the body part pictures corresponds to the word “foot”.

A2.1.5 Below Level 1Pupils at this level do not display the competencies measured by this language of instruction test. These pupils have difficultywithLevel1knowledgeandcompetencies.

A2.1.6 Examples of Reading Items


1.

2.

3.

4.

5.

6.


1.

2.

3.

4.

5.

1.

2.

1.

2.

Read the informations in the table and answer the questions that follow.


A2.2 Mathematics TestA series of exercises illustrating the questions that make up the PASEC2014 mathematics test is provided with the description of each level of the competency scale, to understand the characteristics of the questions and strategies used by pupils to answer them. These items are made public and are copyright-free.

Table A2.2: Characteristics of a Sample of Mathematics Exercises from the PASEC2014 Assessment

Levels name of the exercise mathematics skills Cognitive process

Level 3 The pirates Counting ApplyMultiply by 3 Counting Reason Width of the rectangle Measurement Apply

Level 2 The school playground Counting ApplyNumber of girls Counting ApplyMass conversion Measurement ApplyVolumeconversion Measurement KnowThe astronaut Measurement Reason The ABCD rectangle Geometry Know

Level 1 Subtraction Counting KnowAppraisal of length units Measurement KnowCoordinates of points Geometry Know

A complete presentation of these questions can be found at the end of the annex.

A2.2.1 Level 3In arithmetic, pupils are able to solve problems involving fractions or decimal numbers. To answer “The pirates” question used as an example in Table A2.2 to illustrate this level, the pupil must perform a sum and then a subtraction of fractions with different denominators. The exercise requires the pupil to determine a third pirate’s shareofatreasure,havingbeengiventhetwofractionsthatcorrespondtothesharesofthefirsttwopirates.Thisquestionisclassifiedundercountingskillsandunderthe“apply”cognitiveprocessduetotheroutinecharacterofthe method for pupils at the end of the primary cycle. To answer the “Multiply by 3” question used as an example in Table A2.2 to illustrate this level, the pupil must findanumberwhich,whenmultipliedby3andaddedto100,isequalto790.Thisquestioninvolvespre-algebraicreasoningaspupilsarerequiredtostartwithanunknownquantity.Thisquestionisclassifiedunderthecountingcompetency area and under the “Reasoning” cognitive process as the process is abstract and unusual for pupils at the end of the primary cycle.In measurement, pupils may be required to solve problems involving the calculation of a surface area or perimeters. They may also have to use data on a map to calculate a distance, in accordance with the instructions in the question. They may also be asked to perform calculations and conversions involving hours, minutes, or even seconds. To answer the “Width of the rectangle” question used as an example in Table A2.2 to illustrate this level, the pupil must findthewidthoftherectangle,havingbeengiventhesurfaceareaandlength.Toanswerthisitem,thepupilmustusetherectanglesurfaceareacalculationformulatodeducethewidthoftherectangle.Thisquestionisclassifiedunder the measurement competency area and under the “Apply” cognitive process due to the routine character of the method for pupils at the end of the primary cycle.

A.2.2.2 Level 2In arithmetic, pupils are able to perform arithmetic operations involving data or solutions containing decimal numbers. They can also solve common arithmetic problems by analyzing the wording or extracting data from a table with double entries. Pupils at this level are also able to complete logical series involving decimal numbers or fractions. To answer the “School playground” question used as an example in Table A2.2 to illustrate this level, the pupil must calculate the number of groups of 26 pupils that a teacher can make from a total number of 136 pupils by performing a division with regrouping, involving numbers over 100 provided in the wording of the problem. Thisquestionisclassifiedunderthecountingcompetencyareaandunderthe“Apply”cognitiveprocessduetothe routine character of the method for pupils at the end of the primary cycle. To answer the “Number of girls”


question used as an example in Table A2.2 to illustrate this level, the pupil must extract numbers from a double entry tableand thenadd them.Thisquestion is classifiedunder thecountingcompetencyareaandunder the“Apply” cognitive process due to the routine character of the method for pupils at the end of the primary cycle. In measurement, pupils are able to read the time on a digital or analog clock. They are able to convert units of measurement with or without a conversion table. Pupils at this level are also able to solve arithmetic problems involving days, hours, minutes and lengths. To answer the “Mass conversion” question used as an example in Table A2.2 to illustrate this level, the pupil mustconvert3,000gramstokilogramsusingtheconversiontableprovided.Thisquestionisclassifiedunderthemeasurement competency area and under the“Apply” cognitive process.To answer the“Volume conversion”question used as an example in Table A2.2 to illustrate this level, the pupil must convert 15 hectoliters into liters usingtheconversiontableprovided.Thisquestionisclassifiedunderthemeasurementcompetencyareaandunderthe “Apply” cognitive process. To answer the “Astronaut” question used as an example in Table A2.2 to illustrate this level, the pupil must calculate how long it takes an astronaut to travel through space using arithmetic operations followedbyconversionsinvolvinghoursanddays.Thisquestionisclassifiedunderthemeasurementcompetencyareaandunderthe“Reason”cognitiveprocessasthepupilmustreadthewordingofthequestion,thenfindtheadequate method and perform several different calculations. In geometry, pupils can recognize the names of certain solids, basic geometric shapes and some of the characteristic linesofthesefigures(suchasthediagonalormedianforexample).Toanswerthe“ABCDrectangle”questionusedas an example in Table A2.2 to illustrate this level, the pupil must know the properties of a diagonal in a rectangle. Thisquestionisclassifiedunderthegeometrycompetencyareaandunderthe“Know”cognitiveprocess,asthisquestion tests factual knowledge only.

A2.2.3 Level 1In arithmetic, pupils are able to carry out the four basic operations when faced with questions involving whole numbers that may require them to write down the result of a calculation using regrouping, which is either written out for them or not. To answer the “Subtraction” question used as an example in Table A2.2 to illustrate this level, thepupilmustfindtheresultofasubtractionwithregroupingthatiswrittenoutforthemandwitharesultover100.Thisquestionisclassifiedunderthecountingcompetencyareaandunderthe“Know”cognitiveprocessasthequestion tests a method that is considered to be basic and that pupils at the end of the primary cycle are supposed to be familiar with. In measurement, pupils can recognize the basic units of measurement. To answer the “Appraisal of length units” question used as an example in Table A3.2 to illustrate this level, the pupil must choose the appropriate unit formeasuring length from several options:meter, kilogram, liter and hour.This question is classified under themeasurementcompetencyareaandunderthe“Know”cognitiveprocess.In geometry, pupils display the ability to position themselves in space and to identify directions and positions by reading coordinates on a graph. To answer the “Coordinates of points” question used as an example in Table A2.2 toillustratethislevel,thepupilmustfindthepositionofacircleinasquaredgraphbydefiningthecoordinatesonthex-axisfromAtoGandonthey-axisfrom1to5.Thisquestionisclassifiedunderthegeometrycompetencyareaandunderthe“Know”cognitiveprocessduetotheroutinecharacterofthemethodforpupilsattheendofthe primary cycle.

A2.2.4BelowLevel1Pupils at this level do not display the competencies measured by this test in the learning language. These pupils have difficultywithLevel1knowledgeandcompetencies.


A2.2.5 Examples of Matematics ItemsLevel 1

Level 2


Level 3


Annex BPASEC2014 Survey Data

Table

B1.1

: Plan

ned

and

Surv

eyed

“Sch

ool”

Sam

ples

and

Par

ticip

atio

n Ra

te -

Early

Prim

ary

plan

ned

scho

ol

sam

ple

surv

eyed

sc

hool

sa

mpl

e

unw

eigh

ted

part

icip

atio

n ra

te e

xclu

ding

re

plac

emen

t sc

hool

s

Wei

ghte

d pa

rtic

ipat

ion

rate

exc

ludi

ng

repl

acem

ent

scho

ols

unw

eigh

ted

part

icip

atio

n ra

te in

clud

ing

repl

acem

ent

scho

ols

Wei

ghte

d pa

rtic

ipat

ion

rate

incl

udin

g re

plac

emen

t sc

hool

s

Beni

n90

8088

.9%90

.3%88

.9%90

.3%Bu

rkin

a Fa

so10

010

010

0.0%

100.0

%10

0.0%

100.0

%Bu

rund

i90

9098

.9%10

0.0%

100.0

%10

0.0%

Cam

eroo

n140

134

95.8%

98.5%

95.8%

98.5%

Con

go90

9091

.1%92

.0%10

0.0%

100.0

%C

ôte

d'iv

oire

9088

97.8%

99.4%

97.8%

99.4%

nig

er90

8693

.3%95

.2%95

.6%95

.6%se

nega

l90

8392

.2%95

.6%92

.2%95

.6%C

had

9088

96.7%

98.2%

97.8%

99.0%

togo

9595

100.0

%10

0.0%

100.0

%10

0.0%

Table

B1.1

: Plan

ned

and

Surv

eyed

“Sch

ool”

Sam

ples

and

Par

ticip

atio

n Ra

te -

Early

Prim

ary

pupi

ls in

the

sa

mpl

epu

pils

sur

vyed

pupi

ls e

xclu

ded

pupi

ls a

bsen

tu

nwei

ghte

d pa

rtic

ipat

ion

rate

Wei

ghte

d pa

rtic

ipat

ion

rate

Beni

n

79

9

7

32

161

91.73

%93

.57%

Burk

ina

Faso

979

969

8

299

.79%

99.72

%Bu

rund

i

90

0

8

55

337

95.32

%96.40%

Cam

eroo

n1304

1 0

71

10204

82.77

%85.47%

Con

go894

8

71

020

97.43%

97.99

%C

ôte

d'iv

oire

873

840

425

96.66

%92

.73%

nig

er

86

0

8

13

138

94.64%

96.04%

sene

gal

808

807

0

199

.88%

99.70

%C

had

870

813

1

4593

.56%

94.62%

togo

948

9

11

329

96.40%

96.64%

Anne

x B1

. Cha

pter

1 D

ata


Table

B1.3

: Plan

ned

and

Surv

eyed

“Sch

ool”

Sam

ples

and

Par

ticip

atio

n Ra

te -

Late

Prim

ary

plan

ned

scho

ol

sam

ple

surv

eyed

sch

ool

sam

ple

unw

eigh

ted

part

icip

atio

n ra

te e

xclu

ding

rep

lace

men

t sc

hool

s

Wei

ghte

d pa

rtic

ipat

ion

rate

exc

ludi

ng r

epla

cem

ent

scho

ols

unw

eigh

ted

part

icip

atio

n ra

te in

clud

ing

repl

acem

ent

scho

ols

Wei

ghte

d pa

rtic

ipat

ion

rate

incl

udin

g re

plac

emen

t sc

hool

s

Beni

n18

016

591

.67%

94.29%

91.67

%94.29%

Burk

ina

Faso

200

182

91.00

%97

.39%

91.00

%97

.39%

Buru

ndi

180

180

99.44%

100.0

0%10

0.00%

100.0

0%C

amer

oon

280

266

94.75%

99.33

%95

.10%

99.35

%C

ongo

180

164

86.67

%88.48%

91.11

%92

.83%

Côt

e d'

ivoi

re18

016

993

.89%

97.35

%93

.89%

97.35

%n

iger

180

176

96.11

%97.94%

97.78

%99

.05%

sene

gal

180

160

88.89

%96

.02%

88.89

%96

.02%

Cha

d18

015

782

.78%

92.14%

87.22

%96

.66%

togo

190

189

99.47%

99.76

%99.47%

99.76

%

TableB1.4:PlannedandSurveyed“Pupil”SamplesandParticipationRate-LatePrimary

pupi

ls in

the

sa

mpl

epu

pils

sur

vyed

pupi

ls e

xclu

ded

pupi

ls a

bsen

tu

nwei

ghte

d pa

rtic

ipat

ion

rate

Wei

ghte

d pa

rtic

ipat

ion

rate

Beni

n

3 1

78

3

033

13

118

95.83

%91

.73%

Burk

ina

Faso

3462

3416

143

98.70

%99

.79%

Buru

ndi

3

568

3461

291

97.06

%95

.32%

Cam

eroo

n4292

3

817

14

428

89.22

%82

.77%

Con

go

2 7

85

2

673

5

101

96.15

%97.43%

Côt

e d'

ivoi

re

3 0

20

2

972

3

4598

.51%

96.66

%n

iger

3

297

3 1

96

190

96.97

%94.64%

sene

gal

2

909

2 9

05

01

99.86

%99

.88%

Cha

d

2 7

61

2484

1023

390

.29%

93.56

%to

go

3 3

02

3

256

2

3898

.67%

96.40%


Table

B2.1

: Per

cent

age

of P

upils

in th

e PA

SEC2

014

Lang

uage

Com

pete

ncy

Scale

- Ea

rly P

rimar

yLe

vel <

1Le

vel 1

Leve

l 2Le

vel 3

Leve

l 4

perc

enta

gest

anda

rd

erro

rpe

rcen

tage

stan

dard

er

ror

perc

enta

gest

anda

rd

erro

rpe

rcen

tage

stan

dard

er

ror

perc

enta

gest

anda

rd

erro

r

Beni

n15

.52.3

46.6

3.128

.32.8

6.31.4

3.30.8

Burk

ina

Faso

8.11.8

24.1

2.832

.32.5

20.2

2.215

.22.1

Buru

ndi

0.20.2

3.01.1

17.6

1.823

.01.9

56.1

2.5C

amer

oon

8.93.1

29.9

3.031

.64.4

18.7

3.711

.02.1

Con

go4.8

1.528

.64.2

28.6

3.621.4

2.916

.62.5

Côt

e d’

ivoi

re7.6

1.937

.53.7

37.6

3.911

.72.1

5.61.4

nig

er32

.64.1

37.0

3.220

.62.2

6.41.3

3.41.2

sene

gal

13.9

2.729

.33.0

27.9

3.312

.52.0

16.4

3.2C

had

11.0

3.136

.34.0

34.7

3.113

.12.6

5.01.6

togo

21.5

2.730.4

3.128

.03.1

11.6

2.68.5

2.0a

vera

ge12.4

0.730

.31.0

28.7

1.114.5

0.714.1

0.7

Table

B2.2

: Per

cent

age

of P

upils

in th

e PA

SEC2

014

Mat

hem

atics

Com

pete

ncy

Scale

- Ea

rly P

rimar

yLe

vel <

1Le

vel 1

Leve

l 2Le

vel 3

perc

enta

gest

anda

rd e

rror

perc

enta

gest

anda

rd e

rror

perc

enta

gest

anda

rd e

rror

perc

enta

gest

anda

rd e

rror

Beni

n28

.03.1

38.5

3.625

.12.9

8.41.7

Burk

ina

Faso

9.91.9

30.9

3.340.9

2.518

.32.7

Buru

ndi

0.10.1

3.21.0

28.9

2.767

.72.8

Cam

eroo

n10

.53.4

34.2

3.737

.14.6

18.2

3.0C

ongo

3.51.1

25.6

2.837

.73.2

33.2

3.3C

ôte

d’iv

oire

17.5

2.848.7

3.324.2

2.19.6

1.8n

iger

38.7

3.533

.52.4

17.2

2.310

.61.8

sene

gal

12.6

2.225

.13.0

32.2

3.530

.13.8

Cha

d17

.62.9

34.4

3.627

.82.4

20.2

4.2to

go23

.92.8

34.8

2.925

.92.3

15.4

2.3a

vera

ge16

.20.9

30.9

1.129

.71.0

23.2

0.9

Anne

x B2

. Cha

pite

r 2 D

ata


Table

B2.3

: Dist

ribut

ion

of P

upils

by A

vera

ge N

umbe

r of L

ette

rs R

ead

Accu

rate

ly in

One

Minu

te -

Early

Prim

ary

Less

tha

n 6

lett

ers

Betw

een

6 an

d 10

lett

ers

Betw

een

11 a

nd 2

0 le

tter

sm

ore

than

20

lett

ers

perc

enta

gest

anda

rd e

rror

perc

enta

gest

anda

rd e

rror

perc

enta

gest

anda

rd e

rror

perc

enta

gest

anda

rd e

rror

Beni

n41.6

3.136

.92.8

13.5

1.78.0

1.3Bu

rkin

a Fa

so7.8

1.715

.01.5

26.5

2.050

.72.6

Buru

ndi

6.21.7

10.0

1.420

.01.6

63.7

2.5C

amer

oon

33.8

4.422

.62.8

20.2

2.723

.33.5

Con

go14.8

1.938

.83.4

27.7

2.618

.72.3

Côt

e d’

ivoi

re25

.62.5

30.1

2.226

.62.4

17.7

2.5n

iger

47.4

3.121

.71.7

21.0

2.49.9

2.0se

nega

l16.4

2.923

.83.5

26.6

2.033

.23.6

Cha

d35

.04.1

35.1

3.621

.12.2

8.81.7

togo

28.0

2.826.4

1.828

.52.6

17.0

2.2a

vera

ge25

.50.9

26.0

0.923

.20.6

25.2

0.9

TableB2.4:DistributionofPupilsbyAverageNumberofW

ordsReadAccuratelyinOneMinute-EarlyPrimary

0 w

ord

1 to

5 w

ords

6 to

10

wor

ds11

to

20 w

ords

mor

e th

an 2

0 w

ords

perc

enta

gest

anda

rd

erro

rpe

rcen

tage

stan

dard

er

ror

perc

enta

gest

anda

rd

erro

rpe

rcen

tage

stan

dard

er

ror

perc

enta

gest

anda

rd

erro

r

Beni

n41.2

3.936

.33.0

12.8

2.16.1

1.13.6

0.8Bu

rkin

a Fa

so11

.62.0

24.5

2.221

.81.8

22.1

1.719

.92.1

Buru

ndi

3.10.9

21.6

1.910

.31.0

29.5

1.935

.52.6

Cam

eroo

n39

.74.7

29.4

2.712

.02.2

10.1

2.68.9

1.9C

ongo

18.8

3.335

.33.1

17.0

2.117

.22.4

11.7

2.1C

ôte

d’iv

oire

26.2

3.141.9

3.317

.73.0

9.12.0

5.21.2

nig

er48.1

3.627

.62.8

12.8

2.18.1

1.53.5

1.3se

nega

l15.4

2.329

.33.4

16.6

1.516.4

1.522

.23.3

Cha

d27.4

3.044.6

5.112

.12.3

8.21.4

7.62.1

togo

32.6

3.331

.71.9

14.7

1.811.4

1.99.6

1.9a

vera

ge26

.21.1

32.0

1.014.8

0.614.0

0.613

.00.7


Table

B2.5

: Dist

ribut

ion

of P

upils

by

Last

Num

ber R

each

ed w

hen

Coun

ting

Out

Lou

d - E

arly

Prim

ary

u

p to

61

Betw

een

61 a

nd 8

0Be

yond

80

perc

enta

gest

anda

rd e

rror

perc

enta

gest

anda

rd e

rror

perc

enta

gest

anda

rd e

rror

Beni

n65

.62.8

21.5

2.212

.92.2

Burk

ina

Faso

51.9

2.836

.72.0

11.4

1.9Bu

rund

i25

.62.0

11.4

1.563

.02.7

Cam

eroo

n57

.24.0

19.4

2.523.4

2.3C

ongo

34.5

3.430

.62.7

34.9

3.2C

ôte

d’iv

oire

76.5

2.711

.91.6

11.7

1.9n

iger

69.7

2.614.3

1.616

.02.0

sene

gal

46.7

3.327

.82.4

25.5

3.5C

had

54.6

4.323

.82.7

21.7

3.3to

go66

.22.3

14.7

1.719

.12.1

ave

rage

54.8

1.021

.30.7

23.9

0.8

Table

B2.6

: Per

cent

age

of P

upils

’ Cor

rect

Sum

and

Sub

tract

ion

Answ

ers -

Ear

ly Pr

imar

y8+

513

-714

+23

39+

2634

-11

50-1

8

perc

enta

gest

anda

rd

erro

rpe

rcen

tage

stan

dard

er

ror

perc

enta

gest

anda

rd

erro

rpe

rcen

tage

stan

dard

er

ror

perc

enta

gest

anda

rd

erro

rpe

rcen

tage

stan

dard

er

ror

Beni

n44.3

2.517

.82.4

28.0

2.913

.01.9

14.4

1.75.7

1.1Bu

rkin

a Fa

so69

.82.4

62.1

3.847.9

2.723

.51.5

44.2

1.826.4

1.5Bu

rund

i82

.61.5

64.1

3.065

.02.6

41.6

2.153

.32.9

28.1

2.4C

amer

oon

62.7

5.133

.83.1

34.6

4.417

.73.0

26.1

4.212

.91.8

Con

go82

.92.0

64.5

3.059

.81.9

33.2

2.451

.12.1

28.5

2.4C

ôte

d’iv

oire

42.0

2.620

.82.1

18.9

2.16.4

1.111

.92.1

6.31.0

nig

er38

.13.3

21.3

2.222

.52.4

13.6

1.814.6

1.97.4

1.2se

nega

l68

.02.7

50.8

3.149.6

2.625

.53.1

39.2

3.525

.53.1

Cha

d56

.73.0

38.4

4.037.4

3.718

.53.1

29.4

4.014.2

1.9to

go51

.52.9

14.9

2.135

.62.7

18.8

2.216

.72.1

4.61.1

ave

rage

59.9

0.739

.01.1

40.0

0.821

.20.7

30.1

0.716

.00.6


Table

B2.7

: Ave

rage

Pup

il Per

form

ance

in L

angu

age

- Ear

ly Pr

imar

y

ave

rage

stan

dard

d

evia

tion

perc

entil

e 1

perc

entil

e 5

perc

entil

e 10

perc

entil

e 25

perc

entil

e 50

perc

entil

e 75

perc

entil

e 90

perc

entil

e 95

perc

entil

e 99

ave

rage

stan

dard

er

ror

stan

dard

er

ror

stan

dard

er

ror

p1st

anda

rd

erro

r p5

stan

dard

er

ror

p10

stan

dard

er

ror

p25

stan

dard

er

ror

p50

stan

dard

er

ror

p75

stan

dard

er

ror

p90

stan

dard

er

ror

p95

stan

dard

er

ror

p99

stan

dard

er

ror

Beni

n458.3

4.367

.52.8

300.7

29.3

357.4

7.738

1.68.7

419.5

6.1452.5

5.1492.2

5.853

8.013

.958

1.219

.166

5.231

.7Bu

rkin

a Fa

so51

3.86.3

92.4

5.6304.2

77.8

380.7

9.4404.7

7.7451.8

6.150

5.57.4

568.4

9.263

5.911

.2677.4

20.1

748.1

20.0

Buru

ndi

627.7

5.796

.24.7

443.2

15.7

481.5

7.250

2.74.7

553.4

7.862

6.27.9

694.4

7.7754.4

12.1

784.8

15.2

858.9

31.6

Cam

eroo

n502.4

8.783

.74.6

344.0

22.1

385.6

11.4

403.3

12.0

441.4

12.7

493.8

10.7

550.6

8.761

9.722

.066

6.711

.871

9.719

.9C

ongo

522.7

6.690.4

4.136

9.612

.939

9.97.8

421.4

6.4452.9

8.150

9.311

.757

8.311

.9654.3

16.1

697.2

13.0

767.2

19.1

Côt

e d’

ivoi

re484.1

6.469

.94.4

336.2

18.3

385.7

9.5407.7

6.4438.3

7.0476.5

7.651

9.57.4

573.3

14.3

619.3

24.4

697.1

33.1

nig

er435.2

7.786

.85.2

235.9

28.6

301.7

15.4

333.2

14.8

383.7

9.1430.7

6.1481.7

8.853

9.215

.258

5.017

.970

0.640.6

sene

gal

501.9

9.510

7.27.7

294.0

18.2

356.8

7.938

3.810

.9428.0

8.3485.7

8.355

5.219

.8664.6

23.0

717.9

33.6

779.2

31.3

Cha

d480.4

7.872

.24.6

324.2

17.8

375.7

15.1

395.7

11.7

434.1

10.5

473.3

7.052

0.815

.256

8.5

18.6

611.0

20.1

691.4

14.5

togo

473.6

6.895

.55.9

288.0

11.1

333.4

15.3

363.2

10.2

408.8

8.0465.5

8.152

5.812

.5594.0

22.3

659.2

24.9

756.4

25.5

ave

rage

500.0

2.110

0.02.0

299.4

6.2361.4

5.839

0.12.3

433.5

1.9484.6

2.755

2.23.2

643.8

5.7694.0

5.877

1.07.1

Table

B2.8

: Ave

rage

Pup

il Per

form

ance

in M

athe

mat

ics -

Early

Prim

ary

ave

rage

stan

dard

d

evia

tion

perc

entil

e 1

perc

entil

e 5

perc

entil

e 10

perc

entil

e 25

perc

entil

e 50

perc

entil

e 75

perc

entil

e 90

perc

entil

e 95

perc

entil

e 99

ave

rage

stan

dard

er

ror

stan

dard

er

ror

stan

dard

er

ror

p1st

anda

rd

erro

r p5

stan

dard

er

ror

p10

stan

dard

er

ror

p25

stan

dard

er

ror

p50

stan

dard

er

ror

p75

stan

dard

er

ror

p90

stan

dard

er

ror

p95

stan

dard

er

ror

p99

stan

dard

er

ror

Beni

n454.7

5.488

.34.0

254.4

36.6

322.9

15.3

354.2

9.8394.3

6.6444.8

7.851

5.18.7

566.1

10.4

608.

