Rapport Pasec2014 GB Webv2 PDF

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
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 8 0
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
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
Class Equipment Index is One Point Lower – Reading 111
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
© GPE - Stephan Bachenheimer
CONFEMEN - PASEC
The PASEC2014
Assessment
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 system enables all children to acquire the competencies and attitudes expected (set out in
school curricula) at the end of the primary cycle. Within the context of PASEC assessments, a system is considered
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
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
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.
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
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.
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
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 Togo
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.
26
Population GNP Public Expenditure on Education HDI *
% Allocated Rank
Total % Aged Annual Unit Cost
CHAPTER 1
(US$ Billions) % of GNP to Primary (out of 187

(Millions) 0-14 Years Growth Rate (2010 US$)
Education Countries)
CONFEMEN - PASEC
Year Countries) 2013 2013 2014 2011 2011 2010 2013
Benin 10.3 42.8 % 2.7 % 17 5.3 % 49.4 % 183 165
Burkina-Faso 17.0 46.0 % 2.9 % 27 3.5 % 60.5 % 186 181
Burundi 10.4 44.4 % 3.3 % 6 6.1 % 49.9 % 75 180
Cameroon 22.2 43.0 % 2.5 % 53 3.3 % 33.1 % 125 152
Congo 4.4 42.5 % 2.5 % 20 8.3 % - 140
Côte d’Ivoire 21.6 43.0 % 2.4 % 44 4.8 % - - 171
Niger 18.3 50.3 % 4.0 % 14 4.5 % 56.6 % 136 187
Senegal 14.2 43.8 % 3.1 % 28 5.7 % 40.1 % 293 163
Chad 13.1 48.2 % 3.2 % 28 3.2 % 53.1 % 91 184
Togo 6.9 42.6 % 2.7 % 7 4.6 % 47.1 % 97 166
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 Factbook (https://www.cia.gov/library/publications/
Table 1.1: Demographic and Economic Characteristics of Participating 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.
Note: * HDI = Human Development Index.

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 %
Togo 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.
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
© Educate a Child
30 CONFEMEN - PASEC
Pupil Competencies
in Primary School
and Education
System Equity
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.
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).
Pupils at this level do not display the competencies measured by this test.
Below
126.0 12.4 % These pupils are in difficulty when it comes to Level 1 knowledge and
Level 1 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
Table 2.2: PASEC2014 Mathematics Competency Scale – Early Primary
Distribution of
Minimum
Pupils throughout
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.
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
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.
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 14,5

14.5 14.1
Average 16.2 30.9 29.7 23.2
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
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).
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
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.
CHAPTER 2
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
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 %
Togo 51.5 % 14.9 % 35.6 % 18.8 % 16.7 % 4.6 %
Average 59.9 % 39.0 % 40.0 % 21.2 % 30.1 % 16.0 %
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.
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
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.
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
480 Chad
Togo Togo
470 470
Côte d’Ivoire
460 460
Benin
450
Benin 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
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
Côte d'Ivoire
Burkina Faso
¢ higher
Cameroon
¢ close
Burundi
Senegal
Congo
Niger
Benin
¢ lower
Chad
Country
Togo
Compared to than the PASEC2014 average
p Significant score difference

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)
in favor of the reference
Reference National country relative to the
Country Language Score 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 480.4 (7.8) q q q p reference country relative
to the country it is
Togo 473.6 (6.8) q q q p compared to: the reference
458.3 (4.3) country’s average is lower
Benin q q q q q q 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.
CHAPTER 2
Table 2.5: Average National Mathematics Scores and Multiple Comparisons between Countries – Early Primary
Average National
Mathematics Score
Côte d'Ivoire
Burkina Faso
¢ higher
Cameroon
¢ close
Burundi
Senegal
Congo
Niger
Benin
¢ lower
Chad
Togo
Country
491.3 (10.6)
605.1 (4.5)
541.2 (5.6)
521.4 (8.9)
505.8 (4.9)
502.7 (9.3)
474.5 (6.1)
465.9 (5.8)
454.7 (5.4)
437.4 (8.3)
National country relative to the
Reference Mathematics
Country Score country it is compared to:
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
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

Togo 474.5 (6.1) q q q q p reference country relative
Côte d'Ivoire 465.9 (5.8) q q q q q p compared to: the reference
454.7 (5.4) country’s average is lower
Benin q q q q q 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
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
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.
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
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.
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

Spelling, Grammar
Comprehension
Comprehension
Communication
and Syntax
Listening
Reading
Reading
Writing
Oral
Benin 82.1 (4.0) 23.5 (3.7) 38.2 (7.7) 47.5 (7.2) 4.8 (1.6) 3.1 (1.3)
Burkina Faso 88.7 (2.6) 13.4 (3.0) 15.9 (3.0) 71.1 (3.9) 5.2 (1.7) 3.3 (1.5)
Burundi 55.3 (4.1) 19.1 (3.0) 19.7 (3.2) 82.0 (3.1) 8.0 (1.9) 14.9 (3.0)
Cameroon 89.2 (3.5) 15.0 (3.6) 22.0 (4.3) 68.2 (4.4) 2.2 (1.1) 5.9 (2.2)
Congo 77.4 (5.7) 10.7 (5.7) 32.8 (3.4) 77.9 (6.4) 2.9 (4.1) 3.6 (1.5)
Côte d'Ivoire 89.0 (3.0) 9.1 (3.2) 18.5 (2.4) 79.4 (3.2) 0.5 (2.9) 2.3 (0.5)
Niger 95.9 (3.2) 12.2 (1.7) 16.4 (2.6) 71.2 (3.0) 4.1 (4.1) 3.9 (1.6)
Senegal 56.2 (1.5) 18.2 (5.7) 50.0 (4.2) 58.9 (5.6) 2.5 (0.9) 10.7 (3.2)
Chad 96.8 (1.5) 7.9 (2.7) 15.8 (3.7) 80.3 (4.4) 2.1 (1.5) 2.4 (1.5)
Togo 90.1 (2.3) 3.2 (1.2) 23.9 (3.5) 60.5 (4.3) 8.0 (2.0) 14.8 (3.3)
Average 82.1 (1.2) 13.2 (1.0) 25.3 (1.7) 69.7 (1.6) 4.0 (0.4) 6.5 (0.7)
Note: Each teacher was allowed to select two of the six priorities.
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
Table 2.7: PASEC2014 Mathematics Competency Scale – Late Primary
Distribution of
Minimum
Pupils throughout
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).
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
68.1 27.2 % These pupils are in difficulty when it comes to level 1 knowledge and
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.
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
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
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).
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
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
590
Burundi 590
580 580
570 570
560 560
550 550
Senegal Senegal
540 Burkina Faso 540
530 Burkina Faso 530
Benin Burundi
520 Togo 520
Côte d’Ivoire Cameroon
510 510
500
Congo 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.
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
Côte d'Ivoire
Burkina Faso
Cameroon
¢ higher
Burundi
¢ close
Senegal
Congo
Benin
Niger
¢ lower
Chad
Togo
Country

548.4 (6.8)
531.6 (4.4)
525.4 (2.0)
517.5 (4.6)
517.0 (5.5)
517.0 (4.0)
503.4 (4.4)
497.3 (4.0)
458.3 (4.3)
435.2 (7.7)

Reference Reading
Senegal 548.4 (6.8) p p p p p p p p p average is higher than
Burkina Faso 531.6 (4.4) q p p p p compared to
Burundi 525.4 (2.0) q p p p p
Benin 523.4 (4.6) q p p p p between the scores of 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

Congo 503.4 (4.4) q q q q p p reference country relative
Togo 497.3 (4.0) q q q q q q p p
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
Table 2.9: Average National Mathematics Scores and Multiple Comparisons between Countries – Late Primary
Average National
Mathematics Score
Côte d’Ivoire
Burkina Faso
¢ higher
Cameroon
¢ close
Burundi
Senegal
Congo
Niger
Benin
¢ lower
Chad
Country
Togo

593.6 (4.5)
546.6 (6.7)
539.5 (4.9)
520.2 (5.0)
496.9 (5.4)
481.4 (4.0)
475.7 (3.1)
450.9 (5.7)
405.8 (4.1)
489.5 (5.3)
Reference Mathematics
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
Togo 520.2 (5.0) q q q p p p p p p between the scores of 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

Congo 481.4 (4.0) q q q q p p reference country relative
Côte d'Ivoire 475.7 (3.1) q q q q q p p
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.
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
Average National Reading Score – Late Primary
Average National Mathematics Score – Late Primary
600 600
Burundi
550 Senegal 550 Senegal

