PASEC2014 EDUCATION SYSTEM PERFORMANCE IN FRANCOPHONE SUB-SAHARAN AFRICA Competencies and Learning Factors in Primary Education

Conférence des ministres de l'Éducation des États et gouvernements de la Francophonie © PASEC, 2015 All rights reserved.

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

ISBN: 92-91-33-161-9

Graphic Design: Jenny Gatien Review: Barnaby Rooke Translation: LIDEX Communication: Performances Group

Cover photo: © Global Partnership for Education

This document is also available in digital format and in French at www.pasec.confemen.org PASEC2014 EDUCATION SYSTEM PERFORMANCE IN FRANCOPHONE SUB-SAHARAN AFRICA Competencies and Learning Factors in Primary Education 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 United Nations Educational, Scientific and Cultural Organisation

IV CONFEMEN - PASEC Writers

• Jacques MALPEL, PASEC Coordinator • Dr Oswald KOUSSIHOUEDE, Technical Advisor/Head of the Data Management and Statistical Analysis Division, PASEC • Vanessa Aye SY, Technical Advisor/Head of the Survey Tools and Procedures Division, PASEC • Dr Labass Lamine DIALLO, Technical Advisor, PASEC • Priscilla GOMES, Technical Advisor, PASEC • Moussa HAMANI OUNTENI, Technical Advisor, PASEC • Hilaire HOUNKPODOTE, Technical Advisor, PASEC • Antoine MARIVIN, Technical Advisor, PASEC • Bassile Zavier TANKEU, Technical Advisor, PASEC

Members of the PASEC Scientific Committee • Pr François NDEBANI, École Normale Supérieure - Marien Ngouabi University, Brazzaville, Congo; President of the Scientific Committee • Jean Claude EMIN, former Assistant-Director of the Prospective and Performance Evaluation Directorate, Ministry of Education, France • Pr Christian MONSEUR, Education and Training Department – School of Psychology, Logopaedics and Education Science - Liège University, Belgium • Pr Agnès FLORIN, Education Research Center – School of Psychology - Nantes University, France • Pr Boubacar NIANE, School of Education and Training Science and Technology - Cheikh Anta Diop University, Dakar, Senegal • Dr Alain Patrick NKENGNE NKENGNE, Education Policy Analyst - UNESCO-IIPE Pôle de Dakar, Senegal • Dr François SAWADOGO, Director of the Arts and Humanities Training and Research Unit - Koudougou University, Burkina Faso

Consultants who Contributed to the PASEC2014 Assessment Work Nantes University Experts (Validation of tools) • Dr Isabelle NOCUS, Senior Lecturer in Psychology of Development • Pr Philippe GUIMARD, Professor of Psychology of Development and Education, member of the Education Research Center, Nantes

Liège University Experts (Validation of tools and development of the competency scales) • Michèle LEJONG, Research Associate • Françoise CRÉPIN, Research Associate • Pr Patricia SCHILLINGS • Pr Annick FAGNANT, Education Science Researcher Australian Council for Educational Research (ACER) (Psychometric analysis of the tests) • Alla BEREZNER, Principal Research Fellow • Dr Wolfram SCHULZ, Research Director of International Surveys • Greg MACASKILL, Senior Research Fellow • Dr Alexander DARAGANOV, Senior Research Fellow/Data Manager

This report was produced under the supervision and administrative monitoring of Boureima Jacques KI, CONFEMEN Secretary General, with support from the CONFEMEN Permanent Technical Secretariat. The PASEC2014 assessment benefitted from the political support of the ministers and the effective and efficient involvement of the national teams of the ten countries assessed.

PASEC2014 assessment V 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 throughout the process, as well as the various financial and technical partners, namely: the Agence Française de Développement, the World Bank and the Swiss Cooperation. Without their support, this project could not have been carried out.

PASEC’s Scientific Committee made a valuable contribution to the implementation of this assessment, through its 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 cooperation in the production of this first international report has been instrumental.

VI CONFEMEN - PASEC 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 in South Korea in May 2015. This commitment requires the sustained mobilization of all players to build education systems 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.

PASEC launched its first international assessment in 2014 in ten countries (Benin, Burkina Faso, Burundi, Cameroon, Chad, Congo, Côte d’Ivoire, Niger, Senegal and Togo). The sample includes close to 40,000 pupils overall, surveyed in 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 most Francophone countries in the South. The results of the first PASEC2014 international assessment underline and analyze the findings in terms of the weaknesses of Francophone education systems in the South, describing a situation that is of concern overall and alarming for some countries.

PASEC2014 assessment VII 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. In parallel, in the course of 2016, each of the ten countries assessed in 2014 will produce, in collaboration with PASEC, a national report to further the reflection on national issues and to place the results in local context.

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 de Développement, 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 systems of the ten countries involved. However, this in no way detracts from its scientific value, the relevance of the data analysis or the objectivity of the findings.

Boureima Jacques KI CONFEMEN Secretary-General

IIX CONFEMEN - PASEC Table of Contents

Acronyms and Abbreviations IV Writers V Acknowledgments VI Foreword VII Table of Contents 9 List of Tables 12 List of Figures 12 List of Boxs 12 List of Figures 12

CHAPTER 1. The PASEC2014 Assessment 17 1.1 Methodology 19 1.1.1 PASEC2014 Tests and Questionnaires 20 1.1.1.1 Early Primary Cycle Tests 20 1.1.1.1.1 Language of Instruction Test 20 1.1.1.1.2 Mathematics Test 21 1.1.1.2 Late Primary Cycle Tests 22 1.1.1.2.1 Language of Instruction Test 22 1.1.1.2.2 Mathematics Test 23 1.1.1.3 Context Questionnaires 24 1.1.2 Data Collection 24 1.1.3 Samples 24 1.2 PASEC2014 Assessment Countries 25

Readers’ Guide 28

CHAPTER 2. Pupil Competencies in Primary School and Education System Equity 31 2.1 Early Primary Cycle 33 2.1.1 Pupils’ Early Primary Language and Mathematics Competencies 33 2.1.2 Pupil Performance in Four Key Areas 38 2.1.2.1 Read Letters of the Alphabet with Ease 38 2.1.2.2 Read Familiar Words with Ease 39 2.1.2.3 Count to One Hundred 40 2.1.2.4 Perform Sums and Subtractions 41 2.1.3 Distribution of Pupils’ Early Primary Language and Mathematics Results 42 2.1.4 Comparison of Average National Early Primary Language and Mathematics Scores 43 2.2 Late Primary Cycle 47 2.2.1 Pupils’ Late Primary Reading and Mathematics Competencies 47 2.2.2 Distribution of Pupils’ Late Primary Language and Mathematics Results 51 2.2.3 Comparison of Average National Late Primary Language and Mathematics Scores 53 2.3 Relationship Between Countries’ Early and Late Primary Performance 56

PASEC2014 assessment 9 CHAPTER 3. Pupil Characteristics 59 3.1 Pupil Gender 61 3.2 Parents’ Literacy and Availability of Books at Home 64 3.2.1 Parents’ Literacy 64 3.2.2 Availability of Books at Home 67 3.3 Disabled Pupils 70 3.4 Work outside School 72 3.5 Pupils’ Schooling 75 3.5.1 Preprimary Attendance 75 3.5.2 Grade Repetition 78 3.5.3 Pupils’ Age 81

CHAPTER 4. School Environment and Pupil Performance 85 4.1 Where do Disparities in Performance Stem from? 87 4.2 School Location and Pupil Performance 89 4.3 Type of School and Pupil Performance 92 4.4 Type of Class and Pupil Performance 95 4.5 School Environment: Infrastructure, Teaching Resources, Health and Hygiene 99 4.5.1 Description of PASEC2014 Countries’ School Environment 99 4.5.1.1 Class Size 99 4.5.1.2 Seating in Class 101 4.5.1.3 Books and Textbooks 101 4.5.1.3.1 Libraries 101 4.5.1.3.2 Textbooks 102 4.5.1.4 Hygiene and sanitary conditions 104 4.5.1.4.1 Availability of Latrines 104 4.5.1.4.2 First Aid Equipment and Healthcare 105 4.5.2 School Environment and Performance 106 4.5.2.1 School Infrastructure and Pupil Performance 107 4.5.2.2 Class Equipment and Pupil Performance 109 4.5.2.3 Textbooks and Pupil Performance 112 4.5.2.4 Class Size and Pupil Performance 114 4.6 Teacher and Headmaster Characteristics 115 4.6.1 Gender 115 4.6.1.1 Teacher Gender 115 4.6.1.2 Headmaster Gender 116 4.6.2 Seniority 117 4.6.2.1 Teacher Seniority 117 4.6.2.2 Headmaster Seniority 118 4.6.3 Academic Background 119 4.6.3.1 Academic Level of Teachers 119 4.6.3.2 Academic Level of Headmasters 120 4.6.4 Teacher Training 121 4.6.4.1 Teacher Training Received by Teachers 121 4.6.4.2 Teacher Training by Headmasters 122 4.6.5 Service Teacher Training 123 4.7 Teachers’ Perceptions of their Working Conditions 124 4.7.1. Teachers’ Perceptions of their Working Conditions 124

10 CONFEMEN - PASEC 4.7.2 Teacher Perceptions of Harassment at School 124 4.7.3 Teachers’ Perceptions of School Management and the Quality of their Relationships with Colleagues and the Community 125 4.7.4 Teachers’ Perceptions of their Remuneration 125 4.7.5 Teachers’ Perceptions of their Promotion and Training Opportunities 125

Chapter 5. Findings and Avenues for Reflection 127 5.1 Pupil Competencies 129 5.1.1 Early Primary Cycle 129 5.1.2 Late Primary Cycle 130 5.2 Pupil Characteristics 130 5.2.1 Pupil Gender 130 5.2.2 Parents’ Literacy 131 5.2.3 Availability of Books at Home 131 5.2.4 Work Outside School 131 5.2.5 Preprimary Attendance 131 5.2.6 Grade Repetition 131 5.2.7 Pupils’ Age 131 5.3 School Characteristics 132 5.3.1 Source of Performance Disparities 132 5.3.2 School Location 132 5.3.3 Type Of School 132 5.3.4 Type Of Class 132 5.3.5 School Resources 132 5.3.6 Teacher and Headmaster Characteristics 133 5.3.7 Teachers’ Perceptions of their Working Conditions 133

Epilogue 135

Bibliography 136

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

PASEC publications 232

PASEC2014 assessment 11 List of Tables Table 1.1: Demographic and Economic Characteristics of Participating Countries 26 Table 1.2: Primary School Enrolment Indicators 27 Table 2.1: PASEC2014 Language Competency Scale – Early Primary 34 Table 2.2: PASEC2014 Mathematics Competency Scale – Early Primary 35 Table 2.3: Percentage of Correct Sum and Subtraction Answers – Early Primary 41 Table 2.4: Average National Language Scores and Multiple Comparisons between Countries – Early Primary 45 Table 2.5: Average National Mathematics Scores and Multiple Comparisons between Countries – Early Primary 46 Table 2.6: PASEC2014 Reading Competency Scale – Late Primary 47 Table 2.7: PASEC2014 Mathematics Competency Scale – Late Primary 49 Table 2.8: Average National Reading Scores and Multiple Comparisons between Countries – Late Primary 54 Table 2.9: Average National Mathematics Scores and Multiple Comparisons between Countries – Late Primary 55 Table 3.1: Primary Access and Completion, by Gender, 2012 61

List of Boxs Box 1.1: Areas Assessed by PASEC2014 in the Language of Instruction – Early Primary 21 Box 1.2: Areas Assessed by PASEC2014 in Mathematics – Early Primary 22 Box 1.3: Areas Assessed by PASEC2014 in the Language of Instruction – Late Primary 23 Box 1.4: Areas Assessed by PASEC2014 in Mathematics – Late Primary 23 Box 2.1: Practices Adopted by Teachers in Reading – Late Primary 48

List of Figures Figure 1.1: Areas Assessed by PASEC2014 19 Figure 1.2: Map of Countries that Participated in the PASEC2014 Assessment 25 Figure 2.1: Percentage of Pupils, by Competency Level Achieved in Language and Mathematics – Early Primary 36 Figure 2.2: Distribution of Pupils by Average Number of Letters Read Accurately in One Minute – Early Primary 38 Figure 2.3: Distribution of Pupils by Average Number of Words Read Accurately in One Minute – Early Primary 39 Figure 2.4: Distribution of Pupils by Last Number Reached when Counting Out Loud – Early Primary 40 Figure 2.5: Language and Mathematics Performance Gaps between the Best and Weakest Pupils – Early Primary 42 Figure 2.6: Countries’ Position Relative to the Average of National Language and Mathematics Scores – Early Primary 44 Figure 2.7: Percentage of Pupils, by Competency Level Achieved in Language and Mathematics – Late Primary 50 Figure 2.8: Language and Mathematics Performance Gaps between the Best and Weakest Pupils – Late Primary 52 Figure 2.9: Country Positions Relative to the Average National Language and Mathematics Scores – End of Primary 53 Figure 2.10: Link between Average National PASEC2014 Language-Reading Scores – Early and Late Primary 56 Figure 2.11: Link between Average National PASEC2014 Mathematics Scores – Early and Late Primary 56 Figure 3.1: Percentage of Girls Enrolled at the Beginning of Primary, by Country, 2012 62 Figure 3.2: Percentage of Girls Enrolled at the End of Primary, by Country, 2012 62 Figure 3.3: Language Performance Gap between Girls and Boys – Early Primary 63 Figure 3.4: Mathematics Performance Gap between Girls and Boys – Early Primary 63 Figure 3.5: Reading Performance Gap between Girls and Boys – Late Primary 63 Figure 3.6: Mathematics Performance Gap between Girls and Boys – Late Primary 63 Figure 3.7: Percentage of Pupils with One, Two or Neither Parent who Can Read – Early Primary 64 Figure 3.8: Percentage of Pupils with One, Two or Neither Parent who Can Read – Late Primary 64 Figure 3.9: Pupil Language and Mathematics Performance, According to Parent Literacy – Early Primary 65 Figure 3.10: Pupil Reading and Mathematics Performance, According to Parent Literacy – Late Primary 66 Figure 3.11: Percentage of Pupils with One or Several Books at Home – Early Primary 67 Figure 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

12 CONFEMEN - PASEC Figure 3.14: Pupil Language and Mathematics Performance, According to the Availability of Books at Home – Late Primary 69 Figure 3.15: Distribution of Pupils, According to the Existence of a Visual Disability and Use of Eyeglasses – End of Primary 70 Figure 3.16: Distribution of Pupils, According to the Existence of Hearing Disability– End of Primary 71 Figure 3.17: Percentage of Pupils Participating in Agricultural Work – Late Primary 72 Figure 3.18: Percentage of Pupils Participating in Petty Commerce – Late Primary 72 Figure 3.19: Pupils’ Reading and Mathematics Performance, According to their Participation in Agricultural Work – Late Primary 73 Figure 3.20: Pupils’ Reading and Mathematics Performance, According to their Participation in Petty Commerce - Late Primary 74 Figure 3.21: Percentage of Pupils Having Attended Preprimary – Early Primary 75 Figure 3.22: Percentage of Pupils Having Attended Preprimary – Late Primary 75 Figure 3.23: Pupil Performance in Language and Mathematics, According to Preprimary Attendance – Early Primary 76 Figure 3.24: Pupil Performance in Language and Mathematics, According to Preprimary Attendance – Late Primary 77 Figure 3.25: Percentage of Pupils at the Beginning of Primary who Repeated Grade 2 78 Figure 3.26: Distribution of Pupils at the End of Primary According to the Number of Repetitions during the Cycle 78 Figure 3.27: Performance in Language and Mathematics, of Pupils who Did and Did not Repeat – Early Primary 79 Figure 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 81 Figure 3.30: Average Mathematics Performance Gap between pupils of a Given Age and those One Year Younger, Controlling for Repetition – Early Primary 81 Figure 3.31: Average Reading Performance Gap between pupils of a Given Age and those One Year Younger, Controlling for Repetition – Late Primary 82 Figure 3.32: Average Mathematics Performance Gap between pupils of a Given Age and those One Year Younger, Controlling for Repetition – Late Primary 82 Figure 4.1: Early Primary Score Variance Decomposition – Language 87 Figure 4.2: Early Primary Score Variance Decomposition – Mathematics 87 Figure 4.3: Late Primary Score Variance Decomposition – Reading 88 Figure 4.4: Late Primary Score Variance Decomposition – Mathematics 88 Figure 4.5: Percentage of Pupils Attending School in a Rural Area – Early Primary 89 Figure 4.6: Percentage of Pupils Attending School in a Rural Area – Late Primary 89 Figure 4.7: Early Primary Performance Gaps between Pupils in Rural and Urban Areas – Language 90 Figure 4.8: Early Primary Performance Gaps between Pupils in Rural and Urban Areas – Mathematics 90 Figure 4.9: Late Primary Performance Gaps between Pupils in Rural and Urban Areas – Reading 91 Figure 4.10: Late Primary Performance Gaps between Pupils in Rural and Urban Areas – Mathematics 91 Figure 4.11: Distribution of Pupils According to the Type of School Attended - Early Primary 92 Figure 4.12: Distribution of Pupils According to the Type of School Attended - Late Primary 92 Figure 4.13: Early Primary Performance Gap between Pupils in Private and Public Schools – Language 93 Figure 4.14: Early Primary Performance Gap between Pupils in Private and Public Schools – Mathematics 93 Figure 4.15: Late Primary Performance Gap between Pupils in Private and Public Schools – Reading 94 Figure 4.16: Late Primary Performance Gap between Pupils in Private and Public Schools - Mathematics 94 Figure 4.17: Distribution of Pupils According to the Type of Class Attended - Early Primary 95 Figure 4.18: Distribution of Pupils According to the Type of Class Attended – Late Primary 95 Figure 4.19: Early Primary Performance Gap between Pupils in Multigrade and Standard Classes – Language 96 Figure 4.20: Early Primary Performance Gap between Pupils in Multigrade and Standard Classes – Mathematics 96 Figure 4.21: Late Primary Performance Gap between Pupils in Multigrade and Standard Classes – Reading 97 Figure 4.22: Late Primary Performance Gap between Pupils in Multigrade and Standard Classes – Mathematics 97 Figure 4.23: Early Primary Performance Gap between Pupils in Double-Shift and Standard Classes – Language 98 Figure 4.24: Early Primary Performance Gap between Pupils in Double-Shift and Standard Classes – Mathematics 98 Figure 4.25: Late Primary Performance Gap between Pupils in Double-Shift and Standard Classes – Reading 99 Figure 4.26: Late Primary Performance Gap between Pupils in Double-Shift and Standard Classes – Mathematics 99 Figure 4.27: Number of Pupils per Class in the PASEC2014 Sample – Early Primary 99 Figure 4.28: Number of Pupils per Class in the PASEC2014 Sample – Late Primary 99

PASEC2014 assessment 13 Figure 4.29: Evolution of Class Size, According to PASEC Assessments 100 Figure 4.30: Distribution of Pupils by Availability of Seating in Class – Early Primary 101 Figure 4.31: Distribution of Pupils by Availability of Seating in Class – Late Primary 101 Figure 4.32: Percentage of Pupils Attending a School with a Library – Late Primary 102 Figure 4.33: Distribution of Pupils at the Beginning of Primary, According to the Number of Pupils per Textbook – Language 103 Figure 4.34: Distribution of Pupils at the Beginning of Primary, According to the Number of Pupils per Textbook – Mathematics 103 Figure 4.35: Distribution of Pupils at the End of Primary, According to the Number of Pupils per Textbook – Reading 103 Figure 4.36: Distribution of Pupils at the End of Primary, According to the Number of Pupils per Textbook – Mathematics 103 Figure 4.37: Percentage of Pupils Attending a School without Latrines or Toilets - Late Primary 104 Figure 4.38: Percentage of Pupils Attending a School with First Aid Equipment – Late Primary 105 Figure 4.39: Percentage of Pupils Having Undergone Various Medical Tests or Treatments throughout the Year – Late Primary 106 Figure 4.40: Average Level of the School Infrastructure Index and Standard Deviation – Late Primary 107 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 108 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 108 Figure 4.43: Average Level of the Class Equipment Index and Standard Deviation – Early Primary 109 Figure 4.44: Average Level of the Class Equipment Index and Standard Deviation – Late Primary 109 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 110 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 110 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 111 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 111 Figure 4.49: Language and Mathematics Scores Gap, According to the Number of Pupils per Textbook – Early Primary 112 Figure 4.50: Reading and Mathematics Scores Gap, According to the Number of Pupils per Textbook - Late Primary 113 Figure 4.51: Distribution of Pupils According to Teacher Gender – Early Primary 115 Figure 4.52: Distribution of Pupils According to Teacher Gender – Late Primary 115 Figure 4.53: Distribution of Pupils According to the Gender of the Headmaster – Late Primary 116 Figure 4.54: Distribution of Pupils According to Teacher Seniority – Early Primary 117 Figure 4.55: Distribution of Pupils According to Teacher Seniority – Late Primary 117 Figure 4.56: Distribution of Pupils According to Headmaster Seniority – Late Primary 118 Figure 4.57: Distribution of Pupils According to Teacher’s Academic Level – Early Primary 119 Figure 4.58: Distribution of Pupils According to Teacher’s Academic Level – Late Primary 119 Figure 4.59: Distribution of Pupils According to Headmaster’s Academic Level – Late Primary 120 Figure 4.60: Distribution of Pupils According to Teacher Training Received by their Teacher - Early Primary 121 Figure 4.61: Distribution of Pupils According to Teacher Training Received by their Teacher – Late Primary 121 Figure 4.62: Distribution of Pupils According to Teacher Training Received by their Headmaster – Late Primary 122 Figure 4.63: Distribution of Pupils According to Teacher’s In-Service Training – Early Primary 123 Figure 4.64: Distribution of Pupils According to Teacher’s In-Service Training – Late Primary 123

14 CONFEMEN - PASEC PASEC2014 assessment 15 CONFEMEN - PASEC © GPE - S tephan Bachenheimer The PASEC2014 Assessment

PASEC2014 assessment 17 CHAPTER 1

18 CONFEMEN - PASEC The PASEC2014 Assessment

1.1 Methodology

The PASEC methodology1 has been designed to study education systems’ levels of efficiency and equity, while aiming to determine the school and extracurricular factors that may affect pupils’ learning levels. An efficient education systemenables 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 efficient when it enables all, or at least a vast majority of children, to master certain core competencies: at the beginning 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 different pupil profiles, types of school and regions. A fair distribution of educational resources between regions and among schools within regions is a first step towards this objective. 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). Linking this information to success in the PASEC tests provides some benchmarks of the efficiency and equity of education 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

The Country, its Education System and its Regions Characteristics of Pupils and of The School their Family and Class Environment Environment Pupils’ Previous Education and Experiences

Pupil Behavior, Attitudes and Strategies

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

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

PASEC2014 assessment 19 CHAPTER 1

1.1.1 PASEC2014 Tests and Questionnaires

The design of PASEC tests is based on: i. scientific research specifying the various reading and mathematics learning stages; ii. pupil competency levels in reading and mathematics, assessed countries’ contexts and the learning priorities defined in their curricula; and iii. 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 which specific objectives inherent to each education system are met, nor those of an academic year in particular. Tests are developed using scientific processes, abiding by international evaluation standards. The quality of exercises was pre-tested in each of the participating countries. Tests are administered in the official language of instruction4. When the latter is not French (as is the case of Kirundi in 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 that the same level of difficulty was maintained between versions. This process was controlled and approved by each 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, Senegal and Togo, and with English in Anglophone Cameroon. Kirundi, the language of instruction and assessment at the beginning of primary in Burundi, is used on a daily basis by many pupils.

1.1.1.1 Early Primary Cycle Tests

The 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 initial assessment of their core competencies. The test also aims to identify the main difficulties encountered in the learning 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 competencies required to read fluently and autonomously by the end of the primary cycle. The first step to reach that aim is thus for pupils to acquire the basic abilities required to decode text and to read familiar words with ease as soon as possible. They also need to develop sufficient listening comprehension and vocabulary levels in the language 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. Examples of test questions are presented in Annex A of this report. Readers may refer to the test reference framework in the PASEC2014 assessment Technical Report for more information.

20 CONFEMEN - PASEC The PASEC2014 Assessment

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

Test Areas Exercises and Sections Assessed Competencies Assessed

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

Part 2 Familiarization with written language and reading- • Recognize written language decoding: • Read letters Familiarization with written language is assessed through • Recognize syllables exercises requiring pupils to recognize characteristics of the • Read words written language. Reading-decoding is assessed through • Recognize non-words 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.

Part 3 Reading comprehension: • Decode the meaning of words Reading comprehension is assessed through exercises requiring • Read and understand sentences pupils to read isolated words and sentences as well as texts, • Understand Text 1 and then find, combine and interpret information. Developing • Understand Text 2 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.

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.

PASEC2014 assessment 21 CHAPTER 1

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

Test Areas Exercises and Sections Assessed Competencies Assessed

Part 1 Arithmetic: • Count to a hundred Arithmetic is assessed through exercises requiring pupils to • Recognize numbers count, quantify and handle quantities of objects, perform • Quantify objects operations, complete series of numbers and solve problems. • Distinguish quantities of objects Developing competencies in this area enables pupils to • Order numbers develop a symbolic rather than a purely intuitive knowledge • Complete Number Series 1 of numbers. • Complete Number Series 2 • Add and subtract • Solve problems

Part 2 Geometry, space and measurement: • Recognize geometric shapes Measurement is assessed through the recognition of • Determine spatial location geometric shapes, and the concepts of size and orientation • Appraise Size Series 1 in space. Developing competencies in this area enables • Appraise Size Series 2 pupils to develop a symbolic rather than a purely intuitive knowledge of geometry, space and measurement.

1.1.1.2 Late Primary Cycle Tests

The 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 writing competencies, listening comprehension, oral communication skills or the tools specific to each language (spelling, grammar and verb conjugations).

5. Informative texts may be extracts from textbooks, dictionaries, encyclopedias, and so on, from fifty to three hundred words in length. 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.

22 CONFEMEN - PASEC The PASEC2014 Assessment

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

Composition Areas Reading of the Test Assessed Material

26 % Decoding isolated words and sentences: Isolated pictures, words Decoding is assessed through the graphophonological recognition of words and sentences 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.

74 % Reading comprehension: Informative texts and Reading comprehension is assessed through exercises requiring pupils to documents (71%) read literary and informative texts as well as documents, and then extract, Literary texts (29%) 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.

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, geometry and measurement (see Box 1.4). Developing competencies in these areas enables pupils to assimilate 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, but also enable the identification of difficulties encountered. The main cognitive processes measured are knowing, understanding and applying formulas; the ability to solve a problem through reasoning is also evaluated, albeit to a lesser extent.

Box 1.4: Areas Assessed by PASEC2014 in Mathematics – Late Primary

Composition Areas of the Test Assessed

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.

PASEC2014 assessment 23 CHAPTER 1

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 primary Pupil questionnaire had to be considerably simplified. At Grade 2, information pertaining to pupils and their area 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 Collection

Test 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. They answer MCQ, having first gone through a few examples with the administrator to ensure they understand 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. The first stage consists in selecting schools according to a systematic procedure. Selection probability is proportional to the number of pupils enrolled in Grade 2 and Grade 69. The late primary sample totaled one hundred and eighty schools; while a smaller sample of ninety schools was constituted for the early primary tests due to operational constraints10. ii. In each school offering both grades selected, a Grade 6 class is selected among all the Grade 6 classes, as well as a Grade 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 from a Grade 2 class, by a simple random process.

7. The reading and mathematics tests are taken in random order in schools. In this way, the average results for each at the country level are not influenced by the order 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. Schools are drawn from an official database that is one or two years old at most at the time of data collection, and includes public, private, community schools and so on. 10. Difficulties linked to administering individual tests to Grade 2 pupils and the need to harmonize practices between test administrators meant that PASEC reduced the size of the school and pupil samples at the beginning of the primary cycle.

24 CONFEMEN - PASEC The PASEC2014 Assessment

1.2 PASEC2014 Assessment Countries

The 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

Niger Senegal Chad Burkina Faso Benin Côte To go d'Ivoire Cameroon

Congo Burundi

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.

PASEC2014 assessment 25 CHAPTER 1

Table 1.1: Demographic and Economic Characteristics of Participating Countries

ank 166 184 163 187 171 140 152 180 181 165 R 2013 HDI * Countries) (out of 187 of 187 (out $) - - 97 91 75 293 136 125 186 183 2010 nit Costnit U (2010 US ducation - rimary llocated 2011 47.1 % 53.1 % 40.1 % 56.6 % 33.1 % 49.9 % 60.5 % 49.4 % E ducation to P to % A % xpenditure on E ublic E P 2011 4.6 % 3.2 % 5.7 % 4.5 % 4.8 % 8.3 % 3.3 % 6.1 % 3.5 % 5.3 % % of GNP 7 6 28 28 14 44 20 53 27 17 GNP 2014 $ Billions) $ US ( 2013 2.7 % 3.2 % 3.1 % 4.0 % 2.4 % 2.5 % 2.5 % 3.3 % 2.9 % 2.7 % nnual A nnual rowth R ate G rowth ears A ged 2013 42.6 % 48.2 % 43.8 % 50.3 % 43.0 % 42.5 % 43.0 % 44.4 % 46.0 % 42.8 % opulation % P 0-14 Y otal 6.9 4.4 13.1 14.2 18.3 21.6 22.2 10.4 17.0 10.3 T ( M illions) Countries) the-world-factbook/) - version dated January 1, 2014 for GNP, and World Bank database (http://donnees.banquemondiale.org/) for the other indicators, accessed in November 2015. Bank database (http://donnees.banquemondiale.org/) accessed in November World the other indicators, for and the-world-factbook/) - version GNP, 2014 for dated January 1, Year T o g o Chad S enegal N iger Côte d’ I voire Congo Cameroon Burundi Burkina-Faso Benin Source: UNESCO, 2014 for public expenditure on education; UNDP database (http://hdr.undp.org/fr/data) for the HDI, accessed in August 2015; CIA World World Factbook (https://www.cia.gov/library/publications/ CIA August 2014 2015; UNDP for accessed public database expenditure for in on the (http://hdr.undp.org/fr/data) education; HDI, UNESCO, Source: Index. * HDI = Human Development Note:

26 CONFEMEN - PASEC The PASEC2014 Assessment

In terms of access to education, African countries have progressed very significantly over the past thirty years to meet 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 Gross Enrolment Completion Gender Parity Youth Literacy Population Rate11 Rate11 Index13 Rate14

Year 2013 2012 2012 2012 2012

Benin 1 659 944 122.7 % 70.5 % 89.5 52.4 % Burkina-Faso 2 839 416 84.9 % 57.6 % 94.6 45.4 % Burundi 1 493 542 137.4 % 62.1 % 99.2 87.6 % Cameroon 3 568 448 110.6 % 72.8 % 87.6 83.7 % Congo 691 894 109.4 % 72.9 % 107.4 80.9 % Côte d’Ivoire 3 134 385 94.2 % 61.1 % 85.0 50.2 % Niger 3 001 874 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 % To g o 1 057 249 132.8 % 77.3 % 92.2 85.1 %

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

In 2014, despite significant progress, the vast majority of countries have not succeeded in eliminating disparities in school 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 the population aged 14 to 24 years) reveal the difficulties faced by these education systems in transmitting core competencies to all pupils (see Table 1.2). The rate ranges from 26.5 percent in Niger to 87.6 percent in Burundi.

11.Primary gross enrolment rate (GER): number of pupils attending primary school, regardless of age, divided by the official school-aged population. 12. Primary completion rate: by convention, the number of new entrants in the last grade of primary, regardless of age, divided by the population of the official age for the last grade of primary. 13. Gender parity Index: ratio of girls/boys attending primary education, expressed as a percentage. 14. 2015 data, which does not take into account progress achieved in terms of nonformal education.

PASEC2014 assessment 27 Readers’ Guide

The PASEC Performance Scales The configuration of the PASEC tests required the use of the item response theory (a one-parameter logistical model, commonly called the Rasch model) to build an international reading performance scale and an international mathematics performance scale. The level of difficulty of the questions set for pupils, in each subject, is also reflected on the international scale for that subject. In addition to presenting pupil competency and item difficulty levels on a single continuum, the item response model enables the determination of the probability that a pupil at a given competency level will correctly answer an item of a set level of difficulty. Therefore competent pupils will face a high probability of success on items of low difficulty whereas weak pupils will face a low probability of success on items of high difficulty. The more competent the pupils, the greater their probability of success on an item of given difficulty, and conversely. Likewise for pupils at a given competency level: the greater the difficulty of the question, 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, the scores of approximately two in three pupils are in a range of 400 points to 600 points. A vast majority of scores range from 250 to 750 points.

PASEC Competency Scales For 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, but face great difficulty in performing the activities set for higher levels. For instance, pupils at Level 3 are able to correctly answer most of the questions set for Levels 1, 2 and 3, but the probability that they will correctly answer Level 4 questions is significantly below 0.50. 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.

Definition of the “Sufficient” Competency Thresholds For each competency scale, a “sufficient” threshold has been set, that makes it possible to determine the share of pupils 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. The thresholds are defined on the basis of the concepts assessed in the PASEC tests and according to the priority goals of school curricula in language-reading and mathematics, at the beginning and the end of the primary cycle.

Computation of Contextual Indexes Several 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 Gap Estimation, Standard Deviation and Significance All 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. The extent of this uncertainty is quantified by the standard deviation, which sets a confidence interval for the population 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 numerically different may not necessarily be statistically different. The significance of a difference between averages is displayed in each figure by a darker color. A lighter color indicates that the difference is not significant. The comparative tests 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 to designate significance levels that are below or equal to 1 percent, 5 percent and 10 percent respectively.

Pupil Score Gaps and Dispersion In 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.

Gross Effects and Relationships between Scores and Contextual Variables Throughout 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 could attenuate, overwrite or amplify the links identified. In statistical terms, the comparisons have not been carried out “all other things being equal” in this report.

Publication of Data Statistics (averages, shares and so on) for the different categories of a variable are only published in this report if the category includes at least five schools and one hundred pupils. The respective shares of the categories are however indicated in the report, even when their numbers are low. All the figures are drawn-up on the basis of data tables provided in the Annexs.

Rounded Figures All 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, a score of 535.34 will be rounded off to 535.3 whereas a score of 476.77 will be rounded off to 476.8. The difference 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.

Evaluation PASEC2014 29 30 CONFEMEN - PASEC © E ducate a Child Pupil Competencies in Primary School and Education System Equity

PASEC2014 assessment 31 CHAPTER 2

32 CONFEMEN - PASEC Pupil Competencies in Primary School and Education System Equity

The aim of this chapter is to describe the competencies and main difficulties encountered by pupils at the beginning and 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 beginning and the end of primary constitutes a good indicator of the efficiency and equity of education systems. The results presented in this chapter will certainly raise questions in the minds of some readers concerning the direct or indirect influence of the contextual characteristics of education systems on the overall performance of countries and pupil competency levels, as well as the difficulties pupils face and inequalities observed between pupils. 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. As it was mentioned in Chapter 1, the tests were designed in French and administered in the official language of instruction 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 enable an appraisal of the main difficulties encountered by pupils. A threshold qualified as “sufficient” is determined for each scale. PASEC considers that pupils whose level is above 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. Pupils below the “sufficient” threshold are more likely to be discouraged and drop out due to a poor understanding of the language of instruction and mathematics, or to come up against even greater difficulties at a later stage, should they pursue their education.

2.1 Early Primary Cycle

2.1.1 Pupils’ Early Primary Language and Mathematics Competencies

Tables 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 ten countries. For these pupils, the highest level attained is equivalent to their competency level. 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. The language threshold is equivalent to Level 3 on the language competency scale, or at least 540.0 points on the international score scale. The mathematics threshold is equivalent to Level 2 on the mathematics competency scale, or at least 489.0 points on the international score scale.

PASEC2014 assessment 33 CHAPTER 2

Table 2.1: PASEC2014 Language Competency Scale – Early Primary

Distribution of Minimum Pupils throughout Levels Pupil Description of Competencies the Levels Scores of the Scale

Intermediate reader: enhanced reading autonomy is bolstering their understanding of sentences and texts Pupils have acquired written language decoding and listening Level 4 610.4 14.1 % 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.

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 Level 3 540.0 14.5 % 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

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 Level 2 469.5 28.7 % to identify a lexical field. They are in the process of developing the first basic links between the oral and written language and can perform basic graphophonological decoding, recognition and identification tasks (letters, syllables, graphemes and phonemes).

Early reader: first contact with the oral and written language. Pupils are able to understand very short and familiar oral messages to recognize familiar Level 1 399.1 30.3 % objects. They have great difficulty decoding written language and performing graphophonological identification (letters, syllables, graphemes and phonemes).

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

In 2014, an average of over 70 percent of pupils across all ten surveyed countries did not reach the “sufficient” language competency threshold after two primary grades. In other words, a majority of pupils at the beginning of primary have great difficulty decoding components of the written language and understanding sentences, passages and oral messages.

34 CONFEMEN - PASEC Pupil Competencies in Primary School and Education System Equity

Table 2.2: PASEC2014 Mathematics Competency Scale – Early Primary

Distribution of Minimum Pupils throughout Levels Pupil Description of Competencies the Levels Scores of the Scale

Pupils master the oral number sequence (counting up to sixty in two minutes) and are able to compare numbers, complete logical series and Level 3 577.7 23.2 % perform operations (sums and subtractions) with numbers over fifty. They can solve basic problems with numbers under twenty using reasoning skills.

Pupils can recognize numbers up to one hundred, compare them, complete logical series and perform operations (sums and subtractions) with numbers Level 2 489.0 29.7 % under fifty. They have developed awareness of spatial orientation (below, above, beside). They begin to develop an ability to solve basic problems with numbers under twenty using reasoning skills.

“Sufficient” Competency Threshold

Pupils progressively develop their knowledge of the mathematical language and master the first concepts of quantity (quantification, comparison) with Level 1 400.3 30.9 % objects and numbers under twenty. They can appraise the relative size of objects, recognize simple geometric shapes and they develop an awareness of the first concepts of spatial orientation (inside, outside).

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

In 2014, almost 50 percent of pupils across all ten countries did not reach the “sufficient” mathematics competency threshold 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 (sums and subtractions) with numbers under fifty and solve basic problems through reasoning. They also have difficulty with the concepts of spatial orientation (below/above/beside) and recognizing simple geometric shapes. These pupils are more likely be face even greater difficulties at subsequent stages of their education, in particular when 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 are distributed on both sides of the “sufficient” threshold. It is thus easy to determine the cumulated percentage of pupils 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.

PASEC2014 assessment 35 CHAPTER 2

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

15.5 46.6 28.3 6.3 Benin 28.0 38.5 25.1 8.4

8.1 24.1 32.3 20.2 15.2 Burkina Faso 9.9 30.9 40.9 18.3

17.6 23.0 23.. 56,1 Burundi 28.9 34.4

8.9 29.9 31.6 18.7 11.0 Cameroon 10.5 34.2 37.1 18.2

28.6 28.6 21.4 16.6 Congo 25.6 37.7 33.2

7.6 37.5 37.6 11.7 Côte d’Ivoire 17.5 48.7 24.2 9.6

32.6 37.0 20.6 6.4 Niger 38.7 33.5 17.2 10.6

13.9 29.3 27.9 12.5 16.4 Senegal 12.6 25.1 32.2 30.1

11.0 36.3 34.7 13.1 Chad 17.6 34.4 27.8 20.2

21.5 30.4 28.0 11.6 8.5 Togo 23.9 34.8 25.9 15.4

12.4 30.3 28.7 14,514.5 14.1 Average 16.2 30.9 29.7 23.2

“Sufficient” Competency Threshold

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

36 CONFEMEN - PASEC Pupil Competencies in Primary School and Education System Equity

In all ten countries but Burundi, where the test language and language of instruction is familiar to pupils, there is a very high percentage of pupils below the threshold qualified as “sufficient”. In these countries, a vast majority of pupils who have been attending school for two years have considerable difficulty understanding even short and familiar 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). The overall percentage of pupils in great difficulty (below Level 1) is relatively high and stands at 12.4 percent in language and 16.2 percent in mathematics, on average. Performance varies considerably from one country to another: - In Burundi, whose case is as exception, almost eight in ten pupils reach the early primary “sufficient” threshold in language (Kirundi), and more than nine in ten pupils reach the mathematics threshold. Pupils under the threshold have nevertheless all acquired the most basic competencies measured by the test (at least Level 1). - In Burkina Faso and Congo, 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” threshold in mathematics. - In Cameroon and Senegal, almost 30 percent of pupils reach the “sufficient” language threshold. In both these countries, over half of the pupils reach the “sufficient” mathematics threshold. - In Côte d’Ivoire, Chad and Togo, 17.3 percent, 18.1 percent and 20.1 percent of pupils reach the “sufficient” language threshold, respectively. In Benin and Niger, one in ten pupils reaches the “sufficient” language threshold. - In Chad (48.0 percent) and Togo (41.3 percent), over 40 percent of pupils reach the “sufficient” mathematics threshold. In Côte d’Ivoire (33.8 percent), Benin (33.5 percent) and Niger (27.8 percent), approximately 30 percent of pupils reach it. The distribution of pupils by competency level reveals major disparities in pupil competencies as of the first grades of primary in all countries, although intensity varies from one country to another. Furthermore, pupils who are in difficulty in their language of instruction also display weak performance in mathematics. 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). In view of the considerable proportion of pupils who do not reach the “sufficient” threshold, education policies should be implemented that aim to overcome the difficulties encountered at school and that target pupils from an early age. Furthermore, the various findings and the nature of the difficulties observed reveal it is necessary to reconsider the articulation between mother tongue, language of instruction and the acquisition of reading and mathematics competencies as of the first grades of primary, which are decisive in terms of future learning outcomes and schooling.