514.3

689.3

39.5

Burk

ina

Faso

505.8

4.984.0

5.129

0.759.4

371.0

10.0

401.6

9.7450.7

9.550

8.5

7.556

2.58.7

605.3

8.963

7.66.3

709.2

24.4

Buru

ndi

605.1

4.562

.03.3

457.8

9.450

1.68.0

526.3

6.5

565.1

5.6604.6

4.8646.1

5.968

2.99.6

705.5

12.4

757.0

24.0

Cam

eroo

n50

2.79.3

81.2

3.733

8.118

.237

5.813.4

399.0

15.5

440.9

13.7

500.7

12.3

559.2

11.9

610.2

11.6

640.6

10.1

694.3

12.1

Con

go541.2

5.684.0

3.537

5.913

.6410.3

9.6432.3

8.1478.9

9.553

9.18.

560

0.810

.3654.1

8.5

684.1

11.7

734.2

16.2

Côt

e d’

ivoi

re465.9

5.878

.54.9

282.8

62.1

359.6

11.1

382.8

7.8412.7

5.8452.8

6.1514.2

9.757

6.710

.260

9.28.0

680.0

46.4

nig

er437.4

8.310

3.54.9

185.0

36.3

283.5

23.0

324.0

11.9

370.9

8.7424.4

8.750

1.312

.358

1.312

.762

0.317

.2694.5

21.2

sene

gal

521.4

8.9105.4

7.327

6.622

.9354.7

11.6

386.1

12.1

447.0

9.9524.4

12.1

592.8

13.4

647.0

15.7

691.5

28.3

783.7

56.1

Cha

d491.3

10.6

97.8

3.829

1.239

.0348.9

13.9

375.8

11.4

417.9

9.5482.4

13.1

559.9

17.6

622.1

17.5

654.3

24.2

735.4

40.7

togo

474.5

6.195

.33.6

281.9

23.7

331.0

7.535

8.17.6

402.8

8.2467.4

6.7540.1

9.0603.4

11.7

642.6

14.9

697.6

24.4

ave

rage

500.0

2.110

0.01.9

273.7

13.8

348.7

3.637

7.63.1

426.0

2.8497.4

3.157

1.63.1

630.3

3.866

3.15.2

728.0

8.1


Table

B2.9

: Per

cent

age

of P

upils

in th

e PA

SEC2

014

Read

ing C

ompe

tenc

y Sc

ale -

Late

Prim

ary

Leve

l <1

Leve

l 1Le

vel 2

Leve

l 3Le

vel 4

perc

enta

gest

anda

rd

erro

rpe

rcen

tage

stan

dard

er

ror

perc

enta

gest

anda

rd

erro

rpe

rcen

tage

stan

dard

er

ror

perc

enta

gest

anda

rd

erro

r

Beni

n4.6

0.617

.51.2

26.2

1.529

.02.0

22.7

1.9Bu

rkin

a Fa

so2.3

0.611

.01.2

29.8

1.235

.51.3

21.4

1.6Bu

rund

i0.2

0.14.6

0.838

.71.5

49.1

1.57.4

0.8C

amer

oon

6.01.3

20.3

1.624.9

1.624.7

1.624.1

1.9C

ongo

4.51.0

22.6

1.832

.21.7

23.5

1.917

.11.6

Côt

e d’

ivoi

re4.7

0.819

.31.4

28.0

1.525

.61.5

22.4

1.6n

iger

31.7

1.742.3

1.617

.51.5

6.40.8

2.10.7

sene

gal

4.00.8

13.5

1.321

.31.6

26.3

1.634.8

2.8C

had

20.3

2.136

.92.6

27.1

2.612

.82.4

3.01.1

togo

6.20.8

23.9

1.531

.51.4

22.6

1.215

.81.3

ave

rage

8.40.4

21.2

0.627

.70.5

25.6

0.517

.10.5

Table

B2.1

0: Pe

rcen

tage

of P

upils

in th

e PA

SEC2

014

Mat

hem

atics

Com

pete

ncy

Scale

- La

te P

rimar

yLe

vel <

1Le

vel 1

Leve

l 2Le

vel 3

perc

enta

gest

anda

rd e

rror

perc

enta

gest

anda

rd e

rror

perc

enta

gest

anda

rd e

rror

perc

enta

gest

anda

rd e

rror

Beni

n24.6

1.835

.61.7

29.0

2.010

.81.9

Burk

ina

Faso

12.6

1.428

.51.3

36.9

1.421

.91.5

Buru

ndi

0.80.3

12.4

1.046.8

1.639

.91.9

Cam

eroo

n29

.82.3

34.8

2.023

.71.7

11.8

1.3C

ongo

28.1

2.342.9

1.723

.11.8

5.90.8

Côt

e d’

ivoi

re28

.71.8

44.4

1.523

.71.5

3.10.5

nig

er68.4

2.324.0

1.76.3

0.91.4

0.4se

nega

l14.7

1.626

.51.9

29.7

2.129

.12.8

Cha

d43.7

2.737

.22.5

16.1

2.73.0

1.0to

go20

.91.8

31.6

1.527

.91.5

19.7

1.5a

vera

ge27

.20.8

31.8

0.526

.30.6

14.7

0.5


Table

B2.1

1: Av

erag

e Pu

pil P

erfo

rman

ce in

Rea

ding

- La

te P

rimar

y

ave

rage

stan

dard

d

evia

tion

perc

entil

e 1

perc

entil

e 5

perc

entil

e 10

perc

entil

e 25

perc

entil

e 50

perc

entil

e 75

perc

entil

e 90

perc

entil

e 95

perc

entil

e 99

ave

rage

stan

dard

er

ror

stan

dard

er

ror

stan

dard

er

ror

p1st

anda

rd

erro

r p5

stan

dard

er

ror

p10

stan

dard

er

ror

p25

stan

dard

er

ror

p50

stan

dard

er

ror

p75

stan

dard

er

ror

p90

stan

dard

er

ror

p95

stan

dard

er

ror

p99

stan

dard

er

ror

Beni

n523.4

4.610

0.23.5

311.7

11.2

368.0

4.139

7.34.7

450.4

5.652

2.35.9

587.6

6.3653.4

12.0

699.3

19.2

764.3

25.5

Burk

ina

Faso

531.6

4.482

.31.9

333.8

17.5

395.4

7.7427.2

5.8477.5

5.253

2.14.6

585.7

4.8634.4

6.2664.5

8.272

9.811

.7Bu

rund

i525.4

2.050

.61.3

405.0

10.6

442.8

4.5460.8

3.0492.9

3.1526.4

2.355

7.92.7

586.7

2.760

5.14.4

648.4

10.7

Cam

eroo

n51

7.55.5

103.5

2.930

5.911

.0357.4

9.938

5.37.6

438.0

6.8515.4

8.059

2.17.1

656.

55.4

692.4

5.975

0.79.8

Con

go503.4

4.491

.32.1

318.0

16.7

367.6

9.239

2.75.5

436.7

4.2494.8

4.556

3.55.4

630.2

7.466

6.37.9

725.6

10.1

Côt

e d’

ivoi

re51

7.04.0

97.0

2.2315.4

6.836

7.26.1

396.0

5.5444.7

5.251

2.56.0

586.2

6.5

645.0

6.168

2.06.8

744.8

15.8

nig

er403.5

3.779

.53.7

229.7

20.0

289.4

7.631

5.94.7

353.2

2.739

5.12.7

444.4

4.950

7.68.7

552.2

11.5

638.2

19.9

sene

gal

548.4

6.810

6.03.6

313.2

13.4

373.0

8.7406.4

8.5

471.4

8.355

2.98.0

623.8

8.468

5.611

.072

0.814.7

774.3

12.3

Cha

d432.5

6.782

.54.3

241.2

32.3

304.2

10.8

332.6

7.1377.4

6.5

426.6

8.2485.7

10.7

544.5

11.8

575.7

12.2

631.3

19.0

togo

497.3

4.093

.82.2

309.3

8.335

6.5

4.738

3.35.3

429.1

4.5488.6

5.255

8.26.4

624.2

6.6664.4

9.673

6.810

.8a

vera

ge50

0.01.8

100.0

1.028

5.74.4

343.2

2.637

3.02.2

427.9

2.3498.5

2.5

567.0

1.963

0.22.9

670.2

3.5740.6

5.1

Table

B2.1

2: Av

erag

e Pu

pil P

erfo

rman

ce in

Mat

hem

atics

- La

te P

rimar

y

ave

rage

stan

dard

d

evia

tion

perc

entil

e 1

perc

entil

e 5

perc

entil

e 10

perc

entil

e 25

perc

entil

e 50

perc

entil

e 75

perc

entil

e 90

perc

entil

e 95

perc

entil

e 99

ave

rage

stan

dard

er

ror

stan

dard

er

ror

stan

dard

er

ror

p1st

anda

rd

erro

r p5

stan

dard

er

ror

p10

stan

dard

er

ror

p25

stan

dard

er

ror

p50

stan

dard

er

ror

p75

stan

dard

er

ror

p90

stan

dard

er

ror

p95

stan

dard

er

ror

p99

stan

dard

er

ror

Beni

n496.9

5.191

.13.4

287.4

18.9

352.8

5.8381.4

4.6434.7

5.2497.0

5.455

5.98.1

614.0

10.2

652.3

12.8

717.6

19.9

Burk

ina

Faso

539.5

4.489

.21.9

329.6

10.4

390.5

7.6421.5

5.8480.4

5.9541.2

4.560

0.85.1

651.2

6.068

0.37.4

745.9

12.3

Buru

ndi

593.6

2.766

.01.5

437.3

10.0

486.1

5.651

0.03.9

550.2

3.359

2.82.8

637.0

3.067

8.14.4

702.2

4.475

0.014.4

Cam

eroo

n489.5

5.394.6

2.329

6.313

.9344.7

8.737

1.26.6

420.2

6.1482.5

6.7554.6

6.261

9.78.0

653.5

7.071

3.311.4

Con

go481.4

4.076

.31.9

325.4

14.5

364.3

7.138

8.05.1

426.9

4.8475.5

5.353

2.16.0

585.2

6.4616.4

5.067

1.38.4

Côt

e d’

ivoi

re475.7

3.172

.81.5

309.2

10.8

357.3

5.738

2.13.6

424.5

5.2475.1

5.052

5.64.0

570.3

3.8594.9

4.7647.3

11.3

nig

er405.8

4.178

.03.2

223.5

16.6

288.4

9.131

7.56.7

357.2

3.539

9.84.0

448.1

5.6504.6

8.3546.9

10.9

622.1

19.4

sene

gal

546.6

6.7103.4

3.232

0.016

.737

8.29.4

409.7

7.3471.3

8.3546.4

9.162

1.77.9

680.9

8.371

5.510

.676

5.512

.1C

had

450.9

5.780

.54.1

264.3

16.1

325.2

10.6

354.9

4.839

7.34.5

444.9

6.750

2.510.4

562.4

12.5

590.7

13.0

640.9

10.9

togo

520.2

5.0104.0

2.530

1.711

.735

8.5

8.239

0.27.2

445.9

6.4514.5

7.758

9.68.1

658.6

7.070

1.010

.2774.5

15.3

ave

rage

500.0

1.910

0.00.9

285.1

6.7345.6

2.6374.4

1.9426.7

2.3496.2

2.457

0.32.2

632.3

2.366

7.93.3

734.8

5.3


Table

B2.1

3: Re

latio

nship

bet

wee

n La

ngua

ge a

nd M

athe

mat

ics P

erfo

rman

ces -

Ear

ly Pr

imar

ypu

pil l

evel

scho

ol le

vel

Cor

rela

tion

stan

dard

err

orC

orre

latio

nst

anda

rd e

rror

Beni

n0.8

20.0

20.8

90.0

2Bu

rkin

a Fa

so0.8

30.0

20.9

20.0

2Bu

rund

i0.6

80.0

50.8

50.0

8C

amer

oon

0.87

0.02

0.95

0.02

Con

go0.7

60.0

20.8

70.0

2C

ôte

d’iv

oire

0.81

0.03

0.88

0.04

nig

er0.8

50.0

20.9

30.0

1se

nega

l0.8

50.0

20.9

20.0

2C

had

0.72

0.02

0.82

0.04

togo

0.85

0.02

0.95

0.01

TableB2.14:RelationshipbetweenReadingandMathematicsPerformances-LatePrimary

pupi

l lev

elsc

hool

leve

l

Cor

rela

tion

stan

dard

err

orC

orre

latio

nst

anda

rd e

rror

Beni

n0.8

60.0

10.9

60.0

1Bu

rkin

a Fa

so0.84

0.01

0.95

0.01

Buru

ndi

0.72

0.01

0.84

0.03

Cam

eroo

n0.84

0.01

0.95

0.01

Con

go0.8

00.0

10.9

10.0

1C

ôte

d’iv

oire

0.80

0.01

0.93

0.01

nig

er0.8

00.0

20.9

30.0

1se

nega

l0.8

90.0

10.9

70.0

1C

had

0.82

0.02

0.91

0.02

togo

0.80

0.01

0.93

0.01

Table

B2.1

5: Lin

k be

twee

n Av

erag

e N

atio

nal P

ASEC

2014

Test

Scor

es in

Lan

guag

e-Re

ading

and

Mat

hem

atics

– E

arly

and

Late

Prim

ary

ran

k co

rrel

atio

n

Lang

uage

-rea

ding

0.53

mat

hem

atic

s0.6

2*


Table

B3.1

: Per

cent

age

of G

irls a

nd P

upil P

erfo

rman

ce in

Lan

guag

e - E

arly

Prim

ary

perc

enta

ge o

f gir

lsst

anda

rd e

rror

g

irls

’ ave

rage

stan

dard

err

or

Boys

’ ave

rage

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

Beni

n48.2

2.6459.6

5.3457.2

5.32.4

6.1Bu

rkin

a Fa

so50

.71.7

518.1

7.450

9.36.9

8.86.4

Buru

ndi

52.9

1.662

9.97.6

625.2

7.24.7

9.5C

amer

oon

50.9

2.2499.0

8.550

6.010.4

-7.0

7.8C

ongo

49.9

2.9525.4

7.052

0.08.8

5.49.0

Côt

e d’

ivoi

re48.4

1.9478.4

7.9489.4

6.3-1

1.06.1

nig

er43.1

2.2432.9

8.6436.9

8.5-4.1

7.4se

nega

l48.2

3.8497.7

12.0

505.8

11.8

-8.0

14.8

Cha

d47.9

3.7472.6

9.5487.4

8.1-14.8

7.9to

go46.9

1.9473.6

7.8473.7

8.0-0

.18.2

ave

rage

48.7

0.750

0.92.6

499.1

2.7

Table

B3.2

: Per

cent

age

of G

irls a

nd P

upil P

erfo

rman

ce in

Mat

hem

atics

- Ea

rly P

rimar

ype

rcen

tage

of g

irls

stan

dard

err

or

gir

ls’ a

vera

gest

anda

rd e

rror

Bo

ys’ a

vera

gest

anda

rd e

rror

a

vera

ge g

apst

anda

rd e

rror

Beni

n48.2

2.6457.4

8.4452.1

5.15.3

8.5Bu

rkin

a Fa

so50

.71.7

501.5

5.151

0.36.4

-8.9

6.1Bu

rund

i52

.91.6

609.2

6.160

0.54.2

8.75.8

Cam

eroo

n50

.92.2

493.4

9.251

2.311

.0-1

9.0**

8.9C

ongo

49.9

2.953

9.26.1

543.2

8.5-4.0

9.5C

ôte

d’iv

oire

48.4

1.9452.4

6.4478.6

6.3-2

6.3**

*5.4

nig

er43.1

2.2427.5

9.3445.0

9.1-1

7.5**

8.0se

nega

l48.2

3.851

3.612.4

528.6

9.9-1

5.014.1

Cha

d47.9

3.7466.6

11.6

513.9

11.4

-47.3***

8.7to

go46.9

1.9470.3

7.3478.3

7.6-8

.08.7

ave

rage

48.7

0.7495.2

2.5504.6

2.8

Anne

x B3

. Cha

pite

r 3 D

ata


Table

B3.3

: Per

cent

age

of G

irls a

nd P

upil P

erfo

rman

ce in

Rea

ding

- La

te P

rimar

ype

rcen

tage

of g

irls

stan

dard

err

or

gir

ls’ a

vera

gest

anda

rd e

rror

Bo

ys’ a

vera

gest

anda

rd e

rror

a

vera

ge g

apst

anda

rd e

rror

Beni

n52

.71.0

520.1

4.652

7.15.7

-7.0

4.6Bu

rkin

a Fa

so50

.90.9

529.6

4.053

3.75.6

-4.1

3.8Bu

rund

i45.2

1.053

1.82.1

520.1

2.611

.7***

2.6C

amer

oon

45.7

1.652

7.26.7

509.4

5.617

.8***

5.7C

ongo

49.8

1.6508.4

4.8498.4

5.710

.05.9

Côt

e d’

ivoi

re45.8

1.151

9.65.1

514.8

4.44.8

5.2n

iger

43.4

1.4400.1

4.2406.1

4.2-6

.04.1

sene

gal

52.8

1.6546.3

7.355

0.77.4

-4.4

5.7C

had

34.6

1.6420.9

7.3438.6

6.8-1

7.6**

*4.8

togo

46.1

1.1500.4

4.7494.7

4.15.7

3.9a

vera

ge46.7

0.5504.2

1.8496.3

2.0

TableB3.4:PercentageofGirlsandPupilPerformanceinMathematics-LatePrimary

perc

enta

ge o

f gir

lsst

anda

rd e

rror

g

irls

’ ave

rage

stan

dard

err

or

Boys

’ ave

rage

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

Beni

n52

.71.0

499.5

4.6494.0

6.65.5

5.0Bu

rkin

a Fa

so50

.90.9

533.0

4.2546.2

5.4-1

3.3**

*3.9

Buru

ndi

45.2

1.061

1.82.8

578.6

3.233

.1***

3.2C

amer

oon

45.7

1.6490.7

6.6488.5

5.42.2

5.7C

ongo

49.8

1.6473.8

5.0488.9

4.4-1

5.1**

*4.9

Côt

e d’

ivoi

re45.8

1.1468.2

3.6482.0

3.4-1

3.8**

*3.1

nig

er43.4

1.4401.7

4.7408.9

4.4-7

.23.9

sene

gal

52.8

1.653

7.76.7

556.5

8.1-1

8.8**

*6.5

Cha

d34.6

1.6436.6

6.4458.5

6.0-2

1.9**

*5.0

togo

46.1

1.151

5.85.7

523.9

5.3-8

.04.7

ave

rage

46.7

0.5499.5

1.9500.4

2.2


Table

B3.5

: Per

cent

age

of P

upils

with

One

, Two

or N

eithe

r Par

ent w

ho C

an R

ead

- Ear

ly Pr

imar

yn

eith

er p

aren

t o

ne o

f the

tw

o pa

rent

sBo

th p

aren

ts

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n50

.93.4

27.7

2.521.4

2.7Bu

rkin

a Fa

so52

.02.4

26.4

3.521

.63.5

Buru

ndi

20.6

1.728

.31.8

51.2

2.1C

amer

oon

47.2

3.725

.62.8

27.2

2.7C

ongo

28.1

4.920

.22.0

51.8

4.4C

ôte

d’iv

oire

51.2

3.927

.92.1

20.9

3.0n

iger

67.3

3.417

.22.1

15.6

2.8se

nega

l48.0

4.525

.73.2

26.3

3.5C

had

48.9

3.435

.32.9

15.8

2.5to

go51

.13.5

29.5

2.119.4

2.9a

vera

ge46.5

1.326

.30.9

27.2

1.0

Table

B3.6

: Per

cent

age

of P

upils

with

One

, Two

or N

eithe

r Par

ent w

ho C

an R

ead

- Lat

e Pr

imar

yn

eith

er p

aren

t o

ne o

f the

tw

o pa

rent

sBo

th p

aren

ts

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n25

.11.4

44.7

1.830

.21.8

Burk

ina

Faso

36.6

1.538

.71.3

24.7

1.5Bu

rund

i16

.60.9

33.5

1.249.8

1.6C

amer

oon

12.2

1.325.4

1.562.4

2.1C

ongo

4.70.8

25.4

2.070

.02.2

Côt

e d’

ivoi

re24.8

1.240.9

1.334.3

1.8n

iger

43.9

1.934.8

2.121

.31.9

sene

gal

21.1

1.342.6

1.436.4

2.1C

had

28.5

2.646.0

2.125

.51.8

togo

24.0

1.439

.91.4

36.1

1.7a

vera

ge23

.70.5

37.2

0.539

.00.6


Table

B3.7

: Pup

il Per

form

ance

in L

angu

age

acco

rding

to P

aren

ts’ L

itera

cy -

Early

Prim

ary

nei

ther

par

ent

pefo

rman

ce g

ap b

etw

een

pupi

ls o

ne o

f who

se p

aren

ts c

an

read

and

pup

ils n

eith

er o

f who

se p

aren

ts c

an r

ead

pefo

rman

ce g

ap b

etw

een

pupi

ls o

ne o

f who

se p

aren

ts c

an

read

and

pup

ils n

eith

er o

f who

se p

aren

ts c

an r

ead

ave

rage

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

Beni

n444.3

5.117

.2**

8.246.6***

9.6Bu

rkin

a Fa

so497.6

6.018

.310

.855

.5***

14.6

Buru

ndi

657.9

16.4

-31.9

17.8

-40.2**

16.8

Cam

eroo

n482.8

11.6

29.6*

*12

.651

.3***

10.0

Con

go482.7

15.7

30.2

18.1

64.9***

19.3

Côt

e d’

ivoi

re463.4

7.421

.0***

7.670

.8***

11.8

nig

er415.1

7.530

.1**

14.5

95.2*

**18

.6se

nega

l476.8

13.1

27.6

16.0

70.5*

**17

.2C

had

465.3

8.025

.5***

9.050

.3***

13.1

togo

440.6

6.542.6***

6.810

6.6**

*16

.8

Table

B3.8

: Pup

il Per

form

ance

in M

athe

mat

ics a

ccor

ding

to P

aren

ts’ L

itera

cy -

Early

Prim

ary

nei

ther

par

ent

pefo

rman

ce g

ap b

etw

een

pupi

ls o

ne o

f who

se p

aren

ts c

an

read

and

pup

ils n

eith

er o

f who

se p

aren

ts c

an r

ead

perf

orm

ance

gap

bet

wee

n pu

pils

who

se p

aren

ts c

an b

oth

read

and

pup

ils n

eith

er o

f who

se p

aren

ts c

an r

ead

ave

rage

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

Beni

n437.2

6.928

.5***

9.751

.7***

15.1

Burk

ina

Faso

497.1

5.416

.3**

8.023

.9***

9.1Bu

rund

i606.4

16.2

-1.7

16.6

-1.4

16.5

Cam

eroo

n480.7

13.5

28.8*

*12

.852

.3***

12.3

Con

go50

9.613.4

22.4

15.9

51.2*

**15

.6C

ôte

d’iv

oire

449.9

8.620

.5**

9.850.4***

15.3

nig

er414.3

8.939.4***

14.5

106.2

***

16.7

sene

gal

502.7

12.3

28.4**

14.2

51.6*

**14.5

Cha

d479.0

10.7

25.8*

*10

.728

.515

.1to

go445.6

6.938

.1***

8.188

.6***

13.1


Table

B3.9

: Pup

il Per

form

ance

in R

eadi

ng a

ccor

ding

to P

aren

ts’ L

itera

cy -

Late

Prim

ary

nei

ther

par

ent

pefo

rman

ce g

ap b

etw

een

pupi

ls o

ne o

f who

se p

aren

ts c

an

read

and

pup

ils n

eith

er o

f who

se p

aren

ts c

an r

ead

pefo

rman

ce g

ap b

etw

een

pupi

ls o

ne o

f who

se p

aren

ts c

an

read

and

pup

ils n

eith

er o

f who

se p

aren

ts c

an r

ead

ave

rage

stan

dard

err

or

ave

rage

gap

ave

rage

gap

ave

rage

gap

stan

dard

err

or

Beni

n485.7

5.929

.1***

6.885

.8***

11.9

Burk

ina

Faso

523.4

3.92.9

4.533

.1***

6.7Bu

rund

i52

2.12.9

0.73.3

6.9**

2.8C

amer

oon

448.7

7.927

.8***

8.596

.8***

9.7C

ongo

473.2

12.4

5.312

.643.9***

13.2

Côt

e d’

ivoi

re489.6

5.321

.7***

5.856

.0***

6.9n

iger

392.9

3.414.2***

4.841.4***

10.5

sene

gal

517.4

6.926

.2***

7.662

.5***

13.0

Cha

d426.9

9.8-2.4

9.426

.213

.9to

go455.3

5.233

.5***

5.682

.8***

7.6

Table

B3.1

0: Pu

pil P

erfo

rman

ce in

Mat

hem

atics

acc

ordi

ng to

Par

ents’