Benin Burkina Faso
Burkina Faso
Côte d’Ivoire Cameroon Togo
Burundi
500 Togo Congo 500 Benin Cameroon
Côte d’Ivoire Congo
450 450 Chad
Chad
400 Niger 400 Niger
350 350
350 400 450 500 550 600 650 350 400 450 500 550 600 650
Average National Reading Score – Early 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
© Nestlé Côte d'Ivoire
58
CONFEMEN - PASEC
Pupil
Characteristics
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
Togo 138.2 127.4 86.0 68.8
Source: UIS database, http://data.uis.unesco.org, accessed in November 2015
Table 3.1 shows that enrolment and completion rates differ according to pupil gender. In six countries (Benin,
Cameroon, Chad, Côte d’Ivoire, Niger, and Togo), girls’ enrolment and completion rates are considerably lower than
those of boys. In Burkina Faso, boys’ enrolment and completion rates are higher, although the gap is less substantial.
The same applies to Burundi in terms of enrolment, but a slightly larger proportion of girls (than that of boys)
completes the primary cycle. In Congo and Senegal, enrolment and completion rates indicate that more girls enroll
and complete the cycle than boys.
Furthermore, the percentage of girls enrolled varies according to the primary grade and country1. At the beginning
of primary, the percentage of girls is lower than the percentage of boys in all countries except Congo.The percentage
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.
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
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
Congo 5.4 Congo 4.0
Niger 4.1 Niger 175
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
Niger 6.0 Niger 7.2
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).
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
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
700
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

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.
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
700
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
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
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.
CHAPTER 3
Figure 3.13: Pupil Language and Mathematics Performance, According to the Availability of Books at Home – Early
Primary
700
650
600
550
500
450
400
350
Faso d’Ivoire

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
Figure 3.14: Pupil Reading and Mathematics Performance, According to the Availability of Books at Home – Late Primary
700
650
600
550
500
450
400
350
Faso d’Ivoire

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
CHAPTER 3
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
Figure 3.16: Distribution of Pupils, According to the Existence of Hearing Disability– End of Primary
Benin 15.2 84.8
Burundi 14.0 86.0
Cameroon 23.5 76.5
Congo 11.9 88.1
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.
CHAPTER 3
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
Chad 80.5 Chad 53.5
Togo 67.3 Togo 54.4
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.
72 CONFEMEN - PASEC
Figure 3.19: Pupils’ Reading and Mathematics Performance, According to their Participation in Agricultural Work – Late
Primary
700
650
600
550
500
450
400
350
Faso d’Ivoire

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).
CHAPTER 3
Figure 3.20: Pupils’ Reading and Mathematics Performance, According to their Participation in Petty Commerce - Late
Primary
700
650
600
550
500
450
400
350
Faso d’Ivoire

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.
74 CONFEMEN - PASEC
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
Chad 13.5 Chad 19.0
Togo 26.5 Togo 31.7
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).
CHAPTER 3
Figure 3.23: Pupil Performance in Language and Mathematics, According to Preprimary attendance – Early Primary
700
650
600
550
500
450
400
350
Faso d’Ivoire

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.
76 CONFEMEN - PASEC
Figure 3.24: Pupil Performance in Reading and Mathematics, According to Preprimary attendance – Late Primary
700
650
600
550
500
450
400
350
Faso d’Ivoire

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).
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 51.5

51,5 8.3
8,3
Togo 10.4 Togo 34.2

34,2 44.6
44,6 17.3
17,3
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
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
600
550
500
450
400
350
Faso d’Ivoire

Average score Average score Average score Average score
of repeaters of non-repeaters of repeaters of non-repeaters
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
700
650
600
550
500
450
400
350
Faso d’Ivoire

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
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
Burkina Faso -0.6 Burkina Faso 7.3
Cameroon -14.5 Cameroon -9.5
Congo -16.9 Congo -7.3
Côte d’Ivoire -0.8 Côte d’Ivoire 6.0
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.
CHAPTER 3
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
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
© UN Photo/Marco Dormino
84
CONFEMEN - PASEC
School
Environment
and Pupil
Performance
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.
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 . .
Congo . . Congo . .
Côte d’Ivoire . . Côte d’Ivoire . .
Niger . . Niger . .
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
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.
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
90 CONFEMEN - PASEC
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
. .
. .
. .
. .
Burundi Burundi
. .
. .
Cameroon Cameroon
. .
. .
Congo Congo
. .
. .
. .
. .
Niger Niger
. .
. .
Senegal Senegal
. .
. .
Chad Chad
. .
. .
Togo Togo
. .

Difference, controlling for the average socioeconomic Difference, controlling for the average socioeconomic
index and the territorial planning index index and the territorial planning index
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.
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 .
Congo . . Congo . .
Niger . Niger .
Chad . . 18.6 Chad . 12.2
Togo . . Togo . .
Average . . Average . .
Public Private Community
92 CONFEMEN - PASEC
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
. .
. .
. .
. .
Burundi Burundi
. .
. .
Cameroon Cameroon
. .
. .
Congo Congo
. .
. .
. .
. .
Niger Niger
. .
. .
Senegal Senegal
. .
. .
Chad Chad
. .
. .
Togo Togo
. .

Difference, controlling for the territorial planning index Difference, controlling for the territorial planning index
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.
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
. .
. .
. .
. .
Burundi Burundi
. .
. .
Cameroon Cameroon
. .
. .
Congo Congo
. .
. .
. .
. .
Niger Niger
. .
. .
Senegal Senegal
. .
. .
Chad Chad
. .
. .
Togo Togo
. .

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
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
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 .
Cameroon . . Cameroon . . .
Congo . . . Congo . . .
Côte d’Ivoire . Côte d’Ivoire . .
Niger . Niger .
Chad . . Chad . .
Togo . . Togo . .
Average . . . Average . .
Public Private Community
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.
Pupils in Multigrade and Standard Classes – Language Pupils in Multigrade and Standard Classes – Mathematics
Chad -30.2 Chad -26.7
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
Pupils in Multigrade and Standard Classes - Reading Pupils in Multigrade and Standard Classes - Mathematics
Benin -29.5 Benin -31.9
Chad 9.3 Chad 9.3
Togo -39.4 Togo -39.4
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).
CHAPTER 4
Pupils in Double-Shift and Standard Classes - Language Pupils in Double-Shift and Standard Classes - Mathematics
Pupils attending double-shift classes at the end of primary achieve poorer reading results in Congo and mathematics
results in Chad, compared to pupils in standard classes (see Figures 4.25 and 4.26).
Pupils in Double-Shift and Standard Classes - Reading Pupils in Double-Shift and Standard Classes - Mathematics
Burundi -1.9 Burundi -7.1
Chad -16.1 Chad -20.3
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
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 .
Burundi . Burundi .
Cameroon . Cameroon .
Congo . Congo .
Niger .0 Niger .
Senegal .0 Senegal .
Chad . Chad .
Togo . Togo .
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.
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
50 51.0 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

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 . . .
Burundi . . . Burundi . . .
Cameroon . . . Cameroon . . .
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.

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.

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 . . .
Côte d’Ivoire . . . Côte d’Ivoire . . .
Niger . . Niger . .
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 . . .
Côte d’Ivoire . . . Côte d’Ivoire . .. .
Niger . . . Niger . . .
Senegal . . . Senegal . . .
Chad . . Chad . .
Togo . . . Togo . . .


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 .

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).

CHAPTER 4
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).

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
54.8
Benin
6.4
Burkina Faso 52.5

6.1
45.8
Burundi
8.0
50.2
Cameroon
11.3
54.0
Congo
8.9
51.9
Côte d’Ivoire
8.3
41.2
Niger
9.0
58.0
Senegal
7,3
44.9
Chad
10.0
46.7
Togo
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.

CHAPTER 4
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
5.4 4.7
Benin Benin
0.4 0.3

1.7 1.4
1.2 0.8
Burundi Burundi
0.2 0.2
3.8 3.2
Cameroon Cameroon
2.3 2.6
Congo 3.2 Congo 1.8

2.2 1.4
3.5 2.0
-0.9 -1.1
Niger 2.1 Niger 2.0

1.2 1.3
4.4 4.0
Senegal Senegal
3.5 2.9
0.5 0.3
Chad Chad
0.3 -0.2
3.4 3.7
Togo Togo
1.3 0.9
Average score gap Average score gap

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

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
55.9 60.0
Benin Benin
7.4 9.0

7.9 8.5

7.0 5.8

10.7 8.8

6.9 6.8

9.3 8.3

4.9 8.1

8.9 10.3
Chad 36.7 Chad 38.0

11.8 8.1
Togo 49.8 Togo 49.8

9.7 8.5

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.