4. At the pupil level, the correlation coefficient between the two subjects ranges from 0.66 to 0.85 according to the country; at the school level, it ranges from 0.88 to 0.98 (see Table B2.13 in the Annexs).

PASEC2014 assessment 37 CHAPTER 2

2.1.2 Pupil Performance in Four Key Areas

In 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 (see Annex A2 for a complete description of the exercises). This complementary information provides further insight into the nature of the learning difficulties encountered.

2.1.2.1 Read Letters of the Alphabet with Ease

Measuring 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. As reading fluency improves, readers can gradually focus their attention on more complex decoding activities and on the meaning of what they are reading (INSERM, 2007; NIHCD, 2000). In general, the probability of reaching the “sufficient” PASEC competency threshold increases as pupils learn to read the 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 primary school. These pupils are in great difficulty regarding the basic aspects of decoding their language of instruction in its written form.

Figure 2.2: Distribution of Pupils by Average Number of Letters Read Accurately in One Minute – Early Primary Benin 41.6 36.9 13.5 8.0

Burkina Faso 15.0 26.5 50.7

Burundi 10.0 20.0 63.7

Cameroon 33.8 22.6 20.2 23.3

Congo 14.8 38.8 27.7 18.7

Côte d’Ivoire 25.6 30.1 26,6 17.7

Niger 47.4 21.7 21.0 9.9

Senegal 16.4 23.8 26.6 33.2

Chad 35.0 35.1 21.1 8.8

Togo 28.0 26,4 28,5 17.0

Average 25.5 26.0 23.2 25.2

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

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

38 CONFEMEN - PASEC Pupil Competencies in Primary School and Education System Equity

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 five letters of the alphabet. It is only natural that these pupils face great difficulty at the beginning of primary to establish a correspondence between written and oral language.

2.1.2.2 Read Familiar Words with Ease

Exercises that require pupils to read isolated, familiar and mostly irregular words enable the identification of pupils who have developed sufficient written language decoding skills to adopt a lexical approach to reading7. Pupils have up to five seconds to read a word. This time limits the decoding of words through the sub-lexical assembly process. Pupils who can read familiar words fluently are better able to focus on the meaning of what they are reading. As for 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 Benin 41.2 36.3 12.8 6.1

Burkina Faso 11.6 24.5 21.8 22.1 19.9

Burundi 21.6 10.3 29.5 35.5

Cameroon 39.7 29.4 12.0 10.1 8.9

Congo 18.8 35.3 17.0 17.2 11.7

Côte d’Ivoire 26.2 41.9 17.7 9.1

Niger 48.1 27.6 12.8 8.1

Senegal 15.1 29.3 16.6 16.4 22.2

Chad 27.4 44.6 12.1 8.2

Togo 32.6 31.7 14.7 11.4 9.6

Average 26.2 32.0 14.8 14.0 13.0

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

Figure 2.3 shows that almost 40 percent of pupils, on average across all countries, are unable to read more than five words in one minute. Over 25 percent of pupils are incapable of reading any of the following familiar words: 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. Results between countries are contrasted, but convey the difficulties pupils have in reading words with ease at the beginning 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.

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 words and irregular words. The lexical approach enables pupils to read fluently and quickly and to focus on understanding the text. 6. The non-lexical assembly approach is used to read new words by linking phonemes and graphemes.

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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. In view of the fragility of pupil competencies, particular attention must be paid to the nature of the difficulties and to the way in which written language decoding is taught in the first grades of primary school.

2.1.2.3 Count to One Hundred

Knowing how to count is an important prerequisite to acquire basic number concepts. The curricula of the assessed countries expect pupils to be able to count up to one hundred by the end of Grade 2. Regardless of the context, learning the oral sequence of numbers is a slow and difficult process for all children and requires them to know the numbers 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 have memorized the numbers in the first place.

Figure 2.4: Distribution of Pupils by Last Number Reached when Counting Out Loud – Early Primary Benin 65.6 21.5 12.9

Burkina Faso 51.9 36.7 11.4

Burundi 25.6 11.4 63.0

Cameroon 57.2 19.4 23.4

Congo 34.5 30.6 34.9

Côte d’Ivoire 76.5 11.9 11.7

Niger 69.7 14.3 16.0

Senegal 46.7 27.8 25.5

Chad 54.6 23.8 21.7

Togo 66.2 14.7 19.1

Average 54.8 21.3 23.9

Up to 61 Between 61 and 80 Beyond 80

Figure 2.4 indicates that over half of the pupils (55.2 percent), on average across all countries, are not able to count up 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 a third of pupils at the end of Grade 2 are able to count beyond eighty (63.0 percent and 34.9 percent respectively). The difficulties encountered by pupils when doing this type of exercise raise questions about the way in which the concepts of quantities and numbers are taught in the first grades of primary. Furthermore, these difficulties need to 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.

40 CONFEMEN - PASEC Pupil Competencies in Primary School and Education System Equity

2.1.2.4 Perform Sums and Subtractions

At 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 numbers up to one hundred by the end of Grade 2. Official education goals also include teaching multiplication, 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 % To g o 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 %

On average, almost 40 percent of pupils across all countries are unable to solve a simple sum in one minute with numbers under ten after at least two years of primary education. On average, under 30 percent of pupils are able to find the result of a subtraction with numbers over twenty. These results vary from one country to another and according 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 nature of the difficulties faced and the articulation between curricula, mathematics teaching practices in the first grades of primary school, pupils’ initial mathematics competencies in their mother tongue and their transfer into the language of instruction.

PASEC2014 assessment 41 CHAPTER 2

2.1.3 Distribution of Pupils’ Early Primary Language and Mathematics Results

The study of pupil competency levels enables to appraise countries’ efficiency levels, but is not sufficient to appraise the 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 of pupil competency levels. Varying degrees of homogeneity may be the consequence of the characteristics of the 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

800

750

700

650

600

550

500

450

400

350

300 L M L M L M L M L M L M L M L M L M L M L M Benin Burkina Burundi Cameroon Congo Côte Niger Senegal Chad Togo Average Faso d’Ivoire

L Language M Mathematics

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.

42 CONFEMEN - PASEC Pupil Competencies in Primary School and Education System Equity

In language, Benin, Côte d’Ivoire and Chad are the three PASEC2014 assessment countries with the smallest average performance gaps between the weakest and best pupils (156.4 points, 165.6 points and 172.9 points, 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). Not only does a small proportion of pupils reach the “sufficient” threshold in language (apart from Burundi), 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 country to combine a large number of pupils who reach the “sufficient” mathematics competency threshold with little 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. The fact that mathematics is taught in a familiar language in the first grades of primary school (as opposed to the nine 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. With the exception of Burundi, Senegal is the country with the largest proportion of pupils above the “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.

2.1.4 Comparison of Average National Early Primary Language 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 are not always statistically significant. The graph does thus not enable to systematically compare the performance of countries.

PASEC2014 assessment 43 CHAPTER 2

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

640 640 630 Burundi 630 620 620 610 610 Burundi 600 600 590 590 580 580 570 570 560 560 550 550 540 Congo 540 530 530 520 Congo Senegal 520 Burkina Faso 510 510 Burkina Faso 500 Senegal Cameroon Cameroon 500 490 Chad 490 Côte d’Ivoire 480 Chad 480 Togo Togo 470 470 Côte d’Ivoire 460 Benin 460 Benin 450 450 440 440 Niger Niger 430 430

Average national language score ------PASEC2014 average Average national mathematics score statistically statistically ˜ higher ˜ close ˜ lower ˜ higher ˜ close ˜ lower than the PASEC2014 average than the PASEC2014 average

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. The average early primary national scores in Cameroon (502.4 points) and Senegal (501.9 points) are close to the PASEC2014 500 point average. The average early primary national scores in Côte d’Ivoire (484.1 points), Chad (480.4 points), Togo (473.6 points), Benin (458.3 points) and Niger (435.2 points) are below the average of the ten PASEC countries. The average early primary national mathematics scores in Burundi (605.1 points), Congo (541.2 points) and Senegal (521.4 points) are higher than the average score of the ten countries that participated in the PASEC2014 assessment. The average national scores in Burkina-Faso (505.8 points), Cameroon (502.7 points) and Chad (491.3 points) are close to the PASEC2014 average.

44 CONFEMEN - PASEC Pupil Competencies in Primary School and Education System Equity

In Togo (474.5 points), Côte d’Ivoire (465.9 points), Benin (454.7 points) and Niger (437.4 points), the average national scores are below the average of the ten surveyed countries in 2014. In addition to these results, the information presented in Tables 2.4 and 2.5 below provides a more detailed comparison 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.

Table 2.4: Average National Language Scores and Multiple Comparisons between Countries – Early Primary Average National Language Score ¢ higher ¢ close Country ¢ lower

Compared to Burundi Congo Burkina Faso Cameroon S enegal Côte d' I voire Chad T o g o Benin N iger than the PASEC2014 average

p Significant score difference in favor of the reference Reference National country relative to the

Country Language Score 627.7 (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) country it is compared to: the reference country’s Burundi 627.7 (5.7) p p p p p p p p p average is higher than that of the country it is Congo 522.7 (6.6) q — — — p p p p p compared to Burkina Faso 513.8 (6.3) q — — — p p p p p — No significant difference Cameroon 502.4 (8.7) q — — — — — p p p between the scores of the reference country and the Senegal 501.9 (9.5) q — — — — — — p p country it is compared to

Côte d'Ivoire 484.1 (6.4) q q q — — — — p p q Significant score difference to the detriment of the Chad q q q p 480.4 (7.8) — — — — — reference country relative to the country it is Togo 473.6 (6.8) q q q p — — — — — compared to: the reference Benin 458.3 (4.3) q q q q q q — — — country’s average is lower than that of the country Niger 435.2 (7.7) q q q q q q q q — it is compared to.

Table 2.4 shows that Burundi’s average language score is significantly higher than those of the other nine countries assessed by PASEC2014. The differences between the average national language scores of Congo, Burkina Faso, Cameroon and Senegal are not significant despite the gap in points presented in the table. The scores of Côte d’Ivoire, Chad and Togo are 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.

PASEC2014 assessment 45 CHAPTER 2

Table 2.5: Average National Mathematics Scores and Multiple Comparisons between Countries – Early Primary Average National Mathematics Score ¢ higher ¢ close Country ¢ lower

Compared to Burundi Congo S enegal Burkina Faso Cameroon Chad T o g o Côte d' I voire Benin N iger than the PASEC2014 average

p Significant score difference in favor of the reference National Reference Mathematics country relative to the

Country 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) country it is compared to: the reference country’s Burundi 605.1 (4.5) p p p p p p p p p average is higher than that of the country it is Congo 541.2 (5.6) q — p p p p p p p compared to Senegal 521.4 (8.9) q — — — — p p p p — No significant difference Burkina Faso 505.8 (4.9) q q — — — p p p p between the scores of the reference country and the Cameroon 502.7 (9.3) q q — — — — p p p country it is compared to

Chad 491.3 (10.6) q q — — — — — — p q Significant score difference to the detriment of the Togo 474.5 (6.1) q q q q — — — — p reference country relative to the country it is Côte d'Ivoire 465.9 (5.8) q q q q q p — — — compared to: the reference Benin 454.7 (5.4) q q q q q — — — — country’s average is lower than that of the country Niger 437.4 (8.3) q q q q q q q q — it is compared to.

Table 2.5 shows that Burundi’s average national mathematics score is significantly higher than those of the other nine 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.

46 CONFEMEN - PASEC Pupil Competencies in Primary School and Education System Equity

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” language and mathematics thresholds are shown by a red line in the tables11.

Table 2.6: PASEC2014 Reading Competency Scale – Late Primary

Distribution of Minimum Pupils throughout Levels Pupil Description of Competencies the Levels Scores of the Scale

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 Level 4 595.1 17.1 % 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.

Pupils are able to combine two pieces of explicit information from a document or can carry out simple inferences in a narrative or informative Level 3 518.4 25.6 % 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.

“Sufficient” Competency Threshold

Pupils draw on their orthographic decoding skills to identify and understand isolated words taken from their everyday lives. They are also able to locate Level 2 441.7 27.7 % explicit information in short and medium length texts by identifying clues in the text and questions. Pupils can paraphrase explicit information from a text.

Pupils have developed decoding skills and can draw on them to understand Level 1 365.0 21.2 % isolated words taken from their everyday lives but are in difficulty when it comes to understanding the meaning of short and simple texts.

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

11. The reading threshold is equivalent to Level 3 on the competency scale. Pupils must obtain a score of at least 518.4 points on the international score scale in 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.

PASEC2014 assessment 47 CHAPTER 2

Pupils who reach the “sufficient” reading threshold are able to read literary passages, informative texts and documents, regardless of whether they are long or short, then extract and combine explicit information and access the implicit meaning of certain information. Pupils below the threshold risk facing difficulties in lower secondary school where reading plays a central role in the learning process. In 2014, almost 60 percent of pupils on average in the ten surveyed countries did not reach the “sufficient” reading competency threshold after at least six years of primary education. The percentage of pupils below the threshold varies from one country to another. The weakest pupils at the end of primary display very fragile decoding skills and have great difficulty reading and understanding the written language, even when it comes to decoding isolated words taken from their everyday lives. This finding emphasizes the need for support to be provided in these countries to pupils displaying reading difficulties, as early as possible in their schooling. On average, almost 30 percent of pupils at the end of primary are in 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 R eading R eading Comprehension Writing G rammar S pelling, and S yntax Listening Comprehension O ral Communication 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) To g o 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.

The findings in Table 2.6 and Box 2.1 draw attention to the need for pupils who encounter reading difficulties in these 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.

48 CONFEMEN - PASEC Pupil Competencies in Primary School and Education System Equity

Table 2.7: PASEC2014 Mathematics Competency Scale – Late Primary

Distribution of Minimum Pupils throughout Levels Pupil Description of Competencies the Levels Scores of the Scale

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; Level 3 609.6 14.7 % in measurement they can solve problems involving surface area or perimeter calculations. Pupils can find data on a diagram prior to calculating distances while 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.

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 scientific approach; 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 Level 2 521.5 26.3 % 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).

“Sufficient” Competency Threshold

Pupils can answer very brief questions by calling upon factual knowledge or a specific procedure. In arithmetic, they are able to carry out the four basic operations with whole numbers which might require writing down Level 1 433.3 31.8 % 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.

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

Pupils who reach the “sufficient” mathematics threshold are able to answer arithmetic, measurement and geometry questions calling on the three assessed processes: knowing, applying and reasoning. Pupils under the threshold risk encountering difficulties later in their education due to insufficient mathematics competencies. Pupils under the threshold have difficulty telling the time and carrying out arithmetic operations with decimal numbers, for example. In 2014, almost 60 percent of pupils, on average across the ten surveyed countries, do not reach the late primary “sufficient” competency threshold in mathematics. The weakest pupils at the end of primary still have difficulty performing at least one of the four operations with whole numbers or identifying the unit of measurement used for length (the meter). Almost 30 percent of pupils at the end of primary are in this situation. The number of pupils who encounter difficulties in these areas of mathematics varies from one country to another. These pupils are below Level 1 of the competency scale. It is important for education systems to detect difficulties experienced by pupils as soon as they enter primary school, to avoid subsequent school failure.

PASEC2014 assessment 49 CHAPTER 2

Figure 2.7 shows the percentage of pupils at each competency level, by country and by subject. These percentages are distributed on both sides of the “sufficient” threshold. It is thus easy to determine the cumulated percentage of 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

17.5 26.2 29.0 22.7 Benin 24.6 35.6 29.0 10.8

11.0 29.8 35.5 21.4 Burkina Faso 12.5 28.5 36.9 21.9

38,7 38.7 49.1 7.4 Burundi 12,4 12.4 46.8 39.9

6.0 20.3 24.9 24.7 24.1 Cameroon 29.8 34.8 23.7 11.8

22.6 32.2 23.5 17.1 Congo 28.1 42.9 23.1

19.3 28.0 25.6 22.4 Côte d’Ivoire 28.7 44.4 23.7

31.7 42.3 17.5 6.4 Niger 68.4 24.0 6.3

13.5 21.3 26.3 34.8 Senegal 14.7 26.5 29.7 29.1

20.3 36.9 27.1 12.8 12,8 Chad 43.7 37.2 16.1

6.2 23.9 31.5 22.6 15.8 Togo 20.9 31.6 27.9 19.7

8.4 21.2 27.7 25.6 17.1 Average 27.2 31.8 26.3 14. 7

“Sufficient” Competency Threshold

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

50 CONFEMEN - PASEC Pupil Competencies in Primary School and Education System Equity

On average, almost 60 percent of pupils at the end of primary do not reach the “sufficient” competency threshold, 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 five of these six countries (Benin, Burkina Faso, Cameroon, Côte d’Ivoire and Senegal), over 20 percent of pupils reach the highest level, namely Level 4 (from 21.4 percent in Burkina Faso to 34.8 percent in Senegal). - In Congo and Togo, almost 40 percent of pupils reach the “sufficient” reading threshold. - In Chad (15.8 percent) and Niger (8.5 percent), under 15 percent of pupils display the “sufficient” competencies to read and understand texts at the end of primary school. - Burundi stands out in mathematics, as almost nine in ten pupils reach the “sufficient” threshold. These pupils are at very least able to call on arithmetic, geometry and measurement methods and knowledge to solve common mathematical problems. In Senegal and Burkina Faso, where the percentage of pupils who acquire “sufficient” competencies is above average, approximately six in ten pupils reach the “sufficient” threshold. - In Togo (47.6 percent), Benin (39.8 percent) and Cameroon (35.5 percent), the percentage of pupils who reach the “sufficient” mathematics threshold is close to the average of the ten countries participating in the survey (41 percent). - 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” threshold in mathematics. - Compared to other countries, very few pupils in Burundi are in great difficulty. Under 1 percent of pupils are below Level 1 on the reading or mathematics scales. The comparison of pupils’ late primary reading and mathematics performance confirms the finding from the early primary PASEC2014 survey. There are close links between pupil performance in the two subjects in all countries12. The gaps between pupils’ results at the end of primary, as well as the nature of the difficulties encountered by the weakest 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. This trend again confirms that pupils facing difficulties in reading and mathematics in these counties need to be supported from the very beginning of primary.

2.2.2 Distribution of Pupils’ Late Primary Language and Mathematics Results

As 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 finding enables to appraise, to a certain extent, the capacity of education systems to reduce competency disparities between 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. At the pupil level, the correlation coefficient between these two disciplines ranges from 0.72 to 0.89 depending on the country; at the school level, it ranges from 0.84 to 0.97 (see Table B2.14 in the Annexs).

PASEC2014 assessment 51 CHAPTER 2

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

800

750

700

650

600

550

500

450

400

350

300 R M R M R M R M R M R M R M R M R M R M R M Benin Burkina Burundi Cameroon Congo Côte Niger Senegal Chad Togo Average Faso d’Ivoire

R Reading M Mathematics

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.

52 CONFEMEN - PASEC Pupil Competencies in Primary School and Education System Equity

2.2.3 Comparison of Average National Late Primary Language 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 B2.11 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 not always statistically significant. The graph does thus not enable to systematically compare countries’ performance.

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

610 610 600 600 Burundi 590 590 580 580 570 570 560 560 550 550 Senegal Senegal 540 Burkina Faso 540 530 Burkina Faso 530 Benin Burundi Togo 520 Côte d’Ivoire Cameroon 520 510 510 Congo 500 500 Togo Benin 490 Cameroon 490 480 Congo 480 Côte d’Ivoire 470 470 460 460 450 Chad 450 440 440 430 Chad 430 420 420 410 410 Niger Niger 400 400

Average national reading score ------PASEC2014 average Average national mathematics score statistically statistically ˜ higher ˜ close ˜ lower ˜ higher ˜ close ˜ lower than the PASEC2014 average than the PASEC2014 average

The average national reading scores in Senegal (548.4 points), Burkina Faso (531.6 points), Burundi (525.4 points), Benin (523.4 points), Cameroon (517.5 points) and Côte d’Ivoire (517.0 points) are higher than the average of the ten countries that participated in the PASEC2014 assessment.

PASEC2014 assessment 53 CHAPTER 2

The average scores in Congo (503.4 points) and Togo (497.3 points) are close to the PASEC2014 average of 500 points. The average national scores in Chad (432.5 points) and Niger (403.5 points) are well below the PASEC2014 average. The average national scores in Burundi (593.6 points), Senegal (546.6 points), Burkina Faso (539.5 points) and Togo (520.2 points) are higher than the average of the ten countries that participated in the PASEC2014 mathematics assessment. The average national score of Benin (496.9 points) is close to the PASEC2014 average. The average national scores in the five other countries are lower than the international average: Cameroon (489.5 points), Congo (481.4 points), Côte d’Ivoire (475.7 points), Chad (450.9 points) and Niger (405.8 points). 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 Average National Reading Score voire

I ¢ higher ¢ close ¢ iger

enegal lower

Country o g o S T Compared to Burkina Faso Burundi Benin Cameroon Côte d' Congo Chad N than the PASEC2014 average

p Significant score difference (6.8) (4.4) (2.0) (4.6) (4.0) (4.4) (4.0) (4.3) (7.7)

in favor of the reference National Reference Reading country relative to the

Country Score 548.4 531.6 525.4 517.5 517.0 (5.5) 517.0 503.4 497.3 458.3 435.2 country it is compared to: the reference country’s Senegal 548.4 (6.8) p p p p p p p p p average is higher than that of the country it is Burkina Faso 531.6 (4.4) q — — — — p p p p compared to Burundi 525.4 (2.0) q — — — — p p p p — No significant difference Benin 523.4 (4.6) q — — — — p p p p between the scores of the reference country and the Cameroon 517.5 (5.5) q — — — — — p p p country it is compared to

Côte d'Ivoire 517.0 (4.0) q — — — — — p p p q Significant score difference to the detriment of the Congo q q q q p p 503.4 (4.4) — — — reference country relative Togo 497.3 (4.0) q q q q q q p p to the country it is — compared to: the reference Chad 432.5 (6.7) q q q q q q q q p country’s average is lower than that of the country Niger 403.5 (3.7) q q q q q q q q q it is compared to.

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.

54 CONFEMEN - PASEC Pupil Competencies in Primary School and Education System Equity

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

voire ¢ higher I ¢ close ¢ Country iger lower enegal o g o Benin Cameroon Congo Côte d’ Compared to Burundi S Burkina Faso T Chad N than the PASEC2014 average

p Significant score difference (4.5) (6.7) (4.9) (5.4) (4.0) (3.1) (5.7) (4.1) (5.3) in favor of the reference National Reference Mathematics country relative to the 481.4 Country Score 593.6 546.6 539.5 520.2 (5.0) 496.9 489.5 475.7 450.9 405.8 country it is compared to: the reference country’s Burundi 593.6 (4.5) p p p p p p p p p average is higher than that of the country it is Senegal 546.6 (6.7) q — p p p p p p p compared to Burkina Faso 539.5 (4.9) q — p p p p p p p — No significant difference Togo 520.2 (5.0) q q q p p p p p p between the scores of the reference country and the Benin 496.9 (5.4) q q q q — — p p p country it is compared to

Cameroon 489.5 (5.3) q q q q — — p p p q Significant score difference to the detriment of the Congo q q q q p p 481.4 (4.0) — — — reference country relative Côte d'Ivoire 475.7 (3.1) q q q q q p p to the country it is — — compared to: the reference Chad 450.9 (5.7) q q q q q q q q p country’s average is lower than that of the country Niger 405.8 (4.1) q q q q q q q q q it is compared to.

Burundi achieves an average national mathematics score that is higher than those of the other nine countries. There is no significant difference between the average national mathematics scores of Senegal and Burkina Faso. 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.

PASEC2014 assessment 55 CHAPTER 2

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. The correlation coefficients are estimated at 0.53 (non-significant) in reading and 0.62 (significant at the 10 percent level) 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 PASEC2014 Figure 2.11: Link between Average National PASEC2014 Language-Reading Scores – Early and Late Primary Mathematics Scores – Early and Late Primary

650 650

600 600 Burundi

550 Senegal 550 Burkina Faso Senegal Benin Burkina Faso Togo Côte d’Ivoire Cameroon Burundi 500 Togo Congo 500 Benin Cameroon Côte d’Ivoire Congo 450 450 Chad Chad

400 Niger 400 Niger

350 350 Average National Reading Score – Late Primary 350 400 450 500 650600550 350 400 450 500 650600550 Average National Reading Score – Early Primary Average National Mathematics Score – Late Primary Average National Mathematics Score – Early 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, education systems with high percentages of pupils in difficulty in the early stages of primary are also those that tend to perform least well at the end of the cycle. In these education systems, primary school education is generally not able to compensate for the difficulties that pupils encounter in the first grades of primary school. These pupils, who also encounter multiple difficulties at the end of the cycle, will continue to accumulate them if they gain access to the secondary cycle, and are exposed to a high risk of failure and drop-out.

13. This relationship is evaluated with the correlation coefficient of a country’s rank based on its average national scores at the beginning and the end of the primary cycle.

56 CONFEMEN - PASEC Pupil Competencies in Primary School and Education System Equity

PASEC2014 assessment 57 58 CONFEMEN - PASEC © N estlé Côte d' I voire Pupil Characteristics

PASEC2014 assessment 59 CHAPTER 3

60 CONFEMEN - PASEC Pupil Characteristics

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 words the influence that socioeconomic status has on school performance and schooling. Unfortunately, in most education systems, whether African or Western, the characteristics of pupils’ families and of the environment in which they live have a considerable influence on performance (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 Gender

In 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 To g o 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 of girls ranges from 43.6 percent (Chad, Senegal and Niger) to 51.6 percent (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 PASEC2014 assessment samples differ slightly from official UIS data. These percentages are presented in Tables B3.1 to B3.4 in the Annexs.

PASEC2014 assessment 61 CHAPTER 3

Figure 3.1: Percentage of Girls Enrolled at the Beginning Figure 3.2: Percentage of Girls Enrolled at the End of of Primary, by Country, 2012 Primary, by Country, 2012

Benin 47.5 Benin 45.0 Burkina Faso 47.5 Burkina Faso 50.2

Burundi 48.9 Burundi 54.5

Cameroon 47.0 Cameroon 46.3

Congo 51.6 Congo 51.1

Côte d’Ivoire 46.9 Côte d’Ivoire 43.2

Niger 45.7 Niger 43.7

Senegal 51.2 Senegal 52.4

Chad 43.6 Chad 38.8

Togo 45.0 Togo 45.8

Average 47.5 Average 47.1

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

These figures show that girls are at a disadvantage in terms of primary school access and completion in a majority of 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). These findings are a reminder that gender equity in terms of primary access and completion remains an issue. Surveys focusing on girl drop-out pinpoint multiple causes, including early marriage, sexual abuse at school, or families’ financial difficulties (Plan International, 2012 and 2013). 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 are observed in mathematics in Cameroon, Chad, Côte d’Ivoire and Niger. In these countries, the score gap in favor of boys ranges from 19.0 points in Cameroon to 47.3 points in Chad (see Figures 3.3 and 3.4). 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 performance gaps are much more pronounced in favor of boys in five countries (Burkina Faso, Chad, Congo, Côte d’Ivoire and Senegal), but girls achieve better results in Burundi (see Figure 3.6).

62 CONFEMEN - PASEC Pupil Characteristics

Figure 3.3: Language Performance Gap between Girls Figure 3.4: Mathematics Performance Gap between Girls and Boys – Early Primary and Boys – Early Primary

Boys Girls Boys Girls

Benin 2.4 Benin 5.3

Burkina Faso 8.8 Burkina Faso 8.9

Burundi 4.7 Burundi 8.7

Cameroon 7.0 Cameroon 19.0

Congo 5.4 Congo 4.0

Côte d’Ivoire 11.0 Côte d’Ivoire 26.3

Niger 4.1 Niger 175

Senegal 8.0 Senegal 15.0

Chad 14.8 Chad 47.3

Togo 0.1 Togo 8.0

non-significant significant non-significant significant

Figure 3.5: Reading Performance Gap between Girls and Figure 3.6: Mathematics Performance Gap between Girls Boys – Late Primary and Boys – Late Primary Boys Girls Boys Girls

Benin 7.0 Benin 5.5

Burkina Faso 4.1 Burkina Faso 13.3

Burundi 11.7 Burundi 33.14

Cameroon 17.8 Cameroon 2.2

Congo 10.0 Congo 15.1

Côte d’Ivoire 4.8 Côte d’Ivoire 13.8

Niger 6.0 Niger 7.2

Senegal 4.4 Senegal 18.8

Chad 17.6 Chad 21.9

Togo 5.7 Togo 8.0

non-significant significant non-significatif significant

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 scientific streams in upper secondary and at university (Borgonovi and Jakubowski, 2011; Sikora and Saha, 2009).

PASEC2014 assessment 63 CHAPTER 3

3.2 Parents’ Literacy and Availability of Books at Home

Socioeconomic 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’ Literacy

Surveys 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; Ryan and Adams, 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. This observation holds for all countries. The percentages stand at 46.5 percent at the beginning 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 Figure 3.8: Percentage of Pupils with One, Two or Neither Parent who Can Read – Early Primary Parent who Can Read – Late Primary

Benin 50.9 27.7 21.4 Benin 25.1 44.7 30.2

Burkina Faso 52.0 26.4 21.6 Burkina Faso 36.6 38.7 24.7

Burundi 20.6 28.3 51.2 Burundi 16.6 33.5 49.8

Cameroon 47.2 25.6 27.2 Cameroon 25.4 62.4

Congo 28.1 20.2 51.8 Congo 25.4 70.0

Côte d’Ivoire 51.2 27.9 20.9 Côte d’Ivoire 24.8 40.9 34.3 Niger 67.3 17.2 15.6 Niger 43.9 34.8 21.3

Senegal 48.0 25.7 26.3 Senegal 21.1 42.6 36.4

Chad 48.9 35.3 15.8 Chad 28.5 46.0 25.5

Togo 51.1 29.5 19.4 Togo 24.0 39.9 36.1

Average 46.5 26.3 27.2 Average 23.7 37.2 39.0

Neither parent One of the two parents Both parents

2. Due to the fact that Grade 2 pupils find it difficult to accurately indicate their parents’ level of education, 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.

64 CONFEMEN - PASEC Pupil Characteristics

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

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350 L M L M L M L M L M L M L M L M L M L M Benin Burkina Burundi Cameroon Congo Côte Niger Senegal Chad Togo Faso d’Ivoire

L Language significant non-significant M Mathematics significant non-significant Neither parent One of the two Both parents Neither parent One of the two Both parents can read parents can read can read can read parents can read can read

4. 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. 5. The gaps are not significant in Burundi and Congo in either subject, or in Burkina Faso or Senegal in the language of instruction.

PASEC2014 assessment 65 CHAPTER 3

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 exception of reading performance in Chad and mathematics performance in Burundi. The performance gaps between pupils one of whose parents can read and those pupils neither of whose parents can read are less important than at the beginning of primary. They are however significant in both subjects in four countries (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

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350 R M R M R M R M R M R M R M R M R M R M Benin Burkina Burundi Cameroon Congo Côte Niger Senegal Chad Togo Faso d’Ivoire

R Reading significant non-significant M Mathematics significant non-significant Neither parent One of the two Both parents Neither parent One of the two Both parents can read parents can read can read can read parents can read can read

66 CONFEMEN - PASEC Pupil Characteristics

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

Benin 51.3 Benin 41.1 44.1

Burkina Faso 48.0 Burkina Faso 43.9 45.9

Burundi 40.7 Burundi 68.2 26.6

Cameroon 47.5 Cameroon 27.5 49.7 15.1

Congo 33.2 Congo 42.6 38.4

Côte d’Ivoire 46.5 Côte d’Ivoire 38.0 48.0

Niger 27.5 Niger 68.2 23.3

Senegal 60.8 Senegal 31.3 48.4 14.2

Chad 20.5 Chad 69.8 23.0

Togo 36.2 Togo 39.7 50.7

Average 41.3 Average 46.8 40.1

None Enough books to fill a bookshelf Enough books to fill two bookshelves Enough books to fill a bookcase

The early primary language of instruction performance of pupils with no books at home is significantly lower, with the exception of Burundi6. In mathematics, gaps are significant in Cameroon, Congo, Côte d’Ivoire, Niger, Senegal and Togo. Performance gaps are greatest in Niger, Senegal, Cameroon and Congo, which reflects the close relationship between the socioeconomic status of families and success at school.

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.

PASEC2014 assessment 67 CHAPTER 3

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

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350 LLMM LLMM LLMM LLMM LLMM Benin Burkina Burundi Cameroon Congo Côte Niger Senegal Chad Togo Faso d’Ivoire

L Language significant non-significant M Mathematics significant non-significant No books Books at home No books Books at home

Similar trends are observed at the end of primary (see Figure 3.14): in general, the greater the number of books available at home, the better pupils perform. Reading performance gaps between pupils who have no books and pupils who have a full bookcase are significant in all countries, with the exception of Burundi. In mathematics, the gaps are also significant in all countries with the exception of Burundi, Chad, Côte d’Ivoire and Senegal.

68 CONFEMEN - PASEC Pupil Characteristics

Figure 3.14: Pupil Reading and Mathematics Performance, According to the Availability of Books at Home – Late Primary

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350 R M R M R M R M R M R M R M R M R M R M Benin Burkina Burundi Cameroon Congo Côte Niger Senegal Chad Togo Faso d’Ivoire

R Reading significant non-significant M Mathematics significant non-significant None None Enough books to fill a bookshelf Enough books to fill a bookshelf Enough books to fill two bookshelves Enough books to fill two bookshelves Enough books to fill a bookcase Enough books to fill a bookcase

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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 the Grade 6 PASEC2014 test focuses specifically on hearing and visual disabilities8. 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

Benin 79.4 17.5

Burkina Faso 77.6 19.5

Burundi 64.9 13.2 21.9

Cameroon 73.5 7.2 19.3

Congo 83.6 6.6 9.8

Côte d’Ivoire 74.8 20.7

Niger 84.6 6.6 8.9

Senegal 75.6 7.1 17.4

Chad 84.4 10.7

Togo 82.5 15.3

Average 78.0 16.1

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

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

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.

70 CONFEMEN - PASEC Pupil Characteristics

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

Benin 15.2 84.8

Burkina Faso 21.3 78.7

Burundi 14.0 86.0

Cameroon 23.5 76.5

Congo 11.9 88.1

Côte d’Ivoire 22.4 77.6

Niger 12.5 87.5

Senegal 16.8 83.2

Chad 13.3 86.7

Togo 11.5 88.5

Average 16.3 83.7

Have a hearing disability No hearing disability

Although a relatively large proportion of pupils declare that they have a visual or hearing disability, on average only 5.9 percent of pupils had had an eye test during a medical check-up and 3.4 percent had had a hearing test, across all ten countries (see Table B3.30 in the Annexs). Furthermore, not all the pupils’ visual and hearing difficulties are 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.

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3.4 Work outside School

Work 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 6 pupils: domestic work, agricultural work (gardening, livestock farming and fishing) and petty commerce. The analyses 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 at 49.5 percent on average (see Figure 3.18).

Figure 3.17: Percentage of Pupils Participating in Figure 3.18: Percentage of Pupils Participating in Petty Agricultural Work – Late Primary Commerce – Late Primary

Benin 55.2 Benin 54.9

Burkina Faso 66.1 Burkina Faso 47.6

Burundi 81.8 Burundi 42.3

Cameroon 76.0 Cameroon 63.6

Congo 51.5 Congo 48.9

Côte d’Ivoire 61.5 Côte d’Ivoire 45.5

Niger 70.2 Niger 52.2

Senegal 48.9 Senegal 32.7

Chad 80.5 Chad 53.5

Togo 67.3 Togo 54.4

Average 65.9 Average 49.5

Pupils who participate in agricultural work obtain poorer results, whether in reading or in mathematics. The performance gap is greater in reading and is significant in all countries (see Figure 3.19). In mathematics, performance gaps are greater in Benin, Cameroon, Côte d’Ivoire, Senegal and Togo, but are not significant in Burundi or Chad.

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

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350 RRMM RRMM RRMM RRMM RRMM Benin Burkina Burundi Cameroon Congo Côte Niger Senegal Chad Togo Faso d’Ivoire

R Reading significant non-significant M Mathematics significant non-significant Always, often or sometimes Never participate Always, often or sometimes Never participate participate in agricultural work in agricultural work participate in agricultural work in agricultural work

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 significant however in eight of the countries for reading scores (all except Chad and Togo) and in seven countries for mathematics scores (all except Burundi, Chad and Togo).

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

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350 RRMM RRMM RRMM RRMM RRMM Benin Burkina Burundi Cameroon Congo Côte Niger Senegal Chad Togo Faso d’Ivoire

R Reading significant non-significant M Mathematics significant non-significant Always, often or sometimes Never participate Always, often or sometimes Never participate participate in agricultural work in agricultural work participate in agricultural work in agricultural work

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.

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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) to 49.9 percent (Cameroon) at the beginning of primary, and from 12.0 percent to 46.6 percent at the end of primary (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 Figure 3.22: Percentage of Pupils Having Attended Preprimary – Early Primary Preprimary – Late Primary

Benin 41.6 Benin 30.0 Burkina Faso 10.9 Burkina Faso 12.0

Burundi 23.0 Burundi 20.5

Cameroon 49.9 Cameroon 46.6

Congo 29.7 Congo 37.3

Côte d’Ivoire 20.3 Côte d’Ivoire 23.7

Niger 24.5 Niger 17.6

Senegal 31.3 Senegal 43.7

Chad 13.5 Chad 19.0

Togo 26.5 Togo 31.7

Average 27.1 Average 28.2

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 are however significant in six countries (Cameroon, Chad, Congo, Niger, Senegal and Togo).

8. It should be kept in mind that preprimary education varies considerably from one country to another, as do the curricula, teacher profiles and languages of instruction. By way of illustration, preprimary education in Guinea and Cape Verde is provided by public centers, community centers run by parents, private schools, centers run by NGOs, and centers run by religious organizations (Jaramillo and Tietjen, 2002).

PASEC2014 assessment 75 CHAPTER 3

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

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350 LLMM LLMM LLMM LLMM LLMM Benin Burkina Burundi Cameroon Congo Côte Niger Senegal Chad Togo Faso d’Ivoire

L Language significant non-significant M Mathematics significant non-significant Average score of pupils Average score of Average score of Average score of who did not attend pupils who attended pupils who did not pupils who attended preprimary preprimary attend preprimary preprimary

The same trends are apparent at the end of primary, where the performance gaps in favor of children who have attended preprimary are significant in mathematics and reading (see Figure 3.24). Only in Chad (in both subjects), and in Burkina Faso and Burundi (in mathematics), do pupils’ scores not seem to be related in any particular way to Preprimary attendance.

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Figure 3.24: Pupil Performance in Reading and Mathematics, According to Preprimary attendance – Late Primary

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350 RRMM RRMM RRMM RRMM RRMM Benin Burkina Burundi Cameroon Congo Côte Niger Senegal Chad Togo Faso d’Ivoire

R Reading significant non-significant M Mathematics significant non-significant Average score of pupils Average score of Average score of Average score of who did not attend pupils who attended pupils who did not pupils who attended preprimary preprimary attend preprimary preprimary

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).

PASEC2014 assessment 77 CHAPTER 3

3.5.2 Grade Repetition

Repetition is a practice that impacts both education quality and access. In Francophone Sub-Saharan Africa, repetition is deep-routed and is one of the strategies resorted to by education systems to address difficulties encountered by pupils. Not only does repetition prove costly for education systems (a pupil who repeats once consumes twice as many resources to progress to the next grade), but its efficiency is also questionable from a pedagogical standpoint 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: • Administrative measures. Automatic promotion within cycles limits repetition to the last grade of each cycle to enable pupils to make up for any shortcomings in the knowledge and competencies required for the next cycle. This approach was implemented in Burkina Faso, Chad and Senegal (PASEC, 2014). Some countries place a ceiling on the number of repetitions that any given pupil is entitled to within a specific cycle, which typically stands 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. • Support strategies for pupils in difficulty. These measures aim to weigh on demand for education and aim to reinforce the teaching provided to pupils in difficulty at school. These measures include the setting up of school canteens, 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 extracurricular classes (PASEC, 2014). Eight countries indicated they resort to these measures (Burkina Faso, Cameroon, Burundi, Benin, Congo, Niger, Senegal and Togo).

Figure 3.25: Percentage of Pupils at the Beginning of Figure 3.26: Distribution of Pupils at the End of Primary Primary who Repeated Grade 2 According to the Number of Repetitions during the Cycle

Benin 11.4 Benin 42.9 41.0 13.0

Burkina Faso 10.9 Burkina Faso 44.3 44.7 9.7

Burundi 26.6 Burundi 17.8 25.5 30.7 25.9

Cameroon 12.5 Cameroon 45.1 37.9 11.8

Congo 13.9 Congo 42.8 40.1 14.2

Côte d’Ivoire 11.7 Côte d’Ivoire 38.5 41.8 14.2

Niger 4.5 Niger 60.2 34.5

Senegal 9.8 Senegal 64.2 31.7

Chad 23.5 Chad 36.5 51.551,5 8.38,3

Togo 10.4 Togo 34.234,2 44.644,6 17.317,3

Average 13.4 Average 42.5 39.3 12.6

Pupil never repeated Pupil repeated once Pupil repeated twice Pupil repeated twice or more

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). In most 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.