Lite

racy

- La

te P

rimar

y

nei

ther

par

ent

pefo

rman

ce g

ap b

etw

een

pupi

ls o

ne o

f who

se p

aren

ts c

an

read

and

pup

ils n

eith

er o

f who

se p

aren

ts c

an r

ead

pefo

rman

ce g

ap b

etw

een

pupi

ls o

ne o

f who

se p

aren

ts c

an

read

and

pup

ils n

eith

er o

f who

se p

aren

ts c

an r

ead

ave

rage

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

Beni

n469.0

6.521

.6***

6.864.7***

11.5

Burk

ina

Faso

538.4

4.2-5

.84.8

15.9*

*7.2

Buru

ndi

590.5

4.32.7

5.14.6

5.2C

amer

oon

449.6

9.85.8

9.760

.2***

11.4

Con

go462.2

10.5

7.412

.026

.3**

12.4

Côt

e d’

ivoi

re460.7

4.311.4***

4.331

.0***

5.3n

iger

398.9

4.28.2

4.329.4***

9.6se

nega

l524.8

7.817

.8**

7.746.6***

12.5

Cha

d438.4

7.24.6

8.642.2***

13.1

togo

476.4

6.636

.8***

7.083.4***

8.2


Table

B3.1

1: Pe

rcen

tage

of P

upils

Pos

sess

ing o

r not

Pos

sess

ing B

ooks

at H

ome

- Ear

ly Pr

imar

ypu

pils

with

boo

ks a

t ho

me

pupi

ls w

ithou

t bo

oks

at h

ome

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n51

.33.5

48.7

3.5Bu

rkin

a Fa

so48.0

2.652

.02.6

Buru

ndi

40.7

2.259

.32.2

Cam

eroo

n47.5

3.852

.53.8

Con

go33

.23.4

66.8

3.4C

ôte

d’iv

oire

46.5

3.653

.53.6

nig

er27

.53.3

72.5

3.3se

nega

l60

.83.4

39.2

3.4C

had

20.5

2.779

.52.7

togo

36.2

3.263

.83.2

ave

rage

41.3

1.058

.71.0

Table

B3.1

2: Pu

pil P

erfo

rman

ce in

Lan

guag

e ac

cord

ing to

the

avail

abilit

y of

Boo

ks a

t Hom

e - E

arly

Prim

ary

pupi

ls w

ith b

ooks

at

hom

epu

pils

with

out

book

s at

hom

ea

vera

ge g

apst

anda

rd e

rror

a

vera

gest

anda

rd e

rror

a

vera

gest

anda

rd e

rror

Beni

n483.0

5.0433.9

4.4-49.2***

5.4Bu

rkin

a Fa

so542.3

8.4488.2

7.6-54.0***

9.2Bu

rund

i62

0.96.7

634.0

7.813

.09.4

Cam

eroo

n540.5

7.8471.5

8.9-6

9.0**

*9.1

Con

go574.2

9.3496.5

7.1-7

7.6**

*11

.0C

ôte

d’iv

oire

505.5

9.1465.7

5.3-3

9.7**

*8.8

nig

er492.0

12.5

413.4

7.4-7

8.5**

*13

.2se

nega

l53

8.011

.3447.1

7.7-9

0.9**

*11

.9C

had

516.2

15.1

473.5

7.7-42.8***

15.8

togo

504.2

14.6

456.8

6.6-47.4***

16.6


TableB3.14:DistributionofPupilsbyQuantityofBooksAvailableatHome-LatePrimary

non

eEn

ough

boo

ks t

o fil

l a b

ooks

helf

Enou

gh b

ooks

to

fill t

wo

book

shel

ves

Enou

gh b

ooks

to

fill a

boo

kcas

e

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n41.1

2.544.1

2.611.4

1.33.3

0.6Bu

rkin

a Fa

so43.9

2.745.9

2.18.1

1.02.1

0.4Bu

rund

i68

.22.5

26.6

2.23.7

0.61.5

0.4C

amer

oon

27.5

2.249.7

2.315

.11.1

7.70.9

Con

go42.6

3.738.4

3.211

.21.1

7.81.2

Côt

e d’

ivoi

re38

.02.4

48.0

2.010

.21.1

3.90.5

nig

er68

.23.0

23.3

2.26.1

1.12.3

0.5se

nega

l31

.32.9

48.4

2.914.2

1.66.1

0.8C

had

69.8

2.623

.02.1

5.50.9

1.70.5

togo

39.7

3.350

.72.9

7.60.9

2.00.4

ave

rage

46.8

0.940.1

0.89.3

0.33.8

0.2

Table

B3.1

3: Pu

pil P

erfo

rman

ce in

acc

ordi

ng to

the

avail

abilit

y of

Boo

ks a

t Hom

e - E

arly

Prim

ary

pupi

ls w

ith b

ooks

at

hom

epu

pils

with

out

book

s at

hom

ea

vera

ge g

apst

anda

rd e

rror

a

vera

gest

anda

rd e

rror

a

vera

gest

anda

rd e

rror

Beni

n480.3

7.5430.8

6.6-49.5***

8.8Bu

rkin

a Fa

so52

0.77.2

493.2

6.9-2

7.5**

*9.7

Buru

ndi

599.7

4.060

9.36.5

9.66.8

Cam

eroo

n53

2.57.0

474.9

10.6

-57.6

***

9.3C

ongo

569.4

7.152

6.16.8

-43.4***

9.5C

ôte

d’iv

oire

481.2

8.1453.3

5.5-2

7.9**

*8.2

nig

er50

9.110.4

410.3

8.2-9

8.7**

*11

.9se

nega

l55

3.110

.2477.6

8.6-7

5.5**

*11

.5C

had

529.1

16.5

482.8

10.6

-46.3***

15.5

togo

502.4

11.5

458.0

6.7-44.4***

13.4


Table

B3.1

5: Pu

pil P

erfo

rman

ce in

Rea

ding

by

Qua

ntity

of B

ooks

Ava

ilable

at H

ome

- Lat

e Pr

imar

y

non

epe

rfor

man

ce g

ap b

etw

een

pupi

ls w

ho

have

eno

ugh

book

s to

fill

a bo

oksh

elf

and

pupi

ls w

ho h

ave

no b

ooks

perf

orm

ance

gap

bet

wee

n pu

pils

who

hav

e en

ough

boo

ks to

fill

two

book

shel

ves

and

pupi

ls w

ho h

ave

no b

ooks

perf

orm

ance

gap

bet

wee

n pu

pils

who

ha

ve e

noug

h bo

oks

to fi

ll a

book

case

and

pu

pils

who

hav

e no

boo

ks

ave

rage

stan

dard

er

ror

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

Beni

n499.7

5.525

.0***

8.198

.7***

14.3

102.0

***

25.8

Burk

ina

Faso

516.0

5.226

.6***

5.138

.7***

6.246.2***

14.9

Buru

ndi

524.7

2.11.4

3.816.4

8.614.5

8.6C

amer

oon

474.6

6.353

.6***

9.165

.8***

11.6

81.2*

**11

.2C

ongo

467.2

5.259

.8***

8.287

.9***

13.5

72.8*

**11

.8C

ôte

d’iv

oire

499.9

5.226

.3***

6.845.7***

9.436

.8***

14.3

nig

er39

1.63.3

43.8***

7.934.9***

10.4

86.8*

**26

.5se

nega

l51

2.16.7

58.7*

**9.5

55.4***

18.8

41.4**

20.8

Cha

d426.4

8.821

.513

.140.6**

19.5

86.6*

**29

.6to

go480.5

5.815

.9**

8.164.7***

12.1

137.8

***

16.4

Table

B3.1

6: Pu

pil P

erfo

rman

ce in

Mat

hem

atics

by

Qua

ntity

of B

ooks

Ava

ilable

at H

ome

- Lat

e Pr

imar

y

non

epe

rfor

man

ce g

ap b

etw

een

pupi

ls w

ho

have

eno

ugh

book

s to

fill

a bo

oksh

elf

and

pupi

ls w

ho h

ave

no b

ooks

perf

orm

ance

gap

bet

wee

n pu

pils

who

hav

e en

ough

boo

ks to

fill

two

book

shel

ves

and

pupi

ls w

ho h

ave

no b

ooks

perf

orm

ance

gap

bet

wee

n pu

pils

who

ha

ve e

noug

h bo

oks

to fi

ll a

book

case

and

pu

pils

who

hav

e no

boo

ks

ave

rage

stan

dard

err

ora

vera

ge g

apst

anda

rd e

rror

ave

rage

gap

stan

dard

err

ora

vera

ge g

apst

anda

rd e

rror

Beni

n483.2

6.914.3

8.463

.9***

14.5

76.2*

**25

.2Bu

rkin

a Fa

so52

7.65.5

22.7*

**5.8

19.8*

**7.2

36.9*

*15

.7Bu

rund

i59

3.12.6

-0.2

4.916

.69.0

9.211

.0C

amer

oon

450.1

6.050

.7***

7.957

.9***

12.3

59.6*

**10

.5C

ongo

457.1

4.238

.7***

9.359

.7***

11.1

52.9*

**9.8

Côt

e d’

ivoi

re468.8

4.510

.75.5

23.1*

**7.4

7.411

.8n

iger

396.0

4.236

.0***

6.928

.6**

11.3

78.3*

**22

.3se

nega

l514.1

6.152

.7***

9.159

.0***

18.4

25.3

20.3

Cha

d454.4

8.56.1

11.4

27.5

18.9

57.5

30.1

togo

501.2

7.118

.510

.280

.5***

13.9

125.9

***

16.8


Table

B3.1

7: D

istrib

utio

n of

Pup

ils b

y Ey

esigh

t Pro

blem

s - L

ate

Prim

ary

no

visu

al im

pair

men

tV

isua

l im

pair

men

t an

d w

ear

eyeg

lass

esV

isua

l im

pair

men

t an

d do

not

wea

r ey

egla

sses

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n79.4

2.53.2

0.617

.52.5

Burk

ina

Faso

77.6

2.22.9

0.519

.52.1

Buru

ndi

64.9

2.013

.21.1

21.9

1.3C

amer

oon

73.5

2.17.2

0.919

.31.9

Con

go83

.61.6

6.61.0

9.81.1

Côt

e d’

ivoi

re74.8

2.34.5

0.620

.72.1

nig

er84.6

2.16.6

1.08.9

1.4se

nega

l75

.62.6

7.11.0

17.4

2.5C

had

84.4

2.54.9

1.010

.71.9

togo

82.5

1.32.2

0.315

.31.3

ave

rage

78.0

0.75.8

0.316

.10.6

Table

B3.1

8: D

istrib

utio

n of

Pup

ils H

earin

g Pr

oblem

s - L

ate

Prim

ary

With

a h

eari

ng im

pair

men

tW

ithou

t a

hear

ing

impa

irm

ent

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n15

.22.1

84.8

2.1Bu

rkin

a Fa

so21

.32.2

78.7

2.2Bu

rund

i14.0

1.586

.01.5

Cam

eroo

n23

.51.5

76.5

1.5C

ongo

11.9

1.388

.11.3

Côt

e d’

ivoi

re22.4

2.277

.62.2

nig

er12

.51.6

87.5

1.6se

nega

l16

.82.5

83.2

2.5C

had

13.3

2.086

.72.0

togo

11.5

1.288

.51.2

ave

rage

16.3

0.683

.70.6


Table

B3.1

9: Pe

rcen

tage

of P

upils

acc

ordi

ng to

their

Par

ticip

atio

n in

Agric

ultur

al W

ork

- Lat

e Pr

imar

ypu

pils

par

ticip

atin

g in

agr

icul

tura

l wor

kpu

pils

not

par

ticip

atin

g in

agr

icul

tura

l wor

k

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n55

.22.3

44.8

2.3Bu

rkin

a Fa

so66

.11.9

33.9

1.9Bu

rund

i81

.81.7

18.2

1.7C

amer

oon

76.0

1.424.0

1.4C

ongo

51.5

2.048.5

2.0C

ôte

d’iv

oire

61.5

1.938

.51.9

nig

er70

.22.1

29.8

2.1se

nega

l48.9

1.651

.11.6

Cha

d80

.53.6

19.5

3.6to

go67

.32.0

32.7

2.0a

vera

ge65

.90.6

34.1

0.6

Table

B3.2

0: D

istrib

utio

n of

Pup

ils a

ccor

ding

to th

eir P

artic

ipat

ion

in Pe

tty C

omm

erce

- La

te P

rimar

ypu

pils

par

ticip

atin

g in

pet

ty c

omm

erce

pupi

ls n

ot p

artic

ipat

ing

in p

etty

com

mer

ce

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n54.9

1.645.1

1.6Bu

rkin

a Fa

so47.6

1.952.4

1.9Bu

rund

i42.3

1.757

.71.7

Cam

eroo

n63

.61.6

36.4

1.6C

ongo

48.9

2.251

.12.2

Côt

e d’

ivoi

re45.5

1.754.5

1.7n

iger

52.2

2.247.8

2.2se

nega

l32

.71.7

67.3

1.7C

had

53.5

2.946.5

2.9to

go54.4

2.145.6

2.1a

vera

ge49.5

0.750

.50.7


Table

B3.2

1: Pu

pil P

erfo

rman

ce in

Rea

ding

acc

ordi

ng to

their

Par

ticip

atio

n in

Agric

ultur

al W

ork

- Lat

e Pr

imar

ypu

pils

par

ticip

atin

g in

agr

icul

tura

l wor

kpu

pils

not

par

ticip

atin

g in

agr

icul

tura

l wor

ka

vera

ge g

apst

anda

rd e

rror

a

vera

gest

anda

rd e

rror

a

vera

gest

anda

rd e

rror

Beni

n487.4

5.257

0.76.6

83.3*

**7.0

Burk

ina

Faso

523.2

3.6549.9

7.426

.7***

6.3Bu

rund

i52

1.92.2

543.0

3.421

.1***

3.9C

amer

oon

499.2

6.057

6.56.2

77.3*

**7.8

Con

go480.3

5.753

3.66.1

53.3*

**8.3

Côt

e d’

ivoi

re493.5

4.555

5.95.5

62.4***

6.2n

iger

399.7

3.9422.0

6.422

.3***

6.9se

nega

l51

8.37.1

580.9

8.762

.7***

8.3C

had

427.6

7.5457.9

9.930

.2***

11.4

togo

473.2

4.0548.2

4.975

.0***

5.8

Table

B3.2

2: Pu

pil P

erfo

rman

ce in

Mat

hem

atics

acc

ordi

ng to

their

Par

ticip

atio

n in

Agric

ultur

al W

ork

- Lat

e Pr

imar

ypu

pils

par

ticip

atin

g in

agr

icul

tura

l wor

kpu

pils

not

par

ticip

atin

g in

agr

icul

tura

l wor

ka

vera

ge g

apst

anda

rd e

rror

a

vera

gest

anda

rd e

rror

a

vera

gest

anda

rd e

rror

Beni

n470.2

5.353

2.66.7

62.4***

5.7Bu

rkin

a Fa

so53

3.93.9

553.1

7.719

.1***

7.3Bu

rund

i59

2.72.8

598.0

5.05.4

5.1C

amer

oon

473.8

5.553

6.55.2

62.6*

**5.8

Con

go472.0

4.4496.2

5.824.2***

6.2C

ôte

d’iv

oire

465.4

3.9493.1

4.127

.7***

5.1n

iger

404.1

4.3419.1

6.515

.0**

6.6se

nega

l52

2.07.1

574.0

8.352

.0***

7.7C

had

449.9

6.5461.0

7.211

.09.3

togo

497.1

5.156

9.96.2

72.8*

**7.4


Table

B3.2

3: Pu

pil P

erfo

rman

ce in

Rea

ding

acc

ordi

ng to

their

Par

ticip

atio

n in

Petty

Com

mer

ce -

Late

Prim

ary

pupi

ls pa

rtic

ipat

ing

in p

etty

com

mer

cepu

pils

not

par

ticip

atin

g in

pet

ty c

omm

erce

ave

rage

gap

stan

dard

err

or

ave

rage

stan

dard

err

or

ave

rage

stan

dard

err

or

Beni

n514.7

6.253

6.56.0

21.8*

**8.0

Burk

ina

Faso

524.6

4.653

9.35.3

14.8***

5.0Bu

rund

i51

9.02.4

530.6

2.411

.6***

2.8C

amer

oon

504.0

5.7541.5

6.937.4***

6.8C

ongo

498.6

3.9513.4

6.114.8***

5.1C

ôte

d’iv

oire

507.1

5.352

6.24.9

19.2*

**6.3

nig

er398.4

3.5415.1

5.616

.7***

5.6se

nega

l53

8.88.6

556.5

7.417

.8**

8.4C

had

432.7

8.5434.2

7.01.5

7.8to

go497.7

4.6497.4

5.6-0

.36.3

TableB3.24:PupilPerformanceinMathematicsaccordingtotheirParticipationinPettyCommerce-LatePrimary

pupi

ls pa

rtic

ipat

ing

in p

etty

com

mer

cepu

pils

not

par

ticip

atin

g in

pet

ty c

omm

erce

ave

rage

gap

stan

dard

err

or

ave

rage

stan

dard

err

or

ave

rage

stan

dard

err

or

Beni

n491.9

5.850

5.16.2

13.2*

*6.6

Burk

ina

Faso

536.1

4.8544.3

5.58.2

5.7Bu

rund

i58

9.23.2

597.0

3.17.7

**3.4

Cam

eroo

n478.5

5.550

6.86.0

28.3*

**5.6

Con

go472.1

4.3494.9

4.222

.9***

4.0C

ôte

d’iv

oire

468.4

4.3482.3

3.613

.9***

4.6n

iger

402.5

3.7414.7

6.112

.2**

5.5se

nega

l53

7.28.6

554.6

7.117

.5**

7.8C

had

452.3

7.4451.6

5.9-0

.77.5

togo

519.1

6.152

2.76.3

3.57.5


TableB3.25:PercentageandPerformanceofPupilsinLanguage,accordingtoNurserySchool,KindergartenorPreprimaryAttendance-EarlyPrimary

perc

enta

ge o

f pup

ils w

ho

atte

nded

pre

prim

ary…

stan

dard

er

ror

ave

rage

sco

re o

f pup

ils

who

att

ende

d pr

epri

mar

y…st

anda

rd

erro

r a

vera

ge s

core

of p

upils

who

di

d no

t att

end

prep

rim

ary…

stan

dard

er

ror

ave

rage

g

apst

anda

rd

erro

r

Beni

n41.6

3.2473.9

5.4448.9

5.025

.0***

6.4Bu

rkin

a Fa

so10

.91.2

560.9

30.9

508.5

5.552.4

30.7

Buru

ndi

23.0

2.363

0.08.9

628.2

6.81.8

10.9

Cam

eroo

n49.9

4.353

5.59.3

472.3

10.1

63.3*

**11

.3C

ongo

29.7

3.557

8.89.2

499.2

7.379

.6***

10.9

Côt

e d’

ivoi

re20

.32.0

518.0

12.8

475.6

5.642.4***

11.4

nig

er24.5

3.1495.0

12.8

415.8

7.279

.2***

13.3

sene

gal

31.3

3.053

6.912

.6485.5

11.4

51.4***

14.4

Cha

d13

.52.4

513.2

15.0

478.5

7.634.7**

15.6

togo

26.5

3.052

0.615

.3456.9

6.863

.8***

16.9

ave

rage

27.1

1.1

TableB3.26:PercentageandPerformanceofPupilsinMathematics,accordingtoNurserySchool,KindergartenorPreprimaryAttendance-EarlyPrimary