CHAPTER 4
Figure 4.45: Average Gap between the Early Primary Figure 4.46: Average Gap between the Early Primary
Class Equipment Index is One Point Lower - Language Class Equipment Index is One Point Lower - Mathematics
1.5 0.8
Benin Benin
0.1 -0.5

0.5 0.6
-0.4 -0.2
Burundi Burundi
-0.8 -0.4
2.9 2.2
Cameroon Cameroon
1.8 1.1
-0.5 -1.2
Congo Congo
-1.1 -1.6
1.6 1.1
1.9 1.4
4.4 4.1
Niger Niger
2.6 2.8
4.3 3.7
Senegal Senegal
4.6 3.9
0.4 -0.8
Chad Chad
-0.2 -1.3
Togo 2.2 Togo 2.0

0.0 0.3

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

Figure 4.47: Average Gap between the Late Primary Figure 4.48: Average Gap between the Late Primary
Class Equipment Index is One Point Lower - Reading Class Equipment Index is One Point Lower - Mathematics
2.3 2.5
Benin Benin 1.6
1.5
2.3 2.2
2 1.9

1.0 0.9

1.8 1.5
Congo 3.1 Congo 2.2

1.5 1.0

2.0 1.4
2.0 1.6
Niger Niger
1.1 0.9
1.8 1.8
Senegal Senegal
1.8 1.8
3.0 2.3
Chad 3.3 Chad
2.5
0.5 0.8
Togo -0.7 Togo
-0.5

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
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.

CHAPTER 4
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
Faso d’Ivoire
20. See PASEC, 2012.

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
Faso d’Ivoire
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.

CHAPTER 4
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.

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.

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
Burundi 22.6 77.4
Cameroon 71.5 28.5
Congo 71.4 28.6
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.

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.

CHAPTER 4
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

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
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.

CHAPTER 4
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
Burundi 75.1 24.0
Cameroon 68.2 31.8
Congo 60.6 39.4
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

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
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.

CHAPTER 4
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

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).

CHAPTER 4
4.7 Teachers’ Perceptions of their Working

Conditions
TheTeacher 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).

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).

© Dominic Chavez World Bank
126
CONFEMEN - PASEC
Findings
and Avenues
for Reflection

CHAPTER 5

Findings and Avenues for Reflection
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

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.

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.

CHAPTER 5
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.

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.

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.

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© UNICEF Burundi/Krzysiek
138
CONFEMEN - PASEC
ANNEXES

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

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

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

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

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
Table B4.39: Average Gap between the Mathematics Scores of Pupils of a Given School and of those whose Class Equipment Index is
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

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

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.

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
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.

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
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.

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
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.

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.

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”.

A1.2.3 Level 1
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) .

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

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 =

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.

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”.

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

1. 4.
2. 5.
3. 6.

3.
1.
4.
2.
5.
1.
2.
Read the informations in the table and answer the questions that follow.
1.
2.

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”

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.

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.

A2.2.5 Examples of Matematics Items
Level 1
Level 2

Level 3

Annex B1. Chapter 1 Data
Table B1.1: Planned and Surveyed “School” Samples and Participation Rate - Early Primary
Planned Surveyed Unweighted participation Weighted participation Unweighted participation Weighted participation
school school rate excluding rate excluding rate including rate including
sample sample replacement schools replacement schools replacement schools replacement schools
Annex B
Benin 90 80 88.9% 90.3% 88.9% 90.3%

Burkina Faso 100 100 100.0% 100.0% 100.0% 100.0%
Burundi 90 90 98.9% 100.0% 100.0% 100.0%
Cameroon 140 134 95.8% 98.5% 95.8% 98.5%
Congo 90 90 91.1% 92.0% 100.0% 100.0%
Côte d'Ivoire 90 88 97.8% 99.4% 97.8% 99.4%
Niger 90 86 93.3% 95.2% 95.6% 95.6%
Senegal 90 83 92.2% 95.6% 92.2% 95.6%
Chad 90 88 96.7% 98.2% 97.8% 99.0%
Togo 95 95 100.0% 100.0% 100.0% 100.0%
PASEC2014 Survey Data
Table B1.1: Planned and Surveyed “School” Samples and Participation Rate - Early Primary
Pupils in the Unweighted participation Weighted participation
Pupils survyed Pupils excluded Pupils absent
sample rate rate
Benin 799 732 1 61 91.73% 93.57%
Burkina Faso 979 969 8 2 99.79% 99.72%
Burundi 900 855 3 37 95.32% 96.40%
Cameroon 1 304 1 071 10 204 82.77% 85.47%
Congo 894 871 0 20 97.43% 97.99%
Côte d'Ivoire 873 840 4 25 96.66% 92.73%
Niger 860 813 1 38 94.64% 96.04%
Senegal 808 807 0 1 99.88% 99.70%
Chad 870 813 1 45 93.56% 94.62%
Togo 948 911 3 29 96.40% 96.64%
PASEC2014 assessment
161
162
Table B1.3: Planned and Surveyed “School” Samples and Participation Rate - Late Primary
Unweighted participation Weighted participation Unweighted participation Weighted participation
Planned school Surveyed school rate excluding replacement rate excluding replacement rate including replacement rate including replacement
sample sample schools schools schools schools
Benin 180 165 91.67% 94.29% 91.67% 94.29%
CONFEMEN - PASEC
Burkina Faso 200 182 91.00% 97.39% 91.00% 97.39%
Burundi 180 180 99.44% 100.00% 100.00% 100.00%
Cameroon 280 266 94.75% 99.33% 95.10% 99.35%
Congo 180 164 86.67% 88.48% 91.11% 92.83%
Côte d'Ivoire 180 169 93.89% 97.35% 93.89% 97.35%
Niger 180 176 96.11% 97.94% 97.78% 99.05%
Senegal 180 160 88.89% 96.02% 88.89% 96.02%
Chad 180 157 82.78% 92.14% 87.22% 96.66%
Togo 190 189 99.47% 99.76% 99.47% 99.76%
Table B1.4: Planned and Surveyed “Pupil” Samples and Participation Rate - Late Primary
Pupils in the Unweighted participation Weighted participation

Pupils survyed Pupils excluded Pupils absent
sample rate rate
Benin 3 178 3 033 13 118 95.83% 91.73%