78 CONFEMEN - PASEC Pupil Characteristics

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 and Niger are the two countries that least resort to this practice: 64.2 percent and 60.2 percent of their pupils declare 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 650

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350 L M L M L M L M L M L M L M L M L M L M Benin Burkina Burundi Cameroon Congo Côte Niger Senegal Chad Togo Faso d’Ivoire

L Language significant non-significant M Mathematics significant non-significant Average score Average score Average score Average score of repeaters of non-repeaters of repeaters of non-repeaters

PASEC2014 assessment 79 CHAPTER 3

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 gaps are very small but nevertheless significant for pupils who repeated twice9. These findings have already been highlighted 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

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350 R M R M R M R M R M R M R M R M R M R M Benin Burkina Burundi Cameroon Congo Côte Niger Senegal Chad Togo Faso d’Ivoire

R Reading significant non-significant M Mathematics significant non-significant Pupil never repeated Pupil never repeated Pupil repeated once Pupil repeated once Pupil repeated twice Pupil repeated twice Pupil repeated twice or more Pupil repeated twice or more

9. In Burundi, the gap is significant when pupils repeated twice or more; in Niger, the gap is significant when pupils repeated twice.

80 CONFEMEN - PASEC Pupil Characteristics

These various findings suggest that repetition, as it is implemented in these countries, is not an efficient practice: it does not enable pupils who encounter difficulties to reach a late primary level of performance that is equivalent to 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. Reflections and studies on repetition initially focused on school support mechanisms but several studies now 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’ Age

The 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. In countries where the gaps are significant, their scores are lower than those of their peers who are one year 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 Figure 3.30: Average Mathematics Performance Gap between pupils of a Given Age and those One Year between pupils of a Given Age and those One Year Younger, Controlling for Repetition– Early Primary Younger, Controlling for Repetition – Early Primary

Benin 4.0 Benin 10.5

Burkina Faso -0.6 Burkina Faso 7.3

Burundi 2.2 Burundi 1.9

Cameroon -14.5 Cameroon -9.5

Congo -16.9 Congo -7.3

Côte d’Ivoire -0.8 Côte d’Ivoire 6.0

Niger 3.3 Niger 10.3

Senegal 0.0 Senegal 8.4

Chad 6.5 Chad 18.0

Togo -8.5 Togo 1.1

non-significant significatif non-significant significant

10. If certain precautions are not taken, school support mechanisms can have counterproductive effects such as social exclusion or stigmatization of pupils in difficulty. Work groups comprised of pupils of different levels are preferred to support directed only at the weaker pupils (Van Damne et al. 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 Figure 3.32: Average Mathematics Performance Gap pupils of a Given Age and those One Year Younger, between pupils of a Given Age and those One Year Controlling for Repetition – Late Primary Younger, Controlling for Repetition – Late Primary

Benin -9.7 Benin -9.6

Burkina Faso -9.7 Burkina Faso -5.9

Burundi -5.9 Burundi -4.5

Cameroon -19.4 Cameroon -15.1

Congo -19.8 Congo -16.7

Côte d’Ivoire -2.9 Côte d’Ivoire -3.0

Niger -0.3 Niger -1.7

Senegal -7.3 Senegal -3.4

Chad -3.9 Chad -2.5

Togo -9.4 Togo -7.9

non-significant significant non-significatif significant

82 CONFEMEN - PASEC Pupil Characteristics

PASEC2014 assessment 83 School Environment and Pupil Performance

84 CONFEMEN - PASEC arco D ormino © UN P hoto/ M arco School Environment and Pupil Performance

PASEC2014 assessment 85 CHAPTER 4

86 CONFEMEN - PASEC School Environment and Pupil Performance

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. 4.1 Where do Disparities in Performance Stem from?

Education systems with large performance gaps between schools are usually considered to be less equitable than those with a small score variance between schools3. Figure 4.1 shows that over 50 percent of the early primary reading score variance is explained by differences between 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 to differences between schools is lowest (29.8 percent) in Burundi (see Figure 4.2).

Figure 4.1: Early Primary Score Variance Decomposition Figure 4.2: Early Primary Score Variance Decomposition – Language – Mathematics

Benin . . Benin . .

Burkina Faso . . Burkina Faso . .

Burundi . . Burundi . .

Cameroon . . Cameroon . .

Congo . . Congo . .

Côte d’Ivoire . . Côte d’Ivoire . .

Niger . . Niger . .

Senegal . . Senegal . .

Chad . . Chad . .

Togo . . Togo . .

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 that are much more influential (Bianco and Bressoux, 2009; Bressoux, 1994, 2000 and 2007; Cusset, 2011; Felouzis, 1997; Bernard et al., 2005). 3. Variance is a measurement that characterizes the degree of dispersion of a series of values relative to their average.

PASEC2014 assessment 87 CHAPTER 4

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 (see Figures 4.3 and 4.4). Whereas Burundi stands out due the low share of the variance attributed to schools (26.7 percent in reading and 18.5 percent in mathematics), Chad is the country where this percentage is highest (60.4 percent and 57.2 percent, 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).

Figure 4.3: Late Primary Score Variance Decomposition Figure 4.4: Late Primary Score Variance Decomposition – Reading – Mathematics

Benin . . Benin . .

Burkina Faso . . Burkina Faso . .

Burundi . . Burundi . .

Cameroon . . Cameroon . .

Congo . . Congo . .

Côte d’Ivoire . . Côte d’Ivoire . .

Niger . . Niger . .

Senegal . . Senegal . .

Chad . . Chad . .

Togo . . Togo . .

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

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 percent to 52.4 percent in mathematics.

4. See Chapter 2 for individual countries’ performance.

88 CONFEMEN - PASEC School Environment and Pupil Performance

4.2 School Location and Pupil Performance

On 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 (see Figures 4.5 and 4.6)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 Figure 4.6: Percentage of Pupils Attending School in a Rural Area – Early Primary Rural Area – Late Primary

Benin . Benin .

Burkina Faso . Burkina Faso .

Burundi . Burundi .

Cameroon . Cameroon .

Congo . Congo .

Côte d’Ivoire . Côte d’Ivoire .

Niger . Niger .

Senegal . Senegal .

Chad . Chad .

Togo . Togo .

Average . Average .

At the pupil level, analyses indicate that pupils in rural areas have poorer results than those in urban areas, both at the beginning and the end of primary, in language as well as in mathematics and in almost all cases (see Figures 4.7 to 4.10). The only exceptions are in mathematics, where the performance gap according to school location is not significant in Chad at the beginning of primary, nor in Burundi, at the beginning or the end of primary. Burundi is also the country where the early and late primary language-reading score gaps between pupils in urban and rural areas are the narrowest.

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 include large villages (several hundred family lots) and small villages (up to one hundred family lots). This definition is standard in all countries, and enables to compare trends from one country to another.

PASEC2014 assessment 89 CHAPTER 4

Figure 4.7: Early Primary Performance Gaps between Figure 4.8: Early Primary Performance Gaps between Pupils in Rural and Urban Areas - Language Pupils in Rural and Urban Areas - Mathematics

Benin . Benin . . .

Burkina Faso . Burkina Faso . . .

Burundi . Burundi . . .

Cameroon . Cameroon . . .

Congo . Congo . . .

Côte d’Ivoire . Côte d’Ivoire . . .

Niger . Niger . . .

Senegal . Senegal . . .

Chad . Chad . . .

Togo . Togo . . .

Gross difference Gross difference significant non-significant significant non-significant Difference, controlling for the territorial planning index Difference, controlling for the territorial planning index significant non-significant significant non-significant

90 CONFEMEN - PASEC School Environment and Pupil Performance

Figure 4.9: Late Primary Performance Gaps between Figure 4.10: Late Primary Performance Gaps between Pupils in Rural and Urban Areas - Reading Pupils in Rural and Urban Areas - Mathematics

Benin . Benin . . .

Burkina Faso . Burkina Faso . . .

Burundi . Burundi . . .

Cameroon . Cameroon . . .

Congo . Congo . . .

Côte d’Ivoire . Côte d’Ivoire . . .

Niger . Niger . . .

Senegal . Senegal . . .

Chad . Chad . . .

Togo . Togo . . .

Gross difference Gross difference significant non-significant significant non-significant Difference, controlling for the average socioeconomic Difference, controlling for the average socioeconomic index and the territorial planning index index and the territorial planning index significant non-significant significant non-significant

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. These results reflect the difficulties education systems face in reducing performance disparities between schools in rural and urban areas throughout the primary cycle.

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 post office; and a cultural center or library.

PASEC2014 assessment 91 CHAPTER 4

4.3 Type of School and Pupil Performance

In 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 school sample, representing over 80 percent of pupils (see Figures 4.11 and 4.12)7. - The percentage of pupils attending private schools varies from one country to another. It ranges from 3.0 percent (Burundi) to 34.0 percent (Congo) at the beginning of primary, and from 2.7 percent (Niger) to 36.2 percent (Congo) at the end of primary. Apart from Congo, the proportion of pupils enrolled in private education in Cameroon and Togo is also higher than the worldwide average, estimated to stand at 16.4 percent (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.

Figure 4.11: Distribution of Pupils According to the Type Figure 4.12: Distribution of Pupils According to the Type of School Attended - Early Primary of School Attended - Late Primary

Benin . . Benin . .

Burkina Faso . . Burkina Faso .

Burundi . Burundi .

Cameroon . . Cameroon . .

Congo . . Congo . .

Côte d’Ivoire . Côte d’Ivoire .

Niger . Niger .

Senegal . . Senegal . .

Chad . . 18.6 Chad . 12.2

Togo . . Togo . .

Average . . Average . .

Public Private Community

92 CONFEMEN - PASEC School Environment and Pupil Performance

Figures 4.13 and 4.14 present the early primary performance gaps between pupils attending public and private schools. 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 Figure 4.14: Early Primary Performance Gap between Pupils in Private and Public Schools – Language Pupils in Private and Public Schools – Mathematics

Benin . Benin . . .

Burkina Faso . Burkina Faso . . .

Burundi . Burundi . . .

Cameroon . Cameroon . . .

Congo . Congo . . .

Côte d’Ivoire . Côte d’Ivoire . . .

Niger . Niger . . .

Senegal . Senegal . . .

Chad . Chad . . .

Togo . Togo . . .

Gross difference Gross difference significant non-significant significant non-significant

Difference, controlling for the territorial planning index Difference, controlling for the territorial planning index significant non-significant significant non-significant

In Burkina Faso and Burundi (in both subjects) as well as in Niger (in mathematics), the average performance of pupils attending private schools does not differ significantly from the average performance of their peers in the public sector. At the end of primary, gaps observed at the beginning of the cycle are even more pronounced in Burundi, regardless of the subject, and persist in all other countries (see Figures 4.15 and 4.16). In Burkina Faso however, pupils in private schools and those in public schools once again achieve similar average scores in both subjects.

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.

PASEC2014 assessment 93 CHAPTER 4

Figure 4.15: Late Primary Performance Gap between Figure 4.16: Late Primary Performance Gap between Pupils in Private and Public Schools - Reading Pupils in Private and Public Schools - Mathematics

Benin . Benin . . .

Burkina Faso . Burkina Faso . . .

Burundi . Burundi . . .

Cameroon . Cameroon . . .

Congo . Congo . . .

Côte d’Ivoire . Côte d’Ivoire . . .

Niger . Niger . . .

Senegal . Senegal . . .

Chad . Chad . . .

Togo . Togo . . .

Gross difference Gross difference significant non-significant significant non-significant Difference, controlling for the territorial planning Difference, controlling for the territorial planning index and the average socioeconomic index of pupils index and the average socioeconomic index of pupils at the school-level at the school-level significant non-significant significant non-significant

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 socioeconomic status (see Figures 4.13 to 4.16). This is particularly apparent at the end of primary, when gaps are much less pronounced in all countries. This confirms that some of the differences observed between results by school type are attributable to pupils’ socioeconomic status. However, despite controlling for these characteristics, the performance gaps between pupils in public and private schools remain considerable, and significant in seven to nine of the countries, depending on the grade and the subject assessed.

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.

94 CONFEMEN - PASEC School Environment and Pupil Performance

This situation thus reflects a range of other factors that characterize each type of school, such as the availability of teaching 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).

4.4 Type of Class and Pupil Performance

Classes 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 and the end of primary (see Figures 4.17 and 4.18). However, the proportion of pupils in these classes drops during the primary cycle in some countries: Cameroon, Chad, Côte d’Ivoire and Togo. - Multigrade classes are attended on average by 11.9 percent of pupils at the beginning of primary and 14.8 percent 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 (46.8 percent of pupils), Congo (25.8 percent), and Senegal (30.5 percent).

Figure 4.17: Distribution of Pupils According to the Type Figure 4.18: Distribution of Pupils According to the Type of Class Attended - Early Primary of Class Attended – Late Primary

Benin . Benin .

Burkina Faso . Burkina Faso .

Burundi . . Burundi . .

Cameroon . . Cameroon . . .

Congo . . . Congo . . .

Côte d’Ivoire . Côte d’Ivoire . .

Niger . Niger .

Senegal . . Senegal . .

Chad . . Chad . .

Togo . . Togo . .

Average . . . Average . .

Public Private Community

PASEC2014 assessment 95 CHAPTER 4

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, both in language and mathematics (see Figures 4.19 to 4.22). The corresponding score gaps range from 23.8 points (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). The same trend applies in five other countries (Benin, Burkina Faso, Chad, Niger and Togo), to a lesser extent: 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 Figure 4.20: Early Primary Performance Gap between Pupils in Multigrade and Standard Classes – Language Pupils in Multigrade and Standard Classes – Mathematics

Benin 22.8 Benin 6.7

Burkina Faso -47.6 Burkina Faso -39.7

Cameroon -32.3 Cameroon -36.4

Congo -65.9 Congo -49.1

Côte d’Ivoire -44.2 Côte d’Ivoire -38.0

Niger -45.1 Niger -57.5

Senegal -71.4 Senegal -66.0

Chad -30.2 Chad -26.7

non-significant significant non-significant significant

None of the countries display a significant performance gap to the benefit of pupils in multigrade classes, regardless of 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).

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

96 CONFEMEN - PASEC School Environment and Pupil Performance

Figure 4.21: Late Primary Performance Gap between Figure 4.22: Late Primary Performance Gap between Pupils in Multigrade and Standard Classes - Reading Pupils in Multigrade and Standard Classes - Mathematics

Benin -29.5 Benin -31.9

Burkina Faso -69.6 Burkina Faso -73.5

Cameroon -51.0 Cameroon -40.6

Congo -54.9 Congo -28.7

Côte d’Ivoire -46.1 Côte d’Ivoire -23.8

Niger -33.4 Niger -23.9

Senegal -44.5 Senegal -35.1

Chad 9.3 Chad 9.3

Togo -39.4 Togo -39.4

non-significant significant non-significant significant

The first possible explanation for the weaker performance of pupils attending multigrade classes is that these classes are concentrated in rural areas (between 74 percent and 93 percent, in eight countries) where performance is considerably lower11. Furthermore, a study on multigrade classes in Africa concluded that pupils in these classes face greater learning difficulties (Brunswic and Valérien, 2003). Apart from the location of these schools in rural areas, these difficulties may also be linked to a lack of infrastructure, as well as a shortage of didactic and pedagogical resources; and the average profile of teachers, who are often young and inexperienced, receive little advice, are not always 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 practice is sufficiently widespread: Burundi, Cameroon, Chad, Congo, Côte d’Ivoire and Senegal. In other countries, 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 Figures 4.23 and 4.24).

11. In Benin and Burkina Faso, multigrade classes are found both in urban and rural areas (see Table B4.18 in the Annexs).

PASEC2014 assessment 97 CHAPTER 4

Figure 4.23: Early Primary Performance Gap between Figure 4.24: Early Primary Performance Gap between Pupils in Double-Shift and Standard Classes - Language Pupils in Double-Shift and Standard Classes - Mathematics

Burundi 29.3 Burundi 7.4

Congo -47.7 Congo -34.4

Côte d’Ivoire -8.3 Côte d’Ivoire -8.2

Senegal -56.4 Senegal -48.1

non-significant significant non-significant significant

Pupils attending double-shift classes at the end of primary achieve poorer reading results in Congo and mathematics results in Chad, compared to pupils in standard classes (see Figures 4.25 and 4.26).

Figure 4.25: Late Primary Performance Gap between Figure 4.26: Late Primary Performance Gap between Pupils in Double-Shift and Standard Classes - Reading Pupils in Double-Shift and Standard Classes - Mathematics

Burundi -1.9 Burundi -7.1

Cameroon 10.1 Cameroon 4.3

Congo -30.3 Congo -9.7

Senegal 16.4 Senegal 15.7

Chad -16.1 Chad -20.3

non-significant significant non-significant significant

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.

98 CONFEMEN - PASEC School Environment and Pupil Performance

4.5 School Environment: Infrastructure, Teaching Resources, Health and Hygiene

4.5.1 Description of PASEC2014 Countries’ School Environment

Working conditions at school must foster a favorable learning environment for pupils. These conditions include the availability of classrooms in good condition, sufficient seating, basic teaching materials and in particular textbooks, which are a pedagogical requirement, for both pupils and teachers. Basic health and hygiene standards are also important, such as access to drinking water and a sufficient number of toilets, to guarantee basic comfort levels for pupils and increase their likelihood of staying in school.

4.5.1.1 Class Size According to data collected during the PASEC2014 assessment, class size in the ten countries ranges from 44 to 79 pupils on average for early primary (see Figures 4.27 and 4.28)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 Figure 4.28: Number of Pupils per Class in the PASEC2014 Sample – Early Primary PASEC2014 Sample – Late Primary

Benin .0 Benin .

Burkina Faso . Burkina Faso .

Burundi . Burundi .

Cameroon . Cameroon .

Congo . Congo .

Côte d’Ivoire . Côte d’Ivoire .

Niger .0 Niger .

Senegal .0 Senegal .

Chad . Chad .

Togo . Togo .

Average 55.8 Average 46.7

12. As the PASEC survey was conducted based on a representative sample of the school population, these figures may differ from the official statistics produced by these countries.

PASEC2014 assessment 99 CHAPTER 4

These averages do however dissimulate disparities that can be considerable in some countries (see Table B4.20 in the 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 insight into the evolution of the management of schooling conditions within education systems (see Figure 4.29).

Figure 4.29: Evolution of Class Size, According to PASEC Assessments

70 68.3

65

61.0 60.4 60

55 55.2 52.1 51.0 50 49.9 49.2

47.5 45 43.5 46.4 44.1 43.0 42.8 40.4 40 38.0

35 36.0 35.5

30 Benin Burkina Burundi Cameroon Congo Côte Senegal Chad Togo Faso d’Ivoire (2005-2014) (2007-2014) (2009-2014) (2005-2014) (2009-2014) (2009-2014) (2007-2014) (2010-2014) (2010-2014)

Previous PASEC assessments PASEC2014

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 of around 40 pupils per class, according to previous PASEC assessments. Class sizes have dropped slightly in these two countries (by up to 5 pupils per class), as in Cameroon. Apart from Côte d’Ivoire where class sizes are stable, other countries also display a drop in the average number of pupils per class, which reflects the efforts made to improve 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.

13. Illustrated by high standard deviations, presented in Table B4.20 in the Annexs.

100 CONFEMEN - PASEC School Environment and Pupil Performance

4.5.1.2 Seating in Class At the end of primary, seating is available to over 50 percent of pupils in only four countries (Benin, Côte d’Ivoire, Senegal and Togo). In Burundi, Cameroon and Congo, between 40 percent and 50 percent of pupils have a seat, while between 30 percent and 35 percent have a seat in other countries. In Chad, almost half of the pupils are in classes where a seat has to be shared by three or more pupils (see Figure 4.31). At the beginning of primary, the proportion of pupils with a seat is even smaller and ranges from 6.4 percent in Chad to 46.4 percent in Congo (see Figure 4.30).

Figure 4.30: Distribution of Pupils by Availability of Seating Figure 4.31: Distribution of Pupils by Availability of Seating in Class – Early Primary in Class – Late Primary

Benin . . . Benin . . .

Burkina Faso . . Burkina Faso . .

Burundi . . . Burundi . . .

Cameroon . . . Cameroon . . .

Congo . . . Congo . . .

Côte d’Ivoire . . . Côte d’Ivoire . .

Niger . . . Niger . . .

Senegal . . . Senegal . . .

Chad . . Chad . . .

Togo . . Togo . . .

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

4.5.1.3 Books and textbooks

4.5.1.3.1 Libraries 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 do not have books at home. At the end of primary, very few pupils have access to a library at school: 12.4 percent on average (see Figure 4.32). The proportion ranges from 1.5 percent in Niger to 18.4 percent in Cameroon, with the exception of Senegal, where the situation is very different to other countries: 50.1 percent of pupils attend a school with a library.

PASEC2014 assessment 101 CHAPTER 4

Figure 4.32: Percentage of Pupils Attending a School with a Library – Late Primary

Benin .

Burkina Faso .

Burundi .

Cameroon .

Congo .

Côte d’Ivoire .

Niger .

Senegal .

Chad .

Togo .

Average .

4.5.1.3.2 Textbooks In low income countries, the availability and use of textbooks improves learning outcomes (Keeves, 1995), whereas such 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 textbooks in the assessed countries, at the beginning and the end of primary (see Figures 4.33 to 4.36). The data prove 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.

102 CONFEMEN - PASEC School Environment and Pupil Performance

Figure 4.33: Distribution of Pupils at the Beginning of Figure 4.34: Distribution of Pupils at the Beginning of Primary, According to the Number of Pupils per Textbook Primary, According to the Number of Pupils per Textbook - Language - Mathematics

Benin . . . Benin . . .

Burkina Faso . . . Burkina Faso .

Burundi . . Burundi . . .

Cameroon . . Cameroon . .

Congo . . . Congo . . .

Côte d’Ivoire . . . Côte d’Ivoire . . .

Niger . . Niger . .

Senegal . . Senegal . .

Chad . Chad .

Togo . . Togo . .

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

Figure 4.35: Distribution of Pupils at the End of Primary, Figure 4.36: RDistribution of Pupils at the End of Primary, According to the Number of Pupils per Textbook – According to the Number of Pupils per Textbook – Reading Mathematics

Benin . . Benin . .

Burkina Faso . . . Burkina Faso . . .

Burundi . . Burundi . . .

Cameroon . . . Cameroon . . .

Congo . . . Congo . . .

Côte d’Ivoire . . . Côte d’Ivoire . .. .

Niger . . . Niger . . .

Senegal . . . Senegal . . .

Chad . . Chad . .

Togo . . . Togo . . .

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

PASEC2014 assessment 103 CHAPTER 4

The case of Burundi raises a question, as this country has very few books per pupil but nevertheless obtains high national scores. This finding tends to confirm that pedagogical resources are not the only determining factor when it comes to learning outcomes (Carneiro et al., 2015).

4.5.1.4 Hygiene and Sanitary Conditions A 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 do not have access to acceptable hygiene conditions, nor to basic first aid and care should sanitary problems occur at school.

4.5.1.4.1 Availability of Latrines On average, 22.1 percent of pupils at the end of primary attend schools without latrines or toilets (see Figure 4.37). The presence of latrines is particularly low in Chad, Côte d’Ivoire, Niger and Togo, where over a third of pupils do not have access to any at school.

Figure 4.37: Percentage of Pupils Attending a School without Latrines or Toilets - Late Primary

Benin .

Burkina Faso .

Burundi .

Cameroon .

Congo .

Côte d’Ivoire .

Niger .

Senegal .

Chad .

Togo .

Average .

104 CONFEMEN - PASEC School Environment and Pupil Performance

4.5.1.4.2 First Aid Equipment and Healthcare 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 of first aid equipment (medical kits) in schools, whether pupils had a medical checkup with eye and/or hearing tests during the academic year, and whether pupils had received deworming treatment. Results show that on average, few pupils (30.2 percent) attend schools with first aid equipment (see Figure 4.38). The shares are much higher in Benin, Cameroon, Congo and Senegal, and range from approximately 50 percent to 70 percent.

Figure 4.38: Percentage of Pupils Attending a School with First Aid Equipment – Late Primary

Benin .

Burkina Faso .

Burundi .

Cameroon .

Congo .

Côte d’Ivoire .

Niger .

Senegal .

Chad .

Togo .

Average .

On average, only 23.3 percent of pupils received a medical check-up during the academic year, and under 6 percent had an eye or hearing test (see Figure 4.39). On the other hand, more pupils received deworming treatment (41.8 percent on average).

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Figure 4.39: Percentage of Pupils Having Undergone Various Medical Tests or Treatments throughout the Year – Late Primary 100

80

60

40

20

0 Pupil had Pupil had Pupil had Pupil received Pupil had deworming treatment a medical check-up an eye test a food supplement a hearing test during the year

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

4.5.2 School environment and performance School environment and infrastructure, as well as teaching equipment and resources, may contribute to improving pupils’ scores. Several international assessments show that sufficient quantities and the right types of resources play an 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).

14. See in particular Progress in International Reading Literacy Study (PIRLS) 2011 (Mullis et al., 2012a), Trends in International Mathematics and Science Study (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).

106 CONFEMEN - PASEC School Environment and Pupil Performance

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 and each index are firstly studied in terms of gross impact, before controlling for other school equipment (see Tables B4.32, B4.33, B4.35, B4.36, B4.38 and B4.39 in the Annexs)16.

4.5.2.1 School Infrastructure and Pupil Performance The 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, Chad and Togo present the greatest disparities at the national level, whereas Benin, Burkina Faso, 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.

Figure 4.40: Average Level of the School Infrastructure Index and Standard Deviation – Late Primary Benin 54.8 6.4

Burkina Faso 52.5 6.1

Burundi 45.8 8.0

Cameroon 50.2 11.3

Congo 54.0 8.9

Côte d’Ivoire 51.9 8.3

Niger 41.2 9.0

Senegal 58.0 7,3

Chad 44.9 10.0

Togo 46.7 10.2

Average 50.0 10.0

Average level Standard deviation

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. Availability of a library, computer room, photocopier, computer, internet connection, television and video recorder or DVD player in the school, measured in the 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 number of functional classrooms and the total number of pupils, the availability of certain equipment (separate office for the headmaster, equipment storage area, 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.

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The gross impact of the level of school infrastructure on reading and mathematics performance at the end of primary is significant in nine countries (with the exception of Chad). This effect is more pronounced in Benin, Cameroon, Senegal and Togo (see Figures 4.41 and 4.42). Controlling for other indexes, this link remains significant in five countries in reading and in two countries in mathematics. In these countries, pupils whose school has the best level of infrastructure thus obtain the best results.

Figure 4.41: Average Gap between the Late Primary Figure 4.42: Average Gap between the Late Primary Scores of Pupils of a Given School and of those whose Scores of Pupils of a Given School and of those whose School Infrastructure Index is One Point Lower - Reading School Infrastructure Index is One Point Lower - Mathematics

Benin 5.4 Benin 4.7 0.4 0.3

Burkina Faso 2.0 Burkina Faso 1.8 1.7 1.4

Burundi 1.2 Burundi 0.8 0.2 0.2

Cameroon 3.8 Cameroon 3.2 2.3 2.6

Congo 3.2 Congo 1.8 2.2 1.4

Côte d’Ivoire 3.5 Côte d’Ivoire 2.0 -0.9 -1.1

Niger 2.1 Niger 2.0 1.2 1.3

Senegal 4.4 Senegal 4.0 3.5 2.9

Chad 0.5 Chad 0.3 0.3 -0.2

Togo 3.4 Togo 3.7 1.3 0.9

Average score gap Average score gap significant non-significant significant non-significant Average score gap, controlling for the school Average score gap, controlling for the school infrastructure index and the class equipment index infrastructure index and the class equipment index significant non-significant significant non-significant

108 CONFEMEN - PASEC School Environment and Pupil Performance

4.5.2.2 Class Equipment and Pupil Performance The class equipment index is highest in Benin, Côte d’Ivoire and Senegal, which indicates that classes in these countries are on average better equipped (see Figures 4.43 and 4.44)18. Chad has by far the lowest average class equipment index.

Figure 4.43: Average Level of the Class Equipment Figure 4.44: Average Level of the Class Equipment Index and Standard Deviation – Early Primary Index and Standard Deviation – Late Primary

Benin 55.9 Benin 60.0 7.4 9.0

Burkina Faso 48.9 Burkina Faso 53.8 7.9 8.5

Burundi 50.0 Burundi 49.2 7.0 5.8

Cameroon 50.3 Cameroon 45.8 10.7 8.8

Congo 52.0 Congo 48.9 6.9 6.8

Côte d’Ivoire 54.1 Côte d’Ivoire 54.0 9.3 8.3

Niger 48.3 Niger 47.5 4.9 8.1

Senegal 53.9 Senegal 53.1 8.9 10.3

Chad 36.7 Chad 38.0 11.8 8.1

Togo 49.8 Togo 49.8 9.7 8.5

Average 50.0 Average 50.0 10.0 10.0

Average Level Average Level Standard deviation Standard deviation

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 class equipment index, is only significant and positive in three countries (Cameroon, Côte d’Ivoire and Senegal), whereas it is significant and positive in seven countries at the end of primary (see Figures 4.45 to 4.48)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.

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, bookcase and shelves for books, reading corner, sufficient number of desks and benches). 19. This analysis is performed controlling for school infrastructure and teaching resource indexes.

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Figure 4.45: Average Gap between the Early Primary Figure 4.46: Average Gap between the Early Primary Scores of Pupils of a Given School and of those whose Scores of Pupils of a Given School and of those whose Class Equipment Index is One Point Lower - Language Class Equipment Index is One Point Lower - Mathematics

Benin 1.5 Benin 0.8 0.1 -0.5 Burkina Faso 1.6 Burkina Faso 1.6 0.5 0.6

Burundi -0.4 Burundi -0.2 -0.8 -0.4

Cameroon 2.9 Cameroon 2.2 1.8 1.1

Congo -0.5 Congo -1.2 -1.1 -1.6

Côte d’Ivoire 1.6 Côte d’Ivoire 1.1 1.9 1.4

Niger 4.4 Niger 4.1 2.6 2.8

Senegal 4.3 Senegal 3.7 4.6 3.9

Chad 0.4 Chad -0.8 -0.2 -1.3

Togo 2.2 Togo 2.0 0.0 0.3

Average score gap Average score gap significant non-significant significant non-significant Average score gap, controlling for the school Average score gap, controlling for the school infrastructure index and the class equipment index infrastructure index and the class equipment index significant non-significant significant non-significant

110 CONFEMEN - PASEC School Environment and Pupil Performance

Figure 4.47: Average Gap between the Late Primary Figure 4.48: Average Gap between the Late Primary Scores of Pupils of a Given School and of those whose Scores of Pupils of a Given School and of those whose Class Equipment Index is One Point Lower - Reading Class Equipment Index is One Point Lower - Mathematics

Benin 2.3 Benin 2.5 1.5 1.6

Burkina Faso 2.3 Burkina Faso 2.2 2 1.9

Burundi 1.7 Burundi 1.3 1.0 0.9

Cameroon 3.9 Cameroon 3.3 1.8 1.5

Congo 3.1 Congo 2.2 1.5 1.0

Côte d’Ivoire 3.3 Côte d’Ivoire 2.0 2.0 1.4

Niger 2.0 Niger 1.6 1.1 0.9

Senegal 1.8 Senegal 1.8 1.8 1.8 3.0 Chad Chad 2.3 3.3 2.5 0.5 Togo Togo 0.8 -0.7 -0.5

Average score gap Average score gap significant non-significant significant non-significant Average score gap, controlling for the class equipment Average score gap, controlling for the class equipment index and the school infrastructure index index and the school infrastructure index significant non-significant significant non-significant

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 indicates that the availability of resources is not a sufficient condition in itself to ensure pupil performance. Resources only contribute to quality teaching when they are used appropriately and are combined with adapted teaching practices.

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4.5.2.3 Textbooks and pupil performance SACMEQ III and PASEC studies carried out in Africa between 2004 and 2012 show a significant and positive link between pupil performance and the availability of textbooks in class20. PASEC2014 confirms these trends. 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 between three or more pupils are significant in eight countries in reading and seven countries in mathematics. Gaps are most pronounced in Cameroon and Chad where they may exceed 100 points, as well as Niger in language and Senegal in mathematics.

Figure 4.49: Language and Mathematics Scores Gap, According to the Number of Pupils per Textbook – Early Primary

650

600

550

500

450

400

350 L M L M L M L M L M L M L M L M L M L M Benin Burkina Burundi Cameroon Congo Côte Niger Senegal Chad Togo Faso d’Ivoire

L Language significant non-significant M Mathematics significant non-significant One textbook per pupil One textbook per pupil One textbook for two pupils One textbook for two pupils One textbook for three pupils or more One textbook for three pupils or more

20. See PASEC, 2012.

112 CONFEMEN - PASEC School Environment and Pupil Performance

Similar trends are observed at the end of primary. A negative relationship appears between reading performance and the number of pupils sharing a textbook (see Figure 4.50). Pupils in classes with one textbook for three or more pupils perform considerably less well than those in classes with one textbook per pupil. This finding is significant in all countries except Burkina Faso, where the score difference is only significant for pupils in a class with one textbook for two pupils. In Chad, Congo, Côte d’Ivoire, Niger and Senegal, significant performance gaps are also observed to the detriment of pupils in classes with one textbook for two pupils, compared to those with one textbook per pupil.

Figure 4.50: Reading and Mathematics Scores Gap, According to the Number of Pupils per Textbook – Late Primary

650

600

550

500

450

400

350 R M R M R M R M R M R M R M R M R M R M Benin Burkina Burundi Cameroon Congo Côte Niger Senegal Chad Togo Faso d’Ivoire

R Reading significant non-significant M Mathematics significant non-significant One textbook per pupil One textbook per pupil One textbook for two pupils One textbook for two pupils One textbook for three pupils or more One textbook for three pupils or more

The relationship between pupil performance in mathematics and the number of pupils sharing a textbook is less pronounced than in reading, but remains negative (see Figure 4.50). Performance gaps to the detriment of pupils in classes where one textbook is shared between three or more pupils are significant in all countries except Burundi and Togo.

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4.5.2.4 Class Size and Pupil Performance National PASEC assessments carried out between 2004 and 2012 show that there is a negative relationship between large 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. At the beginning of the primary cycle, the relationship is not significant for Cameroon, Congo, Côte d’Ivoire and Niger (see Tables B4.44 and B4.46 in the Annexs). It is linear for Benin, Burkina Faso, Burundi, Chad and Senegal. The linear relationship 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. At the end of primary, the relationship is not significant for Burkina Faso and Senegal (see Tables B4.45 and B4.47 in the 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; and in general very modest, or even non-significant in the African context”. Several other authors have analyzed the same subject in various contexts (Duflo et al., 2011; Bandiera et al., 2010; Angrist and Lavy, 2009; Meuret, 2001; Mingat and 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 ensure this measure has a beneficial effect on learning outcomes; - and a reduction in class size has a greater effect on disadvantaged pupils. These findings show that the effects of class size should be analyzed with caution while taking each context into account.

21.The threshold is of 76 pupils per class for reading and 80 pupils per class for mathematics. 22. The threshold is of 58 pupils per class for reading and 59 pupils per class for mathematics in Togo; of 74 pupils per class for reading and 79 pupils per class for mathematics in Cameroon; and of 64 pupils per class for reading in Congo.

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4.6 Teacher and Headmaster Characteristics “ 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 identified some general trends regarding the individual and professional characteristics of teachers and headmasters, and their perceptions of their working conditions. This information contributes to understanding the pupil learning context.

4.6.1 Gender

4.6.1.1 Teacher Gender The 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 limit any issues that could arise from their rapport with male teachers (Herz and Sperling, 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 than half (43.8 percent) of the teaching staff in primary schools, up slightly from 199023 (40.6 percent). Figure 4.51 shows that at the beginning of primary in the surveyed schools, a majority of pupils are taught by a female 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).

Figure 4.51: Distribution of Pupils According to Teacher Figure 4.52: : Distribution of Pupils According to Teacher Gender – Early Primary Gender – Late Primary

Benin 65.4 34.6 Benin 80.0 20.0 Burkina Faso 33.1 66.9 Burkina Faso 79.8 20.2 Burundi 70.1 29.9 Burundi 18.8 81.2 Cameroon 26.8 73.2 Cameroon 75.7 24.3 Congo 40,8 59,2 Congo 74.6 25.4 Côte d’Ivoire 60.7 39.3 Côte d’Ivoire 95.1 Niger 39.9 60.1 Niger 69.7 30.3 Senegal 52.5 47.5 Senegal 88.1 11.9 Chad 61.3 38.7 Chad 99.8 Togo 82.4 17.6 Togo 97.7 Average 53.2 46.8 Average 77.9 22.1

Class held by a man Class held by a woman

23. World Bank, http://donnees.banquemondiale.org/indicateur/SE.PRM.TCHR.FE.ZS, accessed in July 2015.

PASEC2014 assessment 115 CHAPTER 4

Figure 4.52 shows that female teachers are clearly under-represented at the end of primary. On average, 77.9 percent 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 been brought to light by previous PASEC studies.

4.6.1.2 Headmaster Gender On 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, where a majority of pupils attend schools run by women (see Figure 4.53).

Figure 4.53: Distribution of Pupils According to the Gender of the Headmaster – Late Primary

Benin 69.7 30.3

Burkina Faso 89.9 10.1

Burundi 22.6 77.4

Cameroon 71.5 28.5

Congo 71.4 28.6

Côte d’Ivoire 89.7 10.3

Niger 88.0 12.0

Senegal 93.8 6.2

Chad 89.2 10.8

Togo 85.8 14.2

Average 77.2 22.8

School run by a man School run by a woman

25. Banque mondiale, http://donnees.banquemondiale.org/indicateur/SE.PRM.TCHR.FE.ZS, consulté en juillet 2015.

116 CONFEMEN - PASEC School Environment and Pupil Performance

4.6.2 Seniority

4.6.2.1 Teacher Seniority At 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 teachers with at least ten years of seniority (see Figure 4.54). This situation changes at the end of primary where the proportion of pupils whose teacher has ten years of seniority at most is similar to that of pupils whose teacher has at least ten years of seniority (see Figure 4.55). 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 teacher with five years of seniority at most in Chad. At the beginning of primary, Niger has the highest proportion of pupils (60.6 percent) whose teacher has a low level of seniority (five years at most).

Figure 4.54: Distribution of Pupils According to Teacher Figure 4.55: Distribution of Pupils According to Teacher Seniority – Early Primary Seniority – Late Primary

Benin 56.0 29.3 14.6 Benin 22.6 18.9 51.5

Burkina Faso 45.7 24.5 24.2 Burkina Faso 15.7 32.4 46.8

Burundi 52.4 14.2 25.3 Burundi 29.7 28.2 25.1 17.0

Cameroon 55.8 19.6 15.0 Cameroon 27.6 22.3 35.6 14.5

Congo 43.9 35.0 20.6 Congo 18.5 34.0 33.0 14.5

Côte d’Ivoire 43.1 27.5 15.3 14.1 Côte d’Ivoire 18.9 31.1 31.2 18.8

Niger 60.6 30.5 Niger 15.0 26.6 40.1 18.3

Senegal 26.9 30.8 25.2 17.1 Senegal 17.0 31.0 44.8

Chad 50.5 27.0 20.7 Chad 39.7 29.2 22.6

Togo 22.1 19.2 45.0 13.7 Togo 19.4 29.6 38.6 12.4

Average 45.8 25.8 21.3 Average 20.8 28.7 33.7 16.8

5 years or less 6 to 10 years 11 to 20 years More than 20 years

These findings suggest that the most experienced teachers are most often allocated to late primary classes, whereas the first primary grades are entrusted to less experienced teachers. However, the basic competencies acquired in the first grades of primary are essential for pupils to continue their education in good conditions. Pupils in the early stages of primary education should thus also benefit from experienced teachers.

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4.6.2.2 Headmaster Seniority On average, 40.2 percent of pupils attend schools where headmasters have under six years of experience as a headmaster, 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). The proportions of pupils attending a school where the headmaster has under six years of experience are highest 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 teaching experience is longest (see Table B4.52 in the Annexs).

Figure 4.56: Distribution of Pupils According to Headmaster Seniority – Late Primary

Benin 36.1 34.8 25.0 4.1

Burkina Faso 33.3 31.1 31.0 4.6

Burundi 54.2 30.3 13.2

Cameroàn 36.7 21.6 28.9 12.8

Congo 41.1 27.0 30.1

Côte d’Ivoire 49.8 31.1 17.3

Niger 30.9 19.9 41.1 8.2

Senegal 29.9 26.8 25.8 17.5

Chad 59.4 21.8 17.8

Togo 30.2 27.4 31.8 10.6

Average 40.2 27.2 26.2 6.5

5 years or less 6 to 10 years 11 to 20 years More than 20 years

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4.6.3 Academic Background

4.6.3.1 Academic Level of Teachers Due 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). Figures 4.57 and 4.58 present the distribution of pupils in the PASEC2014 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.