perc

enta

ge o

f pup

ils w

ho

atte

nded

pre

prim

ary…

stan

dard

er

ror

ave

rage

sco

re o

f pup

ils

who

att

ende

d pr

epri

mar

y…st

anda

rd

erro

r a

vera

ge s

core

of p

upils

who

di

d no

t att

end

prep

rim

ary…

stan

dard

er

ror

ave

rage

g

apst

anda

rd

erro

r

Beni

n41.6

3.2462.2

6.6452.7

6.69.5

8.1Bu

rkin

a Fa

so10

.91.2

524.8

20.0

504.1

5.020

.620.4

Buru

ndi

23.0

2.360

6.95.8

604.9

5.32.1

7.2C

amer

oon

49.9

4.352

7.98.9

476.1

12.6

51.8*

**13

.5C

ongo

29.7

3.557

0.86.4

528.4

6.742.4***

8.5C

ôte

d’iv

oire

20.3

2.0479.6

9.9462.8

5.816

.89.6

nig

er24.5

3.150

0.112

.3417.5

7.982

.7***

12.7

sene

gal

31.3

3.0540.6

11.1

515.2

10.2

25.5*

*12

.3C

had

13.5

2.453

1.315

.3487.7

10.0

43.7***

13.6

togo

26.5

3.050

6.111

.8462.0

6.944.1***

13.5

ave

rage

27.1

1.1


TableB3.27:PercentageandPerformanceofPupilsinReading,accordingtoNurserySchool,KindergartenorPreprimaryA

ttendance-LatePrimary

perc

enta

ge o

f pup

ils w

ho

atte

nded

pre

prim

ary…

stan

dard

er

ror

ave

rage

sco

re o

f pup

ils

who

att

ende

d pr

epri

mar

y…st

anda

rd

erro

r a

vera

ge s

core

of p

upils

who

di

d no

t att

end

prep

rim

ary…

stan

dard

er

ror

ave

rage

g

apst

anda

rd

erro

r

Beni

n30

.02.2

556.8

10.7

510.8

4.346.0***

10.9

Burk

ina

Faso

12.0

1.455

2.711

.352

9.23.7

23.5*

*9.6

Buru

ndi

20.5

1.3534.9

3.352

3.52.2

11.5*

**3.7

Cam

eroo

n46.6

2.255

3.67.0

485.6

5.768

.0***

7.0C

ongo

37.3

2.7541.9

5.6484.5

4.757

.5***

6.5C

ôte

d’iv

oire

23.7

1.6544.2

7.750

9.54.0

34.7***

7.8n

iger

17.6

1.6442.4

11.3

399.2

2.843.2***

11.3

sene

gal

43.7

2.557

2.210

.353

2.76.0

39.6*

**9.6

Cha

d19

.01.9

440.5

11.1

431.4

7.29.2

11.4

togo

31.7

2.053

7.66.3

479.1

4.858

.5***

7.7a

vera

ge28

.20.6

TableB3.28:PercentageandPerformancesofPupilsinMathematics,accordingtoNurserySchool,KindergartenorPreprimaryAttendance-LatePrimary

perc

enta

ge o

f pup

ils w

ho

atte

nded

pre

prim

ary…

stan

dard

er

ror

ave

rage

sco

re o

f pup

ils

who

att

ende

d pr

epri

mar

y…st

anda

rd

erro

r a

vera

ge s

core

of p

upils

who

di

d no

t att

end

prep

rim

ary…

stan

dard

er

ror

ave

rage

g

apst

anda

rd

erro

r

Beni

n30

.02.2

525.3

9.8486.6

5.638

.7***

10.6

Burk

ina

Faso

12.0

1.4554.6

11.1

537.7

3.816

.99.4

Buru

ndi

20.5

1.359

3.34.0

593.8

2.9-0

.54.3

Cam

eroo

n46.6

2.2516.4

6.7464.3

4.852

.1***

5.9C

ongo

37.3

2.750

7.85.2

470.1

4.337

.8***

6.6C

ôte

d’iv

oire

23.7

1.6487.6

5.0472.5

3.415

.1***

5.3n

iger

17.6

1.6442.3

10.2

402.0

3.440.2***

10.4

sene

gal

43.7

2.556

2.29.8

537.4

6.224.9***

8.9C

had

19.0

1.9461.3

9.5450.8

6.110

.69.7

togo

31.7

2.055

5.28.0

504.3

5.950

.9***

9.2a

vera

ge28

.20.6


Table

B3.2

9: Av

erag

e G

ap in

Soc

ioec

onom

ic St

atus

bet

wee

n Pu

pils

who

Hav

e an

d H

ave

not A

ttend

ed P

repr

imar

y

ave

rage

gap

stan

dard

err

or

Beni

n5.8

***

1.0Bu

rkin

a Fa

so6.8

***

0.9Bu

rund

i4.4***

0.5C

amer

oon

6.9**

*0.6

Con

go8.9

***

0.8C

ôte

d’iv

oire

4.9***

0.6n

iger

11.3*

**1.4

sene

gal

6.1**

*0.6

Cha

d8.6

***

1.1to

go7.4***

0.7

Table

B3.3

0: Pe

rcen

tage

and

Per

form

ance

of P

upils

in L

angu

age,

who

Did

or D

id n

ot R

epea

t Gra

de 2

- Ea

rly P

rimar

ype

rcen

tage

of p

upils

w

ho r

epea

ted

stan

dard

err

or

ave

rage

sco

re o

f no

n-re

peat

ers

stan

dard

err

or

ave

rage

sco

re o

f re

peat

ers

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

Beni

n11.4

1.6460.4

4.6458.6

8.3-1

.87.6

Burk

ina

Faso

10.9

1.751

9.05.7

473.5

16.0

-45.4***

14.4

Buru

ndi

26.6

1.963

0.25.7

624.6

10.3

-5.6

9.9C

amer

oon

12.5

3.1510.4

8.6463.5

14.2

-46.9***

14.0

Con

go13

.91.7

529.5

7.2480.1

10.2

-49.4***

10.6

Côt

e d’

ivoi

re11

.71.5

485.6

6.8473.3

11.4

-12.3

11.7

nig

er4.5

1.2435.2

8.0428.3

21.4

-6.9

21.9

sene

gal

9.81.3

507.8

10.2

453.1

11.5

-54.7***

15.7

Cha

d23

.52.8

485.4

7.8472.8

9.8-1

2.58.5

togo

10.4

1.7474.8

7.7465.2

10.8

-9.6

14.1

ave

rage

13.4

0.7


Table

B3.3

1: Pe

rcen

tage

and

Per

form

ance

of P

upils

in M

athe

mat

ics, w

ho D

id o

r Did

not

Rep

eat G

rade

2 -

Early

Prim

ary

perc

enta

ge o

f pup

ils

who

rep

eate

dst

anda

rd e

rror

a

vera

ge s

core

of

non-

repe

ater

sst

anda

rd e

rror

a

vera

ge s

core

of

repe

ater

sst

anda

rd e

rror

a

vera

ge g

apst

anda

rd e

rror

Beni

n11.4

1.6457.7

5.7460.2

12.3

2.511

.9Bu

rkin

a Fa

so10

.91.7

509.6

4.9479.2

13.6

-30.3

**13

.6Bu

rund

i26

.61.9

601.1

4.261

7.17.4

16.0*

*6.6

Cam

eroo

n12

.53.1

508.1

9.0462.6

14.5

-45.5***

13.8

Con

go13

.91.7

545.0

6.351

6.09.0

-28.9

***

11.0

Côt

e d’

ivoi

re11

.71.5

465.8

6.2469.7

11.6

3.912

.1n

iger

4.51.2

437.5

8.7435.4

22.7

-2.0

23.3

sene

gal

9.81.3

528.1

9.5481.8

11.4

-46.3***

15.6

Cha

d23

.52.8

493.6

12.1

489.6

11.5

-4.0

14.0

togo

10.4

1.7472.7

6.9482.3

11.4

9.713

.7a

vera

ge13.4

0.7

Table

B3.3

2: D

istrib

utio

n of

Pup

ils a

ccor

ding

to th

e N

umbe

r of R

epet

itions

- La

te P

rimar

yt

he p

upil

neve

r re

peat

edt

he p

upil

repe

ated

onc

et

he p

upil

repe

ated

tw

ice

the

pup

il re

peat

ed m

ore

than

tw

ice

perc

enta

gest

anda

rd

erro

r pe

rcen

tage

stan

dard

er

ror

perc

enta

gest

anda

rd

erro

r pe

rcen

tage

stan

dard

er

ror

Beni

n42.9

1.841.0

1.713

.00.8

3.20.4

Burk

ina

Faso

44.3

1.544.7

1.39.7

0.71.3

0.2Bu

rund

i17

.81.2

25.5

1.430

.71.2

25.9

1.3C

amer

oon

45.1

1.937

.91.5

11.8

1.15.3

0.6C

ongo

42.8

2.640.1

2.414.2

1.63.0

0.5C

ôte

d’iv

oire

38.5

1.741.8

1.514.2

1.05.5

0.8n

iger

60.2

2.334.5

2.13.2

0.52.1

0.6se

nega

l64.2

2.131

.71.9

3.00.4

1.00.4

Cha

d36

.52.0

51.5

2.18.3

1.13.7

0.7to

go34.2

1.544.6

1.117

.31.1

3.90.4

ave

rage

42.5

0.739

.30.6

12.6

0.45.5

0.2


Table

B3.3

3: Pu

pil P

erfo

rman

ce a

nd P

erfo

rman

ce G

aps i

n Re

ading

, acc

ordi

ng to

the

Num

ber o

f Rep

etitio

ns -

Late

Prim

ary

the

pup

il ne

ver

repe

ated

perf

orm

ance

gap

bet

wee

n pu

pils

who

re

peat

ed o

nce

and

pupi

ls w

ho n

ever

re

peat

ed

perf

orm

ance

gap

bet

wee

n pu

pils

who

re

peat

ed t

wic

e an

d pu

pils

who

nev

er

repe

ated

perf

orm

ance

gap

bet

wee

n pu

pils

who

re

peat

ed m

ore

than

tw

ice

and

pupi

ls

who

nev

er r

epea

ted

ave

rage

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

Beni

n56

8.77.3

-72.0

***

8.1-9

1.0**

*8.6

-108

.0***

11.4

Burk

ina

Faso

542.8

6.6-1

6.0**

*5.8

-29.1

***

7.3-5

7.7**

*13

.8Bu

rund

i53

8.14.4

-8.4

4.5-16.4***

4.3-1

9.9**

*4.8

Cam

eroo

n552.4

6.0-48.1***

6.0-8

6.7**

*8.5

-112

.3***

10.4

Con

go546.1

5.3-64.4***

6.5-8

6.0**

*9.7

-103

.3***

11.0

Côt

e d’

ivoi

re540.8

6.2-3

5.2**

*6.6

-41.4***

8.7-5

6.6**

*10

.3n

iger

410.3

4.6-6.4

5.2-2

6.8**

10.7

-8.5

24.0

sene

gal

574.8

7.6-6

3.3**

*7.0

-98.4***

11.4

-159

.9***

33.3

Cha

d447.5

7.5-1

5.8**

*5.8

-37.4***

9.8-9

3.2**

*21.4

togo

531.6

4.9-46.4***

5.7-5

9.8**

*5.4

-71.4***

9.5

TableB3.34:PupilPerformanceandPerformanceGapsinMathematics,accordingtotheNumberofRepetitions-LatePrimary

the

pup

il ne

ver

repe

ated

perf

orm

ance

gap

bet

wee

n pu

pils

who

re

peat

ed o

nce

and

pupi

ls w

ho n

ever

re

peat

ed

perf

orm

ance

gap

bet

wee

n pu

pils

who

re

peat

ed t

wic

e an

d pu

pils

who

nev

er

repe

ated

perf

orm

ance

gap

bet

wee

n pu

pils

who

re

peat

ed m

ore

than

tw

ice

and

pupi

ls

who

nev

er r

epea

ted

ave

rage

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

Beni

n53

1.98.2

-56.2

***

7.5-6

7.2**

*9.7

-87.3

***

12.3

Burk

ina

Faso

548.7

6.5-1

1.26.0

-30.6

***

8.2-64.9***

16.2

Buru

ndi

602.5

6.2-5

.25.6

-12.3

**5.6

-14.0**

6.6C

amer

oon

519.8

4.9-47.4***

5.3-7

0.5**

*6.2

-85.1

***

12.9

Con

go51

0.15.0

-45.0***

6.2-50.4***

7.6-6

9.5**

*13

.8C

ôte

d’iv

oire

487.4

4.5-1

8.1**

*4.9

-16.9

**6.7

-30.1

***

8.2n

iger

411.6

4.4-3

.15.5

-22.4**

9.4-2

7.022

.7se

nega

l57

2.07.6

-61.4***

7-8

8.5**

*13

.1-1

58.7*

**42.0

Cha

d468.0

6.0-2

0.9**

*6.7

-36.4***

8.5-7

6.6**

*19

.8to

go55

0.75.7

-44.0***

5.9-47.4***

6.9-5

8.5**

*12

.3


TableB4.1:VarianceDecompositioninLanguageandMathematicsScores-EarlyPrimary

Lang

uage

mat

hem

atic

s

scho

ol V

aria

nce

pupi

l Var

ianc

ein

tra-

clas

s co

rrel

atio

n co

effic

ient

scho

ol V

aria

nce

pupi

l Var

ianc

ein

tra-

clas

s co

rrel

atio

n co

effic

ient

Beni

n21

90.1

2330

.648.4%

2272

.95492.9

29.3%

Burk

ina

Faso

3856

.94832.8

44.4%

2654.6

4543.6

36.9%

Buru

ndi

3397

.55812.4

36.9%

1141.0

2690

.829

.8%C

amer

oon

4214.3

2744.6

60.6%

3480.8

3157

.252.4%

Con

go52

78.6

2811.4

65.2%

3076

.24014.7

43.4%

Côt

e d’

ivoi

re21

29.6

2737

.243.8%

1983

.74157.7

32.3%

nig

er4233.1

3244.1

56.6%

4845.0

5754.2

45.7%

sene

gal

6952

.34401.2

61.2%

5246.8

5760

.047.7%

Cha

d27

66.7

2397

.753

.6%3412.6

6099

.335

.9%to

go57

28.9

3303

.863.4%

4306.2

4714.4

47.7%

TableB4.2:VarianceDecompositioninReadingandMathematicsScores-LatePrimary

rea

ding

mat

hem

atic

s

scho

ol V

aria

nce

pupi

l Var

ianc

ein

tra-

clas

s co

rrel

atio

n co

effic

ient

scho

ol V

aria

nce

pupi

l Var

ianc

ein

tra-

clas

s co

rrel

atio

n co

effic

ient

Beni

n5148.4

4858.4

51.4%

4408.5

3855

.753

.3%Bu

rkin

a Fa

so31

09.9

3950.4

44.0%

3352

.04898.1

40.6%

Buru

ndi

680.5

1867

.526

.7%80

6.935

62.9

18.5%

Cam

eroo

n59

35.8

4623.3

56.2%

4425.6

4278.1

50.8%

Con

go4606.5

3846.5

54.5%

2876

.729

59.9

49.3%

Côt

e d’

ivoi

re38

79.9

5603

.740.9%

1749.3

3580

.832

.8%n

iger

2875

.933

79.3

46.0%

2329

.537

39.9

38.4%

sene

gal

5898

.253

56.7

52.4%

5388.4

5290

.550

.5%C

had

4238.2

2781

.260.4%

3767

.62817.4

57.2%

togo

4655.4

4123.4

53.0%

6016.4

4874.0

55.2%

AnnexB4.Chapter4Data


TableB4.3:PercentageofPupilsAttendingaSchoolinaRuralAreaandDifferenceinPupils’LanguageScores–EarlyPrimary

the

sch

ool i

s lo

cate

d in

a r

ural

are

ast

anda

rd

erro

r st

anda

rd

erro

r pe

rcen

tage

stan

dard

err

or

ave

rage

sco

re g

ap b

etw

een

pupi

ls in

ru

ral a

nd u

rban

are

as

ave

rage

per

form

ance

gap

bet

wee

n pu

pils

in

rur

al a

nd u

rban

are

as c

ontr

ollin

g fo

r th

e te

rrito

rial

pla

nnin

g in

dex

Beni

n55

.95.3

-35.0

***

9.3-3

0.319

.9Bu

rkin

a Fa

so44.3

5.4-5

3.7**

*13

.7-46.2***

15.0

Buru

ndi

86.5

3.4-2

8.1**

13.9

-24.6*

14.7

Cam

eroo

n66.4

4.6-8

0.7**

*17

.7-6

8.9**

*21.4

Con

go58

.75.1

-90.2

***

15.2

-89.0

***

15.7

Côt

e d’

ivoi

re55

.66.0

-50.0

***

11.5

-50.1

**19

.9n

iger

79.4

3.1-46.4*

24.8

-17.3

25.4

sene

gal

42.5

6.4-6

7.0**

*22

.7-5

7.8*

33.0

Cha

d50

.68.5

-32.6

**13

.8-3

0.7**

14.8

togo

61.6

5.8-9

3.2**

*13

.3-6

9.8**

*16

.3a

vera

ge60

.22.0

TableB4.4:PercentageofPupilsAttendingaSchoolinaRuralAreaandDifferenceinPupils’MathematicsScores–EarlyPrimary

the

sch

ool i

s lo

cate

d in

a r

ural

are

ast

anda

rd

erro

r st

anda

rd

erro

r pe

rcen

tage

stan

dard

err

or

ave

rage

sco

re g

ap b

etw

een

pupi

ls in

ru

ral a

nd u

rban

are

as

ave

rage

per

form

ance

gap

bet

wee

n pu

pils

in

rur

al a

nd u

rban

are

as c

ontr

ollin

g fo

r th

e te

rrito

rial

pla

nnin

g in

dex

Beni

n55

.95.3

-48.1***

10.6

-45.9**

20.4

Burk

ina

Faso

44.3

5.4-3

0.7**

*10

.6-2

9.9**

14.3

Buru

ndi

86.5

3.4-1

0.89.4

-10.5

8.1C

amer

oon

66.4

4.6-6

9.1**

*16

.0-5

8.2**

*19

.9C

ongo

58.7

5.1-5

0.9**

*12

.7-47.6***

12.6

Côt

e d’

ivoi

re55

.66.0

-39.0

**15

.3-45.6

30.5

nig

er79.4

3.1-41.1*

24.5

-6.9

25.6

sene

gal

42.5

6.4-41.3**

20.8

-28.0

29.0

Cha

d50

.68.5

-44.5***

15.7

-35.7

*18

.5to

go61

.65.8

-84.8***

11.3

-61.4***

15.3

ave

rage

60.2

2.0


TableB4.5:PercentageofPupilsAttendingaSchoolinaRuralAreaandDifferenceinPupils’ReadingScores-LatePrimary

the

sch

ool i

s lo

cate

d in

a r

ural

are

ast

anda

rd

erro

r st

anda

rd

erro

r pe

rcen

tage

stan

dard

err

or

ave

rage

sco

re g

ap

betw

een

pupi

ls in

rur

al

and

urba

n ar

eas

ave

rage

per

form

ance

gap

bet

wee

n pu

pils

in r

ural

and

ur

ban

area

s co

ntro

lling

for

the

terr

itori

al p

lann

ing

inde

x an

d th

e av

erag

e so

cioe

cono

mic

inde

x

Beni

n49.6

3.6-9

5.7**

*9.8

-62.4***

12.0

Burk

ina

Faso

54.7

3.4-5

1.8**

*9.1

-35.4***

9.9Bu

rund

i82

.22.5

-17.6

***

4.3-6

.96.0

Cam

eroo

n64.1

3.7-1

19.2*

**9.6

-80.8

***

12.6

Con

go42.0

4.8-7

7.8**

*9.0

-41.3***

11.0

Côt

e d’

ivoi

re51

.52.7

-78.8

***

7.2-5

8.0**

*10

.7n

iger

79.3

2.7-6

7.8**

*11

.8-3

6.6**

*11

.5se

nega

l44.1

4.2-8

0.8**

*14.5

-55.1

***

16.6

Cha

d54.6

6.9-3

9.8**

*12

.6-45.7**

18.4

togo

60.8

3.2-8

1.6**

*9.5

-46.4***

14.1

ave

rage

58.3

1.4

TableB4.6:PercentageofPupilsAttendingaSchoolinaRuralAreaandDifferenceinPupils’MathematicsScores-LatePrimary

the

sch

ool i

s lo

cate

d in

a r

ural

are

ast

anda

rd

erro

r st

anda

rd

erro

r pe

rcen

tage

stan

dard

err

or

ave

rage

sco

re g

ap

betw

een

pupi

ls in

rur

al

and

urba

n ar

eas

ave

rage

per

form

ance

gap

bet

wee

n pu

pils

in r

ural

and

ur

ban

area

s co

ntro

lling

for

the

terr

itori

al p

lann

ing

inde

x an

d th

e av

erag

e so

cioe

cono

mic

inde

x

Beni

n49.6

3.6-7

8.8**

*10

.2-61.4***

15.3

Burk

ina

Faso

54.7

3.4-45.0***

9.6-3

3.8**

*11

.7Bu

rund

i82

.22.5

3.46.2

13.4*

7.6C

amer

oon

64.1

3.7-1

00.2*

**9.1

-73.0

***

12.1

Con

go42.0

4.8-40.3***

8.4-1

7.810

.8C

ôte

d’iv

oire

51.5

2.7-3

8.6**

*6.0

-26.2

***

8.8n

iger

79.3

2.7-5

1.1**

*11.4

-27.6

**11

.3se

nega

l44.1

4.2-7

0.9**

*14.3

-55.1

***

16.1

Cha

d54.6

6.9-2

1.713

.3-2

5.620

.7to

go60

.83.2

-75.4***

12.1

-40.6**

17.1

ave

rage

58.3

1.4


TableB4.7:PercentageofPupilsAttendingaPublic,PrivateorCommunitySchool-EarlyPrimary

pupi

ls a

tten

ding

a p

ublic

sch

ool

pupi

ls a

tten

ding

a p

riva

te s

choo

lpu

pils

att

endi

ng a

com

mun

ity s

choo

l

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n84.3

3.515

.73.5

--

Burk

ina

Faso

77.0

6.322

.56.4

0.50.3

Buru

ndi

94.7

2.73.0

2.22.3

1.6C

amer

oon

75.0

2.225

.02.2

- -

Con

go65

.64.9

34.0

4.90.3

0.0C

ôte

d’iv

oire

85.5

4.510

.83.8

3.72.5

nig

er95

.12.3

4.92.3

--

sene

gal

83.7

3.814.9

3.81.4

0.1C

had

68.1

5.313.4

3.518

.63.5

togo

75.1

2.123

.22.5

1.71.7

ave

rage

80.4

1.216

.71.0

2.80.4

TableB4.8:PercentageofPupilsAttendingaPublic,PrivateorCommunitySchool-LatePrimary

pupi

ls a

tten

ding

a p

ublic

sch

ool

pupi

ls a

tten

ding

a p

riva

te s

choo

lpu

pils

att

endi

ng a

com

mun

ity s

choo

l

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n85

.71.6

14.3

1.6 -

- Bu

rkin

a Fa

so89

.11.1

10.4

1.10.5

0.4Bu

rund

i94.3

1.92.9

1.32.8

1.3C

amer

oon

72.9

1.727

.11.7

--

Con

go63

.62.4

36.2

2.40.2

0.0C

ôte

d’iv

oire

90.2

1.68.8

1.31.0

1.0n

iger

97.1

1.12.7

1.10.2

0.0se

nega

l82

.63.1

15.5

3.11.9

1.1C

had

77.1

2.610

.82.3

12.2

1.4to

go71

.81.3

27.8

1.40.4

0.0a

vera

ge82.4

0.515

.60.5

1.90.2


TableB4.9:LanguagePerformanceGapsbetweenPupilsinPublicandPrivateEducation-EarlyPrimary

pupi

ls a

tten

ding

a p

ublic

sch

ool

pupi

ls a

tten

ding

a p

riva

te s

choo

lpu

pils

att

endi

ng a

com

mun

ity s

choo

l

ave

rage

st

anda

rd e

rror

pe

rfor

man

ce g

aps

betw

een

pupi

ls

atte

ndin

g pr

ivat

e an

d pu

blic

sch

ools

stan

dard

err

or

perf

orm

ance

gap

s be

twee

n pu

pils

atte

ndin

g co

mm

unity

and

pub

lic s

choo

lsst

anda

rd e

rror

Beni

n448.5

5.162

.3***

12.7

--

Burk

ina

Faso

517.5

5.5-1

3.821

.1 -

- Bu

rund

i62

8.05.9

42.3

25.7

--

Cam

eroo

n480.4

10.5

87.9*

**16

.6 -

- C

ongo

489.5

8.497

.0***

16.2

--

Côt

e d’

ivoi

re475.3

6.765

.9***

16.9

--

nig

er429.4

7.011

9.0**

52.4

--

sene

gal

471.4

6.619

3.1**

*19.4

--

Cha

d473.4

8.351

.6***

19.6

0.116

.9to

go449.5

7.499

.0***

22.5

--

TableB4.10:MathematicsPerformanceGapsbetweenPupilsinPublicandPrivateEducation-EarlyPrimary

pupi

ls a

tten

ding

a p

ublic

sch

ool

pupi

ls a

tten

ding

a p

riva

te s

choo

lpu

pils

att

endi

ng a

com

mun

ity s

choo

l

ave

rage

st

anda

rd e

rror

pe

rfor

man

ce g

aps

betw

een

pupi

ls

atte

ndin

g pr

ivat

e an

d pu

blic

sch

ools

stan

dard

err

or

perf

orm

ance

gap

s be

twee

n pu

pils

atte

ndin

g co

mm

unity

and

pub

lic s

choo

lsst

anda

rd e

rror

Beni

n445.7

6.356

.8***

10.2

--

Burk

ina

Faso

511.8

4.8-23.4

16.0

--

Buru

ndi

605.5

4.78.4

10.1

--

Cam

eroo

n485.0

11.7

70.7*

**15

.1 -

- C

ongo

522.5

8.453

.3***

12.9

--

Côt

e d’

ivoi

re460.7

6.339

.6***

15.9

--

nig

er434.0

8.171

.052

.3 -

- se

nega

l50

0.07.6

137.2

***

24.1

--

Cha

d482.1

13.9

53.0*

**21

.511.4

18.7

togo

454.8

7.279

.5***

19.8

--


TableB4.11:LanguageandMathematicsPerformanceGapsbetweenPupilsinPublicandPrivateEducation,ControllingfortheTerritorialPlanningIndex-EarlyPrimary