Burkina Faso 3 462 3 416 1 43 98.70% 99.79%
Burundi 3 568 3 461 2 91 97.06% 95.32%
Cameroon 4 292 3 817 14 428 89.22% 82.77%
Congo 2 785 2 673 5 101 96.15% 97.43%
Côte d'Ivoire 3 020 2 972 3 45 98.51% 96.66%
Niger 3 297 3 196 1 90 96.97% 94.64%
Senegal 2 909 2 905 0 1 99.86% 99.88%
Chad 2 761 2 484 10 233 90.29% 93.56%
Togo 3 302 3 256 2 38 98.67% 96.40%
Annex B2. Chapiter 2 Data
Table B2.1: Percentage of Pupils in the PASEC2014 Language Competency Scale - Early Primary
Level <1 Level 1 Level 2 Level 3 Level 4
Standard Standard Standard Standard Standard
Percentage Percentage Percentage Percentage Percentage
Error Error Error Error Error
Benin 15.5 2.3 46.6 3.1 28.3 2.8 6.3 1.4 3.3 0.8
Burkina Faso 8.1 1.8 24.1 2.8 32.3 2.5 20.2 2.2 15.2 2.1
Burundi 0.2 0.2 3.0 1.1 17.6 1.8 23.0 1.9 56.1 2.5
Cameroon 8.9 3.1 29.9 3.0 31.6 4.4 18.7 3.7 11.0 2.1
Congo 4.8 1.5 28.6 4.2 28.6 3.6 21.4 2.9 16.6 2.5
Côte d’Ivoire 7.6 1.9 37.5 3.7 37.6 3.9 11.7 2.1 5.6 1.4
Niger 32.6 4.1 37.0 3.2 20.6 2.2 6.4 1.3 3.4 1.2
Senegal 13.9 2.7 29.3 3.0 27.9 3.3 12.5 2.0 16.4 3.2
Chad 11.0 3.1 36.3 4.0 34.7 3.1 13.1 2.6 5.0 1.6
Togo 21.5 2.7 30.4 3.1 28.0 3.1 11.6 2.6 8.5 2.0
Average 12.4 0.7 30.3 1.0 28.7 1.1 14.5 0.7 14.1 0.7
Table B2.2: Percentage of Pupils in the PASEC2014 Mathematics Competency Scale - Early Primary
Level <1 Level 1 Level 2 Level 3
Percentage Standard Error Percentage Standard Error Percentage Standard Error Percentage Standard Error
Benin 28.0 3.1 38.5 3.6 25.1 2.9 8.4 1.7
Burkina Faso 9.9 1.9 30.9 3.3 40.9 2.5 18.3 2.7
Burundi 0.1 0.1 3.2 1.0 28.9 2.7 67.7 2.8
Cameroon 10.5 3.4 34.2 3.7 37.1 4.6 18.2 3.0
Congo 3.5 1.1 25.6 2.8 37.7 3.2 33.2 3.3
Côte d’Ivoire 17.5 2.8 48.7 3.3 24.2 2.1 9.6 1.8
Niger 38.7 3.5 33.5 2.4 17.2 2.3 10.6 1.8
Senegal 12.6 2.2 25.1 3.0 32.2 3.5 30.1 3.8
Chad
17.6 2.9 34.4 3.6 27.8 2.4 20.2 4.2
Togo 23.9 2.8 34.8 2.9 25.9 2.3 15.4 2.3
163
Average 16.2 0.9 30.9 1.1 29.7 1.0 23.2 0.9
164
Table B2.3: Distribution of Pupils by Average Number of Letters Read Accurately in One Minute - Early Primary
Less than 6 letters Between 6 and 10 letters Between 11 and 20 letters More than 20 letters
Benin 41.6 3.1 36.9 2.8 13.5 1.7 8.0 1.3
Burkina Faso 7.8 1.7 15.0 1.5 26.5 2.0 50.7 2.6
CONFEMEN - PASEC
Burundi 6.2 1.7 10.0 1.4 20.0 1.6 63.7 2.5
Cameroon 33.8 4.4 22.6 2.8 20.2 2.7 23.3 3.5
Congo 14.8 1.9 38.8 3.4 27.7 2.6 18.7 2.3
Côte d’Ivoire 25.6 2.5 30.1 2.2 26.6 2.4 17.7 2.5
Niger 47.4 3.1 21.7 1.7 21.0 2.4 9.9 2.0
Senegal 16.4 2.9 23.8 3.5 26.6 2.0 33.2 3.6
Chad 35.0 4.1 35.1 3.6 21.1 2.2 8.8 1.7
Togo 28.0 2.8 26.4 1.8 28.5 2.6 17.0 2.2
Average 25.5 0.9 26.0 0.9 23.2 0.6 25.2 0.9
Table B2.4: Distribution of Pupils by Average Number of Words Read Accurately in One Minute - Early Primary
0 word 1 to 5 words 6 to 10 words 11 to 20 words More than 20 words
Standard Standard Standard Standard Standard
Percentage Percentage Percentage Percentage Percentage
Benin 41.2 3.9 36.3 3.0 12.8 2.1 6.1 1.1 3.6 0.8
Burkina Faso 11.6 2.0 24.5 2.2 21.8 1.8 22.1 1.7 19.9 2.1
Burundi 3.1 0.9 21.6 1.9 10.3 1.0 29.5 1.9 35.5 2.6
Cameroon 39.7 4.7 29.4 2.7 12.0 2.2 10.1 2.6 8.9 1.9
Congo 18.8 3.3 35.3 3.1 17.0 2.1 17.2 2.4 11.7 2.1
Côte d’Ivoire 26.2 3.1 41.9 3.3 17.7 3.0 9.1 2.0 5.2 1.2
Niger 48.1 3.6 27.6 2.8 12.8 2.1 8.1 1.5 3.5 1.3
Senegal 15.4 2.3 29.3 3.4 16.6 1.5 16.4 1.5 22.2 3.3
Chad 27.4 3.0 44.6 5.1 12.1 2.3 8.2 1.4 7.6 2.1
Togo 32.6 3.3 31.7 1.9 14.7 1.8 11.4 1.9 9.6 1.9
Average 26.2 1.1 32.0 1.0 14.8 0.6 14.0 0.6 13.0 0.7
Table B2.5: Distribution of Pupils by Last Number Reached when Counting Out Loud - Early Primary
Up to 61 Between 61 and 80 Beyond 80
Percentage Standard Error Percentage Standard Error Percentage Standard Error
Benin 65.6 2.8 21.5 2.2 12.9 2.2
Burkina Faso 51.9 2.8 36.7 2.0 11.4 1.9
Burundi 25.6 2.0 11.4 1.5 63.0 2.7
Cameroon 57.2 4.0 19.4 2.5 23.4 2.3
Congo 34.5 3.4 30.6 2.7 34.9 3.2
Côte d’Ivoire 76.5 2.7 11.9 1.6 11.7 1.9
Niger 69.7 2.6 14.3 1.6 16.0 2.0
Senegal 46.7 3.3 27.8 2.4 25.5 3.5
Chad 54.6 4.3 23.8 2.7 21.7 3.3
Togo 66.2 2.3 14.7 1.7 19.1 2.1
Average 54.8 1.0 21.3 0.7 23.9 0.8
Table B2.6: Percentage of Pupils’ Correct Sum and Subtraction Answers - Early Primary
8+5 13-7 14+23 39+26 34-11 50-18
Standard Standard Standard Standard Standard Standard
Percentage Percentage Percentage Percentage Percentage Percentage
Error Error Error Error Error Error
Benin 44.3 2.5 17.8 2.4 28.0 2.9 13.0 1.9 14.4 1.7 5.7 1.1
Burkina Faso 69.8 2.4 62.1 3.8 47.9 2.7 23.5 1.5 44.2 1.8 26.4 1.5
Burundi 82.6 1.5 64.1 3.0 65.0 2.6 41.6 2.1 53.3 2.9 28.1 2.4
Cameroon 62.7 5.1 33.8 3.1 34.6 4.4 17.7 3.0 26.1 4.2 12.9 1.8
Congo 82.9 2.0 64.5 3.0 59.8 1.9 33.2 2.4 51.1 2.1 28.5 2.4
Côte d’Ivoire 42.0 2.6 20.8 2.1 18.9 2.1 6.4 1.1 11.9 2.1 6.3 1.0
Niger 38.1 3.3 21.3 2.2 22.5 2.4 13.6 1.8 14.6 1.9 7.4 1.2
Senegal 68.0 2.7 50.8 3.1 49.6 2.6 25.5 3.1 39.2 3.5 25.5 3.1
Chad 56.7 3.0 38.4 4.0 37.4 3.7 18.5 3.1 29.4 4.0 14.2 1.9
Togo 51.5 2.9 14.9 2.1 35.6 2.7 18.8 2.2 16.7 2.1 4.6 1.1
Average 59.9 0.7 39.0 1.1 40.0 0.8 21.2 0.7 30.1 0.7 16.0 0.6
165
Table B2.7: Average Pupil Performance in Language - Early Primary
166
Standard Percentile Percentile Percentile Percentile Percentile Percentile Percentile Percentile Percentile
Average Deviation 1 5 10 25 50 75 90 95 99
Average Standard Standard Standard P1 Standard P5 Standard P10 Standard P25 Standard P50 Standard P75 Standard P90 Standard P95 Standard P99 Standard
error error error error error error error error error error error error
Benin 458.3 4.3 67.5 2.8 300.7 29.3 357.4 7.7 381.6 8.7 419.5 6.1 452.5 5.1 492.2 5.8 538.0 13.9 581.2 19.1 665.2 31.7
Burkina Faso 513.8 6.3 92.4 5.6 304.2 77.8 380.7 9.4 404.7 7.7 451.8 6.1 505.5 7.4 568.4 9.2 635.9 11.2 677.4 20.1 748.1 20.0
CONFEMEN - PASEC
Burundi 627.7 5.7 96.2 4.7 443.2 15.7 481.5 7.2 502.7 4.7 553.4 7.8 626.2 7.9 694.4 7.7 754.4 12.1 784.8 15.2 858.9 31.6
Cameroon 502.4 8.7 83.7 4.6 344.0 22.1 385.6 11.4 403.3 12.0 441.4 12.7 493.8 10.7 550.6 8.7 619.7 22.0 666.7 11.8 719.7 19.9
Congo 522.7 6.6 90.4 4.1 369.6 12.9 399.9 7.8 421.4 6.4 452.9 8.1 509.3 11.7 578.3 11.9 654.3 16.1 697.2 13.0 767.2 19.1
Côte d’Ivoire 484.1 6.4 69.9 4.4 336.2 18.3 385.7 9.5 407.7 6.4 438.3 7.0 476.5 7.6 519.5 7.4 573.3 14.3 619.3 24.4 697.1 33.1
Niger 435.2 7.7 86.8 5.2 235.9 28.6 301.7 15.4 333.2 14.8 383.7 9.1 430.7 6.1 481.7 8.8 539.2 15.2 585.0 17.9 700.6 40.6
Senegal 501.9 9.5 107.2 7.7 294.0 18.2 356.8 7.9 383.8 10.9 428.0 8.3 485.7 8.3 555.2 19.8 664.6 23.0 717.9 33.6 779.2 31.3
Chad 480.4 7.8 72.2 4.6 324.2 17.8 375.7 15.1 395.7 11.7 434.1 10.5 473.3 7.0 520.8 15.2 568.5 18.6 611.0 20.1 691.4 14.5
Togo 473.6 6.8 95.5 5.9 288.0 11.1 333.4 15.3 363.2 10.2 408.8 8.0 465.5 8.1 525.8 12.5 594.0 22.3 659.2 24.9 756.4 25.5
Average 500.0 2.1 100.0 2.0 299.4 6.2 361.4 5.8 390.1 2.3 433.5 1.9 484.6 2.7 552.2 3.2 643.8 5.7 694.0 5.8 771.0 7.1
Table B2.8: Average Pupil Performance in Mathematics - Early Primary