Figure 4.57: Distribution of Pupils According to Teacher’s Figure 4.58: Distribution of Pupils According to Teacher’s Academic Level – Early Primary Academic Level – Late Primary

Benin 80.3 19.7 Benin 76.8 23.2

Burkina Faso 39.0 60.7 Burkina Faso 38.1 60.4

Burundi 86.1 13.5 Burundi 74.2 24.6

Cameroon 81.3 17.2 Cameroon 72.2 27.8

Congo 84.9 15.1 Congo 65.7 34.0

Côte d’Ivoire 80.0 20.0 Côte d’Ivoire 47.2 51.8

Niger 93.3 Niger 70.5 29.5

Senegal 59.2 40.8 Senegal 52.8 47.2

Chad 71.5 28.5 Chad 41.9 58.1

Togo 90.6 9.4 Togo 71.5 28.5

Primary level Secondary level University level

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 (47.2 percent) and Chad (41.9 percent) at the end of primary. In these countries, a majority of pupils are taught by a teacher with university-level education.

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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.

4.6.3.2 Academic Level of Headmasters As for teachers, a majority of pupils (59.3 percent) attend a school whose headmaster has secondary-level education, and 40.4 percent of pupils have a headmaster with university-level education (see Figure 4.59).

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

Benin 84.9 14.7

Burkina Faso 42.7 55.9

Burundi 75.1 24.0

Cameroon 68.2 31.8

Congo 60.6 39.4

Côte d’Ivoire 63.8 36.2

Niger 50.1 49.9

Senegal 36.0 63.6

Chad 35.1 64.9

Togo 76.1 23.9

Primary level Secondary level University level

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4.6.4 Teacher Training

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

Figure 4.60: Distribution of Pupils According to Teacher Figure 4.61: Distribution of Pupils According to Teacher Training Received by their Teacher - Early Primary Training Received by their Teacher – Late Primary

Benin 15.6 10.5 69.0 Benin 18.4 28.6 48.8

Burkina Faso 14.6 17.3 45.3 22.8 Burkina Faso 14.8 39.4 37.4

Burundi 10.1 72.7 Burundi 10.210.211.4 68.2

Cameroon 20.7 17.6 59.3 Cameroon 35.3 53.4

Congo 15.7 17.8 59.7 Congo 19.2 64.5

Côte d’Ivoire 20.3 15.2 28.3 36.3 Côte d’Ivoire 23.2 64.1

Niger 23.3 21.2 28.7 26.8 Niger 12.8 38.5 44.7

Senegal 29.6 58.0 Senegal 31.9 57.5

Chad 23.9 42.1 26.6 Chad 10.9 15.5 48.4 25.3

Togo 67.2 23.8 Togo 34.3 48.0 10.5

Average 21.5 18.3 23.8 36.3 Average 10.2 16.6 31.0 42.2

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

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 teacher has received no pre-service training is under 11 percent in all countries except Burundi (14.8 percent) and Togo (34.3 percent). The proportion of pupils whose teacher has received under six months of pre-service training ranges from 2.4 percent in Cameroon to 42.1 percent in Chad at the beginning of the cycle. At the end of the cycle, this proportion ranges from 2.7 percent in Cameroon to 48.0 percent in Togo. Once again, the findings suggest that the beginning of 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.

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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. The analysis of teachers’ pre-service training profiles, related to their academic level and duration of in-service training followed (see Table B4.59 in the Annexs), shows that a lack of pre-service training does not necessarily mean 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.

4.6.4.2 Teacher Training Received by Headmasters On 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.

Figure 4.62: Distribution of Pupils According to Teacher Training Received by their Headmaster – Late Primary

Benin 10.3 40.8 46.6

Burkina Faso 23.8 15.9 18.3 42.0

Burundi 6.8 9.9 12.4 70.9

Cameroon 9.6 37.5 50.6

Congo 9.1 4.2 29.1 57.7

Côte d’Ivoire 5,3 13,1 23,9 57.7

Niger 7,6 38,1 53.4

Senegal 12.2 52.5 32.0

Chad 6.8 12.6 60.1 20.5

Togo 32.5 39.2 22.1 6.2

Average 10.1 12.8 33.5 43.7

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

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4.6.5 Service Teacher Training In-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 of in-service training received over the past two years (see Figures 4.63 and 4.64).

Figure 4.63: Distribution of Pupils According to Teacher’s Figure 4.64: Distribution of Pupils According to Teacher’s In-Service Training – Early Primary In-Service Training – Late Primary

Benin 20.9 12.2 20.0 17.7 29.1 Benin 24.6 15.7 27.2 22.5

Burkina Faso 22.1 41.9 17.1 13.2 Burkina Faso 15.4 37.6 21.8 17.2

Burundi 63.0 16.8 Burundi 41.8 24.4 12.0 12.0

Cameroon 69.5 17.0 Cameroon 45.6 24.9 16.6

Congo 17.2 47.6 12.6 15.9 Congo 11.1 32.3 18.2 29.3

Côte d’Ivoire 32.1 59.3 Côte d’Ivoire 11.4 72.6

Niger 18.9 41.0 27.6 Niger 22.3 41.4 24.6

Senegal 21.7 26.9 28.2 18,. Senegal 22.9 44.1 13.8 14.7

Chad 21.6 18.9 19.9 24.6 15.1 Chad 14.5 18.7 17.3 38.4

Togo 24.3 34.7 15.5 14.1 Togo 35.1 25.8 12.0 15.7

Average 22.9 36.4 16.1 13.0 11.7 Average 16.9 33.9 19.4 16.3 13.5

No in-service 1 to 5 days 6 to 10 days 11 to 20 days More than 20 days training of training of training of training of training

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 in Burundi at the beginning of primary and from 4.5 percent in Senegal to 41.8 percent in Burundi at the end of primary. 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).

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4.7 Teachers’ Perceptions of their Working Conditions

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’ Perceptions of their Working Conditions Teachers 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 is average or poor, in almost all countries except Senegal (46.6 percent). The same perception is held at the beginning of primary in seven countries, except Benin (44.9 percent), Burundi (40.0 percent) and Senegal (46.5 percent). As classrooms are an integral part of schools, it comes as no surprise that teachers have the same opinion of the condition of classrooms. - The perception of the availability of school supplies is not positive either. A considerable proportion of pupils at the beginning of the cycle in all the countries have a teacher who declares they are dissatisfied with the availability of school supplies in the classroom. The highest percentages are noted for Niger (74.4 percent), Senegal (79.0 percent), Chad (83.7 percent) and Togo (77.0 percent). Similar trends apply for the end of primary.

4.7.2 Teacher Perceptions of Harassment at School The 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).

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4.7.3 Teachers’ Perceptions of School Management and the Quality of their Relationships with Colleagues and the Community A 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) and Cameroon at the end of primary (44.5 percent). The highest levels of satisfaction are found in Benin (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 (over 94 percent) and Senegal (over 90 percent).

4.7.4 Teachers’ Perceptions of their Remuneration A vast majority of pupils in all assessed countries have teachers who declare that they are not satisfied with their salary 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 proportion of pupils. The highest percentages are observed in Chad (24.1 percent), Niger (26.9 percent) and Togo (32.2 percent) at the beginning of primary, and in Niger (11.6 percent) and Chad (19.3 percent) at the end of primary.

4.7.5 Teachers’ Perceptions of their Promotion and Training Opportunities Finally, over half of pupils have teachers who are dissatisfied with their opportunities for promotion. The highest proportions 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. The proportion of pupils whose teacher is dissatisfied with their opportunities for training ranges from 39.9 percent in Benin to 78.4 percent in Togo at the beginning of the cycle. At the end of the cycle, for those teachers who answered the question, this dissatisfaction concerns the teachers of over half the pupils (see Table B4.84 in the Annexs).

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PASEC2014 assessment 127 CHAPTER 5

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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 competencies 5.1.1 Early Primary Cycle

The goal of all ten countries’ curricula for the first two years of primary school is to ensure that pupils can read and understand 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. On average, over 70 percent of pupils do not reach the “sufficient” language competency threshold after two years of primary education. These pupils have great difficulty decoding the components of the written language and understanding 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, despite the fact that this should be acquired in the first weeks of the primary cycle. In view of the fragility of these competencies, particular attention must be paid to the nature of the difficulties faced by pupils and the way in which oral communication skills and decoding the written language are taught in the first grades 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. In 2014, over 50 percent of pupils on average across all ten countries did not reach the “sufficient” mathematics threshold 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, complete logical series, compare numbers, perform operations (sums and subtractions) on numbers under fifty and reason through basic problems. They also have difficulty handling concepts of orientation in space (below/above/ beside) and recognizing simple geometric shapes. These pupils are more likely to face even greater difficulties in their 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 mathematics teaching practices, and about learning a scientific subject in a language that pupils do not fully master. A large proportion of pupils still resort to immature strategies (like “counting everything”) to solve basic operations, which limits their progress. These findings also draw attention to the process of transferring pupils’ initial mathematics competencies, acquired in their mother tongue, to mathematics competencies in the language of instruction. The difficulties pupils face when confronted with basic mathematics exercises raise questions about the way in which quantities and numbers are taught in the first grades of primary, and should be considered in relation to pupil levels in oral comprehension and oral communication in the language of instruction. It is therefore necessary to reflect on

PASEC2014 assessment 129 CHAPTER 5

the articulation between pupils’ practice of their mother tongue and practice of the language of instruction on the one hand, and on mathematics teaching methods as of the first grades of primary on the other, which are decisive in terms of future learning outcomes and schooling.

5.1.2 Late Primary Cycle In the ten participating countries, an average of almost 60 percent of pupils did not reach the “sufficient” late primary reading and mathematics competency threshold. Pupils who are weakest at reading have great difficulty in reading 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 situation at the end of primary. This finding, together with the previous one concerning early primary results, points to the necessity of supporting pupils with reading difficulties as early as possible in their schooling. Pupils above the “sufficient” mathematics threshold are able to answer arithmetic, measurement and geometry questions involving the three cognitive processes assessed: knowing, applying and reasoning. Pupils below the threshold are at risk of facing difficulties later in their schooling, especially when reasoning takes on a central role. By way of illustration, pupils below the threshold have difficulty performing operations involving decimal numbers. In both subjects, pupils below the “sufficient” late primary threshold encounter multiple difficulties mastering competencies 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 to remediate the difficulties faced by pupils. These difficulties have repercussions on late primary pupil results, and will continue to have negative consequences throughout the remainder of pupils’ education as well as on their adult professional and social life. This finding is alarming because in addition to the children who never enroll in school, a considerable proportion of those who do will leave with very weak competencies.

5.2 Pupil Characteristics 5.2.1 Pupil Gender On 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. The comparative difficulties encountered by girls in mathematics, both at the beginning and the end of primary, may be a reflection of the position and role of girls and women in society. The symbolic representation of scientific concepts may also be to blame, as it is transmitted through gender stereotypes found in textbooks and teaching practices. It is therefore worth considering the implementation of 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.

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5.2.2 Parents’ Literacy Children whose parents are literate perform better at school. This finding advocates for the set-up of mechanisms to 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 Home There 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.

5.2.4 Work outside School Pupils 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. Setting up awareness and support mechanisms targeting these children’s families would be a first step to reducing children’s participation in work outside school.

5.2.5 Preprimary Attendance This assessment and other studies focusing on the African context highlight that in a majority of countries, pupils who attend preprimary achieve better mathematics and reading results than those who enroll directly in the first grade of 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. Thus repetition, as it is currently practiced, is not an effective pedagogical approach to ensure that pupils in difficulty reach the level of non-repeaters and/or the expected competency levels. This finding raises questions about the practice of repetition, which is widespread in some countries (repeater selection criteria, remediation measures) and calls for the consideration of alternatives to repetition and of the support programs that schools may offer pupils in difficulty. 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’ Age Late 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.

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5.3 School Characteristics 5.3.1 Source of Performance Disparities Average 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 Location In 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 School On 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.

5.3.4 Type of Class In 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 Resources The PASEC2014 assessment identified a positive relationship between school resources and pupil performance in 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.

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Countries with the highest resource levels are not necessarily those with the best average national scores. This implies that the availability of resources, and in particular teaching resources, is not sufficient to ensure good pupil performance, and that these resources have to be used appropriately and accompanied by quality teaching.

5.3.6 Teacher and Headmaster Characteristics In a majority of countries, women are under-represented in late primary classes and in headmaster posts. Teachers with the most seniority are often allocated to late primary classes whereas the first primary grades are entrusted to less experienced teachers, with the exception of Burkina Faso where the proportions are similar. However, the basic competencies to be acquired during the first grades of primary are essential for pupils’ success at school, and should also benefit from the abilities of experienced teachers. 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 Conditions At 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 participating countries declare that they are not satisfied with the availability of school supplies in class, the highest percentages being observed in Chad (83.7 percent), Niger (74.4 percent), Senegal (79.0 percent) and Togo (77.0 percent). 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. As far as remuneration is concerned, the teachers of a vast majority of pupils declare that they are not satisfied with the level and the regularity of their pay. Over half the pupils are taught by teachers who declare that they are not satisfied with their career promotion opportunities. Finally, the teachers of a considerable proportion of pupils declare that they are not satisfied with their training opportunities: from 39.9 percent in Benin to 78.4 percent in Togo at the beginning of the primary cycle. At the end of primary, over half of pupils are taught by teachers who declare that they are not satisfied with their training opportunities.

PASEC2014 assessment 133 134 CONFEMEN - PASEC Epilogue

As the elaboration and publication of the international report of the first international assessment of ten countries of Francophone Sub-Saharan Africa is finalized, CONFEMEN is happy to have successfully met the challenge it set itself in 2012, accepting to implement a brave and in-depth reform of its PASEC programme, in collaboration with its main technical and financial partners, including the Agence Française de Développement.

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.

The findings outlined in this report of the first large-scale PASEC survey will be complemented by country-level analyses that will place the first lessons learned through the international analysis in each national context. In the course 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 in South Korea in May 2015, and in accordance with the Education 2030 Framework of Action adopted in Paris on November 4, 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.

PASEC2014 assessment 135 Bibliography

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PASEC2014 assessment 137 138 CONFEMEN - PASEC © UNI C E F Burundi/Krzysiek ANNEXES

PASEC2014 assessment 139 List of Annexes Annex A – Examples of Items from the PASEC2014 Test 144 Annex A1 – Examples of Items from the Early Primary Cycle PASEC2014 Test 144 A1.1 Language Test 144 A1.1.1 Level 4 144 A1.1.2 Level 3 145 A1.1.3 Level 2 146 A1.1.4 Level 1 147 A1.1.5 Below Level 1 147

A1.2 Mathematics Test 147 A1.2.1 Level 3 148 A1.2.2 Level 2 148 A1.2.3 Level 1 149 A1.2.4 Below Level 1 150

A1.3 Examples of Items from the Early Primary Cycle Test Relative to the “Pupil Performance in Four Key Areas” Section 151 A1.3.1 Read Letters of the Alphabet with Ease 151 A1.3.2 Read Everyday Words with Ease 151 A1.3.3 Count up to One Hundred 152 A1.3.4 Perform Sums and Subtractions 152

Annex A2 – Examples of Items from the Late Primary Cycle PASEC2014 Test 153 A2.1Reading Test 153 A2.1.1 Level 4 153 A2.1.2 Level 3 153 A2.1.3 Level 2 154 A2.1.4 Level 1 154 A2.1.5 Below level 1 154 A2.1.6 Examples of Reading Items 154

Mathematics Test 157 A2.2.1 Level 3 157 A2.2.2 Level 2 157 A2.2.3 Level 1 158 A2.2.4 Below level 1 158 A2.2.5 Examples of Mathematics Items 159

Annex B – PASEC2014 Survey data 161 Annex B1 – Chapter 1 data 161 Table B1.1: Planned and Surveyed “School” Samples and Participation Rate - Early Primary 161 Table B1.2: Planned and Surveyed “Pupil” Samples and Participation Rate - Early Primary 161 Table B1.3: Planned and Surveyed “School” Samples and Participation Rate - Late Primary 162 Table B1.4: Planned and Surveyed “Pupil” Samples and Participation Rate - Late Primary 162

Annex B2 – Chapter 2 data 163 Table B2.1: Percentage of Pupils in the PASEC2014 Language Competency Scale - Early Primary 163 Table B2.2: Percentage of Pupils in the PASEC2014 Mathematics Competency Scale - Early Primary 163 Table B2.3: Distribution of Pupils by Average Number of Letters Read Accurately in One Minute - Early Primary 164 Table B2.4: Distribution of Pupils by Average Number of Words Read Accurately in One Minute - Early Primary 164

140 CONFEMEN - PASEC Table B2.5: Distribution of Pupils by Last Number Reached when Counting Out Loud - Early Primary 165 Table B2.6: Percentage of Pupils’ Correct Sum and Subtraction Answers - Early Primary 165 Table B2.7: Average Pupil Performance in Language - Early Primary 166 Table B2.8: Average Pupil Performance in Mathematics - Early Primary 166 Table B2.9: Percentage of Pupils in the PASEC2014 Reading Competency Scale - Late Primary 167 Table B2.10: Percentage of Pupils in the PASEC2014 Mathematics Competency Scale - Late Primary 167 Table B2.11: Average Pupil Performance in Reading - Late Primary 168 Table B2.12: Average Pupil Performance in Mathematics - Late Primary 168 Table B2.13: Relationship between Language and Mathematics Performances - Early Primary 169 Table B2.14: Relationship between Reading and Mathematics Performances - Late Primary 169 Table B2.15: Link between Average National PASEC2014 Test Scores in Language-Reading and Mathematics – Early and Late Primary 169

Annex B3 – Chapter 3 data 170 Table B3.1: Percentage of Girls and Pupil Performance in Language - Early Primary 170 Table B3.2: Percentage of Girls and Pupil Performance in Mathematics - Early Primary 170 Table B3.3: Percentage of Girls and Pupil Performance in Reading - Late Primary 171 Table B3.4: Percentage of Girls and Pupil Performance in Mathematics - Late Primary 171 Table B3.5: Percentage of Pupils with One, Two or Neither Parent who Can Read - Early Primary 172 Table B3.6: Percentage of Pupils with One, Two or Neither Parent who Can Read - Late Primary 172 Table B3.7: Pupil Performance in Language according to Parents’ Literacy - Early Primary 173 Table B3.8: Pupil Performance in Mathematics according to Parents’ Literacy - Early Primary 173 Table B3.9: Pupil Performance in Reading according to Parents’ Literacy - Late Primary 174 Table B3.10: Pupil Performance in Mathematics according to Parents’ Literacy - Late Primary 174 Table B3.11: Percentage of Pupils Possessing or not Possessing Books at Home - Early Primary 175 Table B3.12: Pupil Performance in Language according to the availability of Books at Home - Early Primary 175 Table B3.13: Pupil Performance in according to the availability of Books at Home - Early Primary 176 Table B3.14: Distribution of Pupils by Quantity of Books Available at Home - Late Primary 176 Table B3.15: Pupil Performance in Reading by Quantity of Books Available at Home - Late Primary 177 Table B3.16: Pupil Performance in Mathematics by Quantity of Books Available at Home - Late Primary 177 Table B3.17: Distribution of Pupils by Eyesight Problems - Late Primary 178 Table B3.18: Distribution of Pupils Hearing Problems - Late Primary 178 Table B3.19: Percentage of Pupils according to their Participation in Agricultural Work - Late Primary 179 Table B3.20: Distribution of Pupils according to their Participation in Petty Commerce - Late Primary 179 Table B3.21: Pupil Performance in Reading according to their Participation in Agricultural Work - Late Primary 180 Table B3.22: Pupil Performance in Mathematics according to their Participation in Agricultural Work - Late Primary 180 Table B3.23: Pupil Performance in Reading according to their Participation in Petty Commerce - Late Primary 181 Table B3.24: Pupil Performance in Mathematics according to their Participation in Petty Commerce - Late Primary 181 Table B3.25: Percentage and Performance of Pupils in Language, according to Nursery School, Kindergarten or Preprimary Attendance - Early Primary 182 Table B3.26: Percentage and Performance of Pupils in Mathematics, according to Nursery School, Kindergarten or Preprimary Attendance - Early Primary 182 Table B3.27: Percentage and Performance of Pupils in Reading, according to Nursery School, Kindergarten or Preprimary Attendance - Late Primary 183 Table B3.28: Percentage and Performances of Pupils in Mathematics, according to Nursery School, Kindergarten or Preprimary Attendance - Late Primary 183 Table B3.29: Average Gap in Socioeconomic Status between Pupils who Have and Have not Attended Preprimary 184 Table B3.30: Percentage and Performance of Pupils in Language, who Did or Did not Repeat Grade 2 - Early Primary 184 Table B3.31: Percentage and Performance of Pupils in Mathematics, who Did or Did not Repeat Grade 2 - Early Primary 185 Table B3.32: Distribution of Pupils according to the Number of Repetitions - Late Primary 185 Table B3.33: Pupil Performance and Performance Gaps in Reading, according to the Number of Repetitions - Late Primary 186 Table B3.34: Pupil Performance and Performance Gaps in Mathematics, according to the Number of Repetitions - Late Primary 186 Table B3.35: Link between Early Primary Language and Mathematics Performance and Pupils’ Age, Controlling for Repetition 187 Table B3.36: Link between Late Primary Reading and Mathematics Performance and Pupils’ Age, Controlling for Repetition 187

PASEC2014 assessment 141 Annex B4 – Chapter 4 data 188 Table B4.1: Variance Decomposition in Language and Mathematics Scores - Early Primary 188 Table B4.2: Variance Decomposition in Reading and Mathematics Scores - Late Primary 188 Table B4.3: Percentage of Pupils Attending a School in a Rural Area and Difference in Pupils’ Language Scores – Early Primary 189 Table B4.4: Percentage of Pupils Attending a School in a Rural Area and Difference in Pupils’ Mathematics Scores – Early Primary 189 Table B4.5: Percentage of Pupils Attending a School in a Rural Area and Difference in Pupils’ Reading Scores - Late Primary 190 Table B4.6: Percentage of Pupils Attending a School in a Rural Area and Difference in Pupils’ Mathematics Scores - Late Primary 190 Table B4.7: Percentage of Pupils Attending a Public, Private or Community School - Early Primary 191 Table B4.8: Percentage of Pupils Attending a Public, Private or Community School - Late Primary 191 Table B4.9: Language Performance Gaps between Pupils in Public and Private Education - Early Primary 192 Table B4.10: Mathematics Performance Gaps between Pupils in Public and Private Education - Early Primary 192 Table B4.11: Language and Mathematics Performance Gaps between Pupils in Public and Private Education, Controlling for the Territorial Planning Index - Early Primary 193 Table B4.12: Reading Performance Gaps between Pupils in Public and Private Education - Late Primary 193 Table B4.13: Mathematics Performance Gaps between Pupils in Public and Private Education - Late Primary 194 Table B4.14: Reading and Mathematics Performance Gaps between Pupils in Public and Private Education, Controlling for the Socioeconomic Index and Territorial Planning Index - Late Primary 194 Table B4.15: Percentage of Pupils in Standard, Multigrade or Double-Shift Classes - Early Primary 195 Table B4.16: Percentage of Pupils in Standard, Multigrade or Double-Shift Classes - Late Primary 195 Table B4.17: Language-Reading and Mathematics Performance Gaps between Pupils in Multigrade and Standard Classes - Early and Late Primary 196 Table B4.18: Percentage of Pupils in Multigrade Classes Attending a School Located in a Rural or Urban Area - Early and Late Primary 196 Table B4.19: Language and Mathematics Performance Gaps between Pupils in Double Shift and Standard Classes - Early and Late Primary 197 Table B4.20: Average Number of Pupils per Class in the PASEC2014 Assessment Sample - Early and Late Primary 197 Table B4.21: Distribution of Pupils by Availability of Seating in Class - Early Primary 198 Table B4.22: Distribution of Pupils by Availability of Seating in Class - Late Primary 198 Table B4.23: Percentage of Pupils Attending a School with a Library - Late Primary 199 Table B4.24: Distribution of Pupils According to the Number of Pupils per Language Textbook – Early primary 199 Table B4.25 : Distribution of Pupils According to the Number of Pupils per Mathematics Textbook – Early primary 200 Table B4.26 : Distribution of Pupils According to the Number of Pupils per Reading Textbook – Late primary 200 Table B4.27 : Distribution of Pupils According to the Number of Pupils per Mathematics Textbook – Late primary 201 Table B4.28: Percentage of Pupils Attending a School without Latrines or Toilets - Late Primary 201 Table B4.29: Percentage of Pupils Attending a School with a First Aid Box / Medical Kit - Late Primary 202 Table B4.30: Percentage of Pupils Having Undergone Various Medical Tests or Checkups - Late Primary 202 Table B4.31: Average Level of the School Infrastructure Index - Late Primary 203 Table B4.32: Average Gap between the Reading Scores of Pupils of a Given School and of those whose School Infrastructure Index is One Point Lower - Late Primary 203 Table B4.33: Average Gap between the Mathematics Scores of Pupils of a Given School and of those whose School Infrastructure Index is One Point Lower - Late Primary 204 Table B4.34: Average Level of the Class Equipment Index - Early Primary 204 Table B4.35: Average Gap between the Language Scores of Pupils of a Given School and of those whose Class Equipment Index is One Point Lower - Early Primary 205 Table B4.36: Average Gap between the Mathematics Scores of Pupils of a Given School and of those whose Class Equipment Index is One Point Lower - Early Primary 205 Table B4.37: Average Level of the Class Equipment Index - Late Primary 206 Table B4.38: Average Gap between the Reading Scores of Pupils of a Given School and of those whose Class Equipment Index is One Point Lower - Late Primary 206 Table B4.39: Average Gap between the Mathematics Scores of Pupils of a Given School and of those whose Class Equipment Index is One Point Lower - Late Primary 207 Table B4. 40: Language Performance and Gaps in Scores, according to the Number of Reading Textbooks Available in Class - Early Primary 207 Table B4.41: Mathematics Performance and Gaps in Scores, according to the Number of Mathematics Textbooks Available in Class - Early Primary 208 Table B4.42: Reading Performance and Gaps in Scores, according to the Number of Reading Textbooks Available in Class - Late Primary 208 Table B4.43: Mathematics Performance and Gaps in Scores, according to the Number of Mathematics Textbooks Available in Class - Late Primary 209 Table B4.44: Linear Relationship of Performance on Class Size - Early Primary 209 Table B4.45: Linear Relationship of Performance on Class Size - Late Primary 210 Table B4.46: Quadratic Relationship of Performance on Class Size - Early Primary 210 Table B4.47: Quadratic Relationship of Performances on Class Size - Late Primary 211

142 CONFEMEN - PASEC Table B4.48: Percentage of Pupils whose Class is Held by a Man and whose School is Managed by a Man – Early and Late Primary 211 Table B4.49: Percentage of Pupils according to Teacher Seniority - Early Primary 212 Table B4.50: Percentage of Pupils according to Teacher Seniority - Late Primary 212 Table B4.51: Percentage of Pupils according to Headmaster Seniority - Late Primary 213 Table B4.52: Average Teaching Seniority of Headmasters and Percentage of Pupils by Level of Headmasters’ Teaching Seniority - Late Primary 213 Table B4.53: Distribution of Pupils by Teachers’ Academic Level - Early Primary 214 Table B4.54: Distribution of Pupils by Teachers’ Academic Level - Late Primary 214 Table B4.55: Distribution of Pupils by Headmasters’ Academic Level - Late Primary 215 Table B4.56: Distribution of Pupils by Level of Teachers’ Pre-service Training - Early Primary 215 Table B4.57: Distribution of Pupils by Level of Teachers’ Pre-service Training - Late Primary 216 Table B4.58: Distribution of Pupils whose Teacher has no Pre-service Teacher Training but Has Received some In-service Training - Early and Late Primary 216 Table B4.59: Distribution of Pupils whose Teacher has no Pre-service Teacher Training, according to Teachers’ Academic Level - Early and Late Primary 217 Table B4.60: Distribution of Pupils according to Headmasters’ Teacher Training - Late Primary 217 Table B4.61: Distribution of Pupils according to Teachers’ In-service Training - Early Primary 218 Table B4.62: Distribution of Pupils according to Teachers’ In-service Training - Late Primary 218 Table B4.63: Percentage of Pupils according to Teacher Harassment - Early Primary 219 Table B4.64: Percentage of Pupils according to Teacher Harassment - Late Primary 219 Table B4.65: Percentage of Pupils by Teachers’ Perceptions of Salary Level - Early Primary 220 Table B4.66: Percentage of Pupils by Teachers’ Perceptions of Salary Level - Late Primary 220 Table B4.67: Percentage of Pupils by Regularity of Payment of Teacher Salary - Early Primary 221 Table B4.68: Percentage of Pupils by Regularity of Payment of Teacher Salary - Late Primary 221 Table B4.69: Percentage of Pupils by Teachers’ Perceptions of School Curricula - Early Primary 222 Table B4.70: Percentage of Pupils by Teachers’ Perceptions of School Curricula - Late Primary 222 Table B4.71: Percentage of Pupils by Teachers’ Perceptions of the Quality of School Buildings - Early Primary 223 Table B4.72: Percentage of Pupils by Teachers’ Perceptions of the Quality of School Buildings - Late Primary 223 Table B4.73: Percentage of Pupils by Teachers’ Perceptions of the Condition of Classrooms- Early Primary 224 Table B4.74: Percentage of Pupils by Teachers’ Perceptions of the Condition of Classrooms - Late Primary 224 Table B4.75: Percentage of Pupils by Teachers’ Perceptions of the Availability of School Supplies - Early Primary 225 Table B4.76: Percentage of Pupils by Teachers’ Perceptions of the Availability of School Supplies - Late Primary 225 Table B4.77: Percentage of Pupils by Teachers’ Perceptions of the Quality of School Management - Early Primary 226 Table B4.78: Percentage of Pupils by Teachers’ Perceptions of the Quality of School Management - Late Primary 226 Table B4.79: Percentage of Pupils by Teachers’ Perceptions of their Relationships with Colleagues - Early Primary 227 Table B4.80: Percentage of Pupils by Teachers’ Perceptions of their Relationships with Colleagues - Late Primary 227 Table B4.81: Percentage of Pupils by Teachers’ Perceptions of their Relationships with the Community - Early Primary 228 Table B4.82: Percentage of Pupils by Teachers’ Perceptions of their Relationships with the Community - Late Primary 228 Table B4.83: Percentage of Pupils by Teachers’ Perceptions of their Promotion Opportunities - Early Primary 229 Table B4.84: Percentage of Pupils by Teachers’ Perceptions of their Promotion Opportunities - Late Primary 229 Table B4.85: Percentage of Pupils by Teachers’ Perceptions of their Training Opportunities - Early Primary 230 Table B4.86: Percentage of Pupils by Teachers’ Perceptions of their Training Opportunities - Late Primary 230

Annex C – List of Players who Contributed to the Implementation 231 of Different PASEC2014 Assessment Activities

PASEC2014 assessment 143 Annex A Examples of Items from the PASEC2014

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

A1.1 Language Test A 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 text Decoding and reading comprehension Read and understand sentences Level 3 Reading comprehension Decode the meaning of words Decoding Recognize invented words Listening comprehension Understand a text Level 2 Decoding Recognize syllables Listening comprehension Recognize word families Level 1 Listening comprehension Recognize vocabulary Listening comprehension Understand vocabulary

A1.1.1 Level 4 Intermediate reader: enhanced reading autonomy is bolstering their understanding of sentences and texts

Examples of Exercises Illustrating Level 4 Competencies

Read and Understand Sentences To 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 to read the sentence as long as they can read it in up to 15 seconds. Slower readers, who have difficulties decoding and for whom the reading of everyday vocabulary is not yet automatic will find it very difficult to read the sentence in under 15 seconds. This type of question is classified under “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?” that is put to them orally by the test administrator. The pupil may read the sentence again, either in part or entirely to seek for clues and find the information. The pupil has up to 15 seconds to do this. The wording of the question helps pupils find the relevant information as the subject and verb are repeated in the question. The accepted oral answer is “(some) tomatoes”. This type of question is classified under “reading comprehension” skills.

144 CONFEMEN - PASEC Understand a Text To 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 the question should they wish to do so. This type of question is classified under “reading comprehension” 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? To answer question 3 “Where is the bread taken to be sold?” in under 15 seconds, pupils may read the question again and/or look for the part of the text that conveys information about the place where the bread is sold. The wording of the question helps pupils find the relevant information as the verb is repeated in the question. The accepted oral answer is “(to the) village”. To answer question 4 “Who goes to sell the bread?” in under 15 seconds, pupils may read the question again and/or look for the part of the text that conveys information about the person who will sell the bread. The wording of the question helps pupils find the relevant information as the verb and subject are repeated in the question. The accepted oral 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

Examples of Exercises Illustrating Level 3 Competencies

Decode the Meaning of Words The 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 pictures associated with a same lexical field. moon

In this example, the pupil must read or find graphic clues in the word moon to determine which picture corresponds to the word. These questions are classified under “reading comprehension” skills.

PASEC2014 assessment 145 Recognize Invented Words To answer the questions in this exercise, the pupil must be able to decode the invented words (pseudo-words) in a series of 4 written words, in under 15 seconds. bige neul ima plovi The 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 questions are classified under “decoding” skills.

Understand an Oral Text Pupils 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 information in the message that was read out to them. The wording of the question helps pupils find the relevant information as the subject and object are repeated in the question. The accepted oral answer is “(little) boy”, “(little) brother”, “child”. These questions are classified under “listening comprehension” skills.

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

Examples of Exercises Illustrating Level 2 Competencies

Recognize Syllables The 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.

Afternoon

In 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. These questions are classified under “decoding” skills.

146 CONFEMEN - PASEC Recognize Word Families The 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.

These questions are classified under “listening comprehension” skills and measure the pupil’s grasp of semantics.

A1.1.4 Level 1 Early reader: first contact with the oral and written language

Examples of Exercises Illustrating Level 1 Competencies

Recognize Vocabulary The pupil must indicate the part of the body specified in the question in under 5 seconds. In this example, having heard the question “Show me your hand?” the pupil must show one of his hands.

Understand Vocabulary The pupil must select the picture that corresponds to a word read out loud to them from a set of 4 pictures representing words form a single lexical field (in under 5 seconds).

In this example, the pupil must select the picture that corresponds to the question: “Show me the book?” In both these examples, the questions are classified under “listening comprehension” skills and enable pupils to familiarize themselves with vocabulary from everyday life.

A1.1.5 Below Level 1 Pupils at this level do not display the competencies measured by this language of instruction test. These pupils are in difficulty when it comes to Level 1 knowledge and competencies.

A 1.2 Mathematics Test A 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.

PASEC2014 assessment 147 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 50 Counting Solve a static problem with 2 numbers under 20 Level 2 Counting Complete a series of 3 numbers under 20 Counting Solve a dynamic problem with 2 numbers under 20 Identify the spatial arrangement of objects in a two- Geometry, space and measurement dimensional space Level 1 Counting Distinguish quantities of objects under 10 Counting Count a set of under 20 objects Counting Order numbers under 20 Geometry, space and measurement Appraise and rank object sizes

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

Add Two Numbers whose Total is Over 50 To 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 = The pupil must use an adequate method to find the correct result in the allocated time. They may for example count using their fingers or draw little sticks, start with the biggest number 39 and add 26 units, calculate the sum using regrouping, or else take 1 away from 26, add it to 39 and then add 25 and 40. This question is classified under “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 establish an adequate method and find the solution in under one minute. This problem requires pupils to add two numbers 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 one of the parts, what is the value of the other part?) that can be solved by use of an addition with a gap (Part 1 + ?Part 2? = Total), or a subtraction (Total – Part 1 = ?Part 2?). This question is classified under “arithmetic” skills.

148 CONFEMEN - PASEC A1.2.2 Level 2 Examples of Exercises Illustrating Level 2 Competencies and Knowledge

Complete a Series of 3 Numbers Under 20 To answer the question “Complete a series of 3 numbers under 20” used as an example to illustrate this level, the pupil must look at a logical series of numbers 17 __ 19 containing a gap and find the missing number (18) located between the other two.

17 __ 19 The question measures pupils’ familiarity with numbers and their understanding of the chain of numbers. This question is classified under “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 establish an adequate method and find the solution in under one minute. This problem requires pupils to add two numbers 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 of the problem. This question is classified under “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 able to acquire deeper knowledge of geometry. This question is classified under “geometry, space and measurement”.

PASEC2014 assessment 149 A1.2.3 Level 1 Examples of Exercises Illustrating Level 1 Competencies

Distinguish Quantities of Objects Under 10 To 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 small quantities of objects whose difference is visible and significant at a glance. This “arithmetic” question requires pupils 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 many dots are there?” The pupil must count a total of 12 dots in under 30 seconds.

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 the smallest number in a series of 4 numbers under 20 (2 two-digit numbers and 2 single-digit numbers) in a booklet and 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 17 This 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 of 4 different sized arrows in under 5 seconds. Pupils must understand the concept of “the longest” then appraise and order 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) .

150 CONFEMEN - PASEC A1.2.4 Below Level 1 Pupils at this level do not display the competencies measured by this test in the learning language. These pupils are in difficulty when it comes to Level 1 knowledge and competencies.

A1.3 Examples of Items from the Early Primary Test Relating to the “Pupil Performance in Four Key Areas” Section

A1.3.1 Read Letters of the Alphabet with Ease The 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 pupils who get stuck on a letter are invited to continue to the next letter after five (5) seconds. This exercise tests the pupil’s ability to read with ease and in a fluid manner. The exercise contains two examples to ascertain that all pupils understand what they have to do. Exemple : a r e s a i t n r u l o d c p m v q f b g h j x y z w k A1.3.2 Read Everyday Words with Ease The test administrator asks the pupil to read out loud as many isolated and irregular words as possible in one (1) minute. A total of 40 words are arranged in a table in accordance with the frequency with which they appear in a collection of primary textbooks and also based on the MANULEX database (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 after five (5) seconds. This exercise tests the pupil’s ability to read with ease and in a fluid manner. Exemple : your them school you one go man the boy she and at his by my but dog in pen box food bike baby for read fish full have cat sleep see word house rich big hand three cook home play late father child

PASEC2014 assessment 151 A1.3.3 Count to One Hundred The test administrator asks the pupil to start counting from one (1) and up to the greatest possible number, meaning until they make their first mistake, hesitate (for more than 5 seconds on a number) or until 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.

A1.3.4 Perform Sums and Subtractions The 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 increasing order of difficulty. The pupil has up to one (1) minute to solve each simple problem (results under 20) 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 =

152 CONFEMEN - PASEC Annex A2 – Examples of Items from the Late Primary PASEC2014 Test

A2.1 Reading Test A 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 Question 4 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.

A2.1.1 Level 4 Pupils 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 must use their own experience and knowledge to infer the character’s feelings. This question is classified under the “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 the table (”Span of breakdown litter outdoors” and “Type of litter”). This question is classified under the “Interpret and 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 3 To 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 characteristic of “violent” wind and the day of the week). This question is classified under the “extract explicit information” cognitive process as the information to be combined is clearly identifiable in the document. The document is of average length and the text is discontinuous. To answer Question 5 of the “Vaccine” text used as an example in Table A2.1 to illustrate this level, the pupil must infer the identity of the narrator by integrating information contained in the previous sentence. This question is classified under the “Interpret and combine information” cognitive process as the task to be carried out is an anaphoric inference and the pupil must identify what the pronoun is referring to. The text is short and narrative.

PASEC2014 assessment 153 A2.1.3 Level 2 To answer Question 4 of the “Vaccine” text used as an example in Table A2.1 to illustrate this level, the pupil must extract the answer directly from the text. The pupil is guided by the presence of the term “pricked” in the question itself, which enables them to adopt a scanning strategy. This question is classified under the “extract explicit information” cognitive process as the information is clearly identifiable in the text. The text is short and narrative. To answer Question 2 of the “Vaccine” text used as an example in Table A2.1 to illustrate this level, the pupil must identify the answer in the text but may paraphrase it. The subject of the question (“the children”) refers to a synonym in the text (“the pupils”). This question is classified under the “extract explicit information” cognitive process as the information is clearly identifiable in the text. The text is short and narrative. To answer Question 1 of the “A strange dream” text used as an example in Table A2.1 to illustrate this level, the pupil must extract the information directly from the first sentence of the text. Pupils are guided by the presence of the term “come across” in the question itself, which enables them to adopt a scanning strategy. This question is classified under the “extract explicit information” cognitive process as the information is clearly identifiable in the text. The text is short and narrative.

A2.1.4 Level 1 To 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 1 Pupils at this level do not display the competencies measured by this language of instruction test. These pupils have difficulty with Level 1 knowledge and competencies.

A2.1.6 Examples of Reading Items

154 CONFEMEN - PASEC 1. 4.

2. 5.

3. 6.

PASEC2014 assessment 155 3.

1. 4.

2. 5.

1.

2.

Read the informations in the table and answer the questions that follow. 1.

2.

156 CONFEMEN - PASEC A2.2 Mathematics Test A 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 Apply Multiply by 3 Counting Reason Width of the rectangle Measurement Apply Level 2 The school playground Counting Apply Number of girls Counting Apply Mass conversion Measurement Apply Volume conversion Measurement Know The astronaut Measurement Reason The ABCD rectangle Geometry Know Level 1 Subtraction Counting Know Appraisal of length units Measurement Know Coordinates of points Geometry Know A complete presentation of these questions can be found at the end of the annex.