La

ngua

gem

athe

mat

ics

perf

orm

ance

gap

s be

twee

n pu

pils

at

tend

ing

priv

ate

and

publ

ic s

choo

lspe

rfor

man

ce g

aps b

etw

een

pupi

ls at

tend

ing

com

mun

ity a

nd p

ublic

scho

ols

perf

orm

ance

gap

s be

twee

n pu

pils

at

tend

ing

priv

ate

and

publ

ic s

choo

lspe

rfor

man

ce g

aps b

etw

een

pupi

ls at

tend

ing

com

mun

ity a

nd p

ublic

scho

ols

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

Beni

n58

.0***

13.5

--

47.1***

10.9

--

Burk

ina

Faso

6.424.5

--

-5.0

14.9

--

Buru

ndi

34.0

26.5

--

5.99.7

--

Cam

eroo

n74.3***

17.9

--

57.2*

**15

.7 -

- C

ongo

97.1*

**17

.0 -

- 49.2***

12.5

--

Côt

e d’

ivoi

re66.4***

19.7

--

41.0**

19.0

--

nig

er102.4**

42.1

--

51.0

38.8

--

sene

gal

189.4***

20.6

--

132.7

***

25.9

--

Cha

d70

.2***

16.9

13.9

21.0

69.3*

**20

.931

.019

.5to

go88

.7***

17.9

--

69.3*

**16.4

--

TableB4.12:ReadingPerformanceGapsbetweenPupilsinPublicandPrivateEducation-LatePrimary

pupi

ls a

tten

ding

a p

ublic

sch

ool

pupi

ls a

tten

ding

a p

riva

te s

choo

lpu

pils

att

endi

ng a

com

mun

ity s

choo

l

ave

rage

st

anda

rd e

rror

pe

rfor

man

ce g

aps b

etw

een

pupi

ls at

tend

ing

priv

ate

and

publ

ic sc

hool

sst

anda

rd e

rror

pe

rfor

man

ce g

aps b

etw

een

pupi

ls at

tend

ing

com

mun

ity a

nd p

ublic

scho

ols

stan

dard

err

or

Beni

n50

8.93.8

102.0

***

17.4

--

Burk

ina

Faso

531.6

3.69.3

29.7

--

Buru

ndi

523.5

2.364.2***

17.3

--

Cam

eroo

n496.2

6.778

.7***

11.7

--

Con

go465.0

4.510

5.7**

*7.0

--

Côt

e d’

ivoi

re50

8.94.1

87.1*

**10

.5 -

- n

iger

398.8

3.217

6.2**

*32

.1 -

- se

nega

l530.4

6.4114.6***

14.3

--

Cha

d423.9

8.260

.3***

29.7

17.0

13.2

togo

475.2

5.077

.6***

8.7 -

-


TableB4.13:MathematicsPerformanceGapsbetweenPupilsinPublicandPrivateEducation-LatePrimary

pupi

ls a

tten

ding

a p

ublic

sch

ool

pupi

ls a

tten

ding

a p

riva

te s

choo

lpu

pils

att

endi

ng a

com

mun

ity s

choo

l

ave

rage

st

anda

rd e

rror

pe

rfor

man

ce g

aps

betw

een

pupi

ls

atte

ndin

g pr

ivat

e an

d pu

blic

sch

ools

stan

dard

err

or

perf

orm

ance

gap

s be

twee

n pu

pils

at

tend

ing

com

mun

ity a

nd p

ublic

sch

ools

stan

dard

err

or

Beni

n484.4

4.987.4***

17.3

--

Burk

ina

Faso

539.4

3.89.0

27.5

--

Buru

ndi

592.2

2.835.4*

22.2

--

Cam

eroo

n471.7

6.465

.7***

10.0

--

Con

go452.4

4.079

.9***

6.1 -

- C

ôte

d’iv

oire

471.4

3.347.3***

8.4 -

- n

iger

402.0

3.6146.2***

37.8

--

sene

gal

529.8

6.210

7.1**

*13

.1 -

- C

had

444.1

6.661

.1***

26.0

1.512.4

togo

495.5

6.487

.2***

9.8 -

-

TableB4.14:ReadingandMathematicsPerformanceGapsbetweenPupilsinPublicandPrivateEducation,ControllingfortheSocioeconomicIndexandTerritorialPlanning

Inde

x - L

ate

Prim

ary

r

eadi

ngm

athe

mat

ics

perf

orm

ance

gap

s bet

wee

n pu

pils

atte

ndin

g pr

ivat

e an

d pu

blic

scho

ols

perf

orm

ance

gap

s bet

wee

n pu

pils

atte

ndin

g co

mm

unity

and

pub

lic sc

hool

s pe

rfor

man

ce g

aps b

etw

een

pupi

ls at

tend

ing

priv

ate

and

publ

ic sc

hool

spe

rfor

man

ce g

aps b

etw

een

pupi

ls at

tend

ing

com

mun

ity a

nd p

ublic

scho

ols

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

ave

rage

gap

stan

dard

err

or

Beni

n67

.7***

13.8

--

65.1*

**15

.7 -

- Bu

rkin

a Fa

so-7.4

24.0

--

-3.8

23.4

--

Buru

ndi

53.0*

**15

.9 -

- 30

.822

.5 -

- C

amer

oon

38.0*

**11

.2 -

- 34.6***

10.2

--

Con

go79.4***

8.4 -

- 72.4***

8.3 -

- C

ôte

d’iv

oire

55.0*

**9.8

--

32.6*

**8.2

--

nig

er13

7.6**

*25

.2 -

- 11

8.3**

*35

.2 -

- se

nega

l93

.8***

15.1

--

90.2*

**14.5

--

Cha

d42.5**

26.5

20.0

14.2

52.8*

**25

.10.5

13.7

togo

56.5*

**9.0

--

68.4***

12.5

--


TableB4.15:PercentageofPupilsinStandard,MultigradeorDouble-ShiftClasses-EarlyPrimary

m

ultig

rade

Cla

sses

dou

ble-

shift

Cla

sses

stan

dard

Cla

sses

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n4.9

2.30.6

0.694.5

2.4Bu

rkin

a Fa

so5.2

1.21.3

1.393

.51.6

Buru

ndi

0.00.0

46.8

5.253

.25.2

Cam

eroo

n22

.93.7

2.51.7

74.6

3.3C

ongo

30.1

5.425

.85.2

44.0

6.0C

ôte

d’iv

oire

8.02.9

6.62.1

85.4

3.4n

iger

8.72.4

0.40.4

90.9

3.1se

nega

l9.4

2.630

.55.2

60.1

5.3C

had

19.8

4.63.2

2.177

.05.1

togo

11.7

3.00.0

0.088

.33.0

ave

rage

11.9

1.011

.90.9

76.2

1.3

TableB4.16:PercentageofPupilsinStandard,MultigradeorDouble-ShiftClasses-LatePrimary

m

ultig

rade

Cla

sses

dou

ble-

shift

Cla

sses

stan

dard

Cla

sses

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n5.7

1.80.4

0.493

.93.9

Burk

ina

Faso

2.70.8

0.20.2

97.1

1.1Bu

rund

i0.0

0.024.1

3.775

.93.7

Cam

eroo

n16

.33.4

17.6

3.866

.24.2

Con

go27

.03.3

12.1

3.760

.93.9

Côt

e d’

ivoi

re16

.22.5

3.11.3

80.8

2.8n

iger

7.32.1

1.21.0

91.5

2.5se

nega

l6.6

1.818

.33.8

75.0

4.2C

had

35.1

6.27.1

3.457

.86.4

togo

30.7

3.02.2

1.267

.13.0

ave

rage

14.8

0.88.6

0.876

.61.0


TableB4.17:Language-ReadingandMathematicsPerformanceGapsbetweenPupilsinMultigradeandStandardClasses-EarlyandLatePrimary

earl

y pr

imar

yLa

te p

rim

ary

Lang

uage

mat

hem

atic

sr

eadi

ngm

athe

mat

ics

perf

orm

ance

gap

stan

dard

err

or

perf

orm

ance

gap

stan

dard

err

or

perf

orm

ance

gap

stan

dard

err

or

perf

orm

ance

gap

stan

dard

err

or

Beni

n22

.860.4

6.747.2

-29.5

21.4

-31.9

*18

.8Bu

rkin

a Fa

so-47.6

31.3

-39.7

33.0

-69.6

**27

.5-7

3.5**

*25

.7Bu

rund

i -

- -

- -

--

- C

amer

oon

-32.3

**15

.6-36.4**

17.1

-51.0

***

17.4

-40.6***

12.9

Con

go-6

5.9**

*19

.1-49.1***

14.5

-54.9***

11.3

-28.7

***

9.1C

ôte

d’iv

oire

-44.2***

13.8

-38.0

***

13.6

-46.1***

11.7

-23.8

***

9.0n

iger

-45.1***

16.4

-57.5

**22

.5-33.4**

17.1

-23.9

19.7

sene

gal

-71.4***

15.8

-66.0

**27

.9-44.5**

20.0

-35.1

*18

.2C

had

-30.2

**12

.3-2

6.718.4

9.312

.29.3

12.5

togo

- -

- -

-36.1

***

13.4

-39.4***

14.9

TableB4.18:PercentageofPupilsinMultigradeClassesAttendingaSchoolLocatedinaRuralorUrbanArea-EarlyandLatePrimary

earl

y pr

imar

yLa

te p

rim

ary

urb

anr

ural

urb

anr

ural

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n37

.625

.862.4

25.8

46.1

15.9

53.9

15.9

Burk

ina

Faso

65.8

13.4

34.2

13.4

53.3

12.6

46.7

12.6

Buru

ndi

- -

--

--

--

Cam

eroo

n18

.18.8

81.9

8.810

.84.0

89.2

4.0C

ongo

6.33.8

93.7

3.825

.66.0

74.4

6.0C

ôte

d’iv

oire

3.43.8

96.6

3.87.8

4.392

.24.3

nig

er10

.99.1

89.1

9.1-

--

-se

nega

l23

.023

.377

.023

.321

.812

.778

.212

.7C

had

5.13.8

94.9

3.818

.96.3

81.1

6.3to

go-

--

-9.1

3.890

.93.8


TableB4.19:LanguageandMathematicsPerformanceGapsbetweenPupilsinDoubleShiftandStandardClasses-EarlyandLatePrimary

earl

y pr

imar

yLa

te p

rim

ary

Lang

uage

mat

hem

atic

sr

eadi

ngm

athe

mat

ics

perf

orm

ance

gap

stan

dard

err

or

perf

orm

ance

gap

stan

dard

err

or

perf

orm

ance

gap

stan

dard

err

or

perf

orm

ance

gap

stan

dard

err

or

Beni

n -

- -

- -

--

- Bu

rkin

a Fa

so -

- -

- -

--

- Bu

rund

i29

.3**

(12.8

)7.4

(9.5)

-1.9

(6.2)

-7.1

(6.3)

Cam

eroo

n -

- -

-10

.1(1

8.6)

4.3(16.4)

Con

go-47.7***

(18.1

)-34.4**

(16.6

)-3

0.3**

(14.1)

-9.7

(16.0

)C

ôte

d’iv

oire

-8.3

(13.4)

-8.2

(11.1

) -

- -

-n

iger

--

- -

- -

- -

sene

gal

-56.4***

(19.8

)-48.1**

(19.9

)16.4

(30.8

)15

.7(2

9.3)

Cha

d -

- -

--1

6.1(1

2.8)

-20.3

**(9

.1)to

go -

- -

- -

--

-

TableB4.20:AverageNumberofPupilsperClassinthePASEC2

014

Asse

ssm

ent S

ampl

e - E

arly

and

Late

Prim

ary

earl

y pr

imar

yLa

te p

rim

ary

ave

rage

st

anda

rd e

rror

st

anda

rd d

evia

tion

stan

dard

err

or

ave

rage

st

anda

rd e

rror

st

anda

rd d

evia

tion

stan

dard

err

or

Beni

n57

.01.9

21.4

1.535

.51.1

14.4

0.6Bu

rkin

a Fa

so79

.85.3

39.9

2.268

.31.8

27.3

1.3Bu

rund

i56

.21.7

17.9

1.644.1

1.014.4

0.9C

amer

oon

52.9

4.331

.110

.747.5

2.530

.62.9

Con

go48.9

3.031

.32.8

55.2

4.942.8

4.6C

ôte

d’iv

oire

44.7

2.523

.31.3

43.5

1.726

.91.3

nig

er48.0

1.517

.61.7

39.6

1.114.8

0.8se

nega

l52

.03.5

25.7

3.442.8

2.723

.52.5

Cha

d64.5

5.331

.73.1

46.4

2.926

.31.8

togo

49.2

2.718

.63.1

36.1

1.116.4

1.1a

vera

ge55

.81.2

28.6

1.246.7

0.726

.20.7


TableB4.21:DistributionofPupilsbyAvailabilityofSeatinginClass-EarlyPrimary

one

sea

t pe

r pu

pil

one

sea

t fo

r tw

o pu

pils

one

sea

t fo

r thr

ee p

upils

or

mor

e

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n31

.25.3

51.0

6.017

.84.8

Burk

ina

Faso

10.8

2.959

.35.4

29.9

4.9Bu

rund

i22

.13.8

49.6

4.628

.34.4

Cam

eroo

n27

.24.8

46.4

6.726.4

5.6C

ongo

46.4

6.722

.05.2

31.6

5.0C

ôte

d’iv

oire

45.8

6.042.1

5.812

.03.1

nig

er16

.05.3

55.0

8.429

.18.0

sene

gal

32.5

7.645.5

8.822

.07.4

Cha

d6.4

3.642.2

10.6

51.5

10.5

togo

21.4

4.170

.14.8

8.52.9

TableB4.22:DistributionofPupilsbyAvailabilityofSeatinginClass-LatePrimary

one

sea

t pe

r pu

pil

one

sea

t fo

r tw

o pu

pils

one

sea

t fo

r thr

ee p

upils

or

mor

e

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n58

.76.5

29.6

6.111

.72.4

Burk

ina

Faso

30.5

3.860

.13.8

9.32.2

Buru

ndi

45.9

4.039

.54.1

14.6

3.1C

amer

oon

43.8

5.438

.76.0

17.5

3.6C

ongo

46.1

6.425

.05.4

28.9

6.8C

ôte

d’iv

oire

51.2

4.239

.24.2

9.72.4

nig

er35

.34.4

49.0

5.315

.73.5

sene

gal

56.8

5.129.4

4.913

.83.9

Cha

d32

.17.6

19.4

5.048.5

9.5to

go58

.34.9

28.1

4.113

.73.2


TableB4.23:PercentageofPupilsAttendingaSchoolwithaLibrary-LatePrimary

perc

enta

gest

anda

rd e

rror

Beni

n9.4

2.1Bu

rkin

a Fa

so5.6

1.9Bu

rund

i5.1

1.9C

amer

oon

18.4

2.5C

ongo

15.0

3.0C

ôte

d’iv

oire

7.02.2

nig

er1.5

0.9se

nega

l50

.15.1

Cha

d4.6

1.4to

go7.4

1.9a

vera

ge12.4

0.9

TableB4.24:DistributionofPupilsAccordingtotheNumberofPupilsperLanguageTextbook–Earlyprimary

one

tex

tboo

k pe

r pu

pil

one

tex

tboo

k fo

r tw

o pu

pils

one

tex

tboo

k fo

r thr

ee p

upils

or

mor

e

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n31

.86.0

37.3

6.531

.04.6

Burk

ina

Faso

49.5

7.220

.24.4

30.3

7.9Bu

rund

i3.9

2.024.3

5.071

.84.8

Cam

eroo

n29

.35.5

8.54.7

62.2

6.3C

ongo

51.2

5.917

.84.9

31.0

5.6C

ôte

d’iv

oire

55.7

6.327

.26.4

17.0

4.2n

iger

11.6

3.510

.23.5

78.3

3.9se

nega

l61

.75.4

4.41.6

33.9

4.9C

had

4.42.2

1.10.8

94.5

2.4to

go55

.66.8

10.6

3.233

.86.5


TableB4.25:DistributionofPupilsAccordingtotheNumberofPupilsperMathematicsTextbook–Earlyprimary

one

tex

tboo

k pe

r pu

pil

one

tex

tboo

k fo

r tw

o pu

pils

one

tex

tboo

k fo

r thr

ee p

upils

or

mor

e

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n34.2

5.835

.55.9

30.3

4.7Bu

rkin

a Fa

so1.4

1.41.0

0.897

.61.6

Buru

ndi

17.8

4.231

.04.9

51.2

5.0C

amer

oon

24.1

5.50.9

0.875

.05.5

Con

go59

.97.3

12.8

4.727

.36.0

Côt

e d’

ivoi

re64.4

5.517

.94.7

17.7

4.8n

iger

67.7

5.36.9

3.125.4

5.6se

nega

l37

.15.3

8.92.3

54.0

5.0C

had

3.62.1

4.92.9

91.5

3.6to

go81

.04.1

3.11.9

15.9

3.4

TableB4.26:DistributionofPupilsAccordingtotheNumberofPupilsperReadingTextbook–Lateprimary

one

tex

tboo

k pe

r pu

pil

one

tex

tboo

k fo

r tw

o pu

pils

one

tex

tboo

k fo

r thr

ee p

upils

or

mor

e

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n42.4

5.053

.15.1

4.41.4

Burk

ina

Faso

65.8

3.823.4

3.410

.82.7

Buru

ndi

5.21.8

45.4

4.449.5

4.2C

amer

oon

30.0

3.517

.93.1

52.1

3.2C

ongo

41.5

5.426

.66.5

31.9

7.1C

ôte

d’iv

oire

65.8

3.822

.72.9

11.5

2.7n

iger

16.9

3.014.8

2.968

.24.0

sene

gal

42.3

4.815.4

4.642.3

4.8C

had

8.11.3

3.92.1

88.0

2.5to

go45.0

3.624.4

3.330

.63.0


TableB4.27:DistributionofPupilsAccordingtotheNumberofPupilsperMathematicsTextbook–Lateprimary

one

tex

tboo

k pe

r pu

pil

one

tex

tboo

k fo

r tw

o pu

pils

one

tex

tboo

k fo

r thr

ee p

upils

or

mor

e

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n42.4

5.053

.25.1

4.41.4

Burk

ina

Faso

74.8

3.913

.32.9

11.9

3.0Bu

rund

i12

.92.2

28.1

3.859

.03.9

Cam

eroo

n23

.63.0

10.3

3.166

.13.6

Con

go44.1

5.719

.35.1

36.6

4.4C

ôte

d’iv

oire

68.9

3.819

.13.3

12.0

2.7n

iger

29.3

3.912

.62.2

58.1

4.3se

nega

l51

.64.7

8.53.0

39.9

4.7C

had

9.52.6

2.71.5

87.8

3.0to

go60

.04.7

18.4

3.621

.63.7

TableB4.28:PercentageofPupilsAttendingaSchoolwithoutLatrinesorToilets-LatePrimary

perc

enta

gest

anda

rd e

rror

Beni

n12

.14.7

Burk

ina

Faso

9.92.0

Buru

ndi

1.30.9

Cam

eroo

n21

.53.9

Con

go11

.72.4

Côt

e d’

ivoi

re42.2

3.8n

iger

32.5

4.3se

nega

l0.9

0.4C

had

48.5

4.8to

go40.4

3.2a

vera

ge22

.11.1


TableB4.30:PercentageofPupilsHavingUndergoneVariousMedicalTestsorCheckups-LatePrimary

pupi

l had

a m

edic

al c

heck

-up

duri

ng t

he y

ear

pupi

l had

an

eye

test

pupi

l had

a h

eari

ng t

est

pupi

l had

a d

ewor

min

g tr

eatm

ent

pupi

l rec

eive

d a

food

su

pple

men

t

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n4.9

1.32.2

1.00.6

0.48.8

2.03.7

1.4Bu

rkin

a Fa

so13

.72.8

4.21.3

3.71.7

38.6

3.715

.72.8

Buru

ndi

26.6

3.45.0

1.84.3

1.862

.64.2

10.8

2.5C

amer

oon

41.3

3.95.3

1.21.9

0.892

.32.2

10.3

2.5C

ongo

11.5

4.52.5

0.90.8

0.314.7

5.919

.35.8

Côt

e d’

ivoi

re45.6

3.819

.73.0

12.6

2.142.4

3.636

.84.3

nig

er29

.74.2

5.02.0

3.11.6

74.3

3.77.6

1.9se

nega

l40.7

5.09.8

3.65.1

2.959

.15.8

27.4

5.0C

had

7.52.9

2.82.1

0.80.6

8.52.9

6.83.1

togo

12.4

2.42.9

1.41.2

0.718

.23.4

9.22.2

ave

rage

23.3

1.25.9

0.73.4

0.641.8

1.314.6

1.0

TableB4.29:PercentageofPupilsAttendingaSchoolwithaFirstAidBox/MedicalKit-LatePrimary