Benin 454.7 5.4 88.3 4.0 254.4 36.6 322.9 15.3 354.2 9.8 394.3 6.6 444.8 7.8 515.1 8.7 566.1 10.4 608.5 14.3 689.3 39.5
Burkina Faso 505.8 4.9 84.0 5.1 290.7 59.4 371.0 10.0 401.6 9.7 450.7 9.5 508.5 7.5 562.5 8.7 605.3 8.9 637.6 6.3 709.2 24.4
Burundi 605.1 4.5 62.0 3.3 457.8 9.4 501.6 8.0 526.3 6.5 565.1 5.6 604.6 4.8 646.1 5.9 682.9 9.6 705.5 12.4 757.0 24.0
Cameroon 502.7 9.3 81.2 3.7 338.1 18.2 375.8 13.4 399.0 15.5 440.9 13.7 500.7 12.3 559.2 11.9 610.2 11.6 640.6 10.1 694.3 12.1
Congo 541.2 5.6 84.0 3.5 375.9 13.6 410.3 9.6 432.3 8.1 478.9 9.5 539.1 8.5 600.8 10.3 654.1 8.5 684.1 11.7 734.2 16.2
Côte d’Ivoire 465.9 5.8 78.5 4.9 282.8 62.1 359.6 11.1 382.8 7.8 412.7 5.8 452.8 6.1 514.2 9.7 576.7 10.2 609.2 8.0 680.0 46.4
Niger 437.4 8.3 103.5 4.9 185.0 36.3 283.5 23.0 324.0 11.9 370.9 8.7 424.4 8.7 501.3 12.3 581.3 12.7 620.3 17.2 694.5 21.2
Senegal 521.4 8.9 105.4 7.3 276.6 22.9 354.7 11.6 386.1 12.1 447.0 9.9 524.4 12.1 592.8 13.4 647.0 15.7 691.5 28.3 783.7 56.1
Chad 491.3 10.6 97.8 3.8 291.2 39.0 348.9 13.9 375.8 11.4 417.9 9.5 482.4 13.1 559.9 17.6 622.1 17.5 654.3 24.2 735.4 40.7
Togo 474.5 6.1 95.3 3.6 281.9 23.7 331.0 7.5 358.1 7.6 402.8 8.2 467.4 6.7 540.1 9.0 603.4 11.7 642.6 14.9 697.6 24.4
Average 500.0 2.1 100.0 1.9 273.7 13.8 348.7 3.6 377.6 3.1 426.0 2.8 497.4 3.1 571.6 3.1 630.3 3.8 663.1 5.2 728.0 8.1
Table B2.9: Percentage of Pupils in the PASEC2014 Reading Competency Scale - Late Primary
Level <1 Level 1 Level 2 Level 3 Level 4
Percentage Standard Percentage Standard Percentage Standard Percentage Standard Percentage Standard
Benin 4.6 0.6 17.5 1.2 26.2 1.5 29.0 2.0 22.7 1.9
Burkina Faso 2.3 0.6 11.0 1.2 29.8 1.2 35.5 1.3 21.4 1.6
Burundi 0.2 0.1 4.6 0.8 38.7 1.5 49.1 1.5 7.4 0.8
Cameroon 6.0 1.3 20.3 1.6 24.9 1.6 24.7 1.6 24.1 1.9
Congo 4.5 1.0 22.6 1.8 32.2 1.7 23.5 1.9 17.1 1.6
Côte d’Ivoire 4.7 0.8 19.3 1.4 28.0 1.5 25.6 1.5 22.4 1.6
Niger 31.7 1.7 42.3 1.6 17.5 1.5 6.4 0.8 2.1 0.7
Senegal 4.0 0.8 13.5 1.3 21.3 1.6 26.3 1.6 34.8 2.8
Chad 20.3 2.1 36.9 2.6 27.1 2.6 12.8 2.4 3.0 1.1
Togo 6.2 0.8 23.9 1.5 31.5 1.4 22.6 1.2 15.8 1.3
Average 8.4 0.4 21.2 0.6 27.7 0.5 25.6 0.5 17.1 0.5
Table B2.10: Percentage of Pupils in the PASEC2014 Mathematics Competency Scale - Late Primary
Level <1 Level 1 Level 2 Level 3
Benin 24.6 1.8 35.6 1.7 29.0 2.0 10.8 1.9
Burkina Faso 12.6 1.4 28.5 1.3 36.9 1.4 21.9 1.5
Burundi 0.8 0.3 12.4 1.0 46.8 1.6 39.9 1.9
Cameroon 29.8 2.3 34.8 2.0 23.7 1.7 11.8 1.3
Congo 28.1 2.3 42.9 1.7 23.1 1.8 5.9 0.8
Côte d’Ivoire 28.7 1.8 44.4 1.5 23.7 1.5 3.1 0.5
Niger 68.4 2.3 24.0 1.7 6.3 0.9 1.4 0.4
Senegal 14.7 1.6 26.5 1.9 29.7 2.1 29.1 2.8
Chad 43.7 2.7 37.2 2.5 16.1 2.7 3.0 1.0
Togo 20.9 1.8 31.6 1.5 27.9 1.5 19.7 1.5
Average 27.2 0.8 31.8 0.5 26.3 0.6 14.7 0.5
167
Table B2.11: Average Pupil Performance in Reading - Late Primary
168
Benin 523.4 4.6 100.2 3.5 311.7 11.2 368.0 4.1 397.3 4.7 450.4 5.6 522.3 5.9 587.6 6.3 653.4 12.0 699.3 19.2 764.3 25.5
Burkina Faso 531.6 4.4 82.3 1.9 333.8 17.5 395.4 7.7 427.2 5.8 477.5 5.2 532.1 4.6 585.7 4.8 634.4 6.2 664.5 8.2 729.8 11.7
CONFEMEN - PASEC
Burundi 525.4 2.0 50.6 1.3 405.0 10.6 442.8 4.5 460.8 3.0 492.9 3.1 526.4 2.3 557.9 2.7 586.7 2.7 605.1 4.4 648.4 10.7
Cameroon 517.5 5.5 103.5 2.9 305.9 11.0 357.4 9.9 385.3 7.6 438.0 6.8 515.4 8.0 592.1 7.1 656.5 5.4 692.4 5.9 750.7 9.8
Congo 503.4 4.4 91.3 2.1 318.0 16.7 367.6 9.2 392.7 5.5 436.7 4.2 494.8 4.5 563.5 5.4 630.2 7.4 666.3 7.9 725.6 10.1
Côte d’Ivoire 517.0 4.0 97.0 2.2 315.4 6.8 367.2 6.1 396.0 5.5 444.7 5.2 512.5 6.0 586.2 6.5 645.0 6.1 682.0 6.8 744.8 15.8
Niger 403.5 3.7 79.5 3.7 229.7 20.0 289.4 7.6 315.9 4.7 353.2 2.7 395.1 2.7 444.4 4.9 507.6 8.7 552.2 11.5 638.2 19.9
Senegal 548.4 6.8 106.0 3.6 313.2 13.4 373.0 8.7 406.4 8.5 471.4 8.3 552.9 8.0 623.8 8.4 685.6 11.0 720.8 14.7 774.3 12.3
Chad 432.5 6.7 82.5 4.3 241.2 32.3 304.2 10.8 332.6 7.1 377.4 6.5 426.6 8.2 485.7 10.7 544.5 11.8 575.7 12.2 631.3 19.0
Togo 497.3 4.0 93.8 2.2 309.3 8.3 356.5 4.7 383.3 5.3 429.1 4.5 488.6 5.2 558.2 6.4 624.2 6.6 664.4 9.6 736.8 10.8
Average 500.0 1.8 100.0 1.0 285.7 4.4 343.2 2.6 373.0 2.2 427.9 2.3 498.5 2.5 567.0 1.9 630.2 2.9 670.2 3.5 740.6 5.1
Table B2.12: Average Pupil Performance in Mathematics - Late Primary