A2.2.1 Level 3 In 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 share of a treasure, having been given the two fractions that correspond to the shares of the first two pirates. This question is classified under counting skills and under the “apply” cognitive process due to the routine character of the 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 find a number which, when multiplied by 3 and added to 100, is equal to 790. This question involves pre-algebraic reasoning as pupils are required to start with an unknown quantity. This question is classified under the counting competency 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 find the width of the rectangle, having been given the surface area and length. To answer this item, the pupil must use the rectangle surface area calculation formula to deduce the width of the rectangle. This question is classified under 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 2 In 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. This question is classified under the counting 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. To answer the “Number of girls”

PASEC2014 assessment 157 question used as an example in Table A2.2 to illustrate this level, the pupil must extract numbers from a double entry table and then add them. This question is classified under the counting 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. 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 must convert 3,000 grams to kilograms using the conversion table provided. This question is classified under the measurement 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 using the conversion table provided. This question is classified under the measurement competency area and under the “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 followed by conversions involving hours and days. This question is classified under the measurement competency area and under the “Reason” cognitive process as the pupil must read the wording of the question, then find the adequate method and perform several different calculations. In geometry, pupils can recognize the names of certain solids, basic geometric shapes and some of the characteristic lines of these figures (such as the diagonal or median for example). To answer the “ABCD rectangle” question used as an example in Table A2.2 to illustrate this level, the pupil must know the properties of a diagonal in a rectangle. This question is classified under the geometry competency area and under the “Know” cognitive process, as this question tests factual knowledge only.

A2.2.3 Level 1 In 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, the pupil must find the result of a subtraction with regrouping that is written out for them and with a result over 100. This question is classified under the counting competency area and under the “Know” cognitive process as the question 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 for measuring length from several options: meter, kilogram, liter and hour. This question is classified under the measurement competency area and under the “Know” cognitive process. 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 to illustrate this level, the pupil must find the position of a circle in a squared graph by defining the coordinates on the x-axis from A to G and on the y-axis from 1 to 5. This question is classified under the geometry competency area and under the “Know” cognitive process due to the routine character of the method for pupils at the end of the primary cycle.

A2.2.4 Below Level 1 Pupils at this level do not display the competencies measured by this test in the learning language. These pupils have difficulty with Level 1 knowledge and competencies.

158 CONFEMEN - PASEC A2.2.5 Examples of Matematics Items Level 1

Level 2

PASEC2014 assessment 159 Level 3

160 CONFEMEN - PASEC Annex B PASEC2014 Survey Data rate 99.0% 95.6% 95.6% 99.4% 98.5% 90.3% 100.0% 100.0% 100.0% 100.0% 93.57% 99.72% 96.40% 85.47% 97.99% 92.73% 96.04% 99.70% 94.62% 96.64% rate including replacement schools replacement Weighted participation Weighted Weighted participation Weighted 97.8% 92.2% 95.6% 97.8% 95.8% 88.9% rate 100.0% 100.0% 100.0% 100.0% 91.73% 99.79% 95.32% 82.77% 97.43% 96.66% 94.64% 99.88% 93.56% 96.40% rate including replacement schools replacement nweighted participation U nweighted nweighted participation U nweighted 2 1 61 37 20 25 38 45 29 204 98.2% 95.6% 95.2% 99.4% 92.0% 98.5% 90.3% 100.0% 100.0% 100.0% P upils absent rate excluding replacement schools replacement Weighted participation Weighted 1 8 3 0 4 1 0 1 3 10 P upils excluded 96.7% 92.2% 93.3% 97.8% 91.1% 95.8% 98.9% 88.9% 100.0% 100.0% rate excluding replacement schools replacement nweighted participation U nweighted 1 071 732 969 855 871 840 813 807 813 911 P upils survyed 95 88 83 86 88 90 90 80 134 100 school sample urveyed S urveyed sample 1 304 799 979 900 894 873 860 808 870 948 95 90 90 90 90 90 90 90 140 100 P upils in the school sample P lanned T o g o Chad S enegal N iger Côte d' I voire Congo Cameroon Burundi Benin Burkina Faso Burkina Faso Benin Burundi Cameroon Congo Côte d' I voire N iger S enegal Chad T o g o Annex B1. Chapter 1 Data Annex B1. Samples and Participation Rate - Early“School” Primary Planned and Surveyed B1.1: Table Samples and Participation Rate - Early“School” Primary Planned and Surveyed B1.1: Table

PASEC2014 assessment 161 rate 96.40% 93.56% 99.76% 99.88% 99.05% 96.02% 96.66% 94.64% 97.35% 96.66% 97.39% 99.35% 92.83% 97.43% 94.29% 82.77% 95.32% 99.79% 91.73% schools 100.00% Weighted participation Weighted Weighted participation Weighted rate including replacement rate including replacement rate 98.67% 90.29% 99.47% 99.86% 97.78% 88.89% 87.22% 96.97% 93.89% 98.51% 91.00% 95.10% 91.11% 96.15% 91.67% 89.22% 97.06% 98.70% 95.83% schools 100.00% nweighted participation U nweighted nweighted participation U nweighted rate including replacement rate including replacement 1 38 90 45 91 43 233 101 428 118 99.76% 97.94% 96.02% 92.14% 97.35% 97.39% 99.33% 88.48% 94.29% schools 100.00% P upils absent Weighted participation Weighted rate excluding replacement rate excluding replacement 2 0 1 3 5 2 1 10 14 13 99.47% 96.11% 88.89% 82.78% 93.89% 91.00% 99.44% 94.75% 86.67% 91.67% schools P upils excluded nweighted participation U nweighted rate excluding replacement rate excluding replacement 160 157 189 176 180 266 164 169 182 165 sample 3 256 2 484 2 905 3 196 2 972 2 673 3 817 3 461 3 416 3 033 Samples and Participation Rate - Late Primary P upils survyed urveyed school S urveyed “Pupil” 180 180 190 180 180 280 180 180 200 180 sample sample 3 302 2 761 2 909 3 297 3 020 2 785 4 292 3 568 3 462 3 178 P upils in the P lanned school Planned and Surveyed T o g o Chad S enegal Chad T o g o S enegal N iger N iger Burundi Cameroon Congo Côte d' I voire Côte d' I voire Burkina Faso Congo Benin Cameroon Burundi Burkina Faso Benin Table B1.3: Planned and Surveyed “School” Samples and Participation Rate - Late Primary“School” Planned and Surveyed B1.3: Table B1.4: Table

162 CONFEMEN - PASEC 0.8 2.1 2.5 2.1 2.5 1.4 1.2 3.2 1.6 2.0 0.7 E rror 0.9 2.3 4.2 3.8 1.8 1.8 3.3 3.0 2.8 2.7 1.7 tandard S tandard tandard E rror S tandard Level 4 Level Level 3 Level 3.3 5.6 3.4 5.0 8.5 15.2 56.1 11.0 16.6 16.4 14.1 ercentage P 9.6 8.4 23.2 15.4 20.2 30.1 10.6 33.2 18.2 67.7 18.3 ercentage P 1.4 2.2 1.9 3.7 2.9 2.1 1.3 2.0 2.6 2.6 0.7 E rror tandard S tandard Level 3 Level 1.0 2.3 2.4 3.5 2.3 2.1 3.2 4.6 2.7 2.5 2.9 6.3 6.4 tandard E rror S tandard 20.2 23.0 18.7 21.4 11.7 12.5 13.1 11.6 14.5 ercentage P Level 2 Level 29.7 25.9 27.8 32.2 17.2 24.2 37.7 37.1 28.9 40.9 25.1 2.8 2.5 1.8 4.4 3.6 3.9 2.2 3.3 3.1 3.1 1.1 ercentage E rror P tandard S tandard Level 2 Level 28.3 32.3 17.6 31.6 28.6 37.6 20.6 27.9 34.7 28.0 28.7 1.1 2.9 3.6 3.0 2.4 3.3 2.8 3.7 1.0 3.3 3.6 ercentage P tandard E rror S tandard Level 1 Level 3.1 2.8 1.1 3.0 4.2 3.7 3.2 3.0 4.0 3.1 1.0 E rror tandard S tandard 3.2 30.9 34.8 34.4 25.1 33.5 48.7 25.6 34.2 30.9 38.5 ercentage Level 1 Level P 3.0 46.6 24.1 29.9 28.6 37.5 37.0 29.3 36.3 30.4 30.3 ercentage P 0.9 2.8 2.9 2.2 3.5 2.8 1.1 3.4 0.1 1.9 3.1 2.3 1.8 0.2 3.1 1.5 1.9 4.1 2.7 3.1 2.7 0.7 tandard E rror S tandard E rror tandard S tandard Level <1 Level Level <1 Level 3.5 0.1 9.9 16.2 23.9 17.6 12.6 38.7 17.5 10.5 28.0 8.1 0.2 8.9 4.8 7.6 15.5 32.6 13.9 11.0 21.5 12.4 ercentage P ercentage P verage verage A T o g o Chad S enegal N iger Côte d’ I voire Congo Cameroon Burundi Burkina Faso Benin Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A Annex B2. Chapiter 2 Data Annex B2. 2014 Language Competency Scale - Early Primary of Pupils in the PASEC Percentage B2.1: Table 2014 Mathematics Competency Scale - Early Primary of Pupils in the PASEC Percentage B2.2: Table

PASEC2014 assessment 163 0.8 2.1 2.6 1.9 2.1 1.2 1.3 3.3 2.1 1.9 0.7 E rror 0.9 2.2 1.7 3.6 2.0 2.5 2.3 3.5 2.5 2.6 1.3 tandard S tandard tandard E rror S tandard 3.6 8.9 5.2 3.5 7.6 9.6 19.9 35.5 11.7 22.2 13.0 ore than 20 words M ore ercentage P ore than 20 letters M ore 8.8 9.9 8.0 25.2 17.0 33.2 17.7 18.7 23.3 63.7 50.7 ercentage P 1.1 1.7 1.9 2.6 2.4 2.0 1.5 1.5 1.4 1.9 0.6 E rror tandard S tandard 0.6 2.6 2.2 2.0 2.4 2.4 2.6 2.7 1.6 2.0 1.7 11 to 20 words 6.1 9.1 8.1 8.2 tandard E rror S tandard 22.1 29.5 10.1 17.2 16.4 11.4 14.0 ercentage P 23.2 28.5 21.1 26.6 21.0 26.6 27.7 20.2 20.0 26.5 13.5 2.1 1.8 1.0 2.2 2.1 3.0 2.1 1.5 2.3 1.8 0.6 Between 11 and 20 letters Between ercentage E rror P tandard S tandard 6 to 10 words 12.8 21.8 10.3 12.0 17.0 17.7 12.8 16.6 12.1 14.7 14.8 0.9 1.8 3.6 3.5 1.7 2.2 3.4 2.8 1.4 1.5 2.8 ercentage P tandard E rror S tandard Accurately - Early in One Minute Primary 3.0 2.2 1.9 2.7 3.1 3.3 2.8 3.4 5.1 1.9 1.0 E rror tandard S tandard 26.0 26.4 35.1 23.8 21.7 30.1 38.8 22.6 10.0 15.0 36.9 Between 6 and 10 letters Between ercentage P Read Words 1 to 5 words 36.3 24.5 21.6 29.4 35.3 41.9 27.6 29.3 44.6 31.7 32.0 ercentage P 0.9 2.8 4.1 2.9 3.1 2.5 1.9 4.4 1.7 1.7 3.1 3.9 2.0 0.9 4.7 3.3 3.1 3.6 2.3 3.0 3.3 1.1 tandard E rror S tandard E rror Number of Average tandard S tandard 0 word Less than 6 letters 6.2 7.8 25.5 28.0 35.0 16.4 47.4 25.6 14.8 33.8 41.6 3.1 41.2 11.6 39.7 18.8 26.2 48.1 15.4 27.4 32.6 26.2 ercentage P ercentage P Distribution of Pupils by verage verage A T o g o Chad S enegal N iger Côte d’ I voire Congo Cameroon Burundi Burkina Faso Benin Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A Table B2.3: Distribution of Pupils by Average Number of Letters Read Accurately - Early in One Minute Number of Letters PrimaryAverage Read Distribution of Pupils by B2.3: Table B2.4: Table

164 CONFEMEN - PASEC 1.1 1.5 2.4 1.8 2.4 1.0 1.2 3.1 1.9 1.1 0.6 E rror tandard S tandard 2.2 1.9 2.7 2.3 3.2 1.9 2.0 3.5 3.3 2.1 0.8 50-18 tandard E rror S tandard 5.7 6.3 7.4 4.6 26.4 28.1 12.9 28.5 25.5 14.2 16.0 ercentage P Beyond 80 Beyond 1.7 1.8 2.9 4.2 2.1 2.1 1.9 3.5 4.0 2.1 0.7 E rror tandard S tandard 12.9 11.4 63.0 23.4 34.9 11.7 16.0 25.5 21.7 19.1 23.9 34-11 ercentage P 14.4 44.2 53.3 26.1 51.1 11.9 14.6 39.2 29.4 16.7 30.1 ercentage P 1.9 1.5 2.1 3.0 2.4 1.1 1.8 3.1 3.1 2.2 0.7 E rror tandard S tandard 2.2 2.0 1.5 2.5 2.7 1.6 1.6 2.4 2.7 1.7 0.7 39+26 tandard E rror S tandard 6.4 13.0 23.5 41.6 17.7 33.2 13.6 25.5 18.5 18.8 21.2 ercentage P 2.9 2.7 2.6 4.4 1.9 2.1 2.4 2.6 3.7 2.7 0.8 E rror Between 61 and 80 Between tandard S tandard 21.5 36.7 11.4 19.4 30.6 11.9 14.3 27.8 23.8 14.7 21.3 14+23 ercentage P 28.0 47.9 65.0 34.6 59.8 18.9 22.5 49.6 37.4 35.6 40.0 ercentage P 2.4 3.8 3.0 3.1 3.0 2.1 2.2 3.1 4.0 2.1 1.1 E rror tandard S tandard 2.8 2.8 2.0 4.0 3.4 2.7 2.6 3.3 4.3 2.3 1.0 13-7 tandard E rror S tandard 17.8 62.1 64.1 33.8 64.5 20.8 21.3 50.8 38.4 14.9 39.0 ercentage P U p to 61 2.5 2.4 1.5 5.1 2.0 2.6 3.3 2.7 3.0 2.9 0.7 E rror tandard S tandard 8+5 65.6 51.9 25.6 57.2 34.5 76.5 69.7 46.7 54.6 66.2 54.8 ercentage P 44.3 69.8 82.6 62.7 82.9 42.0 38.1 68.0 56.7 51.5 59.9 ercentage P

verage verage Benin Benin Burkina Faso Burundi Burkina Faso Cameroon Congo Burundi Côte d’ I voire N iger Cameroon S enegal Chad Congo T o g o A Côte d’ I voire N iger S enegal Chad T o g o A Table B2.5: Distribution of Pupils by Last Number Reached when Counting Out Loud - Early Distribution of Pupils by Primary B2.5: Table Answers Correct - Early Sum and Subtraction Primary of Pupils’ Percentage B2.6: Table

PASEC2014 assessment 165 7.1 8.1 19.1 19.9 31.7 12.1 31.3 31.6 21.2 33.1 24.4 24.4 14.5 56.1 39.5 24.0 16.2 46.4 20.0 40.7 40.6 25.5 error error tandard tandard S S 99 99 ercentile ercentile ercentile 99 99 P P P P 719.7 697.1 691.4 767.2 697.6 757.0 748.1 771.0 709.2 689.3 783.7 735.4 756.4 779.2 858.9 694.3 694.5 734.2 665.2 700.6 728.0 680.0 5.8 8.0 5.2 6.3 11.7 17.9 19.1 11. 8 17.2 12.4 10.1 13.0 14.9 24.4 20.1 24.9 14.3 20.1 15.2 33.6 24.2 28.3 error error tandard tandard S S 95 95 ercentile ercentile ercentile 95 95 P P P P 717.9 611. 0 619.3 697.2 677.4 581.2 691.5 637.6 659.2 663.1 684.1 609.2 694.0 585.0 620.3 784.8 666.7 642.6 705.5 654.3 640.6 608.5 9.6 5.7 8.9 3.8 8.5 11.7 11. 6 11. 2 12.1 17.5 13.9 16.1 12.7 15.7 10.4 14.3 15.2 18.6 10.2 23.0 22.0 22.3 error error tandard tandard S S 90 90 ercentile ercentile ercentile 90 90 P P P P 619.7 581.3 539.2 610.2 647.0 576.7 635.9 566.1 654.1 622.1 754.4 594.0 603.4 682.9 538.0 573.3 643.8 654.3 664.6 568.5 630.3 605.3 7.4 7.7 9.7 9.2 9.0 3.1 5.9 8.7 8.7 8.7 5.8 8.8 3.2 11.9 11.9 17.6 19.8 13.4 15.2 12.3 12.5 10.3 error error tandard tandard S S 75 75 ercentile ercentile ercentile 75 75 P P P P 515.1 519.5 514.2 559.9 571.6 481.7 559.2 501.3 694.4 568.4 555.2 578.3 520.8 592.8 552.2 540.1 550.6 646.1 492.2 525.8 562.5 600.8 7.4 7.9 7.6 7.0 7.8 5.1 7.5 8.1 3.1 6.1 6.1 2.7 8.7 4.8 8.3 6.7 8.5 11.7 13.1 12.1 12.3 10.7 error error tandard tandard S S 50 50 ercentile ercentile ercentile P P P 50 P 50 539.1 497.4 467.4 424.4 524.4 509.3 430.7 476.5 493.8 485.7 473.3 482.4 452.8 626.2 452.5 484.6 500.7 505.5 465.5 604.6 508.5 444.8 9.1 7.0 9.9 7.8 1.9 8.1 6.1 6.1 9.5 9.5 9.5 8.7 5.6 5.8 8.3 8.0 6.6 2.8 8.2 13.7 12.7 10.5 error error tandard tandard S S 25 25 ercentile ercentile ercentile 25 25 P P P P 417.9 419.5 412.7 451.8 441.4 434.1 553.4 447.0 565.1 452.9 478.9 370.9 383.7 433.5 428.0 438.3 450.7 426.0 394.3 440.9 402.8 408.8 7.7 7.8 7.6 9.7 9.8 3.1 8.1 4.7 6.4 6.4 8.7 2.3 6.5 11.4 11.7 11.9 12.1 14.8 10.9 12.0 15.5 10.2 error error tandard tandard S S 10 10 ercentile ercentile ercentile 10 10 P P P P 421.4 381.6 407.7 401.6 377.6 399.0 358.1 395.7 333.2 390.1 324.0 432.3 386.1 502.7 526.3 375.8 383.8 363.2 354.2 403.3 382.8 404.7 7.9 7.7 9.4 7.8 7.2 9.6 7.5 9.5 5.8 3.6 8.0 11.1 11.4 11. 6 15.1 13.4 15.4 13.9 15.3 15.3 10.0 23.0 error error tandard tandard S S 5 5 ercentile ercentile P 5 P 5 P P 361.4 357.4 371.0 331.0 301.7 359.6 501.6 399.9 410.3 333.4 481.5 375.7 385.7 375.8 354.7 322.9 356.8 348.9 283.5 385.6 380.7 348.7 9.4 6.2 11.1 17.8 59.4 12.9 15.7 13.6 29.3 62.1 13.8 77.8 39.0 18.3 18.2 18.2 22.1 28.6 23.7 22.9 36.6 36.3 error error tandard tandard S S 1 1 1 1 ercentile ercentile P P P P 281.9 291.2 299.4 457.8 369.6 338.1 185.0 375.9 324.2 276.6 235.9 273.7 294.0 254.4 290.7 336.2 282.8 443.2 288.0 300.7 344.0 304.2 7.7 7.3 1.9 4.1 5.1 4.4 5.9 4.9 4.9 4.7 3.7 4.6 5.6 4.0 4.6 5.2 2.8 2.0 3.3 3.6 3.8 3.5 error error tandard tandard S S tandard S tandard S tandard D eviation D eviation 69.9 81.2 97.8 67.5 92.4 83.7 90.4 62.0 95.3 95.5 96.2 84.0 84.0 78.5 86.8 72.2 88.3 error error 107.2 tandard tandard 105.4 103.5 100.0 100.0 S S 7.7 7.8 9.3 2.1 9.5 5.4 2.1 4.9 6.1 5.7 6.4 8.9 8.7 4.3 5.6 5.8 6.6 8.3 6.3 6.8 4.5 10.6 error error tandard tandard S S verage verage A A verage verage 437.4 521.4 513.8 627.7 501.9 491.3 541.2 484.1 435.2 474.5 502.4 605.1 454.7 473.6 522.7 502.7 465.9 480.4 458.3 505.8 500.0 500.0 A A verage verage N iger Côte d’ I voire S enegal Chad Burkina Faso T o g o Benin Burundi Congo Benin Burkina Faso Cameroon Congo Côte d’ I voire N iger Cameroon A Burundi S enegal Chad T o g o A Table B2.7: Average Pupil Performance in Language - Early Primary Pupil Performance Average B2.7: Table in Mathematics - Early Primary Pupil Performance Average B2.8: Table

166 CONFEMEN - PASEC 1.9 1.6 0.8 1.9 1.6 1.6 0.7 2.8 1.1 1.3 0.5 E rror 1.9 1.5 1.9 1.3 0.8 0.5 0.4 2.8 1.0 1.5 0.5 tandard S tandard tandard E rror S tandard Level 4 Level Level 3 Level 7.4 2.1 3.0 22.7 21.4 24.1 17.1 22.4 34.8 15.8 17.1 ercentage P 5.9 3.1 1.4 3.0 10.8 21.9 39.9 11.8 29.1 19.7 14.7 ercentage P 2.0 1.3 1.5 1.6 1.9 1.5 0.8 1.6 2.4 1.2 0.5 E rror tandard S tandard 2.0 1.4 1.6 1.7 1.8 1.5 0.9 2.1 2.7 1.5 0.6 Level 3 Level tandard E rror S tandard 6.4 29.0 35.5 49.1 24.7 23.5 25.6 26.3 12.8 22.6 25.6 ercentage P Level 2 Level 6.3 29.0 36.9 46.8 23.7 23.1 23.7 29.7 16.1 27.9 26.3 1.5 1.2 1.5 1.6 1.7 1.5 1.5 1.6 2.6 1.4 0.5 ercentage E rror P tandard S tandard Level 2 Level 26.2 29.8 38.7 24.9 32.2 28.0 17.5 21.3 27.1 31.5 27.7 1.7 1.3 1.0 2.0 1.7 1.5 1.7 1.9 2.5 1.5 0.5 ercentage P tandard E rror S tandard Level 1 Level 1.2 1.2 0.8 1.6 1.8 1.4 1.6 1.3 2.6 1.5 0.6 E rror tandard S tandard 35.6 28.5 12.4 34.8 42.9 44.4 24.0 26.5 37.2 31.6 31.8 ercentage P Level 1 Level 4.6 17.5 11.0 20.3 22.6 19.3 42.3 13.5 36.9 23.9 21.2 ercentage P 1.8 1.4 0.3 2.3 2.3 1.8 2.3 1.6 2.7 1.8 0.8 0.6 0.6 tandard E rror S tandard 0.1 1.3 1.0 0.8 1.7 0.8 2.1 0.8 0.4 E rror tandard S tandard Level <1 Level Level <1 Level 0.8 24.6 12.6 29.8 28.1 28.7 68.4 14.7 43.7 20.9 27.2 4.6 2.3 0.2 6.0 4.5 4.7 4.0 6.2 8.4 31.7 20.3 ercentage P ercentage P verage verage Benin Burkina Faso Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A 2014 Reading Competency Scale - Late Primary of Pupils in the PASEC Percentage B2.9: Table 2014 Mathematics Competency Scale - Late Primary of Pupils in the PASEC Percentage B2.10: Table

PASEC2014 assessment 167 9.8 5.1 8.4 5.3 11.4 11.7 11. 3 19.4 19.9 19.9 12.1 19.0 14.4 10.1 12.3 10.9 12.3 15.3 10.7 15.8 10.8 25.5 error error tandard tandard S S 99 99 ercentile ercentile ercentile 99 99 P P P P 717.6 713.3 671.3 631.3 745.9 647.3 729.8 622.1 764.3 774.3 765.5 750.7 740.6 744.8 774.5 750.0 648.4 734.8 638.2 640.9 725.6 736.8 7.4 7.9 7.0 9.6 4.4 4.4 5.9 4.7 5.0 3.3 8.2 6.8 3.5 11. 5 19.2 14.7 13.0 10.9 12.8 12.2 10.6 10.2 error error tandard tandard S S 95 95 ercentile ercentile ercentile 95 95 P P P P 616.4 667.9 701.0 715.5 699.3 594.9 692.4 575.7 605.1 590.7 552.2 670.2 664.4 652.3 702.2 653.5 546.9 682.0 720.8 680.3 666.3 664.5 7.4 7.0 4.4 5.4 6.1 6.4 2.7 2.9 8.7 8.0 3.8 8.3 8.3 2.3 6.0 6.6 6.2 11. 0 11. 8 12.0 12.5 10.2 error error tandard tandard S S 90 90 ercentile ercentile ercentile 90 90 P P P P 619.7 614.0 651.2 507.6 678.1 562.4 653.4 634.4 624.2 570.3 586.7 585.2 632.3 685.6 680.9 658.6 504.6 645.0 630.2 630.2 656.5 544.5 7.1 7.9 1.9 5.1 8.1 8.1 5.4 4.9 8.4 2.7 6.4 5.6 4.0 4.8 3.0 6.0 2.2 6.3 6.2 6.5 10.4 10.7 error error tandard tandard S S 75 75 ercentile ercentile ercentile 75 75 P P P P 621.7 557.9 587.6 637.0 567.0 592.1 532.1 589.6 555.9 585.7 570.3 554.6 485.7 448.1 525.6 623.8 558.2 563.5 444.4 586.2 502.5 600.8 9.1 7.7 5.4 5.9 2.4 4.6 2.7 4.0 6.7 5.3 5.0 6.7 2.3 5.2 2.8 8.0 8.0 4.5 4.5 8.2 6.0 2.5 error error tandard tandard S S 50 50 ercentile ercentile ercentile P P P 50 P 50 515.4 514.5 497.0 512.5 541.2 532.1 475.1 395.1 526.4 552.9 399.8 592.8 426.6 475.5 494.8 546.4 496.2 522.3 498.5 482.5 444.9 488.6 3.1 6.1 5.9 6.4 2.7 5.6 4.8 5.2 5.2 3.3 4.2 5.2 5.2 2.3 8.3 8.3 2.3 4.5 4.5 6.8 3.5 6.5 error error tandard tandard S S 25 25 ercentile ercentile ercentile 25 25 P P P P 471.4 429.1 427.9 471.3 377.4 357.2 397.3 477.5 434.7 426.9 450.4 436.7 492.9 426.7 424.5 353.2 420.2 438.0 480.4 445.9 550.2 444.7 7.1 7.6 7.3 1.9 7.2 5.1 3.9 4.7 4.7 4.6 6.7 5.8 5.8 4.8 5.3 3.6 3.0 6.6 2.2 5.5 5.5 8.5 error error tandard tandard S S 10 10 ercentile ercentile ercentile 10 10 P P P P 317.5 315.9 381.4 371.2 421.5 427.2 510.0 374.4 397.3 382.1 409.7 354.9 332.6 392.7 373.0 383.3 396.0 385.3 406.4 390.2 460.8 388.0 7.1 9.1 7.7 9.4 9.9 7.6 7.6 4.1 9.2 6.1 4.7 5.7 8.7 5.6 8.7 5.8 2.6 2.6 4.5 8.2 10.6 10.8 error error tandard tandard S S 5 5 ercentile ercentile P 5 P 5 P P 357.4 367.6 357.3 367.2 289.4 395.4 486.1 288.4 352.8 378.2 343.2 373.0 345.6 344.7 364.3 368.0 325.2 358.5 442.8 356.5 390.5 304.2 4.4 6.7 8.3 6.8 11.7 11. 0 11. 2 17.5 13.4 13.9 16.1 10.4 18.9 16.7 16.7 16.6 14.5 10.0 10.6 10.8 32.3 20.0 error error tandard tandard S S 1 1 1 1 ercentile ercentile P P P P 311.7 315.4 287.4 437.3 313.2 241.2 318.0 301.7 329.6 285.1 229.7 333.8 325.4 285.7 309.3 309.2 296.3 320.0 305.9 264.3 405.0 223.5 1.9 1.9 1.9 4.1 1.3 2.1 1.0 3.4 1.5 1.5 2.9 0.9 3.7 4.3 3.6 2.3 3.2 3.2 2.2 2.2 3.5 2.5 error error tandard tandard S S tandard S tandard S tandard D eviation D eviation 91.1 91.3 97.0 89.2 79.5 76.3 93.8 94.6 78.0 50.6 82.3 66.0 72.8 82.5 80.5 error error 103.4 tandard tandard 103.5 104.0 106.0 100.0 100.2 100.0 S S 1.9 4.1 5.1 3.1 4.4 4.4 4.4 1.8 5.7 2.7 4.6 3.7 4.0 5.3 4.0 4.0 6.7 5.0 6.7 2.0 5.5 6.8 error error tandard tandard S S verage verage A A verage verage 517.0 517.5 531.6 481.4 497.3 539.5 593.6 503.4 523.4 475.7 525.4 496.9 489.5 450.9 520.2 432.5 548.4 546.6 403.5 405.8 500.0 500.0 A A verage verage Cameroon Burkina Faso Burundi Cameroon Congo S enegal Burundi Côte d’ I voire N iger Chad A Benin Burkina Faso Congo Benin T o g o Côte d’ I voire S enegal Chad T o g o N iger A Table B2.11: Average Pupil Performance in Reading - Late Primary Pupil Performance Average B2.11: Table in Mathematics - Late Primary Pupil Performance Average B2.12: Table

168 CONFEMEN - PASEC 0.02 0.01 0.02 0.01 0.08 0.03 0.02 0.01 0.02 0.01 0.04 0.01 0.01 0.01 0.02 0.01 0.04 0.02 0.01 0.01 tandard E rror S tandard E rror S tandard S chool level S chool level 0.89 0.96 0.92 0.95 0.85 0.84 0.95 0.95 0.87 0.91 0.88 0.93 0.93 0.93 0.92 0.97 0.82 0.91 0.95 0.93 Correlation Correlation 0.02 0.01 0.02 0.01 0.05 0.01 0.02 0.01 0.02 0.01 0.03 0.01 0.02 0.02 0.02 0.01 0.02 0.02 0.02 0.01 tandard E rror S tandard E rror S tandard P upil level P upil level 0.53 0.62* R ank correlation 0.82 0.86 0.83 0.84 0.68 0.72 0.87 0.84 0.76 0.80 0.81 0.80 0.85 0.80 0.85 0.89 0.72 0.82 0.85 0.80 Correlation Correlation - Late Primary Reading and Mathematics Performances Relationship between Benin Benin Language- R eading M athematics Burkina Faso Burkina Faso Burundi Burundi Cameroon Cameroon Congo Congo Côte d’ I voire Côte d’ I voire N iger N iger S enegal S enegal Chad Chad T o g o T o g o Table B2.13: Relationship between Language and Mathematics Performances - Early Primary Language and Mathematics Performances Relationship between B2.13: Table B2.14: Table Scores in Language-Reading and Mathematics – Early and Late Primary Test 2014 National PASEC Average Link between B2.15: Table

PASEC2014 assessment 169 8.2 7.9 8.7 7.4 8.7 6.1 8.0 9.0 9.5 5.4 7.8 8.9 9.5 5.8 6.4 6.1 6.1 8.5 14.8 14.1 rror E rror S tandard E rror S tandard 5.4 4.7 8.7 8.8 2.4 5.3 -0.1 -8.0 -8.0 -4.1 -4.0 -7.0 -8.9 -14.8 -15.0 -11.0 -17.5** -19.0** -47.3*** -26.3*** verage G ap verage G ap verage A A 2.7 8.0 8.1 2.8 7.6 8.5 9.9 6.3 6.3 9.1 8.8 8.5 7.2 4.2 6.9 6.4 5.3 5.1 11.8 11.4 10.4 11.0 rror E rror S tandard E rror S tandard 499.1 473.7 487.4 504.6 505.8 513.9 478.3 436.9 528.6 489.4 478.6 445.0 520.0 543.2 506.0 512.3 625.2 600.5 509.3 510.3 457.2 452.1 Boys’ average Boys’ average Boys’ 2.6 7.8 9.5 2.5 7.3 8.6 7.9 6.4 9.3 7.0 6.1 8.5 9.2 7.6 6.1 7.4 5.1 5.3 8.4 12.0 11.6 12.4 rror E rror S tandard E rror S tandard 500.9 473.6 472.6 495.2 497.7 466.6 470.3 432.9 513.6 478.4 452.4 427.5 525.4 539.2 499.0 493.4 629.9 609.2 518.1 501.5 459.6 457.4 G irls’ average G irls’ average 0.7 1.9 3.7 0.7 3.8 3.7 1.9 2.2 3.8 1.9 1.9 2.2 2.9 2.9 2.2 2.2 1.6 1.6 1.7 1.7 2.6 2.6 rror E rror S tandard E rror S tandard 48.7 46.9 47.9 48.7 48.2 47.9 46.9 43.1 48.2 48.4 48.4 43.1 49.9 49.9 50.9 50.9 52.9 52.9 50.7 50.7 48.2 48.2 ercentage of girls of ercentage girls of ercentage P P verage verage A T o g o Chad A S enegal Chad T o g o N iger S enegal Côte d’ I voire Côte d’ I voire N iger Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin Annex B3. Chapiter 3 Data Annex B3. of Girls in Language - Early Primary and Pupil Performance Percentage B3.1: Table of Girls in Mathematics - Early Primary and Pupil Performance Percentage B3.2: Table

170 CONFEMEN - PASEC 3.9 5.7 4.8 4.1 5.2 5.9 4.7 5.7 3.9 6.5 5.0 2.6 5.7 4.9 3.1 3.8 3.2 4.6 3.9 5.0 rror E rror S tandard E rror S tandard 5.7 4.8 2.2 5.5 -4.4 -6.0 -8.0 -7.2 -4.1 -7.0 10.0 17.8*** 11.7*** 33.1*** -17.6*** -18.8*** -21.9*** -15.1*** -13.8*** -13.3*** verage G ap verage G ap verage A A 2.0 6.8 4.1 7.4 4.2 4.4 2.2 5.7 8.1 6.0 5.3 5.6 4.4 3.4 4.4 2.6 5.4 5.6 5.4 3.2 5.7 6.6 rror E rror S tandard E rror S tandard 496.3 438.6 494.7 550.7 406.1 514.8 500.4 498.4 556.5 458.5 523.9 509.4 488.9 482.0 408.9 520.1 488.5 533.7 546.2 578.6 527.1 494.0 Boys’ average Boys’ average Boys’ 1.8 7.3 4.7 7.3 4.2 5.1 1.9 4.8 6.7 6.4 5.7 6.7 5.0 3.6 4.7 2.1 6.6 4.0 4.2 2.8 4.6 4.6 rror E rror S tandard E rror S tandard 504.2 420.9 500.4 546.3 400.1 519.6 499.5 508.4 537.7 436.6 515.8 527.2 473.8 468.2 401.7 531.8 490.7 529.6 533.0 611.8 520.1 499.5 G irls’ average G irls’ average 0.5 1.6 1.1 1.6 1.4 1.1 0.5 1.6 1.6 1.6 1.1 1.6 1.6 1.1 1.4 1.0 1.6 0.9 0.9 1.0 1.0 1.0 rror E rror S tandard E rror S tandard 46.7 34.6 46.1 52.8 43.4 45.8 46.7 49.8 52.8 34.6 46.1 45.7 49.8 45.8 43.4 45.2 45.7 50.9 50.9 45.2 52.7 52.7 ercentage of girls of ercentage girls of ercentage P P of Girls in Mathematics - Late Primary and Pupil Performance Percentage verage verage A Chad T o g o S enegal N iger Côte d’ I voire A Congo S enegal Chad T o g o Cameroon Congo Côte d’ I voire N iger Burundi Cameroon Burkina Faso Burkina Faso Burundi Benin Benin Table B3.3: Percentage of Girls in Reading - Late Primary and Pupil Performance Percentage B3.3: Table B3.4: Table

PASEC2014 assessment 171 2.7 1.8 3.5 1.5 2.1 1.6 2.7 2.1 4.4 2.2 3.0 1.8 2.8 1.9 3.5 2.1 2.5 1.8 2.9 1.7 1.0 0.6 rror E rror S tandard E rror S tandard Both parents Both parents 21.4 30.2 21.6 24.7 51.2 49.8 27.2 62.4 51.8 70.0 20.9 34.3 15.6 21.3 26.3 36.4 15.8 25.5 19.4 36.1 27.2 39.0 ercentage ercentage P P 2.5 1.8 3.5 1.3 1.8 1.2 2.8 1.5 2.0 2.0 2.1 1.3 2.1 2.1 3.2 1.4 2.9 2.1 2.1 1.4 0.9 0.5 rror E rror S tandard E rror S tandard ne of the two parents O ne of the two parents O ne of the two 27.7 44.7 26.4 38.7 28.3 33.5 25.6 25.4 20.2 25.4 27.9 40.9 17.2 34.8 25.7 42.6 35.3 46.0 29.5 39.9 26.3 37.2 ercentage ercentage P P 3.4 1.4 2.4 1.5 1.7 0.9 3.7 1.3 4.9 0.8 3.9 1.2 3.4 1.9 4.5 1.3 3.4 2.6 3.5 1.4 1.3 0.5 rror E rror S tandard E rror S tandard either parent N either parent N either parent 4.7 50.9 25.1 52.0 36.6 20.6 16.6 47.2 12.2 28.1 51.2 24.8 67.3 43.9 48.0 21.1 48.9 28.5 51.1 24.0 46.5 23.7 ercentage ercentage P P verage verage Benin Benin Burkina Faso Burkina Faso Burundi Burundi Cameroon Cameroon Congo Congo Côte d’ I voire Côte d’ I voire N iger N iger S enegal S enegal Chad Chad T o g o T o g o A A Table B3.5: Percentage of Pupils with One, Two or Neither Parent who Can Read - Early or Neither Parent Primary Two of Pupils with One, Percentage B3.5: Table who Can Read - Late Primary or Neither Parent Two of Pupils with One, Percentage B3.6: Table

172 CONFEMEN - PASEC 9.1 9.6 16.8 13.1 13.1 17.2 15.1 18.6 14.5 11.8 16.7 19.3 15.3 10.0 15.6 16.8 12.3 14.6 16.5 15.1 rror E rror S tandard E rror S tandard -1.4 28.5 -40.2** 50.3*** 88.6*** 70.5*** 95.2*** 51.6*** 70.8*** 64.9*** 50.4*** 51.3*** 51.2*** 52.3*** 55.5*** 23.9*** 46.6*** 51.7*** 106.6*** 106.2*** verage G ap verage G ap verage A A read and pupils neither of whose parents can read and pupils neither of whose parents read can read and pupils neither of whose parents read erformance gap between pupils whose parents can both pupils whose parents between gap erformance eformance gap between pupils one of whose parents can pupils one of whose parents between gap eformance P P 6.8 9.0 8.1 7.6 9.8 8.0 8.2 9.7 16.0 10.7 14.5 14.2 14.5 18.1 12.6 15.9 17.8 16.6 12.8 10.8 rror E rror S tandard E rror S tandard -1.7 27.6 30.2 22.4 18.3 -31.9 25.8** 30.1** 28.4** 20.5** 29.6** 28.8** 16.3** 17.2** 42.6*** 25.5*** 38.1*** 21.0*** 39.4*** 28.5*** verage G ap verage G ap verage A A read and pupils neither of whose parents can read and pupils neither of whose parents read can read and pupils neither of whose parents read eformance gap between pupils one of whose parents can pupils one of whose parents between gap eformance can pupils one of whose parents between gap eformance P P 6.5 8.0 6.9 7.5 7.4 8.9 8.6 6.0 5.4 5.1 6.9 13.1 10.7 12.3 15.7 11.6 13.4 16.4 16.2 13.5 rror E rror S tandard E rror S tandard either parent N either parent N either parent verage verage 440.6 465.3 445.6 476.8 479.0 415.1 502.7 463.4 414.3 482.7 449.9 482.8 509.6 657.9 606.4 480.7 497.6 497.1 444.3 437.2 A A T o g o Chad T o g o S enegal Chad N iger S enegal Côte d’ I voire N iger Congo Côte d’ I voire Cameroon Congo Burundi Burundi Cameroon Burkina Faso Burkina Faso Benin Benin Table B3.7: Pupil Performance in Language according to Parents’ Literacy - Early Primary in Language according to Parents’ Pupil Performance B3.7: Table Literacy - Early Primary in Mathematics according to Parents’ Pupil Performance B3.8: Table

PASEC2014 assessment 173 8.2 7.6 9.6 5.3 6.9 9.7 5.2 2.8 7.2 6.7 13.1 13.9 12.5 13.0 10.5 12.4 13.2 11.4 11.5 11.9 rror E rror S tandard rror E rror S tandard 4.6 26.2 6.9** 26.3** 15.9** 83.4*** 82.8*** 42.2*** 46.6*** 62.5*** 29.4*** 41.4*** 31.0*** 56.0*** 43.9*** 60.2*** 96.8*** 33.1*** 64.7*** 85.8*** verage G ap verage verage G ap verage A A read and pupils neither of whose parents can read and pupils neither of whose parents read read and pupils neither of whose parents can read and pupils neither of whose parents read eformance gap between pupils one of whose parents can pupils one of whose parents between gap eformance eformance gap between pupils one of whose parents can pupils one of whose parents between gap eformance P P 7.0 5.6 8.6 9.4 7.7 7.6 4.3 4.8 4.3 5.8 9.7 8.5 5.1 3.3 4.8 4.5 6.8 6.8 12.0 12.6 verage G ap verage A rror E rror S tandard 4.6 8.2 7.4 5.3 5.8 2.7 0.7 2.9 -2.4 -5.8 17.8** 36.8*** 33.5*** 26.2*** 14.2*** 11.4*** 21.7*** 27.8*** 21.6*** 29.1*** verage G ap verage verage G ap verage A A read and pupils neither of whose parents can read and pupils neither of whose parents read read and pupils neither of whose parents can read and pupils neither of whose parents read eformance gap between pupils one of whose parents can pupils one of whose parents between gap eformance eformance gap between pupils one of whose parents can pupils one of whose parents between gap eformance P P 6.6 5.2 7.2 9.8 7.8 6.9 4.2 3.4 4.3 5.3 9.8 7.9 4.3 2.9 4.2 3.9 6.5 5.9 10.5 12.4 rror E rror S tandard rror E rror S tandard either parent N either parent either parent N either parent verage verage 476.4 455.3 438.4 426.9 524.8 517.4 398.9 392.9 460.7 489.6 462.2 473.2 449.6 448.7 590.5 522.1 538.4 523.4 469.0 485.7 A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin Table B3.9: Pupil Performance in Reading according to Parents’ Literacy - Late Primary in Reading according to Parents’ Pupil Performance B3.9: Table Literacy - Late Primary in Mathematics according to Parents’ Pupil Performance B3.10: Table