perc

enta

gest

anda

rd e

rror

Beni

n59

.86.3

Burk

ina

Faso

12.3

2.4Bu

rund

i0.6

0.2C

amer

oon

71.6

3.9C

ongo

58.1

4.0C

ôte

d’iv

oire

11.1

3.1n

iger

5.31.9

sene

gal

51.9

5.1C

had

17.6

6.6to

go14.2

2.8a

vera

ge30

.21.5


TableB4.31:AverageLeveloftheSchoolInfrastructureIndex-LatePrimary

ave

rage

Lev

elst

anda

rd e

rror

st

anda

rd d

evia

tion

stan

dard

err

or

Beni

n54.8

0.76.4

0.5Bu

rkin

a Fa

so52

.50.5

6.10.3

Buru

ndi

45.8

0.58.0

0.4C

amer

oon

50.2

0.811

.30.8

Con

go54.0

0.88.9

0.7C

ôte

d’iv

oire

51.9

0.68.3

0.8n

iger

41.2

0.89.0

0.5se

nega

l58

.00.7

7.30.6

Cha

d44.9

0.910

.00.9

togo

46.7

0.610

.20.5

ave

rage

50.0

0.210

.00.2

TableB4.32:AverageGapbetweentheReadingScoresofPupilsofaGivenSchoolandofthosewhoseSchoolInfrastructureIndexisOnePointLower-LatePrimary

ave

rage

sco

re g

apst

anda

rd e

rror

a

vera

ge s

core

gap

, con

trol

ling

for

the

scho

ol in

fras

truc

ture

inde

x an

d th

e cl

ass

equi

pmen

t in

dex

stan

dard

err

or

Beni

n5.4***

0.90.4

0.8Bu

rkin

a Fa

so2.0

***

0.71.7

***

0.6Bu

rund

i1.2

***

0.30.2

1.2C

amer

oon

3.8**

*0.4

2.3**

*0.7

Con

go3.2

***

0.72.2

**1.0

Côt

e d’

ivoi

re3.5

***

0.7-0

.90.7

nig

er2.1

***

0.61.2

0.9se

nega

l4.4***

0.93.5

*1.8

Cha

d0.5

0.70.3

0.9to

go3.4***

0.41.3

**0.7


TableB4.33:AverageGapbetweentheMathematicsScoresofPupilsofaGivenSchoolandofthosewhoseSchoolInfrastructureIndexisOnePointLower-LatePrimary

ave

rage

sco

re g

apst

anda

rd e

rror

a

vera

ge s

core

gap

, con

trol

ling

for

the

scho

ol in

fras

truc

ture

inde

x an

d th

e cl

ass

equi

pmen

t in

dex

stan

dard

err

or

Beni

n4.7***

0.80.3

0.9Bu

rkin

a Fa

so1.8

***

0.71.4***

0.5Bu

rund

i0.8

***

0.30.2

0.6C

amer

oon

3.2**

*0.4

2.6**

*0.6

Con

go1.8

***

0.61.4

0.9C

ôte

d’iv

oire

2.0**

*0.5

-1.1

0.7n

iger

2.0**

*0.5

1.31.1

sene

gal

4.0***

0.92.9

1.9C

had

0.30.6

-0.2

1.1to

go3.7

***

0.40.9

0.6

TableB4.34:AverageoftheClassEquipmentIndex-EarlyPrimary

ave

rage

Lev

elst

anda

rd e

rror

st

anda

rd d

evia

tion

stan

dard

err

or

Beni

n55

.90.8

7.40.8

Burk

ina

Faso

48.9

1.27.9

1.3Bu

rund

i50

.00.7

7.01.1

Cam

eroo

n50

.31.3

10.7

1.7C

ongo

52.0

0.96.9

0.5C

ôte

d’iv

oire

54.1

0.99.3

1.1n

iger

48.3

0.54.9

0.6se

nega

l53

.91.2

8.91.2

Cha

d36

.71.9

11.8

1.8to

go49.8

1.09.7

1.5a

vera

ge50

.00.4

10.0

0.5


TableB4.35:AverageGapbetweentheLanguageScoresofPupilsofaGivenSchoolandofthosewhoseClassEquipmentIndexisOnePointLower-EarlyPrimary

ave

rage

sco

re g

apst

anda

rd e

rror

a

vera

ge s

core

gap

, con

trol

ling

for

the

scho

ol in

fras

truc

ture

inde

x an

d th

e cl

ass

equi

pmen

t in

dex

stan

dard

err

or

Beni

n1.5

**0.6

0.10.7

Burk

ina

Faso

1.61.0

0.50.7

Buru

ndi

-0.4

1.3-0

.81.0

Cam

eroo

n2.9

***

0.61.8

***

0.6C

ongo

-0.5

1.2-1

.11.0

Côt

e d’

ivoi

re1.6

***

0.51.9

***

0.5n

iger

4.4**

2.02.6

1.6se

nega

l4.3***

1.64.6**

1.9C

had

0.40.6

-0.2

0.6to

go2.2

*1.2

0.00.7

TableB4.36:AverageGapbetweentheMathematicsScoresofPupilsofaGivenSchoolandofthosewhoseClassEquipmentIndexisOnePointLower-EarlyPrimary

ave

rage

sco

re g

apst

anda

rd e

rror

a

vera

ge s

core

gap

, con

trol

ling

for

the

scho

ol in

fras

truc

ture

inde

x an

d th

e cl

ass

equi

pmen

t in

dex

stan

dard

err

or

Beni

n0.8

0.8-0

.50.8

Burk

ina

Faso

1.6*

0.90.6

0.6Bu

rund

i-0

.20.7

-0.4

0.6C

amer

oon

2.2**

*0.6

1.1*

0.6C

ongo

-1.2

0.9-1

.6**

0.7C

ôte

d’iv

oire

1.1**

*0.4

1.4***

0.5n

iger

4.1**

1.72.8

2.1se

nega

l3.7

**1.5

3.9**

1.8C

had

-0.8

0.8-1

.30.9

togo

2.0*

0.80.3

0.6


TableB4.37:AverageoftheClassEquipmentIndex-LatePrimary

ave

rage

Lev

elst

anda

rd e

rror

st

anda

rd d

evia

tion

stan

dard

err

or

Beni

n60

.01.2

9.00.8

Burk

ina

Faso

53.8

0.78.5

0.7Bu

rund

i49.2

0.45.8

0.4C

amer

oon

45.8

0.68.8

0.5C

ongo

48.9

0.76.8

0.6C

ôte

d’iv

oire

54.0

0.68.3

0.8n

iger

47.5

0.68.1

0.7se

nega

l53

.11.0

10.3

0.8C

had

38.0

0.88.1

0.6to

go49.8

0.68.5

0.7a

vera

ge50

.00.3

10.0

0.3

TableB4.38:AverageGapbetweentheReadingScoresofPupilsofaGivenSchoolandofthosewhoseClassEquipmentIndexisOnePointLower-LatePrimary

ave

rage

sco

re g

apst

anda

rd e

rror

a

vera

ge s

core

gap

, con

trol

ling

for

the

scho

ol in

fras

truc

ture

inde

x an

d th

e cl

ass

equi

pmen

t in

dex

stan

dard

err

or

Beni

n2.3

***

0.81.5

0.9Bu

rkin

a Fa

so2.3

***

0.42.0

***

0.5Bu

rund

i1.7

***

0.31.0

***

0.3C

amer

oon

3.9**

*0.7

1.8**

0.8C

ongo

3.1**

*0.8

1.50.9

Côt

e d’

ivoi

re3.3

***

0.52.0

***

0.5n

iger

2.0**

*0.7

1.1*

0.6se

nega

l1.8

**0.8

1.8**

0.8C

had

3.0**

*0.8

3.3**

*0.9

togo

0.50.5

-0.7

0.5


TableB4.39:AverageGapbetweentheMathematicsScoresofPupilsofaGivenSchoolandofthosewhoseClassEquipmentIndexisOnePointLower-LatePrimary

ave

rage

sco

re g

apst

anda

rd e

rror

a

vera

ge s

core

gap

, con

trol

ling

for

the

scho

ol in

fras

truc

ture

inde

x an

d th

e cl

ass

equi

pmen

t in

dex

stan

dard

err

or

Beni

n2.5

***

0.91.6

*0.8

Burk

ina

Faso

2.2**

*0.4

1.9**

*0.5

Buru

ndi

1.3**

*0.5

0.90.6

Cam

eroo

n3.3

***

0.61.5

**0.7

Con

go2.2

***

0.71.0

0.8C

ôte

d’iv

oire

2.0**

*0.4

1.4***

0.4n

iger

1.6**

0.70.9

0.6se

nega

l1.8

**0.7

1.8**

0.8C

had

2.3**

*0.8

2.5**

*0.9

togo

0.80.6

-0.5

0.5

TableB4.40:LanguagePerformanceandGapsinScores,accordingtotheNumberofReadingTextbooksAvailableinClass-EarlyPrimary

one

tex

tboo

k pe

r pu

pil

one

tex

tboo

k fo

r tw

o pu

pils

one

tex

tboo

k fo

r thr

ee p

upils

or

mor

e

ave

rage

stan

dard

err

or

perf

orm

ance

gap

bew

een

pulp

ils

havi

ng o

ne t

extb

ook

for

two

pupi

ls a

nd p

upils

hav

ing

thei

r ow

n te

xtbo

ok

stan

dard

err

or

perf

orm

ance

gap

bew

een

pulp

ils

havi

ng o

ne t

extb

ook

for

thre

e or

mor

e pu

pils

and

pup

ils h

avin

g th

eir

own

text

book

stan

dard

err

or

Beni

n473.4

11.5

-15.6

14.1

-29.9

*15

.3Bu

rkin

a Fa

so526.4

9.4-3

.618

.8-3

2.3**

16.1

Buru

ndi

628.8

7.45.1

14.9

-3.2

10.7

Cam

eroo

n554.9

14.3

26.1

27.4

-85.0

***

14.5

Con

go52

7.810

.1-1

1.622

.5-2

3.019

.0C

ôte

d’iv

oire

501.5

8.1-3

2.2**

15.2

-50.7

***

10.6

nig

er50

2.124.8

-79.4***

30.2

-75.0

***

26.3

sene

gal

524.7

14.7

-34.1

24.4

-61.7

***

17.4

Cha

d545.8

33.6

-110

.994.4

-67.9

*34.7

togo

488.7

9.8-1

7.117

.6-3

8.8**

19.6


TableB4.41:MathematicsPerformanceandGapsinScores,accordingtotheNumberofMathematicsTextbooksAvailableinClass-EarlyPrimary

one

tex

tboo

k pe

r pu

pil

one

tex

tboo

k fo

r tw

o pu

pils

one

tex

tboo

k fo

r thr

ee p

upils

or

mor

e

ave

rage

stan

dard

err

or

perf

orm

ance

gap

bew

een

pulp

ils

havi

ng o

ne t

extb

ook

for

two

pupi

ls a

nd p

upils

hav

ing

thei

r ow

n te

xtbo

ok

stan

dard

err

or

perf

orm

ance

gap

bew

een

pulp

ils

havi

ng o

ne t

extb

ook

for

thre

e or

mor

e pu

pils

and

pup

ils h

avin

g th

eir

own

text

book

stan

dard

err

or

Beni

n464.6

12.5

-10.1

15.3

-20.6

15.7

Burk

ina

Faso

- -

- -

- -

Buru

ndi

597.7

7.33.7

10.0

12.2

10.4

Cam

eroo

n55

2.916

.5-9

1.2**

*18

.9-6

5.0**

*19

.0C

ongo

529.0

9.026

.021

.929

.7*17

.6C

ôte

d’iv

oire

473.7

8.1-1

1.912

.9-3

1.7**

*11

.1n

iger

445.6

10.7

-26.6

47.0

-30.4*

15.7

sene

gal

574.7

17.7

-79.6

*45.2

-81.2

***

21.1

Cha

d57

2.031

.9-5

1.545.8

-81.8

**33

.7to

go479.7

6.4-5

0.664.5

-28.2

*17

.0

TableB4.42:ReadingPerformanceandGapsinScores,accordingtotheNumberofReadingTextbooksAvailableinClass-LatePrimary

one

tex

tboo

k pe

r pu

pil

one

tex

tboo

k fo

r tw

o pu

pils

one

tex

tboo

k fo

r thr

ee p

upils

or

mor

e

ave

rage

stan

dard

err

or

perf

orm

ance

gap

bew

een

pulp

ils

havi

ng o

ne t

extb

ook

for

two

pupi

ls a

nd p

upils

hav

ing

thei

r ow

n te

xtbo

ok

stan

dard

err

or

perf

orm

ance

gap

bew

een

pulp

ils

havi

ng o

ne t

extb

ook

for

thre

e or

mor

e pu

pils

and

pup

ils h

avin

g th

eir

own

text

book

stan

dard

err

or

Beni

n53

6.310

.5-1

9.713

.9-64.6***

20.8

Burk

ina

Faso

539.5

4.8-1

6.0**

7.9-34.5

21.1

Buru

ndi

553.4

15.2

-24.1

15.5

-34.6**

15.7

Cam

eroo

n549.9

13.9

-7.6

19.9

-59.9

***

15.5

Con

go53

5.57.9

-60.3

***

16.6

-56.6

***

10.0

Côt

e d’

ivoi

re52

6.55.1

-22.9

**11.4

-36.7

***

12.7

nig

er438.4

13.3

-38.7

**16

.5-42.3***

14.4

sene

gal

573.1

10.2

-32.4*

18.6

-47.3***

16.6

Cha

d52

6.722

.3-8

0.6**

33.0

-102

.2***

23.7

togo

503.8

7.51.9

15.3

-23.1

***

8.8


TableB4.43:MathematicsPerformanceandGapsinScores,accordingtotheNumberofMathematicsTextbooksAvailableinClass-LatePrimary

one

tex

tboo

k pe

r pu

pil

one

tex

tboo

k fo

r tw

o pu

pils

one

tex

tboo

k fo

r thr

ee p

upils

or

mor

e

ave

rage

stan

dard

err

or

perf

orm

ance

gap

bew

een

pulp

ils

havi

ng o

ne t

extb

ook

for

two

pupi

ls a

nd p

upils

hav

ing

thei

r ow

n te

xtbo

ok

stan

dard

err

or

perf

orm

ance

gap

bew

een

pulp

ils

havi

ng o

ne t

extb

ook

for

thre

e or

mor

e pu

pils

and

pup

ils h

avin

g th

eir

own

text

book

stan

dard

err

or

Beni

n51

0.710

.8-2

1.814.9

-58.0

***

20.5

Burk

ina

Faso

544.0

5.0-1

.38.2

-33.7

**17

.1Bu

rund

i59

6.29.8

10.9

11.4

-9.3

10.5

Cam

eroo

n53

1.310

.8-12.4

28.9

-62.0

***

14.0

Con

go495.8

10.2

-26.7

21.0

-26.4**

11.7

Côt

e d’

ivoi

re483.2

3.6-2

5.6**

*9.4

-21.6

**9.3

nig

er424.5

8.4-1

7.812.4

-28.7

***

9.9se

nega

l56

7.79.2

-42.3*

25.3

-40.5***

15.5

Cha

d51

8.321

.2-7

5.1**

*24.5

-74.4***

22.0

togo

523.0

8.2-6

.017

.8-7

.813

.3

TableB4.44:LinearRelationshipofPerformanceonClassSize-EarlyPrimary

Lang

uage

mat

hem

atic

s

Reg

ress

ion

Coe

ffici

ent

Reg

ress

ion

Coe

ffici

ent

Beni

n-0

.5**

0.2-0.4*

0.2Bu

rkin

a Fa

so0.4**

0.10.4***

0.1Bu

rund

i-0

.8**

0.4-0.4**

0.2C

amer

oon

0.20.7

0.20.7

Con

go-0

.10.2

0.10.2

Côt

e d’

ivoi

re0.1

0.20.3

0.3n

iger

0.60.5

0.40.5

sene

gal

-0.7*

*0.3

-0.4

0.3C

had

0.20.2

0.5**

0.3to

go1.3

***

0.41.4***

0.4


TableB4.46:QuadraticRelationshipofPerformanceonClassSize-EarlyPrimary

La

ngua

gem

athe

mat

ics

Line

arQ

uadr

atic

Line

arQ

uadr

atic

reg

ress

ion

Coe

ffici

ent

stan

dard

err

or

reg

ress

ion

Coe

ffici

ent

stan

dard

err

or

reg

ress

ion

Coe

ffici

ent

stan

dard

err

or

reg

ress

ion

Coe

ffici

ent

stan

dard

err

or

Beni

n0.9

0.7-0

.0**

0.01.0

0.7-0

.0**

0.0Bu

rkin

a Fa

so0.3

0.40.0

0.00.4

0.40.0

0.0Bu

rund

i-1

.12.1

0.00.0

-1.2

1.20.0

0.0C

amer

oon

1.42.6

-0.0

0.01.4

2.2-0

.00.0

Con

go-0

.91.0

0.00.0

-0.8

0.80.0

0.0C

ôte

d’iv

oire

0.60.8

-0.0

0.00.2

1.0-0

.00.0

nig

er1.3

0.8-0

.00.0

0.81.0

-0.0

0.0se

nega

l-1

.11.5

0.00.0

0.41.4

-0.0

0.0C

had

0.20.7

0.00.0

0.10.7

0.00.0

togo

4.3**

1.8-0

.0*0.0

4.3***

1.6-0

.0*0.0

TableB4.45:LinearRelationshipofPerformanceonClassSize-LatePrimary

rea

ding

mat

hem

atic

s

Reg

ress

ion

Coe

ffici

ent

Reg

ress

ion

Coe

ffici

ent

Beni

n-0

.9***

0.3-0

.7**

0.4Bu

rkin

a Fa

so0.3

0.20.2

0.2Bu

rund

i-0

.5***

0.2-0

.7***

0.2C

amer

oon

0.50.4

0.6**

0.2C

ongo

-0.2*

0.1-0.4***

0.1C

ôte

d’iv

oire

0.4***

0.10.1

0.1n

iger

0.8**

*0.3

0.8**

*0.3

sene

gal

0.30.5

0.30.5

Cha

d-0

.30.2

-0.4*

0.2to

go1.7

***

0.31.9

***

0.3


TableB4.47:QuadraticRelationshipofPerformancesonClassSize-LatePrimary

r

eadi

ngm

athe

mat

ics

Line

arQ

uadr

atic

Line

arQ

uadr

atic

reg

ress

ion

Coe

ffici

ent

stan

dard

err

or

reg

ress

ion

Coe

ffici

ent

stan

dard

err

or

reg

ress

ion

Coe

ffici

ent

stan

dard

err

or

reg

ress

ion

Coe

ffici

ent

stan

dard

err

or

Beni

n-2

.5*1.3

0.00.0

-1.5

1.50.0

0.0Bu

rkin

a Fa

so0.0

1.00.0

0.00.2

1.00.0

0.0Bu

rund

i0.4

0.60.0

0.00.2

0.60.0

0.0C

amer

oon

3.3**

*0.9

-0.0*

**0.0

2.4***

0.7-0

.0**

0.0C

ongo

1.3**

0.5-0

.0***

0.00.5

0.4-0

.0**

0.0C

ôte

d’iv

oire

1.1*

0.6-0

.00.0

0.50.5

-0.0

0.0n

iger

-0.2

1.20.0

0.00.0

1.10.0

0.0se

nega

l1.1

1.8-0

.00.0

0.61.7

-0.0

0.0C

had

0.81.0

-0.0

0.00.7

1.0-0

.00.0

togo

5.2**

*0.9

-0.0*

**0.0

5.4***

1.3-0

.0***

0.0

TableB4.48:PercentageofPupilswhoseClassisH

eldbyaManandwhoseSchoolisManagedbyaMan–EarlyandLatePrimary

ea

rly

prim

ary

Late

pri

mar

y

the

cla

ss is

hel

d by

a m

ant

he c

lass

is h

eld

by a

man

the

sch

ool i

s m

anag

ed b

y a

man

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n65.4

5.080

.06.7

69.7

7.4Bu

rkin

a Fa

so33

.15.4

79.8

3.589

.92.0

Buru

ndi

70.1

4.718

.82.6

22.6

3.5C

amer

oon

26.8

6.075

.74.1

71.5

3.9C

ongo

40.8

6.574.6

3.971.4

7.1C

ôte

d’iv

oire

60.7

5.295

.11.8

89.7

2.8n

iger

39.9

4.669

.73.8

88.0

2.4se

nega

l52

.57.5

88.1

3.393

.82.7

Cha

d61

.37.3

99.8

0.289

.24.2

togo

82.4

4.197

.72.0

85.8

2.8a

vera

ge53

.21.6

77.9

1.277

.21.3


TableB4.49:PercentageofPupilsaccordingtoTeacherSeniority-EarlyPrimary

5 ye

ars

or L

ess

6 to

10

year

s11

to

20 y

ears

mor

e th

an 2

0 ye

ars

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n56

.06.4

29.3

5.914.6

4.2 -

- Bu

rkin

a Fa

so45.7

8.024.5

5.724.2

5.15.6

3.2Bu

rund

i52.4

4.414.2

4.025

.34.5

8.02.9

Cam

eroo

n55

.85.9

19.6

3.615

.04.2

9.63.9

Con

go43.9

6.735

.06.7

20.6

6.60.5

0.5C

ôte

d’iv

oire

43.1

5.627

.55.8

15.3

4.014.1

5.2n

iger

60.6

5.430

.54.9

7.93.5

1.01.0

sene

gal

26.9

5.530

.88.0

25.2

5.417

.17.5

Cha

d50

.57.4

27.0

6.320

.75.1

1.91.9

togo

22.1

4.219

.25.4

45.0

6.913

.75.9

ave

rage

45.8

1.725

.81.8

21.3

1.57.1

1.2

TableB4.50:PercentageofPupilsaccordingtoTeacherSeniority-LatePrimary

5 ye

ars

or L

ess

6 to

10

year

s11

to

20 y

ears

mor

e th

an 2

0 ye

ars

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n7.0

1.722

.63.8

18.9

2.851

.53.7

Burk

ina

Faso

15.7

2.932.4

3.546.8

4.15.2

1.8Bu

rund

i29

.73.0

28.2

2.825

.13.3

17.0

2.6C

amer

oon

27.6

3.522

.33.7

35.6

4.314.5

3.4C

ongo

18.5

2.734.0

5.733

.05.2

14.5

5.5C

ôte

d’iv

oire

18.9

3.031

.14.2

31.2

4.618

.83.9

nig

er15

.02.9

26.6

3.740.1

4.318

.35.3

sene

gal

17.0

4.231

.04.3

44.8

5.27.2

3.0C

had

39.7

5.729

.24.7

22.6

6.08.4

3.8to

go19.4

3.529

.63.2

38.6

4.312.4

2.1a

vera

ge20

.81.2

28.7

1.533

.71.6

16.8

1.1


TableB4.51:PercentageofPupilsaccordingtoHeadmasterSeniority-LatePrimary

5 ye

ars

or L

ess

6 to

10

year

s11

to

20 y

ears

mor

e th

an 2

0 ye

ars

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n36

.16.5

34.8

6.325

.03.0

4.11.4

Burk

ina

Faso

33.3

3.931

.13.9

31.0

3.24.6

1.0Bu

rund

i54.2

3.730

.33.7

13.2

3.12.3

1.3C

amer

oon

36.7

4.321

.63.8

28.9

3.912

.84.3

Con

go41.1

4.327

.05.6

30.1

6.21.8

0.9C

ôte

d’iv

oire

49.8

4.631

.14.1

17.3

3.41.9

1.0n

iger

30.9

3.919

.93.8

41.1

5.68.2

2.2se

nega

l29

.94.6

26.8

4.825

.84.8

17.5

4.9C

had

59.4

5.721

.84.3

17.8

5.01.0

0.6to

go30

.23.9

27.4

4.431

.83.6

10.6

3.6a

vera

ge40.2

1.527

.21.4

26.2

1.56.5

0.8

TableB4.52:AverageTeachingSeniorityofHeadmastersandPercentageofPupilsbyLevelofHeadmasters’TeachingSeniority-LatePrimary