Benin 496.9 5.1 91.1 3.4 287.4 18.9 352.8 5.8 381.4 4.6 434.7 5.2 497.0 5.4 555.9 8.1 614.0 10.2 652.3 12.8 717.6 19.9
Burkina Faso 539.5 4.4 89.2 1.9 329.6 10.4 390.5 7.6 421.5 5.8 480.4 5.9 541.2 4.5 600.8 5.1 651.2 6.0 680.3 7.4 745.9 12.3
Burundi 593.6 2.7 66.0 1.5 437.3 10.0 486.1 5.6 510.0 3.9 550.2 3.3 592.8 2.8 637.0 3.0 678.1 4.4 702.2 4.4 750.0 14.4
Cameroon 489.5 5.3 94.6 2.3 296.3 13.9 344.7 8.7 371.2 6.6 420.2 6.1 482.5 6.7 554.6 6.2 619.7 8.0 653.5 7.0 713.3 11.4
Congo 481.4 4.0 76.3 1.9 325.4 14.5 364.3 7.1 388.0 5.1 426.9 4.8 475.5 5.3 532.1 6.0 585.2 6.4 616.4 5.0 671.3 8.4
Côte d’Ivoire 475.7 3.1 72.8 1.5 309.2 10.8 357.3 5.7 382.1 3.6 424.5 5.2 475.1 5.0 525.6 4.0 570.3 3.8 594.9 4.7 647.3 11.3
Niger 405.8 4.1 78.0 3.2 223.5 16.6 288.4 9.1 317.5 6.7 357.2 3.5 399.8 4.0 448.1 5.6 504.6 8.3 546.9 10.9 622.1 19.4
Senegal 546.6 6.7 103.4 3.2 320.0 16.7 378.2 9.4 409.7 7.3 471.3 8.3 546.4 9.1 621.7 7.9 680.9 8.3 715.5 10.6 765.5 12.1
Chad 450.9 5.7 80.5 4.1 264.3 16.1 325.2 10.6 354.9 4.8 397.3 4.5 444.9 6.7 502.5 10.4 562.4 12.5 590.7 13.0 640.9 10.9
Togo 520.2 5.0 104.0 2.5 301.7 11.7 358.5 8.2 390.2 7.2 445.9 6.4 514.5 7.7 589.6 8.1 658.6 7.0 701.0 10.2 774.5 15.3
Average 500.0 1.9 100.0 0.9 285.1 6.7 345.6 2.6 374.4 1.9 426.7 2.3 496.2 2.4 570.3 2.2 632.3 2.3 667.9 3.3 734.8 5.3
Table B2.13: Relationship between Language and Mathematics Performances - Early Primary
Pupil level School level
Correlation Standard Error Correlation Standard Error
Benin 0.82 0.02 0.89 0.02
Burkina Faso 0.83 0.02 0.92 0.02
Burundi 0.68 0.05 0.85 0.08
Cameroon 0.87 0.02 0.95 0.02
Congo 0.76 0.02 0.87 0.02
Côte d’Ivoire 0.81 0.03 0.88 0.04
Niger 0.85 0.02 0.93 0.01
Senegal 0.85 0.02 0.92 0.02
Chad 0.72 0.02 0.82 0.04
Togo 0.85 0.02 0.95 0.01
Table B2.14: Relationship between Reading and Mathematics Performances - Late Primary
Pupil level School level
Correlation Standard Error Correlation Standard Error
Benin 0.86 0.01 0.96 0.01
Burkina Faso 0.84 0.01 0.95 0.01
Burundi 0.72 0.01 0.84 0.03
Cameroon 0.84 0.01 0.95 0.01
Congo 0.80 0.01 0.91 0.01
Côte d’Ivoire 0.80 0.01 0.93 0.01
Niger 0.80 0.02 0.93 0.01
Senegal 0.89 0.01 0.97 0.01
Chad 0.82 0.02 0.91 0.02
Togo 0.80 0.01 0.93 0.01
Table B2.15: Link between Average National PASEC2014 Test Scores in Language-Reading and Mathematics – Early and Late Primary
Rank correlation
Language-Reading 0.53
169
Mathematics 0.62*
170
Annex B3. Chapiter 3 Data
Table B3.1: Percentage of Girls and Pupil Performance in Language - Early Primary
Percentage of girls Standard Error Girls’ average Standard Error Boys’ average Standard Error Average Gap Standard Error
Benin
CONFEMEN - PASEC
48.2 2.6 459.6 5.3 457.2 5.3 2.4 6.1
Burkina Faso 50.7 1.7 518.1 7.4 509.3 6.9 8.8 6.4
Burundi 52.9 1.6 629.9 7.6 625.2 7.2 4.7 9.5
Cameroon 50.9 2.2 499.0 8.5 506.0 10.4 -7.0 7.8
Congo 49.9 2.9 525.4 7.0 520.0 8.8 5.4 9.0
Côte d’Ivoire 48.4 1.9 478.4 7.9 489.4 6.3 -11.0 6.1
Niger 43.1 2.2 432.9 8.6 436.9 8.5 -4.1 7.4
Senegal 48.2 3.8 497.7 12.0 505.8 11.8 -8.0 14.8
Chad 47.9 3.7 472.6 9.5 487.4 8.1 -14.8 7.9
Togo 46.9 1.9 473.6 7.8 473.7 8.0 -0.1 8.2
Average 48.7 0.7 500.9 2.6 499.1 2.7
Table B3.2: Percentage of Girls and Pupil Performance in Mathematics - Early Primary
Benin 48.2 2.6 457.4 8.4 452.1 5.1 5.3 8.5
Burkina Faso 50.7 1.7 501.5 5.1 510.3 6.4 -8.9 6.1
Burundi 52.9 1.6 609.2 6.1 600.5 4.2 8.7 5.8
Cameroon 50.9 2.2 493.4 9.2 512.3 11.0 -19.0** 8.9
Congo 49.9 2.9 539.2 6.1 543.2 8.5 -4.0 9.5
Côte d’Ivoire 48.4 1.9 452.4 6.4 478.6 6.3 -26.3*** 5.4
Niger 43.1 2.2 427.5 9.3 445.0 9.1 -17.5** 8.0
Senegal 48.2 3.8 513.6 12.4 528.6 9.9 -15.0 14.1
Chad 47.9 3.7 466.6 11.6 513.9 11.4 -47.3*** 8.7
Togo 46.9 1.9 470.3 7.3 478.3 7.6 -8.0 8.7
Average 48.7 0.7 495.2 2.5 504.6 2.8
Table B3.3: Percentage of Girls and Pupil Performance in Reading - Late Primary
Benin 52.7 1.0 520.1 4.6 527.1 5.7 -7.0 4.6
Burkina Faso 50.9 0.9 529.6 4.0 533.7 5.6 -4.1 3.8
Burundi 45.2 1.0 531.8 2.1 520.1 2.6 11.7*** 2.6
Cameroon 45.7 1.6 527.2 6.7 509.4 5.6 17.8*** 5.7
Congo 49.8 1.6 508.4 4.8 498.4 5.7 10.0 5.9
Côte d’Ivoire 45.8 1.1 519.6 5.1 514.8 4.4 4.8 5.2
Niger 43.4 1.4 400.1 4.2 406.1 4.2 -6.0 4.1
Senegal 52.8 1.6 546.3 7.3 550.7 7.4 -4.4 5.7
Chad 34.6 1.6 420.9 7.3 438.6 6.8 -17.6*** 4.8
Togo 46.1 1.1 500.4 4.7 494.7 4.1 5.7 3.9
Average 46.7 0.5 504.2 1.8 496.3 2.0
Table B3.4: Percentage of Girls and Pupil Performance in Mathematics - Late Primary
Benin 52.7 1.0 499.5 4.6 494.0 6.6 5.5 5.0
Burkina Faso 50.9 0.9 533.0 4.2 546.2 5.4 -13.3*** 3.9
Burundi 45.2 1.0 611.8 2.8 578.6 3.2 33.1*** 3.2
Cameroon 45.7 1.6 490.7 6.6 488.5 5.4 2.2 5.7
Congo 49.8 1.6 473.8 5.0 488.9 4.4 -15.1*** 4.9
Côte d’Ivoire 45.8 1.1 468.2 3.6 482.0 3.4 -13.8*** 3.1
Niger 43.4 1.4 401.7 4.7 408.9 4.4 -7.2 3.9
Senegal 52.8 1.6 537.7 6.7 556.5 8.1 -18.8*** 6.5
Chad 34.6 1.6 436.6 6.4 458.5 6.0 -21.9*** 5.0
Togo 46.1 1.1 515.8 5.7 523.9 5.3 -8.0 4.7
Average 46.7 0.5 499.5 1.9 500.4 2.2
171
172
Table B3.5: Percentage of Pupils with One, Two or Neither Parent who Can Read - Early Primary
Benin 50.9 3.4 27.7 2.5 21.4 2.7
CONFEMEN - PASEC
Burkina Faso 52.0 2.4 26.4 3.5 21.6 3.5
Burundi 20.6 1.7 28.3 1.8 51.2 2.1
Cameroon 47.2 3.7 25.6 2.8 27.2 2.7
Congo 28.1 4.9 20.2 2.0 51.8 4.4
Côte d’Ivoire 51.2 3.9 27.9 2.1 20.9 3.0
Niger 67.3 3.4 17.2 2.1 15.6 2.8
Senegal 48.0 4.5 25.7 3.2 26.3 3.5
Chad 48.9 3.4 35.3 2.9 15.8 2.5
Togo 51.1 3.5 29.5 2.1 19.4 2.9
Average 46.5 1.3 26.3 0.9 27.2 1.0
Table B3.6: Percentage of Pupils with One, Two or Neither Parent who Can Read - Late Primary
Benin 25.1 1.4 44.7 1.8 30.2 1.8
Burkina Faso 36.6 1.5 38.7 1.3 24.7 1.5
Burundi 16.6 0.9 33.5 1.2 49.8 1.6
Cameroon 12.2 1.3 25.4 1.5 62.4 2.1
Congo 4.7 0.8 25.4 2.0 70.0 2.2
Côte d’Ivoire 24.8 1.2 40.9 1.3 34.3 1.8
Niger 43.9 1.9 34.8 2.1 21.3 1.9
Senegal 21.1 1.3 42.6 1.4 36.4 2.1
Chad 28.5 2.6 46.0 2.1 25.5 1.8
Togo 24.0 1.4 39.9 1.4 36.1 1.7
Average 23.7 0.5 37.2 0.5 39.0 0.6
Table B3.7: Pupil Performance in Language according to Parents’ Literacy - Early Primary
Peformance gap between pupils one of whose parents can Peformance gap between pupils one of whose parents can
Neither parent read and pupils neither of whose parents can read read and pupils neither of whose parents can read
Average Standard Error Average Gap Standard Error Average Gap Standard Error
Benin 444.3 5.1 17.2** 8.2 46.6*** 9.6
Burkina Faso 497.6 6.0 18.3 10.8 55.5*** 14.6
Burundi 657.9 16.4 -31.9 17.8 -40.2** 16.8
Cameroon 482.8 11.6 29.6** 12.6 51.3*** 10.0
Congo 482.7 15.7 30.2 18.1 64.9*** 19.3
Côte d’Ivoire 463.4 7.4 21.0*** 7.6 70.8*** 11.8
Niger 415.1 7.5 30.1** 14.5 95.2*** 18.6
Senegal 476.8 13.1 27.6 16.0 70.5*** 17.2
Chad 465.3 8.0 25.5*** 9.0 50.3*** 13.1
Togo 440.6 6.5 42.6*** 6.8 106.6*** 16.8