174 CONFEMEN - PASEC 5.4 9.2 9.4 9.1 8.8 11.0 13.2 11.9 15.8 16.6 rror E rror S tandard 3.5 2.6 2.2 3.8 3.4 3.6 3.3 3.4 2.7 3.2 1.0 rror E rror S tandard 13.0 -49.2*** -54.0*** -69.0*** -77.6*** -39.7*** -78.5*** -90.9*** -42.8*** -47.4*** verage G ap verage A P upils without books at home 48.7 52.0 59.3 52.5 66.8 53.5 72.5 39.2 79.5 63.8 58.7 ercentage P 4.4 7.6 7.8 8.9 7.1 5.3 7.4 7.7 7.7 6.6 rror E rror S tandard P upils without books at home verage 433.9 488.2 634.0 471.5 496.5 465.7 413.4 447.1 473.5 456.8 A 3.5 2.6 2.2 3.8 3.4 3.6 3.3 3.4 2.7 3.2 1.0 rror E rror S tandard 5.0 8.4 6.7 7.8 9.3 9.1 12.5 11.3 15.1 14.6 rror E rror S tandard P upils with books at home 51.3 48.0 40.7 47.5 33.2 46.5 27.5 60.8 20.5 36.2 41.3 ercentage P P upils with books at home verage 483.0 542.3 620.9 540.5 574.2 505.5 492.0 538.0 516.2 504.2 A verage Benin Burkina Faso Burundi Benin Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A Table B3.11: Percentage of Pupils Possessing or not Possessing Books at Home - Early Primary or not Possessing of Pupils Possessing Percentage B3.11: Table of Books at Home - Early in Language according to the availability Primary Pupil Performance B3.12: Table

PASEC2014 assessment 175 0.2 0.4 0.5 0.8 0.5 0.5 1.2 0.9 0.4 0.4 0.6 8.8 9.7 6.8 9.3 9.5 8.2 11.9 11.5 15.5 13.4 rror E rror S tandard rror E rror S tandard 3.8 2.0 1.7 6.1 2.3 3.9 7.8 7.7 1.5 2.1 3.3 ercentage P Enough books to fill a bookcase 9.6 -49.5*** -27.5*** -57.6*** -43.4*** -27.9*** -98.7*** -75.5*** -46.3*** -44.4*** verage G ap verage A 0.3 0.9 0.9 1.6 1.1 1.1 1.1 1.1 0.6 1.0 1.3 rror E rror S tandard 6.6 6.9 6.5 6.8 5.5 8.2 8.6 6.7 10.6 10.6 9.3 7.6 5.5 6.1 3.7 8.1 14.2 10.2 11.2 15.1 11.4 rror E rror S tandard ercentage P Enough books to fill two bookshelves fill two to books Enough 0.8 2.9 2.1 2.9 2.2 2.0 3.2 2.3 2.2 2.1 2.6 P upils without books at home verage 430.8 493.2 609.3 474.9 526.1 453.3 410.3 477.6 482.8 458.0 A rror E rror S tandard 40.1 50.7 23.0 48.4 23.3 48.0 38.4 49.7 26.6 45.9 44.1 ercentage P Enough books to fill a bookshelf at Home - Late PrimaryAvailable 7.5 7.2 4.0 7.0 7.1 8.1 10.4 10.2 16.5 11.5 rror E rror S tandard 0.9 3.3 2.6 2.9 3.0 2.4 3.7 2.2 2.5 2.7 2.5 rror E rror S tandard N one P upils with books at home verage 480.3 520.7 599.7 532.5 569.4 481.2 509.1 553.1 529.1 502.4 A 46.8 39.7 69.8 31.3 68.2 38.0 42.6 27.5 68.2 43.9 41.1 ercentage P Quantity of Books Distribution of Pupils by verage A T o g o Chad S enegal N iger Côte d’ I voire Congo Cameroon Burundi Burkina Faso Benin Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o Table B3.13: Pupil Performance in according to the availability of Books at Home - Early in according to the availability Primary Pupil Performance B3.13: Table B3.14: Table

176 CONFEMEN - PASEC 9.8 8.6 16.4 16.8 29.6 30.1 20.8 20.3 26.5 22.3 14.3 11.8 11.8 11.2 10.5 15.7 11.0 14.9 25.2 25.8 tandard E rror S tandard rror E rror S tandard 7.4 9.2 pupils who have no books pupils who have no books pupils who have 57.5 25.3 14.5 41.4** 36.9** 86.6*** 86.8*** 78.3*** 36.8*** 72.8*** 52.9*** 81.2*** 59.6*** 46.2*** 76.2*** 137.8*** 125.9*** 102.0*** verage gap verage verage G ap verage A erformance gap between pupils who between gap erformance pupils who between gap erformance A P P have enough books to fill a bookcase and have enough books to fill a bookcase and have 9.4 7.4 8.6 7.2 9.0 6.2 12.1 13.9 19.5 18.9 18.8 18.4 10.4 11.3 13.5 11.1 11.6 12.3 14.5 14.3 tandard E rror S tandard rror E rror S tandard pupils who no books have pupils who no books have 27.5 16.4 16.6 40.6** 28.6** 64.7*** 80.5*** 55.4*** 59.0*** 34.9*** 45.7*** 23.1*** 87.9*** 59.7*** 65.8*** 57.9*** 19.8*** 38.7*** 63.9*** 98.7*** verage gap verage verage G ap verage A A erformance gap between pupils who have erformance gap between pupils who have enough books to fill two bookshelves and enough books to fill two bookshelves and P P 8.1 9.5 9.1 7.9 6.9 6.8 5.5 8.2 9.3 9.1 7.9 3.8 5.8 4.9 5.1 8.4 8.1 10.2 13.1 11.4 tandard E rror S tandard rror E rror S tandard 6.1 1.4 -0.2 18.5 21.5 10.7 14.3 15.9** 58.7*** 52.7*** 43.8*** 36.0*** 26.3*** 59.8*** 38.7*** 53.6*** 50.7*** 22.7*** 26.6*** 25.0*** verage gap verage and pupils who have no books and pupils who have no books and pupils who have verage G ap verage A A erformance gap between pupils who between gap erformance pupils who between gap erformance have enough books to fill a bookshelf have enough books to fill a bookshelf have P P 5.8 7.1 8.8 8.5 6.7 6.1 3.3 4.2 5.2 4.5 5.2 4.2 6.3 2.6 6.0 2.1 5.5 5.2 6.9 5.5 rror E rror tandard S tandard tandard E rror S tandard N one N one verage verage 480.5 501.2 426.4 454.4 512.1 514.1 391.6 396.0 499.9 468.8 467.2 457.1 474.6 593.1 450.1 524.7 527.6 516.0 483.2 499.7 A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Burundi Cameroon Burundi Burkina Faso Burkina Faso Benin Benin Table B3.15: Pupil Performance in Reading by Quantity of Books Available at Home - Late PrimaryAvailable Quantity of Books in Reading by Pupil Performance B3.15: Table at Home - Late PrimaryAvailable Quantity of Books in Mathematics by Pupil Performance B3.16: Table

PASEC2014 assessment 177 2.5 2.1 1.3 1.9 1.1 2.1 1.4 2.5 1.9 1.3 0.6 rror E rror S tandard 2.1 2.2 1.5 1.5 1.3 2.2 1.6 2.5 2.0 1.2 0.6 rror E rror S tandard 9.8 8.9 17.5 19.5 21.9 19.3 20.7 17.4 10.7 15.3 16.1 ercentage P Visual impairment and do not wear eyeglasses Visual impairment and do not wear Without a hearing impairment 84.8 78.7 86.0 76.5 88.1 77.6 87.5 83.2 86.7 88.5 83.7 ercentage P 0.6 0.5 1.1 0.9 1.0 0.6 1.0 1.0 1.0 0.3 0.3 rror E rror S tandard 3.2 2.9 7.2 6.6 4.5 6.6 7.1 4.9 2.2 5.8 13.2 ercentage P Visual impairment and wear eyeglasses Visual impairment and wear 2.1 2.2 1.5 1.5 1.3 2.2 1.6 2.5 2.0 1.2 0.6 rror E rror S tandard 2.5 2.2 2.0 2.1 1.6 2.3 2.1 2.6 2.5 1.3 0.7 rror E rror S tandard With a hearing impairment 15.2 21.3 14.0 23.5 11.9 22.4 12.5 16.8 13.3 11.5 16.3 N o visual impairment ercentage P 79.4 77.6 64.9 73.5 83.6 74.8 84.6 75.6 84.4 82.5 78.0 ercentage P verage verage Benin Benin Burkina Faso Burkina Faso Burundi Burundi Cameroon Cameroon Congo Congo Côte d’ I voire Côte d’ I voire N iger N iger S enegal S enegal Chad Chad T o g o T o g o A A Table B3.17: Distribution of Pupils by Eyesight Problems - Late Primary Problems Eyesight Distribution of Pupils by B3.17: Table Distribution of Pupils Hearing - Late Primary Problems B3.18: Table

178 CONFEMEN - PASEC 1.6 2.3 1.9 1.9 1.7 1.7 1.6 1.4 2.2 2.0 1.7 1.9 2.2 2.1 1.7 1.6 2.9 3.6 2.1 2.0 0.7 0.6 rror E rror S tandard rror E rror S tandard P upils not participating in petty commerce P upils not participating in agricultural work 45.1 44.8 52.4 33.9 57.7 18.2 36.4 24.0 51.1 48.5 54.5 38.5 47.8 29.8 67.3 51.1 46.5 19.5 45.6 32.7 50.5 34.1 ercentage ercentage P P 1.6 2.3 1.9 1.9 1.7 1.7 1.6 1.4 2.2 2.0 1.7 1.9 2.2 2.1 1.7 1.6 2.9 3.6 2.1 2.0 0.7 0.6 rror E rror S tandard rror E rror S tandard P upils participating in petty commerce P upils participating in agricultural work 54.9 55.2 47.6 66.1 42.3 81.8 63.6 76.0 48.9 51.5 45.5 61.5 52.2 70.2 32.7 48.9 53.5 80.5 54.4 67.3 49.5 65.9 ercentage ercentage P P verage verage Benin Benin Burkina Faso Burkina Faso Burundi Burundi Cameroon Cameroon Congo Congo Côte d’ I voire Côte d’ I voire N iger N iger S enegal S enegal Chad Chad T o g o T o g o A A Table B3.19: Percentage of Pupils according to their Participation in Agricultural Work - Late PrimaryWork Agricultural of Pupils according to their Participation Percentage in B3.19: Table Distribution of Pupils according to their Participation Commerce - Late Primary in Petty B3.20: Table

PASEC2014 assessment 179 7.0 5.7 6.3 7.3 3.9 5.1 7.8 5.8 8.3 6.2 6.2 5.1 6.9 6.6 8.3 7.7 9.3 5.8 7.4 11.4 rror E rror S tandard E rror S tandard 5.4 11.0 15.0** 83.3*** 62.4*** 26.7*** 19.1*** 21.1*** 77.3*** 62.6*** 53.3*** 24.2*** 62.4*** 27.7*** 22.3*** 62.7*** 52.0*** 30.2*** 75.0*** 72.8*** verage G ap verage G ap verage A A 6.6 6.7 7.4 7.7 3.4 5.0 6.2 5.2 6.1 5.8 5.5 4.1 6.4 6.5 8.7 8.3 9.9 7.2 4.9 6.2 rror E rror S tandard E rror S tandard verage verage 570.7 532.6 549.9 553.1 543.0 598.0 576.5 536.5 533.6 496.2 555.9 493.1 422.0 419.1 580.9 574.0 457.9 461.0 548.2 569.9 A A P upils not participating in agricultural work P upils not participating in agricultural work 5.2 5.3 3.6 3.9 2.2 2.8 6.0 5.5 5.7 4.4 4.5 3.9 3.9 4.3 7.1 7.1 7.5 6.5 4.0 5.1 rror E rror S tandard E rror S tandard verage verage 487.4 470.2 523.2 533.9 521.9 592.7 499.2 473.8 480.3 472.0 493.5 465.4 399.7 404.1 518.3 522.0 427.6 449.9 473.2 497.1 P upils participating in agricultural work P upils participating in agricultural work A A Benin Benin Burkina Faso Burkina Faso Burundi Burundi Cameroon Cameroon Congo Congo Côte d’ I voire Côte d’ I voire N iger N iger S enegal S enegal Chad Chad T o g o T o g o Table B3.21: Pupil Performance in Reading according to their Participation in Agricultural Work - Late PrimaryWork Agricultural in Reading according to their Participation Pupil Performance in B3.21: Table - Late PrimaryWork Agricultural in Mathematics according to their Participation Pupil Performance in B3.22: Table

180 CONFEMEN - PASEC 6.6 5.7 3.4 8.0 5.6 5.0 4.0 2.8 4.6 5.5 7.8 7.5 7.5 6.8 5.1 6.3 5.6 8.4 7.8 6.3 rror E rror S tandard E rror S tandard 8.2 3.5 1.5 -0.7 -0.3 7.7** 13.2** 12.2** 17.5** 17.8** 21.8*** 28.3*** 14.8*** 22.9*** 11.6*** 13.9*** 37.4*** 14.8*** 19.2*** 16.7*** verage G ap verage G ap verage A A 6.0 6.2 5.5 3.1 6.0 5.3 4.2 2.4 3.6 6.9 6.1 7.1 5.9 6.3 6.1 4.9 5.6 7.4 7.0 5.6 rror E rror S tandard E rror S tandard verage verage 536.5 505.1 544.3 597.0 506.8 539.3 494.9 530.6 482.3 541.5 414.7 554.6 451.6 522.7 513.4 526.2 415.1 556.5 434.2 497.4 A A P upils not participating in petty commerce P upils not participating in petty commerce 6.2 5.8 4.8 3.2 5.5 4.6 4.3 2.4 4.3 5.7 3.7 8.6 7.4 6.1 3.9 5.3 3.5 8.6 8.5 4.6 rror E rror S tandard E rror S tandard upils participating in petty commerce upils participating in petty commerce verage verage 514.7 491.9 536.1 589.2 478.5 524.6 472.1 519.0 468.4 504.0 402.5 537.2 452.3 519.1 498.6 507.1 398.4 538.8 432.7 497.7 P P A A in Mathematics according to their Participation Commerce - Late Primary Pupil Performance in Petty Benin Benin Burkina Faso Burundi Cameroon Burkina Faso Congo Burundi Côte d’ I voire Cameroon N iger S enegal Chad T o g o Congo Côte d’ I voire N iger S enegal Chad T o g o Table B3.23: Pupil Performance in Reading according to their Participation Commerce - Late Primary Pupil Performance in Petty B3.23: Table B3.24: Table

PASEC2014 assessment 181 8.5 9.6 6.4 8.1 7.2 16.9 15.6 14.4 13.5 13.3 13.6 11.4 12.3 10.9 12.7 11.3 30.7 10.9 13.5 20.4 rror E rror E rror tandard S tandard S tandard ap ap 1.8 9.5 2.1 G G 16.8 52.4 20.6 verage verage verage 34.7** 25.5** 63.8*** 51.4*** 44.1*** 79.2*** 43.7*** 42.4*** 79.6*** 82.7*** 63.3*** 42.4*** 25.0*** 51.8*** A A 6.8 7.6 6.9 7.2 5.6 7.3 5.8 7.9 5.5 6.8 6.7 5.0 6.6 5.0 5.3 11.4 10.0 10.2 10.1 12.6 rror E rror E rror tandard S tandard S tandard Attendance - Early Primary 456.9 478.5 485.5 462.0 415.8 487.7 475.6 515.2 499.2 462.8 417.5 508.5 628.2 472.3 528.4 448.9 452.7 504.1 604.9 476.1 verage score of pupils who verage score of pupils who A A did not attend preprimary… did not attend preprimary… Kindergarten or Preprimary 9.2 9.9 8.9 9.3 6.4 5.4 6.6 5.8 8.9 15.3 15.0 12.6 11.8 12.8 15.3 12.8 11.1 12.3 30.9 20.0 rror E rror E rror tandard S tandard S tandard 520.6 513.2 536.9 506.1 495.0 531.3 518.0 540.6 578.8 479.6 500.1 560.9 630.0 535.5 570.8 473.9 462.2 524.8 606.9 527.9 according to Nursery School, verage score of pupils verage score of pupils A A who attended preprimary… who attended preprimary… 1.1 3.0 2.4 1.1 3.0 3.0 3.1 2.4 2.0 3.0 3.5 2.0 3.1 1.2 2.3 4.3 3.5 3.2 3.2 1.2 2.3 4.3 rror E rror E rror tandard S tandard S tandard 27.1 26.5 13.5 27.1 31.3 26.5 24.5 13.5 20.3 31.3 29.7 20.3 24.5 10.9 23.0 49.9 29.7 41.6 41.6 10.9 23.0 49.9 ercentage of pupils who ercentage of pupils who attended preprimary… attended preprimary… P P of Pupils in Mathematics, and Performance Percentage verage verage A T o g o Chad A S enegal T o g o N iger Chad Côte d’ I voire S enegal Congo Côte d’ I voire N iger Burkina Faso Burundi Cameroon Congo Benin Benin Burkina Faso Burundi Cameroon B3.25:Table Percentage and Performance Pupils of in Language, according to Nursery School, Kindergarten or Preprimary Attendance - Early Primary B3.26: Table

182 CONFEMEN - PASEC 7.7 9.6 9.2 8.9 9.7 7.8 6.5 5.3 7.0 6.6 3.7 5.9 9.6 4.3 9.4 11.4 11.3 10.4 10.9 10.6 rror E rror E rror tandard S tandard S tandard ap ap 9.2 -0.5 G G 10.6 16.9 verage verage verage 23.5** 58.5*** 39.6*** 50.9*** 43.2*** 24.9*** 34.7*** 40.2*** 57.5*** 15.1*** 68.0*** 37.8*** 11.5*** 52.1*** 46.0*** 38.7*** A A 7.2 4.8 6.0 6.1 5.9 2.8 6.2 4.0 3.4 4.7 3.4 5.7 4.3 2.2 4.8 3.7 3.8 2.9 4.3 5.6 rror E rror E rror tandard S tandard S tandard Attendance - Late Primary 431.4 479.1 532.7 450.8 504.3 399.2 537.4 509.5 402.0 484.5 472.5 485.6 470.1 523.5 464.3 529.2 537.7 593.8 510.8 486.6 verage score of pupils who verage score of pupils who A A did not attend preprimary… did not attend preprimary… Kindergarten or Preprimary 6.3 9.5 8.0 9.8 7.7 5.6 5.0 7.0 5.2 3.3 6.7 4.0 9.8 11.1 10.3 11.3 10.2 11.3 11.1 10.7 rror E rror E rror tandard S tandard S tandard 440.5 537.6 572.2 461.3 555.2 442.4 562.2 544.2 442.3 541.9 487.6 553.6 507.8 534.9 516.4 552.7 554.6 593.3 556.8 525.3 according to Nursery School, verage score of pupils verage score of pupils A A who attended preprimary… who attended preprimary… 0.6 1.9 2.0 0.6 2.5 1.9 2.0 1.6 2.5 1.6 1.6 2.7 1.6 2.2 2.7 1.3 2.2 1.4 1.4 1.3 2.2 2.2 rror E rror E rror tandard S tandard S tandard 28.2 19.0 31.7 28.2 43.7 19.0 31.7 17.6 43.7 23.7 17.6 37.3 23.7 46.6 37.3 20.5 46.6 12.0 12.0 20.5 30.0 30.0 ercentage of pupils who ercentage of pupils who attended preprimary… attended preprimary… P P of Pupils in Mathematics, and Performances Percentage verage verage A Chad T o g o A S enegal Chad T o g o N iger S enegal Côte d’ I voire N iger Congo Côte d’ I voire Cameroon Congo Burundi Cameroon Burkina Faso Burkina Faso Burundi Benin Benin Percentage B3.27: Table and Performance Pupils of in Reading, according to Nursery School, Kindergarten or Preprimary Attendance - Late Primary B3.28: Table

PASEC2014 assessment 183 8.5 9.9 7.6 14.1 15.7 21.9 11.7 10.6 14.0 14.4 rror E rror S tandard -9.6 -6.9 -5.6 -1.8 -12.5 -12.3 -54.7*** -49.4*** -46.9*** -45.4*** verage G ap verage A 9.8 8.3 10.8 11.5 21.4 11.4 10.2 14.2 10.3 16.0 rror E rror S tandard 465.2 472.8 453.1 428.3 473.3 480.1 463.5 624.6 473.5 458.6 repeaters verage score of A 7.7 7.8 8.0 6.8 7.2 8.6 5.7 5.7 4.6 10.2 rror E rror S tandard 1.0 0.9 0.5 0.6 0.8 0.6 1.4 0.6 1.1 0.7 rror E rror S tandard 474.8 485.4 507.8 435.2 485.6 529.5 510.4 630.2 519.0 460.4 verage score of non-repeaters A 0.7 1.7 2.8 1.3 1.2 1.5 1.7 3.1 1.9 1.7 1.6 rror E rror S tandard 5.8*** 6.8*** 4.4*** 6.9*** 8.9*** 4.9*** 6.1*** 8.6*** 7.4*** 11.3*** verage G ap verage A 9.8 4.5 13.4 10.4 23.5 11.7 13.9 12.5 26.6 10.9 11.4 who repeated ercentage of pupils P verage A T o g o Chad S enegal N iger Côte d’ I voire Congo Cameroon Burundi Burkina Faso Benin Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o Table B3.29: Average Gap in Socioeconomic Status between Pupils who Have and Have not Attended Preprimary not and Have Pupils who Have Gap in Socioeconomic Status between Average B3.29: Table who Did or not Repeat Grade 2 - Early of Pupils in Language, Primary and Performance Percentage B3.30: Table

184 CONFEMEN - PASEC 0.4 0.2 1.3 0.6 0.5 0.8 0.6 0.4 0.7 0.4 0.2 rror E rror 6.6 13.7 14.0 15.6 23.3 12.1 11.0 13.8 13.6 11.9 tandard S tandard rror E rror S tandard 9.7 3.9 2.5 3.2 1.3 5.3 3.0 -4.0 5.5 2.1 -2.0 1.0 3.7 3.9 5.5 25.9 16.0** -30.3** -46.3*** -28.9*** -45.5*** ercentage verage G ap verage P A he pupil repeated more than twice more T he pupil repeated 9.0 7.4 11.4 11.5 11.4 22.7 11.6 14.5 13.6 12.3 0.8 0.7 1.2 1.1 1.6 1.0 0.5 0.4 1.1 1.1 0.4 rror E rror tandard S tandard rror E rror S tandard 482.3 489.6 481.8 435.4 469.7 516.0 462.6 617.1 479.2 460.2 9.7 3.2 3.0 8.3 13.0 30.7 11.8 14.2 14.2 17.3 12.6 repeaters ercentage verage score of P he pupil repeated twice T he pupil repeated A 6.9 9.5 8.7 6.2 6.3 9.0 4.2 4.9 5.7 12.1 1.7 1.3 1.4 1.5 2.4 1.5 2.1 1.9 2.1 1.1 0.6 rror E rror tandard S tandard rror E rror S tandard 41.0 44.7 25.5 37.9 40.1 41.8 34.5 31.7 51.5 44.6 39.3 472.7 493.6 528.1 437.5 465.8 545.0 508.1 601.1 509.6 457.7 ercentage he pupil repeated once T he pupil repeated P verage score of non-repeaters A 1.8 1.5 1.2 1.9 2.6 1.7 2.3 2.1 2.0 1.5 0.7 0.7 1.7 2.8 1.3 1.2 1.5 1.7 3.1 1.9 1.7 1.6 rror E rror tandard S tandard rror E rror S tandard 42.9 44.3 17.8 45.1 42.8 38.5 60.2 64.2 36.5 34.2 42.5 9.8 4.5 13.4 10.4 23.5 11.7 13.9 12.5 26.6 10.9 11.4 ercentage P he pupil never repeated T he pupil never who repeated ercentage of pupils P verage verage A T o g o Chad S enegal N iger Côte d’ I voire Congo Cameroon Burundi Benin Burkina Faso Burkina Faso Burundi Benin Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A Table B3.31: Percentage and Performance of Pupils in Mathematics, who Did or not Repeat Grade 2 - Early Primary of Pupils in Mathematics, and Performance Percentage B3.31: Table Distribution of Pupils according to the Number Repetitions - Late Primary B3.32: Table

PASEC2014 assessment 185 4.8 9.5 6.6 8.2 11.4 13.8 10.4 11.0 10.3 24.0 33.3 21.4 12.3 16.2 12.9 13.8 22.7 42.0 19.8 12.3 rror E rror S tandard E rror S tandard who never repeated who never repeated -8.5 -27.0 -14.0** -57.7*** -19.9*** -56.6*** -93.2*** -71.4*** -87.3*** -64.9*** -85.1*** -69.5*** -30.1*** -76.6*** -58.5*** -108.0*** -112.3*** -103.3*** -159.9*** -158.7*** verage G ap verage G ap verage A A erformancegap between pupils who erformancegap between pupils who repeated more than twice and pupils repeated more than twice and pupils P P 8.6 7.3 4.3 8.5 9.7 8.7 9.8 5.4 9.7 8.2 5.6 6.2 7.6 6.7 9.4 8.5 6.9 10.7 11.4 13.1 rror E rror S tandard E rror S tandard repeated repeated -26.8** -12.3** -16.9** -22.4** -91.0*** -29.1*** -16.4*** -86.7*** -86.0*** -41.4*** -98.4*** -37.4*** -59.8*** -67.2*** -30.6*** -70.5*** -50.4*** -88.5*** -36.4*** -47.4*** verage G ap verage G ap verage A A erformancegap between pupils who erformancegap between pupils who repeated twice and pupils who never repeated twice and pupils who never P P 7 8.1 5.8 4.5 6.0 6.5 6.6 5.2 7.0 5.8 5.7 7.5 6.0 5.6 5.3 6.2 4.9 5.5 6.7 5.9 rror E rror S tandard E rror S tandard repeated repeated according to the Number of Repetitions - Late Primary -8.4 -6.4 -5.2 -3.1 -11.2 -72.0*** -16.0*** -48.1*** -64.4*** -35.2*** -63.3*** -15.8*** -46.4*** -56.2*** -47.4*** -45.0*** -18.1*** -61.4*** -20.9*** -44.0*** verage G ap verage G ap verage A A erformancegap between pupilswho erformancegap between pupilswho repeated once and pupils who never repeated once and pupils who never P P 7.3 6.6 4.4 6.0 5.3 6.2 4.6 7.6 7.5 4.9 8.2 6.5 6.2 4.9 5.0 4.5 4.4 7.6 6.0 5.7 rror E rror S tandard E rror S tandard verage verage 568.7 542.8 538.1 552.4 546.1 540.8 410.3 574.8 447.5 531.6 531.9 548.7 602.5 519.8 510.1 487.4 411.6 572.0 468.0 550.7 he pupil never repeated T he pupil never repeated T he pupil never A A Gaps in Mathematics, and Performance Pupil Performance Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o Table B3.33: Pupil Performance and Performance Gaps in Reading, according to the Number of Repetitions - Late Primary Gaps in Reading, and Performance Pupil Performance B3.33: Table B3.34: Table

186 CONFEMEN - PASEC 4.8 9.5 6.6 8.2 11.4 13.8 10.4 11.0 10.3 24.0 33.3 21.4 12.3 16.2 12.9 13.8 22.7 42.0 19.8 12.3 rror E rror S tandard E rror S tandard who never repeated who never repeated -8.5 -27.0 -14.0** -57.7*** -19.9*** -56.6*** -93.2*** -71.4*** -87.3*** -64.9*** -85.1*** -69.5*** -30.1*** -76.6*** -58.5*** -108.0*** -112.3*** -103.3*** -159.9*** -158.7*** verage G ap verage G ap verage A A erformancegap between pupils who erformancegap between pupils who repeated more than twice and pupils repeated more than twice and pupils P P 8.6 7.3 4.3 8.5 9.7 8.7 9.8 5.4 9.7 8.2 5.6 6.2 7.6 6.7 9.4 8.5 6.9 10.7 11.4 13.1 rror E rror S tandard E rror S tandard repeated repeated -26.8** -12.3** -16.9** -22.4** -91.0*** -29.1*** -16.4*** -86.7*** -86.0*** -41.4*** -98.4*** -37.4*** -59.8*** -67.2*** -30.6*** -70.5*** -50.4*** -88.5*** -36.4*** -47.4*** verage G ap verage G ap verage A A erformancegap between pupils who erformancegap between pupils who repeated twice and pupils who never repeated twice and pupils who never P P 7 8.1 5.8 4.5 6.0 6.5 6.6 5.2 7.0 5.8 5.7 7.5 6.0 5.6 5.3 6.2 4.9 5.5 6.7 5.9 rror E rror S tandard E rror S tandard repeated repeated according to the Number of Repetitions - Late Primary -8.4 -6.4 -5.2 -3.1 -11.2 -72.0*** -16.0*** -48.1*** -64.4*** -35.2*** -63.3*** -15.8*** -46.4*** -56.2*** -47.4*** -45.0*** -18.1*** -61.4*** -20.9*** -44.0*** verage G ap verage G ap verage A A erformancegap between pupilswho erformancegap between pupilswho repeated once and pupils who never repeated once and pupils who never P P 7.3 6.6 4.4 6.0 5.3 6.2 4.6 7.6 7.5 4.9 8.2 6.5 6.2 4.9 5.0 4.5 4.4 7.6 6.0 5.7 rror E rror S tandard E rror S tandard verage verage 568.7 542.8 538.1 552.4 546.1 540.8 410.3 574.8 447.5 531.6 531.9 548.7 602.5 519.8 510.1 487.4 411.6 572.0 468.0 550.7 he pupil never repeated T he pupil never repeated T he pupil never A A Gaps in Mathematics, and Performance Pupil Performance Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o Table B3.33: Pupil Performance and Performance Gaps in Reading, according to the Number of Repetitions - Late Primary Gaps in Reading, and Performance Pupil Performance B3.33: Table B3.34: Table

PASEC2014 assessment 187 29.3% 36.9% 29.8% 52.4% 43.4% 32.3% 45.7% 47.7% 35.9% 47.7% 53.3% 40.6% 18.5% 50.8% 49.3% 32.8% 38.4% 50.5% 57.2% 55.2% coefficient coefficient ntra-class correlation I ntra-class correlation ntra-class correlation I ntra-class correlation 5492.9 4543.6 2690.8 3157.2 4014.7 4157.7 5754.2 5760.0 6099.3 4714.4 3855.7 4898.1 3562.9 4278.1 2959.9 3580.8 3739.9 5290.5 2817.4 4874.0 M athematics M athematics P upil Variance P upil Variance 806.9 2272.9 2654.6 1141.0 3480.8 3076.2 1983.7 4845.0 5246.8 3412.6 4306.2 4408.5 3352.0 4425.6 2876.7 1749.3 2329.5 5388.4 3767.6 6016.4 S chool Variance S chool Variance 48.4% 44.4% 36.9% 60.6% 65.2% 43.8% 56.6% 61.2% 53.6% 63.4% 51.4% 44.0% 26.7% 56.2% 54.5% 40.9% 46.0% 52.4% 60.4% 53.0% coefficient coefficient ntra-class correlation I ntra-class correlation ntra-class correlation I ntra-class correlation 2330.6 4832.8 5812.4 2744.6 2811.4 2737.2 3244.1 4401.2 2397.7 3303.8 4858.4 3950.4 1867.5 4623.3 3846.5 5603.7 3379.3 5356.7 2781.2 4123.4 R eading Language P upil Variance P upil Variance 680.5 5148.4 2190.1 3856.9 3397.5 4214.3 5278.6 2129.6 4233.1 6952.3 2766.7 5728.9 3109.9 5935.8 4606.5 3879.9 2875.9 5898.2 4238.2 4655.4 S chool Variance S chool Variance Chapter 4 Data Decomposition in Language and Mathematics Scores - EarlyVariance Primary Decomposition in Reading and Mathematics Scores - Late PrimaryVariance

Benin Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o Annex B4. B4.1: Table B4.2: Table

188 CONFEMEN - PASEC 8.1 25.6 29.0 19.9 15.0 25.4 20.4 14.3 19.9 12.6 30.5 18.5 15.3 14.7 21.4 15.7 19.9 33.0 14.8 16.3 rror E rror E rror tandard S tandard S tandard -6.9 -28.0 -30.3 -17.3 -10.5 -45.6 -35.7* -24.6* -57.8* -45.9** -29.9** -50.1** -30.7** -46.2*** -58.2*** -47.6*** -61.4*** -68.9*** -89.0*** -69.8*** the territorial planning index the territorial planning index the territorial verage performance gap between pupils between gap performance verage pupils between gap performance verage in rural and urban areas controlling for for controlling in rural and urban areas for controlling in rural and urban areas A A 9.3 9.4 24.5 20.8 15.7 13.7 13.9 24.8 22.7 10.6 10.6 16.0 12.7 15.3 11.3 17.7 15.2 11.5 13.8 13.3 rror E rror E rror tandard S tandard S tandard Language Scores – Early Primary Mathematics Scores – Early Primary -10.8 -41.1* -46.4* -41.3** -28.1** -39.0** -32.6** -44.5*** -35.0*** -53.7*** -67.0*** -48.1*** -30.7*** -69.1*** -50.9*** -84.8*** -80.7*** -90.2*** -50.0*** -93.2*** rural and urban areas rural and urban areas in Pupils’ Area and Difference in Pupils’ Area and Difference verage score gap between pupils in between gap score verage pupils in between gap score verage A A 6.4 8.5 5.3 5.4 3.4 6.4 5.3 5.4 3.4 4.6 5.1 6.0 3.1 5.8 2.0 4.6 5.1 6.0 3.1 8.5 5.8 2.0 rror E rror S tandard E rror S tandard Attending a School in Rural Attending a School in Rural 42.5 50.6 55.9 44.3 86.5 42.5 55.9 44.3 86.5 66.4 58.7 55.6 79.4 61.6 60.2 66.4 58.7 55.6 79.4 50.6 61.6 60.2 ercentage ercentage P P T he school is located in a rural area T he school is located in a rural area of Pupils Percentage of Pupils Percentage verage verage S enegal Chad Benin Burkina Faso Burundi S enegal Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger T o g o A Cameroon Congo Côte d’ I voire N iger Chad T o g o A B4.3: Table B4.4: Table

PASEC2014 assessment 189 8.8 6.0 7.6 9.9 17.1 11.3 16.1 20.7 18.4 14.1 10.8 12.6 11.0 10.7 11.5 16.6 12.1 11.7 12.0 15.3 rror E rror E rror tandard S tandard S tandard -6.9 -25.6 -17.8 13.4* -40.6** -27.6** -45.7** -55.1*** -46.4*** -26.2*** -80.8*** -41.3*** -58.0*** -36.6*** -55.1*** -73.0*** -35.4*** -33.8*** -62.4*** -61.4*** index and the average socioeconomic index index and the average socioeconomic index index and the average urban areas controlling for the territorial planning the territorial for controlling urban areas planning the territorial for controlling urban areas verage performance gap between pupils in rural and between gap performance verage pupils in rural and between gap performance verage A A 9.5 6.0 9.6 9.0 7.2 9.1 8.4 9.1 4.3 9.6 6.2 9.8 14.3 12.1 11.4 13.3 11.8 14.5 12.6 10.2 Reading Scores - Late Primary Mathematics Scores - Late Primary rror E rror E rror tandard S tandard S tandard 3.4 -21.7 -70.9*** -75.4*** -81.6*** -38.6*** -51.1*** -77.8*** -78.8*** -67.8*** -80.8*** -39.8*** -40.3*** -51.8*** -17.6*** -45.0*** -95.7*** -78.8*** -119.2*** -100.2*** verage score gap gap score verage gap score verage and urban areas and urban areas A A in Pupils’ Area and Difference in Pupils’ Area and Difference between pupils in rural between pupils in rural between 1.4 4.2 6.9 3.2 3.2 1.4 2.7 2.7 3.7 4.8 2.7 2.7 4.2 6.9 3.7 4.8 3.6 3.6 3.4 2.5 3.4 2.5 rror E rror S tandard E rror S tandard Attending a School in Rural Attending a School in Rural 58.3 44.1 54.6 60.8 60.8 58.3 51.5 79.3 64.1 42.0 51.5 79.3 44.1 54.6 64.1 42.0 49.6 49.6 54.7 82.2 54.7 82.2 ercentage ercentage P P T he school is located in a rural area T he school is located in a rural area of Pupils Percentage of Pupils Percentage verage verage A S enegal Chad T o g o T o g o A Côte d’ I voire N iger Cameroon Congo Côte d’ I voire N iger S enegal Chad Cameroon Congo Benin Benin Burkina Faso Burundi Burkina Faso Burundi B4.5: Table B4.6: Table

190 CONFEMEN - PASEC - - - - - 0.2 0.0 1.4 1.1 0.0 1.0 0.0 1.3 0.4 0.4 1.7 3.5 0.1 2.5 0.0 1.6 0.3 rror E rror S tandard rror E rror S tandard - - - - - 1.9 0.4 1.9 0.2 1.0 0.2 2.8 0.5 2.8 1.7 1.4 3.7 0.3 2.3 0.5 12.2 18.6 ercentage ercentage upils attending a community school P upils attending a community P upils attending a community school P upils attending a community P 0.5 1.4 2.3 3.1 1.1 1.3 1.7 2.4 1.3 1.6 1.1 1.0 2.5 3.5 2.3 3.8 3.8 2.2 4.9 2.2 3.5 6.4 rror E rror S tandard rror E rror S tandard 2.7 8.8 2.9 4.9 3.0 15.6 27.8 10.8 15.5 27.1 36.2 14.3 10.4 16.7 23.2 13.4 14.9 10.8 25.0 34.0 15.7 22.5 P upils attending a private school P upils attending a private school ercentage ercentage P P 0.5 1.3 2.6 3.1 1.1 1.6 1.7 2.4 1.9 1.1 1.6 1.2 2.1 5.3 2.3 3.8 4.5 2.2 4.9 2.7 3.5 6.3 Private School - Late Primary or Community Private School - Early or Community Primary rror E rror S tandard rror E rror S tandard Attending a Public, Attending a Public, 82.4 71.8 77.1 82.6 97.1 90.2 72.9 63.6 94.3 85.7 89.1 80.4 75.1 68.1 95.1 83.7 85.5 75.0 65.6 94.7 84.3 77.0 P upils attending a public school P upils attending a public school ercentage ercentage P P of Pupils Percentage of Pupils Percentage verage verage A T o g o Chad S enegal N iger Côte d’ I voire Cameroon Congo Burundi Benin Burkina Faso A T o g o Chad N iger S enegal Côte d’ I voire Cameroon Congo Burundi Benin Burkina Faso B4.8: Table B4.7: Table

PASEC2014 assessment 191 ------16.9 18.7 rror E rror S tandard E rror S tandard ------0.1 11.4 upils attending a community school P upils attending a community school P upils attending a community erformance gaps between pupils erformance gaps between pupils P P attending community and public schools public and community attending schools public and community attending 21.1 25.7 16.6 16.2 16.9 52.4 19.4 19.6 22.5 16.0 10.1 15.1 12.9 15.9 52.3 24.1 21.5 19.8 12.7 10.2 rror E rror S tandard E rror S tandard 8.4 42.3 71.0 -13.8 -23.4 62.3*** 56.8*** 87.9*** 97.0*** 65.9*** 51.6*** 99.0*** 70.7*** 53.3*** 39.6*** 53.0*** 79.5*** 119.0** 193.1*** 137.2*** P upils attending a private school P upils attending a private school erformance gaps between pupils between gaps erformance pupils between gaps erformance P P attending private and public schools attending private and public schools 5.1 6.3 5.5 4.8 5.9 8.4 6.7 7.0 6.6 8.3 7.4 4.7 8.4 6.3 8.1 7.6 7.2 10.5 11.7 13.9 rror E rror S tandard E rror S tandard verage verage verage 448.5 445.7 517.5 511.8 628.0 480.4 489.5 475.3 429.4 471.4 473.4 449.5 605.5 485.0 522.5 460.7 434.0 500.0 482.1 454.8 A A P upils attending a public school P upils attending a public school and Private Pupils in Public Education - Early Gaps between Primary Mathematics Performance and Private Pupils in Public Education - Early Gaps between Primary Language Performance Benin Benin Burkina Faso Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o B4.9: Table B4.10: Table