ave

rage

sen

iori

ty5

year

s or

Les

s6

to 1

5 ye

ars

mor

e th

an 1

5 ye

ars

ave

rage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n17

.60.6

7.12.0

32.4

3.460

.53.6

Burk

ina

Faso

7.70.3

37.7

3.958

.04.0

4.31.6

Buru

ndi

8.10.6

46.4

4.340.8

4.412

.93.0

Cam

eroo

n9.2

0.636

.84.4

49.0

4.314.2

2.8C

ongo

12.5

0.730

.74.3

35.9

6.033

.34.2

Côt

e d’

ivoi

re12

.50.5

24.9

2.840.7

4.234.4

3.7n

iger

7.80.4

37.6

4.151

.35.2

11.2

2.4se

nega

l15

.01.0

15.0

3.841.7

4.843.2

5.2C

had

7.60.6

51.4

5.638

.26.0

10.4

2.2to

go11

.90.4

11.6

1.966

.33.4

22.1

3.2a

vera

ge11

.00.2

29.9

1.145.6

1.324.6

1.0


TableB4.54:DistributionofPupilsbyTeachers’A

cademicLevel-LatePrimary

prim

ary

Leve

lse

cond

ary

Leve

lu

nive

rsity

Lev

el

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n -

- 76

.84.6

23.2

4.6Bu

rkin

a Fa

so1.5

0.938

.14.1

60.4

4.0Bu

rund

i1.2

0.974.2

3.424.6

3.4C

amer

oon

0.00.0

72.2

3.427

.83.4

Con

go0.3

0.365

.74.5

34.0

4.5C

ôte

d’iv

oire

1.01.0

47.2

4.251

.84.1

nig

er -

- 70

.56.0

29.5

6.0se

nega

l -

- 52

.84.8

47.2

4.8C

had

--

41.9

4.858

.14.8

togo

--

71.5

3.428

.53.4

ave

rage

0.40.2

61.1

1.238

.51.2

TableB4.53:DistributionofPupilsbyTeachers’A

cademicLevel-EarlyPrimary

prim

ary

Leve

lse

cond

ary

Leve

lu

nive

rsity

Lev

el

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n -

- 80

.34.0

19.7

4.0Bu

rkin

a Fa

so0.3

0.239

.08.3

60.7

8.3Bu

rund

i0.4

0.486

.14.6

13.5

4.6C

amer

oon

1.60.9

81.3

3.617

.23.5

Con

go -

- 84.9

4.515

.14.5

Côt

e d’

ivoi

re -

- 80

.05.0

20.0

5.0n

iger

--

93.3

2.76.7

2.7se

nega

l -

- 59

.28.9

40.8

8.9C

had

--

71.5

7.428

.57.4

togo

--

90.6

3.39.4

3.3a

vera

ge0.2

0.176

.61.9

23.2

1.9


TableB4.55:DistributionofPupilsbyHeadmasters’AcademicLevel-LatePrimary

prim

ary

Leve

lse

cond

ary

Leve

lu

nive

rsity

Lev

el

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n0.4

0.084.9

4.314.7

4.3Bu

rkin

a Fa

so1.3

0.942.7

4.455

.94.5

Buru

ndi

0.90.7

75.1

3.124.0

3.1C

amer

oon

--

68.2

3.531

.83.5

Con

go -

- 60

.65.0

39.4

5.0C

ôte

d’iv

oire

--

63.8

3.236

.23.2

nig

er -

- 50

.15.2

49.9

5.2se

nega

l0.4

0.436

.05.0

63.6

5.0C

had

--

35.1

4.764.9

4.7to

go -

- 76

.13.2

23.9

3.2a

vera

ge0.3

0.159

.31.5

40.4

1.5

TableB4.56:DistributionofPupilsbyLevelofTeachers’Pre-serviceTraining-EarlyPrimary

no

prof

essi

onal

tra

inin

gLe

ss t

han

six

mon

ths

one

yea

rtw

o ye

ars

or m

ore

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n15

.63.7

4.92.6

10.5

3.269

.05.4

Burk

ina

Faso

14.6

3.217

.38.5

45.3

5.622

.85.4

Buru

ndi

10.1

3.69.0

3.28.2

3.172

.75.2

Cam

eroo

n20

.74.6

2.41.2

17.6

4.659

.35.4

Con

go15

.76.0

17.8

4.66.8

3.259

.76.2

Côt

e d’

ivoi

re20

.35.2

15.2

4.328

.36.2

36.3

6.2n

iger

23.3

4.921

.25.5

28.7

5.326

.85.6

sene

gal

5.93.4

29.6

6.458

.07.2

6.53.7

Cha

d23

.95.3

42.1

7.226

.67.1

7.43.7

togo

67.2

5.623

.84.6

7.02.9

2.01.4

ave

rage

21.5

1.318

.31.9

23.8

2.036

.31.8


TableB4.58:DistributionofPupilswhoseTeacherhasnoPre-serviceTeacherTrainingbutHasReceivedsomeIn-serviceTraining-EarlyandLatePrimary

earl

y pr

imar

yLa

te p

rim

ary

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n96.4

3.780

.211

.3Bu

rkin

a Fa

so74.1

10.4

87.9

4.7Bu

rund

i12

.012.4

38.7

13.9

Cam

eroo

n96.4

1.297

.32.0

Con

go62

.824.0

80.3

11.5

Côt

e d'

ivoi

re54.0

12.9

88.0

9.9n

iger

71.3

10.4

85.0

15.7

sene

gal

100.0

0.010

0.00.0

Cha

d70

.011

.075

.59.2

togo

75.6

6.873

.25.9

ave

rage

72.6

3.776

.93.0

TableB4.57:DistributionofPupilsbyLevelofTeachers’Pre-serviceTraining-LatePrimary

no

prof

essi

onal

tra

inin

gLe

ss t

han

six

mon

ths

one

yea

rtw

o ye

ars

or m

ore

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n4.2

1.018.4

5.328

.64.3

48.8

4.1Bu

rkin

a Fa

so14.8

2.18.4

2.239.4

3.837.4

3.8Bu

rund

i10

.22.6

10.2

2.211.4

2.168

.23.7

Cam

eroo

n8.6

1.72.7

1.435

.34.2

53.4

4.2C

ongo

7.92.1

8.42.1

19.2

5.764.5

6.0C

ôte

d'iv

oire

3.11.6

9.62.7

23.2

3.564.1

4.1n

iger

4.11.6

12.8

2.838

.54.4

44.7

5.0se

nega

l4.2

2.331

.95.0

57.5

5.16.3

2.2C

had

10.9

3.015

.53.8

48.4

6.625

.37.4

togo

34.3

4.348.0

3.910

.52.7

7.22.0

ave

rage

10.2

0.716

.60.9

31.0

1.242.2

1.1


TableB4.58:DistributionofPupilswhoseTeacherhasnoPre-serviceTeacherTrainingbutHasReceivedsomeIn-serviceTraining-EarlyandLatePrimary

earl

y pr

imar

yLa

te p

rim

ary

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n96.4

3.780

.211

.3Bu

rkin

a Fa

so74.1

10.4

87.9

4.7Bu

rund

i12

.012.4

38.7

13.9

Cam

eroo

n96.4

1.297

.32.0

Con

go62

.824.0

80.3

11.5

Côt

e d'

ivoi

re54.0

12.9

88.0

9.9n

iger

71.3

10.4

85.0

15.7

sene

gal

100.0

0.010

0.00.0

Cha

d70

.011

.075

.59.2

togo

75.6

6.873

.25.9

ave

rage

72.6

3.776

.93.0

TableB4.59:DistributionofPupilswhoseTeacherhasnoPre-serviceTeacherTraining,accordingtoTeachers’AcademicLevel-EarlyandLatePrimary

ea

rly

prim

ary

Late

pri

mar

y

prim

ary

Leve

lse

cond

ary

Leve

lu

nive

rsity

Lev

elpr

imar

y Le

vel

seco

ndar

y Le

vel

uni

vers

ity L

evel

perc

enta

gest

anda

rd

erro

r pe

rcen

tage

stan

dard

er

ror

perc

enta

gest

anda

rd

erro

r pe

rcen

tage

stan

dard

er

ror

perc

enta

gest

anda

rd

erro

r pe

rcen

tage

stan

dard

er

ror

Beni

n

10

0.00.0

0.00.0

93.2

6.16.8

6.1Bu

rkin

a Fa

so2.2

1.730

.610

.867

.210

.58.9

5.946.8

11.4

44.3

9.3Bu

rund

i0.0

0.073

.116

.626

.916

.66.1

6.393

.96.3

0.00.0

Cam

eroo

n1.1

1.282

.79.8

16.1

9.6

98

.01.1

2.01.1

Con

go

56

.630

.543.4

30.5

0.00.0

32.6

14.1

67.4

14.1

Côt

e d'

ivoi

re

91

.05.9

9.05.9

0.00.0

78.4

17.9

21.6

17.9

nig

er

90

.36.5

9.76.5

100.0

0.00.0

0.0se

nega

l

46.5

27.5

53.5

27.5

30.8

17.7

69.2

17.7

Cha

d

10

0.00.0

0.00.0

94.9

3.45.1

3.4to

go

93

.03.5

7.03.5

67.4

8.532

.68.5

TableB4.60:DistributionofPupilsaccordingtoHeadmasters’TeacherTraining-LatePrimary

no

prof

essi

onal

tra

inin

gLe

ss t

han

six

mon

ths

one

yea

rtw

o ye

ars

or m

ore

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n2.3

1.010

.34.1

40.8

5.146.6

4.0Bu

rkin

a Fa

so23

.83.5

15.9

3.118

.33.2

42.0

3.4Bu

rund

i6.8

2.09.9

2.512.4

2.770

.93.6

Cam

eroo

n9.6

2.62.2

1.237

.53.4

50.6

4.0C

ongo

9.12.6

4.22.0

29.1

6.457

.76.7

Côt

e d’

ivoi

re5.3

1.913

.13.1

23.9

4.157

.74.8

nig

er0.9

0.67.6

2.138

.14.4

53.4

4.5se

nega

l3.3

1.512

.22.6

52.5

5.032

.05.2

Cha

d6.8

1.512

.63.4

60.1

5.020

.53.7

togo

32.5

4.239

.24.3

22.1

3.36.2

1.8a

vera

ge10

.10.8

12.8

0.933

.51.4

43.7

1.5


TableB4.62:DistributionofPupilsaccordingtoTeachers’In-serviceTraining-LatePrimary

no

in-s

ervi

ce t

rain

ing

1 to

5 d

ays

of t

rain

ing

6 to

10

day

s of

tra

inin

g11

to

20 d

ays

of t

rain

ing

mor

e th

an 2

0 d

ays

of t

rain

ing

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n10

.02.6

24.6

4.415

.75.8

27.2

7.322

.54.5

Burk

ina

Faso

15.4

3.037

.64.0

21.8

3.617

.23.2

8.02.5

Buru

ndi

41.8

4.224.4

3.512

.03.0

12.0

2.79.7

2.4C

amer

oon

5.01.8

45.6

5.324.9

4.516

.64.9

8.02.8

Con

go11

.13.6

32.3

5.59.1

1.718

.26.4

29.3

6.7C

ôte

d’iv

oire

11.4

2.772

.64.2

8.43.0

5.02.0

2.61.4

nig

er22

.33.9

41.4

5.724.6

3.86.1

1.95.5

1.7se

nega

l4.5

2.522

.95.4

44.1

5.713

.83.5

14.7

3.2C

had

14.5

4.018

.75.0

17.3

4.938.4

8.211

.13.4

togo

35.1

3.625

.83.9

12.0

2.111

.52.1

15.7

2.9a

vera

ge16

.91.1

33.9

1.419.4

1.316

.31.5

13.5

1.1

TableB4.61:DistributionofPupilsaccordingtoTeachers’In-serviceTraining-EarlyPrimary

no

in-s

ervi

ce t

rain

ing

1 to

5 d

ays

of t

rain

ing

6 to

10

day

s of

tra

inin

g11

to

20 d

ays

of t

rain

ing

mor

e th

an 2

0 d

ays

of t

rain

ing

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n20

.95.5

12.2

3.820

.05.6

17.7

4.929

.16.0

Burk

ina

Faso

22.1

4.941.9

7.317

.15.5

13.2

3.55.8

2.5Bu

rund

i63

.04.9

16.8

3.710

.23.5

7.12.9

3.01.8

Cam

eroo

n2.2

0.369

.56.5

17.0

5.35.4

3.05.9

2.6C

ongo

17.2

3.447.6

7.26.8

2.612

.64.7

15.9

6.2C

ôte

d’iv

oire

32.1

6.559

.36.8

4.12.6

0.20.2

4.31.4

nig

er18

.93.5

41.0

5.927

.65.4

5.93.1

6.63.5

sene

gal

5.03.5

21.7

5.226

.96.5

28.2

7.818

.26.1

Cha

d21

.66.2

18.9

6.819

.96.2

24.6

6.715

.14.9

togo

24.3

5.234.7

5.511

.35.8

15.5

5.814.1

3.7a

vera

ge22

.91.6

36.4

1.716

.11.7

13.0

1.511

.71.4


TableB4.63:PercentageofPupilsaccordingtoTeacherH

arassment-EarlyPrimary

mor

al h

aras

smen

tph

ysic

al h

aras

smen

tse

xuel

har

assm

ent

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n3.8

2.52.4

2.42.4

2.4Bu

rkin

a Fa

so1.1

0.10.6

0.1 -

- Bu

rund

i12

.32.6

0.90.7

0.30.3

Cam

eroo

n19

.36.4

9.33.8

0.60.6

Con

go8.5

3.50.5

0.50.5

0.5C

ôte

d’iv

oire

5.93.4

2.42.0

--

nig

er6.7

3.10.9

0.9 -

- se

nega

l10

.15.3

0.20.2

--

Cha

d25

.76.5

8.83.3

1.71.7

togo

6.72.6

0.00.0

--

ave

rage

10.0

1.42.6

0.60.6

0.4

TableB4.64:PercentageofPupilsaccordingtoTeacherH

arassment-LatePrimary

mor

al h

aras

smen

tph

ysic

al h

aras

smen

tse

xuel

har

assm

ent

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

Beni

n8.9

2.31.6

0.90.3

0.3Bu

rkin

a Fa

so8.6

2.10.5

0.5 -

- Bu

rund

i6.4

1.72.5

1.0 -

- C

amer

oon

18.3

3.37.0

2.10.5

0.5C

ongo

15.2

4.34.9

2.9 -

- C

ôte

d’iv

oire

7.02.2

2.81.7

1.41.1

nig

er10

.92.6

3.01.6

--

sene

gal

5.71.8

2.62.0

0.60.5

Cha

d25

.05.5

6.22.8

0.10.0

togo

16.2

3.23.0

1.21.5

0.9a

vera

ge12

.21.0

3.40.6

0.40.2


TableB4.65:PercentageofPupilsbyTeachers’PerceptionsofSalaryLevel-EarlyPrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n -

- 13

.03.6

41.5

7.545.5

7.9Bu

rkin

a Fa

so -

- 5.0

2.367

.96.4

27.1

5.6Bu

rund

i2.5

1.57.6

3.035

.85.0

54.1

5.2C

amer

oon

3.11.9

5.32.2

39.8

6.351

.76.6

Con

go3.2

1.911

.03.5

39.1

7.046.8

7.1C

ôte

d’iv

oire

--

10.3

3.972

.65.2

17.1

4.4n

iger

5.12.3

15.7

4.462

.04.5

17.3

4.9se

nega

l -

- 12

.76.3

76.5

7.110

.83.9

Cha

d -

- 31

.57.6

36.7

7.231

.86.7

togo

--

5.42.4

29.4

5.665

.25.7

ave

rage

1.40.4

11.8

1.550

.32.1

36.4

2.1

TableB4.66:PercentageofPupilsbyTeachers’PerceptionsofSalaryLevel-LatePrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n1.2

0.820

.54.7

65.4

5.112

.92.8

Burk

ina

Faso

--

10.3

2.773

.63.7

16.1

2.8Bu

rund

i6.5

2.22.4

1.030.4

3.560

.64.0

Cam

eroo

n -

- 13

.63.2

45.0

3.941.4

4.2C

ongo

0.70.5

15.4

5.958.4

6.625

.55.1

Côt

e d’

ivoi

re0.8

0.821

.03.6

69.1

4.49.1

2.3n

iger

0.50.0

14.3

3.063

.94.8

21.3

3.8se

nega

l3.7

2.48.9

3.269.4

4.818

.13.4

Cha

d0.6

0.320

.84.9

61.4

6.217

.23.6

togo

0.20.2

3.31.2

48.0

4.048.5

4.0a

vera

ge1.4

0.413

.01.3

58.4

1.727

.21.2


TableB4.67:PercentageofPupilsbyRegularityofPaymentofTeacherSalary-EarlyPrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n13

.34.7

56.3

5.913

.55.0

16.9

6.9Bu

rkin

a Fa

so32.4

6.455

.77.3

6.92.8

5.02.0

Buru

ndi

41.9

5.653

.06.0

3.91.8

1.21.2

Cam

eroo

n32

.16.4

39.3

7.613

.02.2

15.6

6.5C

ongo

20.3

4.451

.76.3

11.5

3.416

.53.9

Côt

e d’

ivoi

re40.3

7.043.7

7.39.3

3.76.7

2.2n

iger

16.4

4.517

.64.4

39.1

4.726

.94.6

sene

gal

28.7

7.848.6

7.019

.05.5

3.72.6

Cha

d9.2

4.226

.87.2

39.9

6.424.1

5.3to

go11

.76.0

38.4

5.917

.66.1

32.2

4.9a

vera

ge24.9

1.742.8

2.017

.51.5

14.8

1.1

TableB4.68:PercentageofPupilsbyRegularityofPaymentofTeacherSalary-LatePrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n23

.05.2

66.5

5.39.5

1.91.0

0.6Bu

rkin

a Fa

so49.3

3.945.1

4.04.8

1.70.8

0.4Bu

rund

i44.0

3.636

.83.7

13.3

2.45.9

1.7C

amer

oon

34.5

4.442.4

4.614.2

2.98.9

2.9C

ongo

47.9

5.037

.85.3

11.0

2.53.2

0.7C

ôte

d’iv

oire

43.5

4.044.3

4.48.4

2.53.8

1.3n

iger

25.4

5.346.7

4.416

.32.9

11.6

2.5se

nega

l31

.95.1

45.4

5.016

.03.7

6.72.5

Cha

d5.1

2.361

.65.2

13.9

2.719

.34.2

togo

9.72.0

63.7

4.418

.24.0

8.52.1

ave

rage

31.4

1.449.1

1.612

.60.9

7.00.7


TableB4.69:PercentageofPupilsbyTeachers’PerceptionsofSchoolCurricula-EarlyPrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n6.4

2.867

.36.8

21.7

5.94.5

2.9Bu

rkin

a Fa

so1.5

1.236

.57.1

43.9

6.218

.13.3

Buru

ndi

25.6

4.946.1

6.520

.95.0

7.43.1

Cam

eroo

n6.0

2.059

.05.6

34.3

6.20.6

0.0C

ongo

21.4

4.846.5

7.030

.77.3

1.41.4

Côt

e d’

ivoi

re5.2

2.764.1

4.827

.74.3

3.01.8

nig

er12

.63.8

45.4

5.938

.05.7

3.92.3

sene

gal

6.72.9

50.4

7.139

.38.1

3.73.6

Cha

d4.7

2.453.4

7.241.4

7.40.4

0.3to

go5.6

3.032

.65.7

54.4

6.57.5

3.3a

vera

ge9.7

0.950

.32.1

35.1

2.15.0

0.8

TableB4.70:PercentageofPupilsbyTeachers’PerceptionsofSchoolCurricula-LatePrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n3.8

1.452

.37.1

39.3

7.14.6

1.4Bu

rkin

a Fa

so0.9

0.825

.83.7

60.0

4.213

.33.0

Buru

ndi

18.1

3.138

.74.3

35.1

3.88.0

2.0C

amer

oon

9.83.0

51.1

5.235

.84.6

3.31.8

Con

go17

.25.1

50.6

6.032

.06.9

0.20.2

Côt

e d’

ivoi

re8.4

2.453

.14.8

34.2

4.44.3

1.6n

iger

3.01.6

42.3

5.747.4

5.37.3

1.7se

nega

l5.7

2.754.3

5.339

.05.3

1.10.7

Cha

d5.1

2.245.0

6.942.9

7.86.9

2.4to

go3.0

0.824.8

3.446.9

4.725

.34.0

ave

rage

7.50.8

43.8

1.541.3

1.67.5

0.6


TableB4.71:PercentageofPupilsbyTeachers’PerceptionsoftheQualityofSchoolBuildings-EarlyPrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n11

.03.4

44.1

6.138.4

5.36.5

2.9Bu

rkin

a Fa

so3.2

2.335

.88.1

35.8

5.825

.24.3

Buru

ndi

27.4

6.032

.65.1

20.6

3.219.4

4.3C

amer

oon

4.32.1

27.8

5.650

.56.6

17.4

4.4C

ongo

21.5

5.325

.56.6

33.7

6.119

.26.4

Côt

e d’

ivoi

re5.6

3.434.9

5.634.9

6.924.6

5.3n

iger

8.12.4

17.9

4.638

.95.4

35.1

5.1se

nega

l13

.55.3

40.0

8.735

.28.1

11.3

2.7C

had

13.0

6.216

.85.5

35.6

7.234.5

6.8to

go6.1

2.621

.34.7

36.8

5.635

.86.4

ave

rage

11.4

1.229

.72.2

36.0

2.222

.81.6

TableB4.72:PercentageofPupilsbyTeachers’PerceptionsoftheQualityofSchoolBuildings-LatePrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n8.8

4.034.4

3.838

.17.4

18.8

6.3Bu

rkin

a Fa

so0.8

0.731

.94.3

52.5

4.314.8

3.0Bu

rund

i13

.92.7

35.1

3.620

.53.1

30.5

3.6C

amer

oon

6.51.6

29.4

4.041.4

4.022

.74.2

Con

go10

.12.5

38.0

6.837

.76.2

14.2

4.0C

ôte

d’iv

oire

9.52.6

35.3

3.936

.54.1

18.7

3.0n

iger

4.01.7

23.1

3.444.7

5.828

.23.7

sene

gal

8.73.4

44.8

5.536

.04.5

10.6

2.8C

had

6.02.3

21.7

7.134.8

5.337

.56.1

togo

5.61.4

28.6

3.640.0

4.325

.83.6

ave

rage

7.40.8

32.2

1.538

.21.6

22.2

1.4


TableB4.73:PercentageofPupilsbyTeachers’PerceptionsoftheConditionofClassrooms-EarlyPrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n13