Table B3.8: Pupil Performance in Mathematics according to Parents’ Literacy - Early Primary
Peformance gap between pupils one of whose parents can Performance gap between pupils whose parents can both
Benin 437.2 6.9 28.5*** 9.7 51.7*** 15.1
Burkina Faso 497.1 5.4 16.3** 8.0 23.9*** 9.1
Burundi 606.4 16.2 -1.7 16.6 -1.4 16.5
Cameroon 480.7 13.5 28.8** 12.8 52.3*** 12.3
Congo 509.6 13.4 22.4 15.9 51.2*** 15.6
Côte d’Ivoire 449.9 8.6 20.5** 9.8 50.4*** 15.3
Niger 414.3 8.9 39.4*** 14.5 106.2*** 16.7
Senegal 502.7 12.3 28.4** 14.2 51.6*** 14.5
Chad 479.0 10.7 25.8** 10.7 28.5 15.1
Togo 445.6 6.9 38.1*** 8.1 88.6*** 13.1
173
174
Table B3.9: Pupil Performance in Reading according to Parents’ Literacy - Late Primary
Average Standard Error Average Gap Average Gap Average Gap Standard Error
CONFEMEN - PASEC
Benin 485.7 5.9 29.1*** 6.8 85.8*** 11.9
Burkina Faso 523.4 3.9 2.9 4.5 33.1*** 6.7
Burundi 522.1 2.9 0.7 3.3 6.9** 2.8
Cameroon 448.7 7.9 27.8*** 8.5 96.8*** 9.7
Congo 473.2 12.4 5.3 12.6 43.9*** 13.2
Côte d’Ivoire 489.6 5.3 21.7*** 5.8 56.0*** 6.9
Niger 392.9 3.4 14.2*** 4.8 41.4*** 10.5
Senegal 517.4 6.9 26.2*** 7.6 62.5*** 13.0
Chad 426.9 9.8 -2.4 9.4 26.2 13.9
Togo 455.3 5.2 33.5*** 5.6 82.8*** 7.6
Table B3.10: Pupil Performance in Mathematics according to Parents’ Literacy - Late Primary
Benin 469.0 6.5 21.6*** 6.8 64.7*** 11.5
Burkina Faso 538.4 4.2 -5.8 4.8 15.9** 7.2
Burundi 590.5 4.3 2.7 5.1 4.6 5.2
Cameroon 449.6 9.8 5.8 9.7 60.2*** 11.4
Congo 462.2 10.5 7.4 12.0 26.3** 12.4
Côte d’Ivoire 460.7 4.3 11.4*** 4.3 31.0*** 5.3
Niger 398.9 4.2 8.2 4.3 29.4*** 9.6
Senegal 524.8 7.8 17.8** 7.7 46.6*** 12.5
Chad 438.4 7.2 4.6 8.6 42.2*** 13.1
Togo 476.4 6.6 36.8*** 7.0 83.4*** 8.2
Table B3.11: Percentage of Pupils Possessing or not Possessing Books at Home - Early Primary
Pupils with books at home Pupils without books at home
Percentage Standard Error Percentage Standard Error
Benin 51.3 3.5 48.7 3.5
Burkina Faso 48.0 2.6 52.0 2.6
Burundi 40.7 2.2 59.3 2.2
Cameroon 47.5 3.8 52.5 3.8
Congo 33.2 3.4 66.8 3.4
Côte d’Ivoire 46.5 3.6 53.5 3.6
Niger 27.5 3.3 72.5 3.3
Senegal 60.8 3.4 39.2 3.4
Chad 20.5 2.7 79.5 2.7
Togo 36.2 3.2 63.8 3.2
Average 41.3 1.0 58.7 1.0
Table B3.12: Pupil Performance in Language according to the availability of Books at Home - Early Primary
Average Gap Standard Error
Average Standard Error Average Standard Error
Benin 483.0 5.0 433.9 4.4 -49.2*** 5.4
Burkina Faso 542.3 8.4 488.2 7.6 -54.0*** 9.2
Burundi 620.9 6.7 634.0 7.8 13.0 9.4
Cameroon 540.5 7.8 471.5 8.9 -69.0*** 9.1
Congo 574.2 9.3 496.5 7.1 -77.6*** 11.0
Côte d’Ivoire 505.5 9.1 465.7 5.3 -39.7*** 8.8
Niger 492.0 12.5 413.4 7.4 -78.5*** 13.2
Senegal 538.0 11.3 447.1 7.7 -90.9*** 11.9
Chad 516.2 15.1 473.5 7.7 -42.8*** 15.8
Togo 504.2 14.6 456.8 6.6 -47.4*** 16.6
175
176
Table B3.13: Pupil Performance in according to the availability of Books at Home - Early Primary
Benin 480.3 7.5 430.8 6.6 -49.5*** 8.8
CONFEMEN - PASEC
Burkina Faso 520.7 7.2 493.2 6.9 -27.5*** 9.7
Burundi 599.7 4.0 609.3 6.5 9.6 6.8
Cameroon 532.5 7.0 474.9 10.6 -57.6*** 9.3
Congo 569.4 7.1 526.1 6.8 -43.4*** 9.5
Côte d’Ivoire 481.2 8.1 453.3 5.5 -27.9*** 8.2
Niger 509.1 10.4 410.3 8.2 -98.7*** 11.9
Senegal 553.1 10.2 477.6 8.6 -75.5*** 11.5
Chad 529.1 16.5 482.8 10.6 -46.3*** 15.5
Togo 502.4 11.5 458.0 6.7 -44.4*** 13.4
Table B3.14: Distribution of Pupils by Quantity of Books Available at Home - Late Primary
None Enough books to fill a bookshelf Enough books to fill two bookshelves Enough books to fill a bookcase
Benin 41.1 2.5 44.1 2.6 11.4 1.3 3.3 0.6
Burkina Faso 43.9 2.7 45.9 2.1 8.1 1.0 2.1 0.4
Burundi 68.2 2.5 26.6 2.2 3.7 0.6 1.5 0.4
Cameroon 27.5 2.2 49.7 2.3 15.1 1.1 7.7 0.9
Congo 42.6 3.7 38.4 3.2 11.2 1.1 7.8 1.2
Côte d’Ivoire 38.0 2.4 48.0 2.0 10.2 1.1 3.9 0.5
Niger 68.2 3.0 23.3 2.2 6.1 1.1 2.3 0.5
Senegal 31.3 2.9 48.4 2.9 14.2 1.6 6.1 0.8
Chad 69.8 2.6 23.0 2.1 5.5 0.9 1.7 0.5
Togo 39.7 3.3 50.7 2.9 7.6 0.9 2.0 0.4
Average 46.8 0.9 40.1 0.8 9.3 0.3 3.8 0.2
Table B3.15: Pupil Performance in Reading by Quantity of Books Available at Home - Late Primary
Performance gap between pupils who Performance gap between pupils who have Performance gap between pupils who
None have enough books to fill a bookshelf enough books to fill two bookshelves and have enough books to fill a bookcase and
and pupils who have no books pupils who have no books pupils who have no books
Standard
Average Average Gap Standard Error Average Gap Standard Error Average Gap Standard Error
Error
Benin 499.7 5.5 25.0*** 8.1 98.7*** 14.3 102.0*** 25.8
Burkina Faso 516.0 5.2 26.6*** 5.1 38.7*** 6.2 46.2*** 14.9
Burundi 524.7 2.1 1.4 3.8 16.4 8.6 14.5 8.6
Cameroon 474.6 6.3 53.6*** 9.1 65.8*** 11.6 81.2*** 11.2
Congo 467.2 5.2 59.8*** 8.2 87.9*** 13.5 72.8*** 11.8
Côte d’Ivoire 499.9 5.2 26.3*** 6.8 45.7*** 9.4 36.8*** 14.3
Niger 391.6 3.3 43.8*** 7.9 34.9*** 10.4 86.8*** 26.5
Senegal 512.1 6.7 58.7*** 9.5 55.4*** 18.8 41.4** 20.8
Chad 426.4 8.8 21.5 13.1 40.6** 19.5 86.6*** 29.6
Togo 480.5 5.8 15.9** 8.1 64.7*** 12.1 137.8*** 16.4
Table B3.16: Pupil Performance in Mathematics by Quantity of Books Available at Home - Late Primary
Performance gap between pupils who Performance gap between pupils who have Performance gap between pupils who
None have enough books to fill a bookshelf enough books to fill two bookshelves and have enough books to fill a bookcase and
and pupils who have no books pupils who have no books pupils who have no books
Average Standard Error Average gap Standard Error Average gap Standard Error Average gap Standard Error
Benin 483.2 6.9 14.3 8.4 63.9*** 14.5 76.2*** 25.2
Burkina Faso 527.6 5.5 22.7*** 5.8 19.8*** 7.2 36.9** 15.7
Burundi 593.1 2.6 -0.2 4.9 16.6 9.0 9.2 11.0
Cameroon 450.1 6.0 50.7*** 7.9 57.9*** 12.3 59.6*** 10.5
Congo 457.1 4.2 38.7*** 9.3 59.7*** 11.1 52.9*** 9.8
Côte d’Ivoire 468.8 4.5 10.7 5.5 23.1*** 7.4 7.4 11.8
Niger 396.0 4.2 36.0*** 6.9 28.6** 11.3 78.3*** 22.3
Senegal 514.1 6.1 52.7*** 9.1 59.0*** 18.4 25.3 20.3
Chad 454.4 8.5 6.1 11.4 27.5 18.9 57.5 30.1
Togo 501.2 7.1 18.5 10.2 80.5*** 13.9 125.9*** 16.8
177
178
Table B3.17: Distribution of Pupils by Eyesight Problems - Late Primary
No visual impairment Visual impairment and wear eyeglasses Visual impairment and do not wear eyeglasses
Benin 79.4 2.5 3.2 0.6 17.5 2.5
CONFEMEN - PASEC
Burkina Faso 77.6 2.2 2.9 0.5 19.5 2.1
Burundi 64.9 2.0 13.2 1.1 21.9 1.3
Cameroon 73.5 2.1 7.2 0.9 19.3 1.9
Congo 83.6 1.6 6.6 1.0 9.8 1.1
Côte d’Ivoire 74.8 2.3 4.5 0.6 20.7 2.1
Niger 84.6 2.1 6.6 1.0 8.9 1.4
Senegal 75.6 2.6 7.1 1.0 17.4 2.5
Chad 84.4 2.5 4.9 1.0 10.7 1.9
Togo 82.5 1.3 2.2 0.3 15.3 1.3
Average 78.0 0.7 5.8 0.3 16.1 0.6
Table B3.18: Distribution of Pupils Hearing Problems - Late Primary