192 CONFEMEN - PASEC ------13.2 19.5 rror E rror S tandard rror E rror S tandard ------31.0 erformance gaps between pupils verage G ap verage P A attending community and public schools public and community attending ------17.0 M athematics Planning Index - Early PrimaryTerritorial upils attending a community school P upils attending a community 9.7 16.4 20.9 25.9 38.8 19.0 12.5 15.7 14.9 10.9 erformance gaps between pupils P attending community and public schools public and community attending rror E rror S tandard the Controlling for 7.0 8.7 29.7 17.3 11.7 10.5 32.1 14.3 29.7 17.4 5.9 -5.0 51.0 41.0** 69.3*** 69.3*** 49.2*** 57.2*** 47.1*** 132.7*** verage G ap verage erformance gaps between pupils between gaps erformance rror E rror S tandard A P attending private and public schools ------21.0 rror E rror S tandard 9.3 64.2*** 78.7*** 87.1*** 60.3*** 77.6*** 102.0*** 105.7*** 176.2*** 114.6*** P upils attending a private school ------13.9 erformance gaps between pupils P erformance gaps between pupils verage G ap verage attending schools public private and P A attending community and public schools public and community attending Language 3.8 3.6 2.3 6.7 4.5 4.1 3.2 6.4 8.2 5.0 17.9 16.9 20.6 42.1 19.7 17.0 17.9 26.5 24.5 13.5 rror E rror S tandard rror E rror S tandard 6.4 verage verage 508.9 531.6 523.5 496.2 465.0 508.9 398.8 530.4 423.9 475.2 34.0 A 88.7*** 70.2*** 66.4*** 97.1*** 74.3*** 58.0*** 102.4** 189.4*** verage G ap verage P upils attending a public school erformance gaps between pupils between gaps erformance A P attending private and public schools and Private Pupils in Public Education, Gaps between Language and Mathematics Performance and Private Pupils in Public Education - Late Primary Gaps between Reading Performance T o g o Chad S enegal N iger Côte d’ I voire Congo Cameroon Burundi Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o Burkina Faso Benin B4.11: Table B4.12: Table

PASEC2014 assessment 193 rror ------12.4 13.7 tandard E S rror E rror S tandard Planning Territorial ------0.5 erformance gaps between pupils verage G ap verage P A attending community and public schools public and community attending ------1.5 M athematics upils attending a community school P upils attending a community 8.2 8.3 12.5 25.1 14.5 35.2 10.2 22.5 23.4 15.7 erformance gaps between pupils P rror E rror S tandard attending community and public schools public and community attending rror the Socioeconomic Index and Controlling for 6.1 8.4 9.8 27.5 22.2 10.0 37.8 13.1 26.0 17.3 -3.8 30.8 68.4*** 52.8*** 90.2*** 32.6*** 72.4*** 34.6*** 65.1*** 118.3*** erformance gaps between pupils verage G ap verage tandard E P attending schools public private and A S ------14.2 rror E rror S tandard 9.0 35.4* 87.4*** 65.7*** 79.9*** 47.3*** 87.2*** 61.1*** 146.2*** 107.1*** P upils attending a private school ------20.0 erformance gaps between pupils verage G ap verage erformance gaps between pupils P P A attending schools public private and attending community and public schools public and community attending R eading rror 9.0 9.8 8.4 26.5 15.1 25.2 11.2 15.9 24.0 13.8 4.9 3.8 2.8 6.4 4.0 3.3 3.6 6.2 6.4 6.6 tandard E rror E rror S tandard S -7.4 verage verage 484.4 539.4 592.2 471.7 452.4 471.4 402.0 529.8 495.5 42.5** 444.1 56.5*** 93.8*** 55.0*** 79.4*** 38.0*** 53.0*** 67.7*** 137.6*** A erformance gaps between pupils verage G ap verage P attending schools public private and A P upils attending a public school and Private Pupils in Public Education - Late Primary Gaps between Mathematics Performance and Private Pupils in Public Education, Gaps between Reading and Mathematics Performance T o g o Chad S enegal N iger Côte d’ I voire Congo Cameroon Benin Burkina Faso Burundi Burundi Cameroon Burkina Faso Congo Benin Côte d’ I voire N iger S enegal T o g o Chad B4.13: Table B4.14: Table Index - Late Primary

194 CONFEMEN - PASEC 1.3 1.0 3.0 3.0 5.1 6.4 5.3 4.2 3.1 2.5 3.4 2.8 6.0 3.9 3.3 4.2 5.2 3.7 1.6 1.1 2.4 3.9 rror E rror S tandard E rror S tandard tandard Classes S tandard Classes S tandard 76.2 76.6 88.3 67.1 77.0 57.8 60.1 75.0 90.9 91.5 85.4 80.8 44.0 60.9 74.6 66.2 53.2 75.9 93.5 97.1 94.5 93.9 ercentage ercentage P P 0.9 0.8 0.0 1.2 2.1 3.4 5.2 3.8 0.4 1.0 2.1 1.3 5.2 3.7 1.7 3.8 5.2 3.7 1.3 0.2 0.6 0.4 rror E rror S tandard E rror S tandard D ouble-shift Classes D ouble-shift Classes 8.6 0.0 2.2 3.2 7.1 0.4 1.2 6.6 3.1 2.5 1.3 0.2 0.6 0.4 11.9 30.5 18.3 25.8 12.1 17.6 46.8 24.1 ercentage ercentage P P 1.0 0.8 3.0 3.0 4.6 6.2 2.6 1.8 2.4 2.1 2.9 2.5 5.4 3.3 3.7 3.4 0.0 0.0 1.2 0.8 2.3 1.8 rror E rror S tandard E rror S tandard Multigrade Classes - Early or Double-Shift Primary Multigrade Classes - Late Primary or Double-Shift M ultigrade Classes M ultigrade Classes 9.4 6.6 8.7 7.3 8.0 0.0 0.0 5.2 2.7 4.9 5.7 11.9 14.8 11.7 30.7 19.8 35.1 16.2 30.1 27.0 22.9 16.3 ercentage ercentage P P of Pupils in Standard, Percentage of Pupils in Standard, Percentage verage verage A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin

B4.15: Table B4.16: Table

PASEC2014 assessment 195 - - - 3.8 6.3 4.3 6.0 4.0 9.1 9.0 12.7 12.6 15.9 14.9 12.5 18.2 12.9 19.7 18.8 25.7 rror E rror S tandard rror E rror S tandard R ural M athematics - - - 9.3 90.9 81.1 78.2 92.2 74.4 89.2 46.7 53.9 -23.9 -35.1* -31.9* -39.4*** -40.6*** -28.7*** -23.8*** -73.5*** ercentage P erformance gap erformance P Late P rimary Late P rimary - - - 3.8 6.3 4.3 6.0 4.0 12.7 12.6 13.4 15.9 12.2 17.4 11.3 11.7 17.1 20.0 21.4 27.5 rror E rror S tandard rror E rror S tandard U rban R eading - - - Area - Early and Late Primary 9.1 7.8 9.3 18.9 21.8 25.6 10.8 53.3 46.1 -29.5 -33.4** -44.5** -69.6** -36.1*** -51.0*** -54.9*** -46.1*** ercentage P erformance gap erformance P - - - - 3.8 9.1 3.8 3.8 8.8 23.3 13.4 25.8 17.1 14.5 13.6 22.5 27.9 18.4 47.2 33.0 rror E rror S tandard rror E rror S tandard R ural M athematics - - - - 6.7 94.9 77.0 89.1 96.6 93.7 81.9 34.2 62.4 -26.7 -39.7 -36.4** -57.5** -66.0** -49.1*** -38.0*** ercentage P erformance gap erformance P Attending a School Located in Rural or Urban arly P rimaryE arly P rimaryE arly - - - - 3.8 9.1 3.8 3.8 8.8 23.3 13.4 25.8 15.6 19.1 13.8 16.4 15.8 12.3 31.3 60.4 rror E rror S tandard rror E rror S tandard U rban Language - - - - 5.1 3.4 6.3 23.0 10.9 18.1 65.8 37.6 22.8 -47.6 -32.3** -30.2** -65.9*** -44.2*** -45.1*** -71.4*** ercentage P erformance gap erformance P Pupils in Multigrade Gaps between and Standard Classes - Early and Late Primary Language-Reading and Mathematics Performance of Pupils in Multigrade Classes Percentage T o g o Chad S enegal N iger Côte d’ I voire Congo Cameroon Burundi Burkina Faso T o g o Cameroon Chad Benin Congo Côte d’ I voire N iger S enegal Burkina Faso Burundi Benin B4.17: Table B4.18: Table

196 CONFEMEN - PASEC - - - - - 0.6 1.3 0.9 2.9 4.6 1.3 0.8 2.5 1.8 1.1 0.7 (9.1) (6.3) (29.3) (16.4) (16.0) rror E rror S tandard rror E rror S tandard M athematics - - - - - 4.3 -9.7 -7.1 15.7 14.4 27.3 14.4 30.6 42.8 26.9 14.8 23.5 26.3 16.4 26.2 -20.3** erformance gap erformance P tandard D eviation S tandard Late P rimary Late P rimary - - - - - (6.2) (12.8) (30.8) (14.1) (18.6) 1.1 1.8 1.0 2.5 4.9 1.7 1.1 2.7 2.9 1.1 0.7 rror E rror S tandard rror E rror S tandard R eading ------1.9 16.4 10.1 -16.1 35.5 68.3 44.1 47.5 55.2 43.5 39.6 42.8 46.4 36.1 46.7 verage verage -30.3** A erformance gap erformance P ------1.5 2.2 1.6 2.8 1.3 1.7 3.4 3.1 3.1 1.2 10.7 (9.5) (19.9) (16.6) (11.1) rror E rror S tandard rror E rror S tandard M athematics ------7.4 -8.2 21.4 39.9 17.9 31.1 31.3 23.3 17.6 25.7 31.7 18.6 28.6 -48.1** -34.4** erformance gap erformance P tandard D eviation S tandard arly P rimaryE arly arly P rimaryE arly ------(19.8) (18.1) (13.4) (12.8) 1.9 5.3 1.7 4.3 3.0 2.5 1.5 3.5 5.3 2.7 1.2 rror E rror S tandard rror E rror S tandard Language ------8.3 57.0 79.8 56.2 52.9 48.9 44.7 48.0 52.0 64.5 49.2 55.8 29.3** verage verage -56.4*** -47.7*** A erformance gap erformance P Assessment Sample - Early and Late Primary2014 Number of Pupils per Class in the PASEC Average Shift and Standard Classes - Early Pupils in Double and Late Primary Gaps between Language and Mathematics Performance verage T o g o Chad S enegal N iger Congo Côte d’ I voire Cameroon Burundi Burkina Faso Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A Benin B4.19: Table B4.20: Table

PASEC2014 assessment 197 2.9 3.2 9.5 7.4 3.9 8.0 3.5 3.1 2.4 5.0 6.8 5.6 3.6 4.4 3.1 4.9 2.2 4.8 2.4 10.5 rror E rror S tandard E rror S tandard hree P upils or M ore T hree P upils or M ore T hree 8.5 9.7 9.3 13.7 51.5 48.5 22.0 13.8 29.1 15.7 12.0 31.6 28.9 26.4 17.5 28.3 14.6 29.9 17.8 11.7 ercentage ercentage eat for O ne S eat for O ne S eat for P P 4.8 4.1 5.0 8.8 4.9 8.4 5.3 5.8 4.2 5.2 5.4 6.7 6.0 4.6 4.1 5.4 3.8 6.0 6.1 10.6 rror E rror S tandard E rror S tandard wo P upils wo P upils wo T T eat for O ne S eat for O ne S eat for 70.1 28.1 42.2 19.4 45.5 29.4 55.0 49.0 42.1 39.2 22.0 25.0 46.4 38.7 49.6 39.5 59.3 60.1 51.0 29.6 ercentage ercentage P P 4.1 4.9 3.6 7.6 7.6 5.1 5.3 4.4 6.0 4.2 6.7 6.4 4.8 5.4 3.8 4.0 2.9 3.8 5.3 6.5 rror E rror S tandard E rror S tandard of Seating in Class - Early PrimaryAvailability of Seating in Class - Late PrimaryAvailability O ne S eat per P upil O ne S eat per P upil 6.4 21.4 58.3 32.1 32.5 56.8 16.0 35.3 45.8 51.2 46.4 46.1 27.2 43.8 22.1 45.9 10.8 30.5 31.2 58.7 ercentage ercentage P P Distribution of Pupils by Distribution of Pupils by T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.21: Table B4.22: Table

198 CONFEMEN - PASEC 6.5 2.4 4.9 3.9 4.2 5.6 6.3 4.8 7.9 4.6 rror E rror S tandard hree P upils or M ore T hree extbook for extbook for 33.8 94.5 33.9 78.3 17.0 31.0 62.2 71.8 30.3 31.0 T ercentage P O ne 3.2 0.8 1.6 3.5 6.4 4.9 4.7 5.0 4.4 6.5 P upils rror E rror S tandard wo wo extbook T for – Early primary Textbook 1.1 4.4 8.5 O ne T 10.6 10.2 27.2 17.8 24.3 20.2 37.3 2.1 1.9 1.9 2.5 3.0 2.2 0.9 5.1 1.4 1.9 0.9 ercentage P rror E rror S tandard 6.8 2.2 5.4 3.5 6.3 5.9 5.5 2.0 7.2 6.0 rror E rror S tandard extbook per P upil 9.4 5.6 5.1 7.0 1.5 4.6 7.4 18.4 15.0 50.1 12.4 T ercentage According to the Number of Pupils per Language P Attending a School with Library - Late Primary O ne 4.4 3.9 55.6 61.7 11.6 55.7 51.2 29.3 49.5 31.8 ercentage P of Pupils Percentage Distribution of Pupils verage T o g o Chad S enegal N iger Côte d’ I voire Congo Cameroon Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A Burundi Burkina Faso Benin B4.23: Table B4.24: Table

PASEC2014 assessment 199 3.4 3.0 3.6 2.5 5.0 4.8 5.6 4.0 4.8 2.7 6.0 7.1 5.5 3.2 5.0 4.2 1.6 2.7 4.7 1.4 rror E rror S tandard E rror S tandard hree P upils or M ore T hree P upils or M ore T hree extbook for extbook for extbook for 4.4 15.9 30.6 91.5 88.0 54.0 42.3 25.4 68.2 17.7 11.5 27.3 31.9 75.0 52.1 51.2 49.5 97.6 10.8 30.3 T T ercentage ercentage P P O ne O ne 1.9 3.3 2.9 2.1 2.3 4.6 3.1 2.9 4.7 2.9 4.7 6.5 0.8 3.1 4.9 4.4 0.8 3.4 5.9 5.1 P upils P upils rror E rror S tandard E rror S tandard wo wo wo – Early primary Textbook extbook T for extbook T for – Late primary Textbook 3.1 4.9 3.9 8.9 6.9 0.9 1.0 O ne T O ne T 24.4 15.4 14.8 17.9 22.7 12.8 26.6 17.9 31.0 45.4 23.4 35.5 53.1 ercentage ercentage P P 4.1 3.6 2.1 1.3 5.3 4.8 5.3 3.0 5.5 3.8 7.3 5.4 5.5 3.5 4.2 1.8 1.4 3.8 5.8 5.0 rror E rror S tandard E rror S tandard extbook per P upil extbook per P upil T T According to the Number of Pupils per Mathematics According to the Number of Pupils per Reading O ne O ne 3.6 8.1 5.2 1.4 81.0 45.0 37.1 42.3 67.7 16.9 64.4 65.8 59.9 41.5 24.1 30.0 17.8 65.8 34.2 42.4 ercentage ercentage P P Distribution of Pupils Distribution of Pupils T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.25 : Table B4.26 : Table

200 CONFEMEN - PASEC 3.7 3.0 4.7 4.3 2.7 4.4 3.6 3.9 3.0 1.4 rror E rror S tandard hree P upils or M ore T hree extbook for extbook for 4.4 21.6 87.8 39.9 58.1 12.0 36.6 66.1 59.0 11.9 T ercentage P O ne 3.6 1.5 3.0 2.2 3.3 5.1 3.1 3.8 2.9 5.1 P upils rror E rror S tandard wo wo – Late primary Textbook extbook T for 2.7 8.5 O ne T 18.4 12.6 19.1 19.3 10.3 28.1 13.3 53.2 ercentage P - Late Primary Toilets 4.7 2.0 0.9 3.9 2.4 3.8 4.3 0.4 4.8 3.2 1.1 4.7 2.6 4.7 3.9 3.8 5.7 3.0 2.2 3.9 5.0 rror E rror S tandard rror E rror S tandard extbook per P upil T According to the Number of Pupils per Mathematics Attending a School without Latrines or O ne 9.9 1.3 0.9 12.1 21.5 11.7 42.2 32.5 48.5 40.4 22.1 9.5 60.0 51.6 29.3 68.9 44.1 23.6 12.9 74.8 42.4 ercentage ercentage P P Distribution of Pupils of Pupils Percentage verage T o g o Chad S enegal N iger Côte d’ I voire Congo Cameroon Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A Burundi Burkina Faso Benin B4.27 : Table B4.28: Table

PASEC2014 assessment 201 1.4 2.8 2.5 2.5 5.8 4.3 1.9 5.0 3.1 2.2 1.0 rror E rror S tandard supplement 3.7 7.6 6.8 9.2 upil received a food a food P upil received 15.7 10.8 10.3 19.3 36.8 27.4 14.6 ercentage P 2.0 3.7 4.2 2.2 5.9 3.6 3.7 5.8 2.9 3.4 1.3 rror E rror S tandard reatment T 8.8 8.5 38.6 62.6 92.3 14.7 42.4 74.3 59.1 18.2 41.8 upil had a deworming P upil had a deworming ercentage P 0.4 1.7 1.8 0.8 0.3 2.1 1.6 2.9 0.6 0.7 0.6 rror E rror S tandard 0.6 3.7 4.3 1.9 0.8 3.1 5.1 0.8 1.2 3.4 12.6 P upil had a hearing test ercentage P 1.0 1.3 1.8 1.2 0.9 3.0 2.0 3.6 2.1 1.4 0.7 or Checkups - Late Primary Tests / Medical Kit - Late PrimaryAid Box rror E rror S tandard 6.3 2.4 0.2 3.9 4.0 3.1 1.9 5.1 6.6 2.8 1.5 2.2 4.2 5.0 5.3 2.5 5.0 9.8 2.8 2.9 5.9 upil had an eye test P upil had an eye 19.7 rror E rror S tandard Medical Various ercentage P 1.3 2.8 3.4 3.9 4.5 3.8 4.2 5.0 2.9 2.4 1.2 rror E rror S tandard Attending a School with First 0.6 5.3 59.8 12.3 71.6 58.1 11.1 51.9 17.6 14.2 30.2 ercentage P during the year 4.9 7.5 13.7 26.6 41.3 11.5 45.6 29.7 40.7 12.4 23.3 ercentage P P upil had a medical check-up of Pupils Percentage Undergone of Pupils Having Percentage verage verage Benin Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A B4.29: Table B4.30: Table

202 CONFEMEN - PASEC 0.8 0.6 1.2 0.7 1.0 0.7 0.9 1.8 0.9 0.7 0.5 0.3 0.4 0.8 0.7 0.8 0.5 0.6 0.9 0.5 0.2 rror E rror S tandard rror E rror S tandard 6.4 6.1 8.0 8.9 8.3 9.0 7.3 11.3 10.0 10.2 10.0 0.4 0.2 1.2 0.3 -0.9 3.5* 2.2** 1.3** 1.7*** 2.3*** tandard D eviation S tandard and the class equipment index nfrastructure I ndex the school I nfrastructure for controlling gap, score verage A 0.7 0.5 0.5 0.8 0.8 0.6 0.8 0.7 0.9 0.6 0.2 rror E rror S tandard 0.9 0.7 0.3 0.4 0.7 0.7 0.6 0.9 0.7 0.4 rror E rror S tandard 54.8 52.5 45.8 50.2 54.0 51.9 41.2 58.0 44.9 46.7 50.0 verage Level verage 0.5 A 5.4*** 2.0*** 1.2*** 3.8*** 3.2*** 3.5*** 2.1*** 4.4*** 3.4*** verage score gap score verage A of the School Infrastructure Level Average Index - Late Primary - Late Primary School and of those whose Infrastructure Lower the Reading Scores of Pupils a Given Gap between Average Index is One Point

verage Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o B4.31: Table B4.32: Table

PASEC2014 assessment 203 0.9 0.5 0.6 0.6 0.9 0.7 1.1 1.9 1.1 0.6 0.8 1.3 1.1 1.7 0.5 1.1 0.6 1.2 1.8 1.5 0.5 rror E rror S tandard rror E rror S tandard 7.4 7.9 7.0 6.9 9.3 4.9 8.9 9.7 10.7 11.8 10.0 0.3 0.2 1.4 1.3 2.9 0.9 -1.1 -0.2 1.4*** 2.6*** tandard D eviation S tandard and the class equipment index nfrastructure I ndex the school I nfrastructure for controlling gap, score verage A 0.8 1.2 0.7 1.3 0.9 0.9 0.5 1.2 1.9 1.0 0.4 rror E rror S tandard 0.8 0.7 0.3 0.4 0.6 0.5 0.5 0.9 0.6 0.4 rror E rror S tandard 55.9 48.9 50.0 50.3 52.0 54.1 48.3 53.9 36.7 49.8 50.0 verage Level verage 0.3 A 4.7*** 1.8*** 0.8*** 3.2*** 1.8*** 2.0*** 2.0*** 4.0*** 3.7*** verage score gap score verage A - Late Primary School and of those whose Infrastructure Lower the Mathematics Scores of Pupils a Given Gap between Average Index is One Point of the Class Equipment Index - EarlyAverage Primary

verage Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A B4.33: Table B4.34: Table

204 CONFEMEN - PASEC 0.8 0.7 0.6 0.6 0.6 0.7 0.7 1.0 0.5 0.6 1.0 2.1 0.5 1.8 0.9 1.6 0.6 1.9 0.6 0.7 rror E rror S tandard E rror S tandard 0.1 0.6 0.5 2.8 2.6 0.3 0.0 -0.5 -0.4 -0.8 -1.1 -1.3 -0.2 1.1* 3.9** 4.6** -1.6** 1.4*** 1.8*** 1.9*** and the class equipment index and the class equipment index nfrastructure I ndex the school I nfrastructure for controlling gap, score verage I ndex the school I nfrastructure for controlling gap, score verage A A 0.6 0.8 0.9 1.0 0.7 0.6 0.9 0.4 1.3 0.6 1.7 1.2 0.5 1.5 2.0 0.8 0.8 1.6 0.6 1.2 rror E rror S tandard E rror S tandard 0.8 1.6 0.4 -0.2 -1.2 -0.4 -0.5 -0.8 1.6* 2.0* 2.2* 1.5** 4.1** 3.7** 4.4** 2.2*** 1.1*** 2.9*** 1.6*** 4.3*** verage score gap score verage gap score verage A A - Early Primary Lower School and of those whose Class Equipment Index is One Point the Language Scores of Pupils a Given Gap between Average - Early Primary Lower School and of those whose Class Equipment Index is One Point the Mathematics Scores of Pupils a Given Gap between Average

Benin Benin Burkina Faso Burkina Faso Burundi Cameroon Congo Côte d’ I voire Burundi Cameroon N iger Congo Côte d’ I voire S enegal N iger Chad T o g o S enegal Chad T o g o B4.35: Table B4.36: Table

PASEC2014 assessment 205 0.9 0.5 0.3 0.8 0.9 0.5 0.6 0.8 0.9 0.5 0.8 0.7 0.4 0.5 0.6 0.8 0.7 0.8 0.6 0.7 0.3 rror E rror S tandard rror E rror S tandard 9.0 8.5 5.8 8.8 6.8 8.3 8.1 8.1 8.5 10.3 10.0 1.5 1.5 -0.7 1.1* 1.8** 1.8** 2.0*** 1.0*** 2.0*** 3.3*** tandard D eviation S tandard and the class equipment index nfrastructure I ndex the school I nfrastructure for controlling gap, score verage A 1.2 0.7 0.4 0.6 0.7 0.6 0.6 1.0 0.8 0.6 0.3 rror E rror S tandard 0.8 0.4 0.3 0.7 0.8 0.5 0.7 0.8 0.8 0.5 rror E rror S tandard 60.0 53.8 49.2 45.8 48.9 54.0 47.5 53.1 38.0 49.8 50.0 verage Level verage 0.5 A 1.8** 2.3*** 2.3*** 1.7*** 3.9*** 3.1*** 3.3*** 2.0*** 3.0*** verage score gap score verage A of the Class Equipment Index - Late PrimaryAverage - Late Primary Lower School and of those whose Class Equipment Index is One Point the Reading Scores of Pupils a Given Gap between Average

verage Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o B4.37: Table B4.38: Table

206 CONFEMEN - PASEC 15.3 16.1 10.7 14.5 19.0 10.6 26.3 17.4 34.7 19.6 0.8 0.5 0.6 0.7 0.8 0.4 0.6 0.8 0.9 0.5 rror E rror S tandard rror E rror S tandard hree P upils or M ore T hree -3.2 -23.0 -29.9* -67.9* -32.3** -38.8** -85.0*** -50.7*** -75.0*** -61.7*** extbook for extbook for T their own textbook their own O ne erformance gap beween pulpils beween gap erformance having one textbook for three three one textbook for having P or more pupils and pupils having pupils and having or more 0.9 1.0 0.9 -0.5 1.6* 1.5** 1.8** 14.1 18.8 14.9 27.4 22.5 15.2 30.2 24.4 94.4 17.6 1.9*** 1.4*** 2.5*** in Class - Early PrimaryAvailable rror E rror S tandard P upils wo wo and the class equipment index Textbooks extbook T for 5.1 -3.6 26.1 -15.6 -11.6 -34.1 -17.1 -110.9 nfrastructure I ndex the school I nfrastructure for controlling gap, score verage -32.2** -79.4*** A O ne T own textbook own pupils and pupils having their pupils and having having one textbook for two two one textbook for having erformance gap beween pulpils beween gap erformance P 0.9 0.4 0.5 0.6 0.7 0.4 0.7 0.7 0.8 0.6 according to the Number of Reading rror E rror S tandard 9.4 7.4 8.1 9.8 11.5 14.3 10.1 24.8 14.7 33.6 rror E rror S tandard extbook per P upil T 0.8 1.6** 1.8** O ne 2.5*** 2.2*** 1.3*** 3.3*** 2.2*** 2.0*** 2.3*** verage 473.4 526.4 628.8 554.9 527.8 501.5 502.1 524.7 545.8 488.7 A verage score gap score verage A - Late Primary Lower School and of those whose Class Equipment Index is One Point the Mathematics Scores of Pupils a Given Gap between Average and Gaps in Scores, Language Performance

40: Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o B4.39: Table B4. Table

PASEC2014 assessment 207 - 8.8 15.7 20.8 21.1 15.7 10.4 15.5 19.0 10.0 17.6 12.7 11.1 14.4 16.6 15.7 21.1 23.7 33.7 17.0 rror E rror S tandard E rror S tandard hree P upils or M ore T hree P upils or M ore T hree - 12.2 -20.6 -34.5 29.7* -30.4* -28.2* -34.6** -81.8** -64.6*** -59.9*** -65.0*** -56.6*** -36.7*** -31.7*** -42.3*** -47.3*** -81.2*** -23.1*** extbook for extbook for extbook for -102.2*** T T their own textbook their own textbook their own O ne O ne erformance gap beween pulpils beween gap erformance pulpils beween gap erformance having one textbook for three three one textbook for having three one textbook for having P P or more pupils and pupils having pupils and having or more pupils and having or more in Class - Early PrimaryAvailable - 7.9 15.3 13.9 10.0 15.5 19.9 18.9 16.6 21.9 11.4 12.9 16.5 18.6 47.0 45.2 33.0 45.8 15.3 64.5 in Class - Late PrimaryAvailable Textbooks rror E rror S tandard E rror S tandard P upils P upils wo wo wo Textbooks extbook T for extbook T for - 3.7 1.9 -7.6 26.0 -10.1 -19.7 -24.1 -11.9 -26.6 -51.5 -50.6 -32.4* -79.6* -16.0** -22.9** -38.7** -80.6** -91.2*** -60.3*** O ne T O ne T own textbook own textbook own pupils and pupils having their pupils and having their pupils and having having one textbook for two two one textbook for having two one textbook for having erformance gap beween pulpils beween gap erformance pulpils beween gap erformance P P according to the Number of Mathematics according to the Number of Reading - 4.8 7.3 7.9 9.0 5.1 8.1 7.5 6.4 12.5 10.5 15.2 13.9 16.5 13.3 10.7 10.2 22.3 17.7 31.9 rror E rror S tandard E rror S tandard extbook per P upil extbook per P upil T T O ne O ne - verage verage 464.6 536.3 539.5 597.7 553.4 549.9 552.9 535.5 529.0 526.5 473.7 438.4 445.6 573.1 526.7 574.7 572.0 503.8 479.7 A A and Gaps in Scores, Mathematics Performance and Gaps in Scores, Reading Performance Benin Benin Burkina Faso Burkina Faso Burundi Burundi Cameroon Cameroon Congo Congo Côte d’ I voire Côte d’ I voire N iger N iger S enegal Chad S enegal Chad T o g o T o g o B4.41: Table B4.42: Table

208 CONFEMEN - PASEC 9.3 9.9 20.5 17.1 10.5 14.0 11.7 15.5 22.0 13.3 rror E rror S tandard 0.5 0.3 0.3 0.3 0.2 0.1 0.7 0.2 0.4 0.2 hree P upils or M ore T hree -9.3 -7.8 -33.7** -26.4** -21.6** -58.0*** -62.0*** -28.7*** -40.5*** -74.4*** extbook for extbook for T M athematics their own textbook their own O ne Regression Coefficient Regression erformance gap beween pulpils beween gap erformance having one textbook for three three one textbook for having P or more pupils and pupils having pupils and having or more in Class - Late PrimaryAvailable 0.4 0.3 0.2 0.1 -0.4 -0.4* 0.5** -0.4** 0.4*** 1.4*** 8.2 9.4 14.9 11.4 28.9 21.0 12.4 25.3 24.5 17.8 Textbooks rror E rror S tandard P upils wo wo extbook T for -1.3 -6.0 10.9 -21.8 -12.4 -26.7 -17.8 -42.3* -25.6*** -75.1*** O ne T own textbook own 0.5 0.3 0.2 0.2 0.1 0.2 0.4 0.4 0.7 0.2 pupils and pupils having their pupils and having having one textbook for two two one textbook for having erformance gap beween pulpils beween gap erformance P according to the Number of Mathematics Language 5.0 9.8 3.6 8.4 9.2 8.2 10.8 10.8 10.2 21.2 Regression Coefficient Regression rror E rror S tandard 0.6 0.2 0.1 0.2 -0.1 extbook per P upil 0.4** -0.7** -0.5** -0.8** 1.3*** T O ne verage 510.7 544.0 596.2 531.3 495.8 483.2 424.5 567.7 518.3 523.0 A and Gaps in Scores, Mathematics Performance - Early on Class Size Primary Linear Relationship of Performance Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o S enegal Benin N iger Chad T o g o Burkina Faso Burundi Congo Côte d’ I voire Cameroon B4.43: Table B4.44: Table

PASEC2014 assessment 209 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 rror E rror S tandard 0.2 0.2 0.2 0.1 0.1 0.5 0.4 0.3 0.2 0.3 Quadratic 0.0 0.0 0.0 0.0 -0.0 -0.0 -0.0 -0.0 -0.0* -0.0** egression R egression Coefficient M athematics M athematics 1.6 Regression Coefficient Regression 0.7 1.4 1.0 1.0 2.2 0.8 1.2 0.4 0.7 rror E rror S tandard 0.2 0.1 0.3 -0.4* 0.6** -0.7** 0.8*** 1.9*** Linear -0.7*** -0.4*** 0.1 0.4 0.8 0.2 1.4 0.4 1.0 -0.8 -1.2 4.3*** egression R egression Coefficient 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 rror E rror S tandard 0.2 0.4 0.1 0.3 0.2 0.1 0.3 0.5 0.2 0.3 Quadratic 0.0 0.0 0.0 0.0 0.0 -0.0 -0.0 -0.0 -0.0* -0.0** egression R egression Coefficient R eading Language 1.8 0.7 0.8 1.5 0.8 2.6 1.0 2.1 0.4 0.7 Regression Coefficient Regression rror E rror S tandard 0.5 0.3 0.3 -0.3 -0.2* Linear 0.4*** 0.8*** 1.7*** -0.5*** -0.9*** 0.2 1.3 0.6 1.4 0.3 0.9 -1.1 -0.9 -1.1 4.3** egression R egression Coefficient - Late Primary on Class Size Linear Relationship of Performance - Early on Class Size Quadratic Primary Relationship of Performance T o g o Chad S enegal N iger Côte d’ I voire Congo Cameroon Burundi Burkina Faso Benin Burundi Cameroon Congo Côte d’ I voire N iger Chad

Benin Burkina Faso S enegal T o g o B4.45: Table B4.46: Table

210 CONFEMEN - PASEC 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.3 2.8 4.2 2.7 2.4 2.8 7.1 3.9 3.5 2.0 7.4 rror E rror S tandard rror E rror S tandard Quadratic 0.0 0.0 0.0 0.0 -0.0 -0.0 -0.0 -0.0** -0.0** -0.0*** egression R egression Coefficient 77.2 85.8 89.2 93.8 88.0 89.7 71.4 71.5 22.6 89.9 69.7 he school is managed by a man T he school is managed by ercentage P M athematics 1.0 1.7 1.3 1.1 0.4 0.5 0.6 0.7 1.0 1.5 rror E rror S tandard Late primary Linear 1.2 2.0 0.2 3.3 3.8 1.8 3.9 4.1 2.6 3.5 6.7 0.7 0.6 0.0 0.5 0.5 0.2 0.2 -1.5 5.4*** 2.4*** rror E rror S tandard egression R egression Coefficient 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 he class is held by a man T he class is held by 77.9 97.7 99.8 88.1 69.7 95.1 74.6 75.7 18.8 79.8 80.0 rror E rror S tandard ercentage P Quadratic 0.0 0.0 0.0 0.0 -0.0 -0.0 -0.0 -0.0*** -0.0*** -0.0*** egression R egression Coefficient 1.6 4.1 7.3 7.5 4.6 5.2 6.5 6.0 4.7 5.4 5.0 R eading rror E rror S tandard 1.0 0.9 1.8 0.9 0.5 0.6 1.2 0.6 1.0 1.3 rror E rror S tandard arly primaryE arly Linear he class is held by a man T he class is held by 53.2 82.4 61.3 52.5 39.9 60.7 40.8 26.8 70.1 33.1 65.4 ercentage 0.8 1.1 0.4 0.0 -0.2 1.1* P -2.5* 1.3** 5.2*** 3.3*** egression R egression Coefficient - Late Primary on Class Size Quadratic Relationship of Performances a Man – Early a Man and whose School is Managed by and Late Primary of Pupils whose Class is Held by Percentage verage T o g o Chad S enegal A Cameroon Côte d’ I voire N iger T o g o Congo Chad S enegal Burundi N iger Côte d’ I voire Congo Burkina Faso Cameroon Burundi Benin Burkina Faso Benin B4.47: Table B4.48: Table

PASEC2014 assessment 211 - 1.2 1.1 5.9 2.1 1.9 3.8 7.5 3.0 1.0 5.3 5.2 3.9 0.5 5.5 3.9 3.4 2.9 2.6 3.2 1.8 3.7 ears ears Y Y rror E rror S tandard E rror S tandard ore than 20 M ore than 20 M ore - 7.1 1.9 8.4 7.2 1.0 0.5 9.6 8.0 5.6 5.2 16.8 13.7 12.4 17.1 18.3 14.1 18.8 14.5 14.5 17.0 51.5 ercentage ercentage P P 1.5 1.6 6.9 4.3 5.1 6.0 5.4 5.2 3.5 4.3 4.0 4.6 6.6 5.2 4.2 4.3 4.5 3.3 5.1 4.1 4.2 2.8 ears ears rror E rror S tandard E rror S tandard Y Y 11 to 20 11 to 20 7.9 21.3 33.7 45.0 38.6 20.7 22.6 25.2 44.8 40.1 15.3 31.2 20.6 33.0 15.0 35.6 25.3 25.1 24.2 46.8 14.6 18.9 ercentage ercentage P P 1.8 1.5 5.4 3.2 6.3 4.7 8.0 4.3 4.9 3.7 5.8 4.2 6.7 5.7 3.6 3.7 4.0 2.8 5.7 3.5 5.9 3.8 ears ears rror E rror S tandard E rror S tandard Y Y 6 to 10 6 to 10 25.8 28.7 19.2 29.6 27.0 29.2 30.8 31.0 30.5 26.6 27.5 31.1 35.0 34.0 19.6 22.3 14.2 28.2 24.5 32.4 29.3 22.6 ercentage ercentage P P Seniority - Early PrimaryTeacher Seniority - Late Primary Teacher 1.7 1.2 4.2 3.5 7.4 5.7 5.5 4.2 5.4 2.9 5.6 3.0 6.7 2.7 5.9 3.5 4.4 3.0 8.0 2.9 6.4 1.7 rror E rror S tandard E rror S tandard ears or Less ears or Less Y Y 5 5 7.0 45.8 20.8 22.1 19.4 50.5 39.7 26.9 17.0 60.6 15.0 43.1 18.9 43.9 18.5 55.8 27.6 52.4 29.7 45.7 15.7 56.0 ercentage ercentage P P of Pupils according to Percentage of Pupils according to Percentage verage verage A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.49: Table B4.50: Table

212 CONFEMEN - PASEC 0.8 1.0 3.6 3.2 0.6 2.2 4.9 5.2 2.2 2.4 1.0 3.7 0.9 4.2 4.3 2.8 1.3 3.0 1.0 1.6 1.4 3.6 ears ears Y Y rror E rror S tandard rror E rror S tandard ore than 15 M ore ore than 20 M ore 6.5 1.0 8.2 1.9 1.8 2.3 4.6 4.3 4.1 24.6 10.6 22.1 10.4 17.5 43.2 11.2 34.4 33.3 12.8 14.2 12.9 60.5 ercentage ercentage P P 1.5 1.3 3.6 3.4 5.0 6.0 4.8 4.8 5.6 5.2 3.4 4.2 6.2 6.0 3.9 4.3 3.1 4.4 3.2 4.0 3.0 3.4 ears ears rror E rror S tandard rror E rror S tandard Y Y 6 to 15 Seniority - Late Primary Teaching 11 to 20

26.2 45.6 31.8 66.3 17.8 38.2 25.8 41.7 41.1 51.3 17.3 40.7 30.1 35.9 28.9 49.0 13.2 40.8 31.0 58.0 25.0 32.4 ercentage ercentage P P 1.4 1.1 4.4 1.9 4.3 5.6 4.8 3.8 3.8 4.1 4.1 2.8 5.6 4.3 3.8 4.4 3.7 4.3 3.9 3.9 6.3 2.0 ears rror E rror S tandard rror E rror S tandard Y ears or Less Y 6 to 10 5 7.1 27.2 29.9 27.4 11.6 21.8 51.4 26.8 15.0 19.9 37.6 31.1 24.9 27.0 30.7 21.6 36.8 30.3 46.4 31.1 37.7 34.8 ercentage ercentage P P 1.5 0.2 3.9 0.4 5.7 0.6 4.6 1.0 3.9 0.4 4.6 0.5 4.3 0.7 4.3 0.6 3.7 0.6 3.9 0.3 6.5 0.6 rror E rror S tandard rror E rror S tandard ears or Less Y verage seniority verage 5 A 7.6 7.8 9.2 8.1 7.7 40.2 11.0 30.2 11.9 59.4 29.9 15.0 30.9 49.8 12.5 41.1 12.5 36.7 54.2 33.3 36.1 17.6 verage A ercentage P of Headmasters’ Level Seniority of Pupils by of Headmasters and Percentage Teaching Average of Pupils according to Headmaster Seniority - Late Primary Percentage verage verage A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.51: Table B4.52: Table

PASEC2014 assessment 213 4.0 8.3 4.6 3.5 4.5 5.0 2.7 8.9 7.4 3.3 1.9 4.6 4.0 3.4 3.4 4.5 4.1 6.0 4.8 4.8 3.4 1.2 rror E rror S tandard E rror S tandard niversity Level U niversity Level U niversity 6.7 9.4 19.7 60.7 13.5 17.2 15.1 20.0 40.8 28.5 23.2 23.2 60.4 24.6 27.8 34.0 51.8 29.5 47.2 58.1 28.5 38.5 ercentage ercentage P P 4.0 8.3 4.6 3.6 4.5 5.0 2.7 8.9 7.4 3.3 1.9 4.6 4.1 3.4 3.4 4.5 4.2 6.0 4.8 4.8 3.4 1.2 rror E rror S tandard E rror S tandard S econdary Level S econdary Level 80.3 39.0 86.1 81.3 84.9 80.0 93.3 59.2 71.5 90.6 76.6 76.8 38.1 74.2 72.2 65.7 47.2 70.5 52.8 41.9 71.5 61.1 ercentage ercentage P P ------0.2 0.4 0.9 0.1 0.9 0.9 0.0 0.3 1.0 0.2 rror E rror S tandard E rror S tandard - EarlyAcademic Level Primary - Late PrimaryAcademic Level

P rimary Level P rimary Level Teachers’ Teachers’ ------0.3 0.4 1.6 0.2 1.5 1.2 0.0 0.3 1.0 0.4 ercentage ercentage P P Distribution of Pupils by Distribution of Pupils by verage verage Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A B4.53: Table B4.54: Table