.23.8

41.1

6.026

.65.5

19.1

4.1Bu

rkin

a Fa

so3.2

2.337

.78.0

36.7

5.922

.54.0

Buru

ndi

22.4

6.038

.35.7

18.0

3.221

.34.6

Cam

eroo

n12

.34.2

23.4

4.834.5

6.429

.86.9

Con

go21

.75.7

25.7

6.632.4

6.020

.36.3

Côt

e d’

ivoi

re5.8

3.439

.65.1

32.5

6.122

.14.5

nig

er7.9

2.514.2

4.215

.63.8

62.3

5.0se

nega

l22

.77.3

30.4

7.434.1

7.712

.84.2

Cha

d11

.25.2

10.6

4.433

.08.2

45.2

7.8to

go6.2

2.722

.94.9

26.7

5.844.2

7.2a

vera

ge12

.71.5

28.4

1.829

.01.9

29.9

2.1

TableB4.74:PercentageofPupilsbyTeachers’PerceptionsoftheConditionofClassrooms-LatePrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n9.6

4.056

.26.3

23.9

6.610

.22.0

Burk

ina

Faso

2.51.3

36.8

3.947.7

4.213

.02.8

Buru

ndi

16.8

3.036

.33.8

16.8

2.730

.13.7

Cam

eroo

n10

.52.3

35.6

4.533

.24.4

20.6

4.2C

ongo

15.5

5.235

.15.6

33.7

4.415

.84.1

Côt

e d’

ivoi

re11

.02.5

39.8

4.328

.63.9

20.6

3.4n

iger

8.92.6

38.7

4.033

.15.8

19.3

3.3se

nega

l13

.54.1

44.5

5.931

.54.9

10.5

2.9C

had

3.31.3

33.7

7.124.3

4.538

.76.2

togo

8.01.7

35.5

4.833

.05.1

23.5

3.3a

vera

ge10

.01.0

39.2

1.630

.61.5

20.2

1.2


TableB4.75:PercentageofPupilsbyTeachers’PerceptionsoftheAvailabilityofSchoolSupplies-EarlyPrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n10

.23.4

39.8

5.541.1

5.29.0

1.5Bu

rkin

a Fa

so3.0

2.336

.67.9

54.2

6.16.2

2.1Bu

rund

i11

.63.2

39.5

5.442.4

5.06.5

3.0C

amer

oon

9.02.9

40.7

5.633

.76.6

16.5

5.3C

ongo

10.8

3.023.4

5.156

.15.7

9.73.9

Côt

e d’

ivoi

re3.3

2.235

.86.3

42.9

6.818

.05.0

nig

er8.2

2.817

.53.7

50.5

6.023

.95.3

sene

gal

6.03.1

15.0

5.854.8

8.424.2

7.3C

had

1.40.1

14.9

4.837

.18.1

46.6

6.9to

go2.0

1.520

.94.8

53.5

6.223

.54.9

ave

rage

6.60.8

28.4

2.246.6

2.218.4

1.6

TableB4.76:PercentageofPupilsbyTeachers’PerceptionsoftheAvailabilityofSchoolSupplies-LatePrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n4.7

1.745.0

4.946.9

5.13.4

1.4Bu

rkin

a Fa

so2.9

1.543.3

3.648.7

3.95.1

1.5Bu

rund

i3.8

1.334.2

4.047.9

4.114.1

3.1C

amer

oon

6.21.1

21.7

3.449.8

4.522

.33.5

Con

go6.9

3.131

.16.0

50.1

6.412

.04.8

Côt

e d’

ivoi

re7.1

2.232.4

4.152

.04.5

8.52.4

nig

er3.7

1.418

.63.1

52.0

5.325

.74.3

sene

gal

8.93.2

16.0

4.241.1

5.234.0

4.8C

had

1.71.2

7.63.5

44.6

6.746.1

6.9to

go1.5

0.715

.72.5

60.4

4.222.4

3.8a

vera

ge4.7

0.626

.61.2

49.4

1.719

.31.3


TableB4.77:PercentageofPupilsbyTeachers’PerceptionsoftheQualityofSchoolManagement-EarlyPrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n11

.22.8

72.2

4.913

.94.2

2.72.1

Burk

ina

Faso

6.52.7

60.4

5.429

.15.1

4.01.7

Buru

ndi

25.5

4.257

.95.0

15.5

4.51.1

1.1C

amer

oon

15.2

4.844.3

4.829

.54.0

11.0

5.9C

ongo

14.4

4.152.4

6.123.4

5.19.8

3.4C

ôte

d’iv

oire

6.63.3

44.7

7.340.3

7.08.4

3.4n

iger

11.2

3.450

.54.8

31.5

5.76.7

3.6se

nega

l3.4

2.270

.56.3

24.2

6.02.0

1.8C

had

3.02.1

33.1

5.154.7

6.49.2

2.6to

go9.1

3.445.2

7.135

.56.3

10.2

5.6a

vera

ge10

.61.0

53.1

2.129

.82.0

6.51.1

TableB4.78:PercentageofPupilsbyTeachers’PerceptionsoftheQualityofSchoolManagement-LatePrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n3.7

1.266

.96.9

28.6

6.80.8

0.4Bu

rkin

a Fa

so7.1

2.263

.13.6

27.2

3.42.5

1.3Bu

rund

i26

.23.5

54.2

3.713

.32.6

6.32.0

Cam

eroo

n5.9

1.538

.64.6

51.4

4.94.1

2.2C

ongo

12.3

4.648.6

6.332

.75.8

6.53.2

Côt

e d’

ivoi

re9.2

2.549.8

4.635

.24.5

5.81.5

nig

er7.3

2.160

.04.8

30.9

4.01.8

0.9se

nega

l12

.94.1

51.9

5.030.4

5.14.7

2.7C

had

1.21.2

29.4

6.459

.67.0

9.92.5

togo

2.51.0

48.8

4.040.2

4.48.5

2.8a

vera

ge8.8

1.051

.21.5

34.9

1.55.1

0.7


TableB4.79:PercentageofPupilsbyTeachers’PerceptionsoftheirRelationshipsw

ithColleagues-EarlyPrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n34.8

5.861

.65.9

3.61.5

--

Burk

ina

Faso

20.0

5.376

.05.6

3.11.7

0.80.8

Buru

ndi

80.1

5.316

.04.9

2.61.8

1.31.3

Cam

eroo

n47.8

7.150

.07.0

0.60.4

1.61.6

Con

go45.3

6.346.2

5.98.5

3.0-

-C

ôte

d’iv

oire

48.6

6.847.2

6.34.1

2.8-

-n

iger

47.7

5.742.1

5.58.2

3.42.0

0.1se

nega

l53

.97.5

43.8

7.62.3

2.3-

-C

had

35.1

8.459

.88.2

4.72.6

0.40.0

togo

33.1

6.459

.16.7

7.22.1

0.60.7

ave

rage

44.8

1.750

.11.7

4.50.7

0.70.3


ithColleagues-LatePrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n21

.74.3

76.0

4.41.9

0.90.4

0.0Bu

rkin

a Fa

so27

.74.0

67.2

4.25.1

1.8-

-Bu

rund

i77

.93.3

21.1

3.20.3

0.30.6

0.0C

amer

oon

40.5

4.355

.14.4

4.41.8

--

Con

go46.9

6.345.0

6.17.0

2.91.0

0.1C

ôte

d’iv

oire

51.3

4.046.1

4.02.5

1.10.1

0.0n

iger

46.3

4.851

.04.6

2.81.3

--

sene

gal

50.5

5.247.5

5.32.0

1.3-

-C

had

28.6

5.163

.75.9

7.72.9

--

togo

41.6

4.651

.94.6

6.51.8

--

ave

rage

43.3

1.552

.51.4

4.00.6

0.20.1



iththeCommunity-EarlyPrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n15

.64.3

81.9

4.52.1

1.20.4

0.4Bu

rkin

a Fa

so4.9

1.975.4

4.819

.84.5

--

Buru

ndi

62.6

4.334.7

4.61.5

1.51.2

0.0C

amer

oon

33.2

5.547.5

7.217

.86.7

1.50.8

Con

go20

.94.9

56.2

6.322

.96.2

--

Côt

e d’

ivoi

re30

.16.4

56.9

6.710

.63.3

2.41.9

nig

er32

.14.2

55.6

4.411

.13.4

1.31.3

sene

gal

33.9

6.559

.76.9

5.42.9

1.01.0

Cha

d11

.16.1

73.8

7.113

.54.6

1.71.4

togo

20.1

5.858

.26.3

19.4

3.92.2

1.4a

vera

ge26

.51.5

59.9

1.912.4

1.31.2

0.2


iththeCommunity-LatePrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n13

.72.3

82.2

2.44.2

1.3-

-Bu

rkin

a Fa

so9.8

2.567

.03.9

22.3

3.10.9

0.8Bu

rund

i66

.63.8

28.2

3.43.5

1.41.6

1.2C

amer

oon

23.4

4.357

.04.9

18.5

3.91.1

0.7C

ongo

15.8

3.361

.36.8

22.2

6.30.7

0.5C

ôte

d’iv

oire

23.3

3.558

.24.5

17.7

3.30.8

0.0n

iger

36.9

5.251

.34.8

11.9

2.7-

-se

nega

l37.4

5.052

.85.2

9.73.4

--

Cha

d9.0

2.462

.55.7

26.3

5.22.2

1.5to

go16

.13.0

61.2

3.319

.22.6

3.52.2

ave

rage

25.2

1.258

.21.6

15.5

1.11.1

0.3


TableB4.83:PercentageofPupilsbyTeachers’PerceptionsoftheirPromotionOpportunities-EarlyPrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n1.8

1.347.9

6.733

.05.7

17.4

5.2Bu

rkin

a Fa

so2.7

1.533

.06.7

42.7

5.921

.64.8

Buru

ndi

14.2

2.723

.83.9

34.4

5.027

.54.3

Cam

eroo

n6.4

3.527

.26.4

39.9

8.126.4

4.2C

ongo

8.03.8

18.6

4.317

.14.9

56.3

6.2C

ôte

d’iv

oire

4.32.0

25.5

4.733

.34.6

37.0

5.3n

iger

6.33.0

32.8

4.344.3

5.516

.64.9

sene

gal

2.92.0

33.2

7.639

.77.6

24.2

7.2C

had

2.21.7

13.0

5.341.2

7.743.6

7.0to

go4.7

2.222

.56.0

39.4

5.833.4

5.9a

vera

ge5.4

0.827

.72.1

36.6

2.030

.31.8

TableB4.84:PercentageofPupilsbyTeachers’PerceptionsoftheirPromotionOpportunities-LatePrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n1.3

0.941.1

5.247.5

5.410

.11.7

Burk

ina

Faso

--

29.0

3.856

.03.8

15.0

2.9Bu

rund

i8.9

1.931

.64.4

22.0

3.237

.64.3

Cam

eroo

n3.1

1.920

.93.4

32.7

4.543.3

4.8C

ongo

4.21.9

16.2

3.947.5

5.232

.14.4

Côt

e d’

ivoi

re3.7

1.624.3

3.839

.13.9

32.9

4.2n

iger

12.7

5.434.1

4.240.3

4.512

.92.3

sene

gal

4.42.8

35.5

4.848.2

5.011

.93.5

Cha

d2.5

2.125

.85.5

42.2

7.929

.65.9

togo

4.81.3

33.4

4.136

.05.2

25.8

3.8a

vera

ge4.6

1.029

.21.3

41.1

1.525

.11.2


TableB4.85:PercentageofPupilsbyTeachers’PerceptionsoftheirTrainingOpportunities-EarlyPrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n3.3

0.756

.96.2

28.5

5.111.4

4.5Bu

rkin

a Fa

so0.6

0.127

.66.9

37.1

5.634.6

4.8Bu

rund

i13

.52.8

28.2

4.723

.15.0

35.2

4.4C

amer

oon

12.7

5.245.2

5.223

.96.0

18.2

3.3C

ongo

11.0

4.428

.36.7

44.2

6.716

.56.2

Côt

e d’

ivoi

re7.6

2.833.4

5.433

.35.6

25.7

4.8n

iger

5.42.2

27.3

4.953

.15.7

14.1

4.7se

nega

l2.1

1.435

.18.1

57.7

8.45.1

0.6C

had

3.83.1

30.6

5.445.6

7.820

.06.5

togo

5.22.4

16.3

3.957

.76.1

20.7

5.2a

vera

ge6.6

1.033

.02.0

40.3

1.820

.11.6

TableB4.86:PercentageofPupilsbyTeachers’PerceptionsoftheirTrainingOpportunities-LatePrimary

Very

goo

dg

ood

ave

rage

poor

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

perc

enta

gest

anda

rd e

rror

pe

rcen

tage

stan

dard

err

or

Beni

n1.8

1.130

.94.9

60.5

5.06.8

1.8Bu

rkin

a Fa

so-

-14.4

3.263

.34.2

22.3

3.0Bu

rund

i5.2

1.622

.03.2

30.9

4.041.9

4.0C

amer

oon

3.91.3

38.1

4.239

.64.9

18.4

4.4C

ongo

7.83.4

29.0

4.842.5

4.820

.73.4

Côt

e d’

ivoi

re5.1

1.619

.03.1

48.0

4.327

.83.8

nig

er5.2

2.233

.05.2

43.5

4.418

.32.5

sene

gal

4.82.8

33.1

4.951

.75.1

10.4

2.5C

had

8.63.2

39.1

5.039

.05.2

13.3

3.2to

go3.8

1.232

.04.4

45.0

5.419

.23.8

ave

rage

4.60.6

29.1

1.446.4

1.519

.91.0


Benin• M.FrançoisHOUEDO - Head of staff• M.MathiasAGO• M.IssiakaSERO• M.ParfaitMENOU• M.MohamedABOUBAKARI• MmeDeniseGRIMAUD• M.ElmeMarinoImbertGOMEZ

Burkina Faso• MmeChristiane ILBOUDO - Head of staff• M.BonaventureB.SEGUEDA• MmeCONFEBernadette• M.SalifouDIERMA• MmeAliceKARAGA• M.MoussaOUEDRAOGO• MmeBinto OUEDRAOGO

Burundi• M.Patrice MANENGERI - Head of staff• MmeGodelièveRURATANDITSE• MmeAlineNSHIMIRIMANA• M.PhilbertKANA• M.JéromeNTIBINYAGIRO• M.DanielNZIGAMIYE• M.FrédéricNIZIGIYIMANA

Cameroon• M.JulesKWEKEU - Head of staff• M.JosephYongTOHMOH• M.ALIOUM• M.JulesKWEKEU• M.RichardOKENE• MmeEvelyneAYUKEGBA• MmePatienceATANGAépseTADJOU• MmeMariama DOUBLA

Congo• M.JonasDIASSONAMABAVOUIDINSI - Head

of staff• M.JeanNGUIA• M.ChristopheBATANTOU• M.BenoîtChrysostomMIENKOUONO-

PUBIELEY• M.PatriceNDOUDI• MmeFranineMAKOSSOnéePEMBE

Côte d’Ivoire• M.JosephFrançoisDésiréKAUPHY - Head of staff• MmeKocoAGUIDOépseKOFFI• MmeMarguériteDJOUA• M.GninhoyoCOULIBALY• M.NakakpanlanCOULIBALY• M.KoffiKONAN• M.Mamadou FOFANA

Niger• M.AbdouLAWAN MAROUMA - Head of staff• MmeIBRAHFatiméZaraKOLIMI• MmeFALKEAïssata• M.GérardCONDAT• M.HassanHAROUNA• M.MoussaKOCHE• M.MahamanDJIBO

Senegal• M.Massar DIOP - Head of staff• M.PapaDembaSY• M.SeyniNdiayeFALL• M.AbdouRahmaneMBAYE• M.MamadouAbdoulayeSALL• M.KhalilDIARRA• M.AlhousseynouSY - ancien Head of staff

Chad• M.AaronPATALE - Head of staff• MmeBERAMGOTOnéeTCHATRAHIROUASarah• M.MOUHAMMADDJABARCHOUA• M.HISSEINABDEL-MOUMINE• MmeTOUDJALNGAROGUINDO• M.BEASSOUMNADJIARABEYEChristian• MmeNGUEKADJITANOUBARA• M.MAHAMAT DJIBRINE AB-RASSE

Togo• M.ABOUKOSSI - Head of staff• M.KoffiwaïGBATI• M.BahamaBAOUTOU• M.KossiKpomégniTSALI• M.GnamineAGAREM• M.Ayi-KoutouAMAVI• DotsèDARA-AHATO

Annexe CList of Players who Contributed to the Implementation of Different PASEC2014 Assessment Activities


PASEC PublicationsPASEC (2015). Qualité de l’enseignement fondamental au Mali: quels enseignements ? Year scolaire 2011/2012. PASEC, CONFEMEN, Dakar.

PASEC (2015). Performances scolaires et facteurs de la qualité de l’éducation en République démocratique populaire lao. Year scolaire 2011/2012. PASEC, CONFEMEN, Dakar.

PASEC (2015). Performances scolaires et facteurs de la qualité de l’éducation dans l’enseignement primaire public au Royaume du Cambodge. Year scolaire 2011/2012. PASEC, CONFEMEN, Dakar.

PASEC (2015). Performances scolaires et facteurs de la qualité de l’éducation en République socialiste du Vietnam. Year scolaire 2011/2012. PASEC, CONFEMEN, Dakar.

PASEC (2012). Améliorer la qualité de l’éducation au Chad: quels sont les facteurs de réussite ? Year scolaire 2009/2010. PASEC, CONFEMEN, Dakar.

PASEC (2012). Améliorer la qualité de l’éducation au Togo: les facteurs de réussite. Year scolaire 2009/2010. PASEC, CONFEMEN, Dakar.

PASEC (2012). Synthèse des résultats des évaluations diagnostiques du Programme d’Analyse des Systèmes Educatifs de la CONFEMEN, PASEC VIII IX X. PASEC, CONFEMEN, Dakar.

PASEC (2012). Evaluation diagnostique de l’école primaire en Côte d’Ivoire: pistes d’actions pour une amélioration de la qualité. Year scolaire 2008/2009. PASEC, CONFEMEN, Dakar.

PASEC (2012). Evaluation diagnostique des acquis scolaires au Liban. Year scolaire 2008/2009. PASEC, CONFEMEN, Dakar.

PASEC (2011). L’enseignement primaire en République démocratique du Congo: quels leviers pour l’amélioration du rendement du système éducatif ? Year scolaire 2009/2010. PASEC, CONFEMEN, Dakar.

PASEC/FAWE. (2011). Genre et acquisitions scolaires en Afrique francophone: étude sur les performances des élèves au cycle primaire. FAWE/CONFEMEN, Dakar.

PASEC (2010). Diagnostic et préconisations pour une scolarisation universelle de qualité en Union des Comores. Year scolaire 2008/2009. PASEC, CONFEMEN, Dakar.

PASEC (2010). Enseignement primaire: quels défis pour une éducation de qualité en 2015 au Burundi ? Year scolaire 2008/2009. PASEC, CONFEMEN, Dakar.

PASEC (2010). Evaluation PASEC Senegal. Year scolaire 2006/2007. PASEC, CONFEMEN, Dakar.

PASEC (2009). Les apprentissages scolaires au Burkina Faso: les effets du contexte, les facteurs pour agir. Year scolaire 2006/2007. PASEC, CONFEMEN, Dakar.

PASEC (2009). L’enseignement primaire au Congo: à la recherche de la qualité et de l’équité. Year scolaire 2006/2007. PASEC, CONFEMEN, Dakar.

PASEC (2008). Diagnostic de la qualité de l’enseignement primaire au Benin. Year scolaire 2004/2005. PASEC, CONFEMEN, Dakar.

PASEC (2008). Vers la scolarisation universelle de qualité pour 2015. Evaluation diagnostique Gabon. Year scolaire 2005/2006. PASEC, CONFEMEN, Dakar.

PASEC (2008). Quelques pistes de réflexion pour une éducation primaire de qualité pour tous. Rapport Madagascar. Year scolaire 2004/2005. PASEC, CONFEMEN, Dakar.

PASEC (2008). L’enseignement primaire à Maurice: la qualité au cœur des défis. Year scolaire 2006. PASEC, CONFEMEN, Dakar.

PASEC (2007). Le défi de la scolarisation universelle de qualité. Rapport PASEC Cameroon 2004/2005. PASEC, CONFEMEN, Dakar.


PASEC (2006). La qualité de l’éducation en Mauritanie. Quelles ressources pour quels résultats ? Year scolaire 2003/2004. PASEC, CONFEMEN, Dakar.

PASEC (2006). La qualité de l’éducation au Chad. Quels espaces et facteurs d’amélioration ? Year scolaire 2003/2004. PASEC, CONFEMEN, Dakar.

PASEC (2005). Le Grade repetition: mirage de l’école africaine ? PASEC, CONFEMEN, Dakar.

PASEC (2004). Les enseignants contractuels et la qualité de l’enseignement de base au Niger: quel bilan. PASEC, CONFEMEN, Dakar.

PASEC (2004). Le Grade repetition: pratiques et conséquences dans l’enseignement primaire au Senegal. PASEC, CONFEMEN, Dakar.

PASEC(2004).Recrutement et formation des enseignants au Togo: quelles priorités ? PASEC, CONFEMEN, Dakar.

PASEC (2004). Enseignants contractuels et qualité de l’école fondamentale au Mali: quels enseignements ? PASEC, CONFEMEN, Dakar.

PASEC (2003). Les programmes de formation initiale des maîtres et la double vacation en Guinée. PASEC, CONFEMEN, Dakar.

PASEC (1999). Les facteurs de l’efficacité dans l’enseignement primaire: les résultats du programme PASEC sur neuf pays d’Afrique et de l’Océan indien. PASEC, CONFEMEN, Dakar.

PASEC (1999). Evaluation des Levels de performance des élèves de 10e et 7e pour une contribution à l’amélioration de la qualité de l’enseignement primaire à Madagascar. PASEC, CONFEMEN, Dakar.

PASEC (1998). L’enseignement primaire au Burkina Faso: investigations et diagnostics pour l’amélioration de la qualité du système éducatif. PASEC, CONFEMEN, Dakar.

PASEC (1998). L’enseignement primaire au Cameroon: investigations et diagnostics pour l’amélioration de la qualité du système éducatif. PASEC, CONFEMEN, Dakar.

PASEC (1998). L’enseignement primaire en Côte d’Ivoire: investigations et diagnostics pour l’amélioration de la qualité du système éducatif. PASEC, CONFEMEN, Dakar.

Since its creation in 1960, the Conference of Ministers of Education of French-Speaking Countries (CONFEMEN) has worked for the promotion of education and vocational and technical training. It is a forum of shared values, expertise and active solidarity. Today it has forty four state and government members.

The CONFEMEN Programme for the Analysis of Education Systems (PASEC) is a tool to support the steering of CONFEMEN member states’ and governments’ education systems, to improve education quality. Created in 1991, it aims to provide information on the evolution of education system performance, to contribute to the determination and monitoring of education policy.

Ten countries participated in the PASEC2014 assessment: Benin, Burkina Faso, Burundi, Cameroon, Chad, Côte d’Ivoire, Congo, Niger, Senegal and Togo. This assessment has enabled the measurement of pupil competency levels at the beginning and the end of primary school, in their language of instruction and mathematics. It has also analyzed the factors related to education system performance in the countries assessed, by the collection of contextual data from pupils, teachers and school headmasters, through questionnaires.

This report presents the first results of the PASEC2014 assessment. The report is available for download at www.pasec.confemen.org

Benin•BurkinaFaso•Burundi•Cameroon•Congo•Côted’Ivoire•Niger•Senegal•Chad•Togo