214 CONFEMEN - PASEC 1.8 1.4 3.7 3.7 5.6 6.2 6.2 5.4 5.2 5.4 5.4 4.3 4.5 3.1 3.5 5.0 3.2 5.2 5.0 4.7 3.2 1.5 rror E rror S tandard rror E rror S tandard ears or M ore Y wo wo T 2.0 7.4 6.5 36.3 26.8 36.3 59.7 59.3 72.7 22.8 69.0 ercentage niversity Level U niversity P 14.7 55.9 24.0 31.8 39.4 36.2 49.9 63.6 64.9 23.9 40.4 ercentage P 2.0 2.9 7.1 7.2 5.3 6.2 3.2 4.6 3.1 5.6 3.2 rror E rror S tandard ear O ne Y 4.3 4.4 3.1 3.5 5.0 3.2 5.2 5.0 4.7 3.2 1.5 7.0 6.8 8.2 23.8 26.6 58.0 28.7 28.3 17.6 45.3 10.5 rror E rror S tandard ercentage P S econdary Level 1.9 4.6 7.2 6.4 5.5 4.3 4.6 1.2 3.2 8.5 2.6 84.9 42.7 75.1 68.2 60.6 63.8 50.1 36.0 35.1 76.1 59.3 rror E rror S tandard ercentage P - Early PrimaryTraining Less than S ix M onths 2.4 9.0 4.9 18.3 23.8 42.1 29.6 21.2 15.2 17.8 17.3 ercentage P ------0.0 0.9 0.7 0.4 0.1 Pre-service - Late PrimaryAcademic Level

rror E rror S tandard 1.3 5.6 5.3 3.4 4.9 5.2 6.0 4.6 3.6 3.2 3.7 Teachers’ raining T rror E rror S tandard P rimary Level ------0.4 1.3 0.9 0.4 0.3 rofessional P rofessional ercentage 5.9 21.5 67.2 23.9 23.3 20.3 15.7 20.7 10.1 14.6 15.6 P N o ercentage P Headmasters’ Distribution of Pupils by of Level Distribution of Pupils by verage verage A T o g o Chad S enegal N iger Côte d’ I voire Congo Cameroon Burundi Burkina Faso Benin Benin Burkina Faso Burundi Cameroon Congo Côte d’ I voire N iger S enegal Chad T o g o A B4.55: Table B4.56: Table

PASEC2014 assessment 215 1.1 2.0 7.4 2.2 5.0 4.1 6.0 4.2 3.7 3.8 4.1 rror E rror S tandard 4.7 2.0 9.9 0.0 9.2 5.9 3.0 11.3 13.9 11.5 15.7 ears or M ore Y rror E rror S tandard wo wo T 7.2 6.3 42.2 25.3 44.7 64.1 64.5 53.4 68.2 37.4 48.8 ercentage P Late primary 1.2 2.7 6.6 5.1 4.4 3.5 5.7 4.2 2.1 3.8 4.3 - Early and Late PrimaryTraining rror E rror S tandard ear 80.2 87.9 38.7 97.3 80.3 88.0 85.0 75.5 73.2 76.9 100.0 ercentage O ne Y P 31.0 10.5 48.4 57.5 38.5 23.2 19.2 35.3 11.4 39.4 28.6 ercentage P 0.9 3.9 3.8 5.0 2.8 2.7 2.1 1.4 2.2 2.2 5.3 rror E rror S tandard some In-service Has Received but Training 3.7 1.2 0.0 6.8 3.7 10.4 12.4 24.0 12.9 10.4 11.0 Teacher rror E rror S tandard - Late PrimaryTraining Less than S ix M onths 9.6 8.4 2.7 8.4 16.6 48.0 15.5 31.9 12.8 10.2 18.4 ercentage P Pre-service arly primaryE arly 0.7 4.3 3.0 2.3 1.6 1.6 2.1 1.7 2.6 2.1 1.0 Teachers’ raining T has no Pre-service Teacher rror E rror S tandard 96.4 74.1 12.0 96.4 62.8 54.0 71.3 70.0 75.6 72.6 100.0 ercentage P rofessional P rofessional 4.2 4.1 3.1 7.9 8.6 4.2 10.2 34.3 10.9 10.2 14.8 N o ercentage P of Level Distribution of Pupils by Distribution of Pupils whose verage verage A T o g o Chad S enegal N iger Côte d' I voire Congo Cameroon Burundi Burkina Faso Benin Benin Burkina Faso Burundi Cameroon Congo Côte d' I voire N iger S enegal Chad T o g o A B4.57: Table B4.58: Table

216 CONFEMEN - PASEC 8.5 3.4 6.1 9.3 0.0 0.0 1.1 17.7 14.1 17.9 rror E rror tandard S tandard 1.5 1.8 3.7 5.2 4.5 4.8 6.7 4.0 3.6 3.4 4.0 rror E rror S tandard 5.1 6.8 0.0 0.0 2.0 32.6 69.2 44.3 67.4 21.6 niversity Level U niversity 4.7 2.0 9.9 0.0 9.2 5.9 3.0 11.3 13.9 11.5 15.7 ercentage ears or M ore P Y rror E rror S tandard wo wo T 6.2 43.7 20.5 32.0 53.4 57.7 57.7 50.6 70.9 42.0 46.6 8.5 3.4 6.1 0.0 6.3 1.1 ercentage 17.7 11.4 14.1 17.9 rror E rror P tandard S tandard Late primary Late primary 67.4 94.9 93.2 30.8 46.8 93.9 98.0 32.6 78.4 S econdary Level 100.0 ercentage 1.4 3.3 5.0 5.0 4.4 4.1 6.4 3.4 2.7 3.2 5.1 P - Early and Late PrimaryTraining rror E rror S tandard ear

5.9 6.3 0.0 0.0 rror E rror 80.2 87.9 38.7 97.3 80.3 88.0 85.0 75.5 73.2 76.9 100.0 tandard S tandard ercentage O ne Y P - EarlyAcademic Level and Late Primary

33.5 22.1 60.1 52.5 38.1 23.9 29.1 37.5 12.4 18.3 40.8

P rimary Level 8.9 6.1 0.0 0.0 ercentage P Teachers’ ercentage P 3.5 0.0 0.0 5.9 6.5 9.6 10.5 27.5 16.6 30.5 rror E rror according to tandard S tandard 0.9 4.3 3.4 2.6 2.1 3.1 2.0 1.2 2.5 3.1 4.1 rror E rror S tandard some In-service Has Received but Training Training, 7.0 0.0 0.0 9.0 9.7 3.7 1.2 0.0 6.8 3.7 67.2 53.5 26.9 43.4 16.1 niversity Level U niversity 10.4 12.4 24.0 12.9 10.4 11.0 ercentage P - Late PrimaryTraining Teacher Teacher rror E rror S tandard Less than S ix M onths 7.6 4.2 2.2 9.9 12.8 39.2 12.6 12.2 13.1 15.9 10.3 3.5 0.0 0.0 5.9 6.5 9.8 ercentage 10.8 27.5 16.6 30.5 Teacher

P rror E rror tandard S tandard arly primaryE arly arly primaryE arly 93.0 30.6 46.5 73.1 56.6 91.0 90.3 82.7 S econdary Level 100.0 100.0 ercentage 0.8 4.2 1.5 1.5 0.6 1.9 2.6 2.6 2.0 3.5 1.0 P raining T has no Pre-service Teacher has no Pre-service Teacher rror E rror S tandard

1.7 0.0 1.2 96.4 74.1 12.0 96.4 62.8 54.0 71.3 70.0 75.6 72.6 rror E rror 100.0 tandard S tandard ercentage P rofessional P rofessional 6.8 3.3 0.9 5.3 9.1 9.6 6.8 2.3 10.1 32.5 23.8 N o

ercentage P rimary Level 2.2 0.0 1.1 P ercentage P Distribution of Pupils whose Distribution of Pupils whose Distribution of Pupils according to Headmasters’

verage verage A T o g o Chad S enegal N iger Côte d’ I voire Congo Cameroon Burundi T o g o Burkina Faso Chad Benin Burundi S enegal Burkina Faso Cameroon Congo Côte d' I voire N iger Benin Benin Burkina Faso Burundi Cameroon Congo Côte d' I voire N iger S enegal Chad T o g o A B4.58: Table B4.59: Table B4.60: Table

PASEC2014 assessment 217 raining raining T T 6.0 4.5 2.5 2.5 1.8 2.4 2.6 2.8 6.2 6.7 1.4 1.4 3.5 1.7 6.1 3.2 4.9 3.4 3.7 2.9 1.4 1.1 rror E rror S tandard E rror S tandard 5.8 8.0 3.0 9.7 5.9 8.0 4.3 2.6 6.6 5.5 29.1 22.5 15.9 29.3 18.2 14.7 15.1 11.1 14.1 15.7 11.7 13.5 ercentage ercentage P P ays of than 20 D ays M ore of than 20 D ays M ore raining raining 4.9 7.3 3.5 3.2 2.9 2.7 3.0 4.9 4.7 6.4 0.2 2.0 3.1 1.9 7.8 3.5 6.7 8.2 5.8 2.1 1.5 1.5 T T rror E rror S tandard E rror S tandard 7.1 5.4 0.2 5.0 5.9 6.1 17.7 27.2 13.2 17.2 12.0 16.6 12.6 18.2 28.2 13.8 24.6 38.4 15.5 11.5 13.0 16.3 ays of 11 to 20 D ays of 11 to 20 D ays ercentage ercentage P P 5.6 5.8 5.5 3.6 3.5 3.0 5.3 4.5 2.6 1.7 2.6 3.0 5.4 3.8 6.5 5.7 6.2 4.9 5.8 2.1 1.7 1.3 raining raining T T rror E rror S tandard E rror S tandard 6.8 9.1 4.1 8.4 20.0 15.7 17.1 21.8 10.2 12.0 17.0 24.9 27.6 24.6 26.9 44.1 19.9 17.3 11.3 12.0 16.1 19.4 ays of 6 to 10 D ays of 6 to 10 D ays ercentage ercentage P P 3.8 4.4 7.3 4.0 3.7 3.5 6.5 5.3 7.2 5.5 6.8 4.2 5.9 5.7 5.2 5.4 6.8 5.0 5.5 3.9 1.7 1.4 raining raining T T - Early PrimaryTraining - Late PrimaryTraining rror E rror S tandard E rror S tandard In-service In-service 12.2 24.6 41.9 37.6 16.8 24.4 69.5 45.6 47.6 32.3 59.3 72.6 41.0 41.4 21.7 22.9 18.9 18.7 34.7 25.8 36.4 33.9 ays of 1 to 5 D ays of 1 to 5 D ays ercentage ercentage P P Teachers’ Teachers’ 5.5 2.6 4.9 3.0 4.9 4.2 0.3 1.8 3.4 3.6 6.5 2.7 3.5 3.9 3.5 2.5 6.2 4.0 5.2 3.6 1.6 1.1 raining raining rror E rror S tandard E rror S tandard I n- S ervice T I n- S ervice T 2.2 5.0 5.0 4.5 20.9 10.0 22.1 15.4 63.0 41.8 17.2 11.1 32.1 11.4 18.9 22.3 21.6 14.5 24.3 35.1 22.9 16.9 N o N o ercentage ercentage P P Distribution of Pupils according to Distribution of Pupils according to verage verage Benin Benin Burkina Faso Burkina Faso Burundi Burundi Cameroon Cameroon Congo Congo Côte d’ I voire Côte d’ I voire N iger N iger S enegal S enegal Chad Chad T o g o T o g o A A B4.61: Table B4.62: Table

218 CONFEMEN - PASEC ------0.2 0.4 0.9 1.7 0.0 0.5 0.5 0.6 1.1 0.3 0.5 2.4 0.3 rror E rror S tandard E rror S tandard S exuel harassment S exuel harassment ------0.4 0.6 1.5 1.7 0.1 0.5 0.6 0.6 1.4 0.3 0.5 2.4 0.3 ercentage ercentage P P 0.6 0.0 0.6 1.2 2.0 0.9 0.2 3.3 2.8 0.5 1.6 2.0 3.8 2.9 1.7 0.1 0.7 0.5 1.0 2.1 2.4 0.9 rror E rror S tandard E rror S tandard hysical harassment P hysical harassment P hysical 3.4 0.0 2.6 3.0 2.4 0.9 0.2 8.8 6.2 0.5 3.0 2.6 9.3 4.9 2.8 0.6 0.9 0.5 2.5 7.0 2.4 1.6 ercentage ercentage P P 1.0 2.6 1.4 3.2 3.4 3.1 5.3 6.5 5.5 3.5 2.6 1.8 6.4 4.3 2.2 0.1 2.6 2.1 1.7 3.3 2.5 2.3 rror E rror S tandard E rror S tandard Harassment - Early PrimaryTeacher Harassment - Late Primary Teacher M oral harassment M oral harassment 6.7 5.9 6.7 8.5 5.7 7.0 1.1 8.6 6.4 3.8 8.9 12.2 10.0 16.2 10.1 25.7 25.0 10.9 19.3 15.2 12.3 18.3 ercentage ercentage P P of Pupils according to Percentage of Pupils according to Percentage verage verage A T o g o A T o g o Côte d’ I voire N iger S enegal Chad Chad Congo N iger S enegal Cameroon Congo Côte d’ I voire Burkina Faso Burundi Burkina Faso Burundi Cameroon Benin Benin B4.63: Table B4.64: Table

PASEC2014 assessment 219 2.1 1.2 5.7 4.0 6.7 3.6 3.9 3.4 4.9 3.8 4.4 2.3 7.1 5.1 6.6 4.2 5.2 4.0 5.6 2.8 7.9 2.8 rror E rror S tandard E rror S tandard oor oor P P 9.1 36.4 27.2 65.2 48.5 31.8 17.2 10.8 18.1 17.3 21.3 17.1 46.8 25.5 51.7 41.4 54.1 60.6 27.1 16.1 45.5 12.9 ercentage ercentage P P 2.1 1.7 5.6 4.0 7.2 6.2 7.1 4.8 4.5 4.8 5.2 4.4 7.0 6.6 6.3 3.9 5.0 3.5 6.4 3.7 7.5 5.1 rror E rror S tandard E rror S tandard verage verage A A 50.3 58.4 29.4 48.0 36.7 61.4 76.5 69.4 62.0 63.9 72.6 69.1 39.1 58.4 39.8 45.0 35.8 30.4 67.9 73.6 41.5 65.4 ercentage ercentage P P 1.5 1.3 2.4 1.2 7.6 4.9 6.3 3.2 4.4 3.0 3.9 3.6 3.5 5.9 2.2 3.2 3.0 1.0 2.3 2.7 3.6 4.7 rror E rror S tandard E rror S tandard G ood G ood 5.4 3.3 8.9 5.3 7.6 2.4 5.0 11.8 13.0 31.5 20.8 12.7 15.7 14.3 10.3 21.0 11.0 15.4 13.6 10.3 13.0 20.5 ercentage ercentage P P ------0.4 0.4 0.2 0.3 2.4 2.3 0.0 0.8 1.9 0.5 1.9 1.5 2.2 0.8 of Salary Perceptions - Early Level Primary of Salary Perceptions - Late Primary Level rror E rror S tandard E rror S tandard Teachers’ Teachers’ Very good Very good Very ------1.4 1.4 0.2 0.6 3.7 5.1 0.5 0.8 3.2 0.7 3.1 2.5 6.5 1.2 ercentage ercentage P P of Pupils by Percentage of Pupils by Percentage verage verage A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.65: Table B4.66: Table

220 CONFEMEN - PASEC 1.1 0.7 4.9 2.1 5.3 4.2 2.6 2.5 4.6 2.5 2.2 1.3 3.9 0.7 6.5 2.9 1.2 1.7 2.0 0.4 6.9 0.6 rror E rror S tandard E rror S tandard oor oor P P 7.0 8.5 3.7 6.7 6.7 3.8 3.2 8.9 1.2 5.9 5.0 0.8 1.0 14.8 32.2 24.1 19.3 26.9 11.6 16.5 15.6 16.9 ercentage ercentage P P 1.5 0.9 6.1 4.0 6.4 2.7 5.5 3.7 4.7 2.9 3.7 2.5 3.4 2.5 2.2 2.9 1.8 2.4 2.8 1.7 5.0 1.9 rror E rror S tandard E rror S tandard verage verage A A 9.3 8.4 3.9 6.9 4.8 9.5 17.5 12.6 17.6 18.2 39.9 13.9 19.0 16.0 39.1 16.3 11.5 11.0 13.0 14.2 13.3 13.5 ercentage ercentage P P 2.0 1.6 5.9 4.4 7.2 5.2 7.0 5.0 4.4 4.4 7.3 4.4 6.3 5.3 7.6 4.6 6.0 3.7 7.3 4.0 5.9 5.3 rror E rror S tandard E rror S tandard G ood G ood 42.8 49.1 38.4 63.7 26.8 61.6 48.6 45.4 17.6 46.7 43.7 44.3 51.7 37.8 39.3 42.4 53.0 36.8 55.7 45.1 56.3 66.5 ercentage ercentage Salary - Early PrimaryTeacher Salary - Late PrimaryTeacher P P 1.7 1.4 6.0 2.0 4.2 2.3 7.8 5.1 4.5 5.3 7.0 4.0 4.4 5.0 6.4 4.4 5.6 3.6 6.4 3.9 4.7 5.2 rror E rror S tandard E rror S tandard Very good Very good Very 9.7 9.2 5.1 24.9 31.4 11.7 28.7 31.9 16.4 25.4 40.3 43.5 20.3 47.9 32.1 34.5 41.9 44.0 32.4 49.3 13.3 23.0 ercentage ercentage P P of Regularity of Pupils by of Payment Percentage of Regularity of Pupils by of Payment Percentage verage verage A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.67: Table B4.68: Table

PASEC2014 assessment 221 0.8 0.6 3.3 4.0 0.3 2.4 3.6 0.7 2.3 1.7 1.8 1.6 1.4 0.2 0.0 1.8 3.1 2.0 3.3 3.0 2.9 1.4 rror E rror S tandard E rror S tandard oor oor P P 5.0 7.5 7.5 0.4 6.9 3.7 1.1 3.9 7.3 3.0 4.3 1.4 0.2 0.6 3.3 7.4 8.0 4.5 4.6 25.3 18.1 13.3 ercentage ercentage P P 2.1 1.6 6.5 4.7 7.4 7.8 8.1 5.3 5.7 5.3 4.3 4.4 7.3 6.9 6.2 4.6 5.0 3.8 6.2 4.2 5.9 7.1 rror E rror S tandard E rror S tandard verage verage A A 35.1 41.3 54.4 46.9 41.4 42.9 39.3 39.0 38.0 47.4 27.7 34.2 30.7 32.0 34.3 35.8 20.9 35.1 43.9 60.0 21.7 39.3 ercentage ercentage P P 2.1 1.5 5.7 3.4 7.2 6.9 7.1 5.3 5.9 5.7 4.8 4.8 7.0 6.0 5.6 5.2 6.5 4.3 7.1 3.7 6.8 7.1 rror E rror S tandard E rror S tandard G ood G ood 50.3 43.8 32.6 24.8 53.4 45.0 50.4 54.3 45.4 42.3 64.1 53.1 46.5 50.6 59.0 51.1 46.1 38.7 36.5 25.8 67.3 52.3 ercentage ercentage P P 0.9 0.8 3.0 0.8 2.4 2.2 2.9 2.7 3.8 1.6 2.7 2.4 4.8 5.1 2.0 3.0 4.9 3.1 1.2 0.8 2.8 1.4 of School Curricula - Early Perceptions Primary of School Curricula - Late Primary Perceptions rror E rror S tandard E rror S tandard Teachers’ Teachers’ Very good Very good Very 9.7 7.5 5.6 3.0 4.7 5.1 6.7 5.7 3.0 5.2 8.4 6.0 9.8 1.5 0.9 6.4 3.8 12.6 21.4 17.2 25.6 18.1 ercentage ercentage P P of Pupils by Percentage of Pupils by Percentage verage verage A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.69: Table B4.70: Table

222 CONFEMEN - PASEC 1.6 1.4 6.4 3.6 6.8 6.1 2.7 2.8 5.1 3.7 5.3 3.0 6.4 4.0 4.4 4.2 4.3 3.6 4.3 3.0 2.9 6.3 rror E rror S tandard E rror S tandard oor oor P P 6.5 22.8 22.2 35.8 25.8 34.5 37.5 11.3 10.6 35.1 28.2 24.6 18.7 19.2 14.2 17.4 22.7 19.4 30.5 25.2 14.8 18.8 ercentage ercentage P P 2.2 1.6 5.6 4.3 7.2 5.3 8.1 4.5 5.4 5.8 6.9 4.1 6.1 6.2 6.6 4.0 3.2 3.1 5.8 4.3 5.3 7.4 rror E rror S tandard E rror S tandard verage verage A A 36.0 38.2 36.8 40.0 35.6 34.8 35.2 36.0 38.9 44.7 34.9 36.5 33.7 37.7 50.5 41.4 20.6 20.5 35.8 52.5 38.4 38.1 ercentage ercentage P P 2.2 1.5 4.7 3.6 5.5 7.1 8.7 5.5 4.6 3.4 5.6 3.9 6.6 6.8 5.6 4.0 5.1 3.6 8.1 4.3 6.1 3.8 rror E rror S tandard E rror S tandard G ood G ood 29.7 32.2 21.3 28.6 16.8 21.7 40.0 44.8 17.9 23.1 34.9 35.3 25.5 38.0 27.8 29.4 32.6 35.1 35.8 31.9 44.1 34.4 ercentage ercentage P P 1.2 0.8 2.6 1.4 6.2 2.3 5.3 3.4 2.4 1.7 3.4 2.6 5.3 2.5 2.1 1.6 6.0 2.7 2.3 0.7 3.4 4.0 of the Quality School Buildings - Early Primary Perceptions of the Quality School Buildings - Late Primary Perceptions rror E rror S tandard E rror S tandard Teachers’ Teachers’ Very good Very good Very 7.4 6.1 5.6 6.0 8.7 8.1 4.0 5.6 9.5 4.3 6.5 3.2 0.8 8.8 11.4 13.0 13.5 21.5 10.1 27.4 13.9 11.0 ercentage ercentage P P of Pupils by Percentage of Pupils by Percentage verage verage A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.71: Table B4.72: Table

PASEC2014 assessment 223 2.1 1.2 7.2 3.3 7.8 6.2 4.2 2.9 5.0 3.3 4.5 3.4 6.3 4.1 6.9 4.2 4.6 3.7 4.0 2.8 4.1 2.0 rror E rror S tandard E rror S tandard oor oor P P 29.9 20.2 44.2 23.5 45.2 38.7 12.8 10.5 62.3 19.3 22.1 20.6 20.3 15.8 29.8 20.6 21.3 30.1 22.5 13.0 19.1 10.2 ercentage ercentage P P 1.9 1.5 5.8 5.1 8.2 4.5 7.7 4.9 3.8 5.8 6.1 3.9 6.0 4.4 6.4 4.4 3.2 2.7 5.9 4.2 5.5 6.6 rror E rror S tandard E rror S tandard verage verage A A 29.0 30.6 26.7 33.0 33.0 24.3 34.1 31.5 15.6 33.1 32.5 28.6 32.4 33.7 34.5 33.2 18.0 16.8 36.7 47.7 26.6 23.9 ercentage ercentage P P 1.8 1.6 4.9 4.8 4.4 7.1 7.4 5.9 4.2 4.0 5.1 4.3 6.6 5.6 4.8 4.5 5.7 3.8 8.0 3.9 6.0 6.3 rror E rror S tandard E rror S tandard G ood G ood 28.4 39.2 22.9 35.5 10.6 33.7 30.4 44.5 14.2 38.7 39.6 39.8 25.7 35.1 23.4 35.6 38.3 36.3 37.7 36.8 41.1 56.2 ercentage ercentage P P 1.5 1.0 2.7 1.7 5.2 1.3 7.3 4.1 2.5 2.6 3.4 2.5 5.7 5.2 4.2 2.3 6.0 3.0 2.3 1.3 3.8 4.0 of the Condition Classrooms- Early Primary Perceptions of the Condition Classrooms - Late Primary Perceptions rror E rror S tandard E rror S tandard Teachers’ Teachers’ Very good Very good Very 6.2 8.0 3.3 7.9 8.9 5.8 3.2 2.5 9.6 12.7 10.0 11.2 22.7 13.5 11.0 21.7 15.5 12.3 10.5 22.4 16.8 13.2 ercentage ercentage P P of Pupils by Percentage of Pupils by Percentage verage verage A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.73: Table B4.74: Table

224 CONFEMEN - PASEC 1.6 1.3 4.9 3.8 6.9 6.9 7.3 4.8 5.3 4.3 5.0 2.4 3.9 4.8 5.3 3.5 3.0 3.1 2.1 1.5 1.5 1.4 rror E rror S tandard E rror S tandard oor oor P P 8.5 9.7 6.5 6.2 5.1 9.0 3.4 18.4 19.3 23.5 22.4 46.6 46.1 24.2 34.0 23.9 25.7 18.0 12.0 16.5 22.3 14.1 ercentage ercentage P P 2.2 1.7 6.2 4.2 8.1 6.7 8.4 5.2 6.0 5.3 6.8 4.5 5.7 6.4 6.6 4.5 5.0 4.1 6.1 3.9 5.2 5.1 rror E rror S tandard E rror S tandard verage verage A A 46.6 49.4 53.5 60.4 37.1 44.6 54.8 41.1 50.5 52.0 42.9 52.0 56.1 50.1 33.7 49.8 42.4 47.9 54.2 48.7 41.1 46.9 ercentage ercentage P P 2.2 1.2 4.8 2.5 4.8 3.5 5.8 4.2 3.7 3.1 6.3 4.1 5.1 6.0 5.6 3.4 5.4 4.0 7.9 3.6 5.5 4.9 rror E rror S tandard E rror S tandard G ood G ood 7.6 of School Supplies - Early PrimaryAvailability of School Supplies - Late PrimaryAvailability 28.4 26.6 20.9 15.7 14.9 15.0 16.0 17.5 18.6 35.8 32.4 23.4 31.1 40.7 21.7 39.5 34.2 36.6 43.3 39.8 45.0 ercentage ercentage P P 0.8 0.6 1.5 0.7 0.1 1.2 3.1 3.2 2.8 1.4 2.2 2.2 3.0 3.1 2.9 1.1 3.2 1.3 2.3 1.5 3.4 1.7 of the Perceptions of the Perceptions rror E rror S tandard E rror S tandard Teachers’ Teachers’ Very good Very good Very 6.6 4.7 2.0 1.5 1.4 1.7 6.0 8.9 8.2 3.7 3.3 7.1 6.9 9.0 6.2 3.8 3.0 2.9 4.7 10.8 11.6 10.2 ercentage ercentage P P of Pupils by Percentage of Pupils by Percentage verage verage A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.75: Table B4.76: Table

PASEC2014 assessment 225 1.1 0.7 5.6 2.8 2.6 2.5 1.8 2.7 3.6 0.9 3.4 1.5 3.4 3.2 5.9 2.2 1.1 2.0 1.7 1.3 2.1 0.4 rror E rror S tandard E rror S tandard oor oor P P 6.5 5.1 8.5 9.2 9.9 2.0 4.7 6.7 1.8 8.4 5.8 9.8 6.5 4.1 1.1 6.3 4.0 2.5 2.7 0.8 10.2 11.0 ercentage ercentage P P 2.0 1.5 6.3 4.4 6.4 7.0 6.0 5.1 5.7 4.0 7.0 4.5 5.1 5.8 4.0 4.9 4.5 2.6 5.1 3.4 4.2 6.8 rror E rror S tandard E rror S tandard verage verage A A 29.8 34.9 35.5 40.2 54.7 59.6 24.2 30.4 31.5 30.9 40.3 35.2 23.4 32.7 29.5 51.4 15.5 13.3 29.1 27.2 13.9 28.6 ercentage ercentage P P 2.1 1.5 7.1 4.0 5.1 6.4 6.3 5.0 4.8 4.8 7.3 4.6 6.1 6.3 4.8 4.6 5.0 3.7 5.4 3.6 4.9 6.9 rror E rror S tandard E rror S tandard G ood G ood 53.1 51.2 45.2 48.8 33.1 29.4 70.5 51.9 50.5 60.0 44.7 49.8 52.4 48.6 44.3 38.6 57.9 54.2 60.4 63.1 72.2 66.9 ercentage ercentage P P 1.0 1.0 3.4 1.0 2.1 1.2 2.2 4.1 3.4 2.1 3.3 2.5 4.1 4.6 4.8 1.5 4.2 3.5 2.7 2.2 2.8 1.2 of the Quality School Management - Early Primary Perceptions of the Quality School Management - Late Primary Perceptions rror E rror S tandard E rror S tandard Teachers’ Teachers’ Very good Very good Very 8.8 9.1 2.5 3.0 1.2 3.4 7.3 6.6 9.2 5.9 6.5 7.1 3.7 10.6 12.9 11.2 14.4 12.3 15.2 25.5 26.2 11.2 ercentage ercentage P P of Pupils by Percentage of Pupils by Percentage verage verage A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.77: Table B4.78: Table

226 CONFEMEN - PASEC ------0.3 0.1 0.7 0.0 0.1 0.0 0.1 1.6 1.3 0.0 0.8 0.0 rror E rror S tandard E rror S tandard oor oor P P ------0.7 0.2 0.6 0.4 2.0 0.1 1.0 1.6 1.3 0.6 0.8 0.4 ercentage ercentage P P 0.7 0.6 2.1 1.8 2.6 2.9 2.3 1.3 3.4 1.3 2.8 1.1 3.0 2.9 0.4 1.8 1.8 0.3 1.7 1.8 1.5 0.9 rror E rror S tandard E rror S tandard verage verage A A 4.5 4.0 7.2 6.5 4.7 7.7 2.3 2.0 8.2 2.8 4.1 2.5 8.5 7.0 0.6 4.4 2.6 0.3 3.1 5.1 3.6 1.9 ercentage ercentage P P 1.7 1.4 6.7 4.6 8.2 5.9 7.6 5.3 5.5 4.6 6.3 4.0 5.9 6.1 7.0 4.4 4.9 3.2 5.6 4.2 5.9 4.4 rror E rror S tandard E rror S tandard G ood G ood 50.1 52.5 59.1 51.9 59.8 63.7 43.8 47.5 42.1 51.0 47.2 46.1 46.2 45.0 50.0 55.1 16.0 21.1 76.0 67.2 61.6 76.0 ercentage ercentage P P 1.7 1.5 6.4 4.6 8.4 5.1 7.5 5.2 5.7 4.8 6.8 4.0 6.3 6.3 7.1 4.3 5.3 3.3 5.3 4.0 5.8 4.3 of their Relationships with Colleagues - Early Primary Perceptions of their Relationships with Colleagues - Late Primary Perceptions rror E rror S tandard E rror S tandard Teachers’ Teachers’ Very good Very good Very 44.8 43.3 33.1 41.6 35.1 28.6 53.9 50.5 47.7 46.3 48.6 51.3 45.3 46.9 47.8 40.5 80.1 77.9 20.0 27.7 34.8 21.7 ercentage ercentage P P of Pupils by Percentage of Pupils by Percentage verage verage A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.79: Table B4.80: Table

PASEC2014 assessment 227 - - - - - 0.2 0.3 1.4 2.2 1.4 1.5 1.0 1.3 1.9 0.0 0.5 0.8 0.7 0.0 1.2 0.8 0.4 rror E rror S tandard E rror S tandard oor oor P P - - - - - 1.2 1.1 2.2 3.5 1.7 2.2 1.0 1.3 2.4 0.8 0.7 1.5 1.1 1.2 1.6 0.9 0.4 ercentage ercentage P P 1.3 1.1 3.9 2.6 4.6 5.2 2.9 3.4 3.4 2.7 3.3 3.3 6.2 6.3 6.7 3.9 1.5 1.4 4.5 3.1 1.2 1.3 rror E rror S tandard E rror S tandard verage verage A A 5.4 9.7 1.5 3.5 2.1 4.2 12.4 15.5 19.4 19.2 13.5 26.3 11.1 11.9 10.6 17.7 22.9 22.2 17.8 18.5 19.8 22.3 ercentage ercentage P P 1.9 1.6 6.3 3.3 7.1 5.7 6.9 5.2 4.4 4.8 6.7 4.5 6.3 6.8 7.2 4.9 4.6 3.4 4.8 3.9 4.5 2.4 rror E rror S tandard E rror S tandard G ood G ood 59.9 58.2 58.2 61.2 73.8 62.5 59.7 52.8 55.6 51.3 56.9 58.2 56.2 61.3 47.5 57.0 34.7 28.2 75.4 67.0 81.9 82.2 ercentage ercentage P P 1.5 1.2 5.8 3.0 6.1 2.4 6.5 5.0 4.2 5.2 6.4 3.5 4.9 3.3 5.5 4.3 4.3 3.8 1.9 2.5 4.3 2.3 - Early of their Relationships with the Community Primary Perceptions - Late Primary of their Relationships with the Community Perceptions rror E rror S tandard E rror S tandard Teachers’ Teachers’ Very good Very good Very 9.0 4.9 9.8 26.5 25.2 20.1 16.1 11.1 33.9 37.4 32.1 36.9 30.1 23.3 20.9 15.8 33.2 23.4 62.6 66.6 15.6 13.7 ercentage ercentage P P of Pupils by Percentage of Pupils by Percentage verage verage A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.81: Table B4.82: Table

228 CONFEMEN - PASEC 1.8 1.2 5.9 3.8 7.0 5.9 7.2 3.5 4.9 2.3 5.3 4.2 6.2 4.4 4.2 4.8 4.3 4.3 4.8 2.9 5.2 1.7 rror E rror S tandard E rror S tandard oor oor P P 30.3 25.1 33.4 25.8 43.6 29.6 24.2 11.9 16.6 12.9 37.0 32.9 56.3 32.1 26.4 43.3 27.5 37.6 21.6 15.0 17.4 10.1 ercentage ercentage P P 2.0 1.5 5.8 5.2 7.7 7.9 7.6 5.0 5.5 4.5 4.6 3.9 4.9 5.2 8.1 4.5 5.0 3.2 5.9 3.8 5.7 5.4 rror E rror S tandard E rror S tandard verage verage A A 36.6 41.1 39.4 36.0 41.2 42.2 39.7 48.2 44.3 40.3 33.3 39.1 17.1 47.5 39.9 32.7 34.4 22.0 42.7 56.0 33.0 47.5 ercentage ercentage P P 2.1 1.3 6.0 4.1 5.3 5.5 7.6 4.8 4.3 4.2 4.7 3.8 4.3 3.9 6.4 3.4 3.9 4.4 6.7 3.8 6.7 5.2 rror E rror S tandard E rror S tandard G ood G ood 27.7 29.2 22.5 33.4 13.0 25.8 33.2 35.5 32.8 34.1 25.5 24.3 18.6 16.2 27.2 20.9 23.8 31.6 33.0 29.0 47.9 41.1 ercentage ercentage P P - 0.8 1.0 2.2 1.3 1.7 2.1 2.0 2.8 3.0 5.4 2.0 1.6 3.8 1.9 3.5 1.9 2.7 1.9 1.5 1.3 0.9 of their Promotion Opportunities Perceptions - Early Primary of their Promotion Opportunities Perceptions - Late Primary rror E rror S tandard E rror S tandard Teachers’ Teachers’ Very good Very good Very - 5.4 4.6 4.7 4.8 2.2 2.5 2.9 4.4 6.3 4.3 3.7 8.0 4.2 6.4 3.1 8.9 2.7 1.8 1.3 12.7 14.2 ercentage ercentage P P of Pupils by Percentage of Pupils by Percentage verage verage A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.83: Table B4.84: Table

PASEC2014 assessment 229 1.6 1.0 5.2 3.8 6.5 3.2 0.6 2.5 4.7 2.5 4.8 3.8 6.2 3.4 3.3 4.4 4.4 4.0 4.8 3.0 4.5 1.8 rror E rror S tandard E rror S tandard oor oor P P 5.1 6.8 20.1 19.9 20.7 19.2 20.0 13.3 10.4 14.1 18.3 25.7 27.8 16.5 20.7 18.2 18.4 35.2 41.9 34.6 22.3 11.4 ercentage ercentage P P 1.8 1.5 6.1 5.4 7.8 5.2 8.4 5.1 5.7 4.4 5.6 4.3 6.7 4.8 6.0 4.9 5.0 4.0 5.6 4.2 5.1 5.0 rror E rror S tandard E rror S tandard verage verage A A 40.3 46.4 57.7 45.0 45.6 39.0 57.7 51.7 53.1 43.5 33.3 48.0 44.2 42.5 23.9 39.6 23.1 30.9 37.1 63.3 28.5 60.5 ercentage ercentage P P 2.0 1.4 3.9 4.4 5.4 5.0 8.1 4.9 4.9 5.2 5.4 3.1 6.7 4.8 5.2 4.2 4.7 3.2 6.9 3.2 6.2 4.9 rror E rror S tandard E rror S tandard G ood G ood OpportunitiesTraining - Early Primary OpportunitiesTraining - Late Primary 33.0 29.1 16.3 32.0 30.6 39.1 35.1 33.1 27.3 33.0 33.4 19.0 28.3 29.0 45.2 38.1 28.2 22.0 27.6 14.4 56.9 30.9 ercentage ercentage P P - 1.0 0.6 2.4 1.2 3.1 3.2 1.4 2.8 2.2 2.2 2.8 1.6 4.4 3.4 5.2 1.3 2.8 1.6 0.1 0.7 1.1 of their Perceptions of their Perceptions rror E rror S tandard E rror S tandard Teachers’ Teachers’ Very good Very good Very - 6.6 4.6 5.2 3.8 3.8 8.6 2.1 4.8 5.4 5.2 7.6 5.1 7.8 3.9 5.2 0.6 3.3 1.8 11.0 12.7 13.5 ercentage ercentage P P of Pupils by Percentage of Pupils by Percentage verage verage A A T o g o T o g o Chad Chad S enegal S enegal N iger N iger Côte d’ I voire Côte d’ I voire Congo Congo Cameroon Cameroon Burundi Burundi Burkina Faso Burkina Faso Benin Benin B4.85: Table B4.86: Table

230 CONFEMEN - PASEC Annexe C List of Players who Contributed to the Implementation of Different PASEC2014 Assessment Activities

Benin Côte d’Ivoire • M. François HOUEDO - Head of staff • M. Joseph François Désiré KAUPHY - Head of staff • M. Mathias AGO • Mme Koco AGUIDO épse KOFFI • M. Issiaka SERO • Mme Marguérite DJOUA • M. Parfait MENOU • M. Gninhoyo COULIBALY • M. Mohamed ABOUBAKARI • M. Nakakpanlan COULIBALY • Mme Denise GRIMAUD • M. Koffi KONAN • M. Elme Marino Imbert GOMEZ • M. Mamadou FOFANA Burkina Faso Niger • Mme Christiane ILBOUDO - Head of staff • M. Abdou LAWAN MAROUMA - Head of staff • M. Bonaventure B. SEGUEDA • Mme IBRAH Fatimé Zara KOLIMI • Mme CONFE Bernadette • Mme FALKE Aïssata • M. Salifou DIERMA • M. Gérard CONDAT • Mme Alice KARAGA • M. Hassan HAROUNA • M. Moussa OUEDRAOGO • M. Moussa KOCHE • Mme Binto OUEDRAOGO • M. Mahaman DJIBO Burundi Senegal • M. Patrice MANENGERI - Head of staff • M. Massar DIOP - Head of staff • Mme Godeliève RURATANDITSE • M. Papa Demba SY • Mme Aline NSHIMIRIMANA • M. Seyni Ndiaye FALL • M. Philbert KANA • M. Abdou Rahmane MBAYE • M. Jérome NTIBINYAGIRO • M. Mamadou Abdoulaye SALL • M. Daniel NZIGAMIYE • M. Khalil DIARRA • M. Frédéric NIZIGIYIMANA • M. Alhousseynou SY - ancien Head of staff Cameroon Chad - Head of staff • M. Jules KWEKEU • M. Aaron PATALE - Head of staff • M. Joseph Yong TOHMOH • Mme BERAMGOTO née TCHATRA HIROUA Sarah • M. ALIOUM • M. MOUHAMMAD DJABAR CHOUA • M. Jules KWEKEU • M. HISSEIN ABDEL-MOUMINE • M. Richard OKENE • Mme TOUDJAL NGAROGUINDO • Mme Evelyne AYUKEGBA • M. BEASSOUM NADJIARABEYE Christian • Mme Patience ATANGA épse TADJOU • Mme NGUEKADJITA NOUBARA • Mme Mariama DOUBLA • M. MAHAMAT DJIBRINE AB-RASSE Congo Togo - Head • M. Jonas DIASSONAMA BAVOUIDINSI • M. ABOU KOSSI - Head of staff of staff • M. Koffiwaï GBATI • M. Jean NGUIA • M. Bahama BAOUTOU • M. Christophe BATANTOU • M. Kossi Kpomégni TSALI • M. Benoît Chrysostom MIENKOUONO- • M. Gnamine AGAREM PUBIELEY • M. Ayi-Koutou AMAVI • M. Patrice NDOUDI • Dotsè DARA-AHATO • Mme Franine MAKOSSO née PEMBE

PASEC2014 assessment 231 PASEC Publications

PASEC (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.

232 CONFEMEN - PASEC 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.

PASEC2014 assessment 233

Togo

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 • Burkina Faso • Burundi • Niger Senegal Chad • Cameroon Congo Côte d’Ivoire