With a hearing impairment Without a hearing impairment
Benin 15.2 2.1 84.8 2.1
Burkina Faso 21.3 2.2 78.7 2.2
Burundi 14.0 1.5 86.0 1.5
Cameroon 23.5 1.5 76.5 1.5
Congo 11.9 1.3 88.1 1.3
Côte d’Ivoire 22.4 2.2 77.6 2.2
Niger 12.5 1.6 87.5 1.6
Senegal 16.8 2.5 83.2 2.5
Chad 13.3 2.0 86.7 2.0
Togo 11.5 1.2 88.5 1.2
Average 16.3 0.6 83.7 0.6
Table B3.19: Percentage of Pupils according to their Participation in Agricultural Work - Late Primary
Pupils participating in agricultural work Pupils not participating in agricultural work
Benin 55.2 2.3 44.8 2.3
Burkina Faso 66.1 1.9 33.9 1.9
Burundi 81.8 1.7 18.2 1.7
Cameroon 76.0 1.4 24.0 1.4
Congo 51.5 2.0 48.5 2.0
Côte d’Ivoire 61.5 1.9 38.5 1.9
Niger 70.2 2.1 29.8 2.1
Senegal 48.9 1.6 51.1 1.6
Chad 80.5 3.6 19.5 3.6
Togo 67.3 2.0 32.7 2.0
Average 65.9 0.6 34.1 0.6
Table B3.20: Distribution of Pupils according to their Participation in Petty Commerce - Late Primary
Pupils participating in petty commerce Pupils not participating in petty commerce
Benin 54.9 1.6 45.1 1.6
Burkina Faso 47.6 1.9 52.4 1.9
Burundi 42.3 1.7 57.7 1.7
Cameroon 63.6 1.6 36.4 1.6
Congo 48.9 2.2 51.1 2.2
Côte d’Ivoire 45.5 1.7 54.5 1.7
Niger 52.2 2.2 47.8 2.2
Senegal 32.7 1.7 67.3 1.7
Chad 53.5 2.9 46.5 2.9
Togo 54.4 2.1 45.6 2.1
Average 49.5 0.7 50.5 0.7
179
180
Table B3.21: Pupil Performance in Reading according to their Participation in Agricultural Work - Late Primary
CONFEMEN - PASEC
Benin 487.4 5.2 570.7 6.6 83.3*** 7.0
Burkina Faso 523.2 3.6 549.9 7.4 26.7*** 6.3
Burundi 521.9 2.2 543.0 3.4 21.1*** 3.9
Cameroon 499.2 6.0 576.5 6.2 77.3*** 7.8
Congo 480.3 5.7 533.6 6.1 53.3*** 8.3
Côte d’Ivoire 493.5 4.5 555.9 5.5 62.4*** 6.2
Niger 399.7 3.9 422.0 6.4 22.3*** 6.9
Senegal 518.3 7.1 580.9 8.7 62.7*** 8.3
Chad 427.6 7.5 457.9 9.9 30.2*** 11.4
Togo 473.2 4.0 548.2 4.9 75.0*** 5.8
Table B3.22: Pupil Performance in Mathematics according to their Participation in Agricultural Work - Late Primary
Benin 470.2 5.3 532.6 6.7 62.4*** 5.7
Burkina Faso 533.9 3.9 553.1 7.7 19.1*** 7.3
Burundi 592.7 2.8 598.0 5.0 5.4 5.1
Cameroon 473.8 5.5 536.5 5.2 62.6*** 5.8
Congo 472.0 4.4 496.2 5.8 24.2*** 6.2
Côte d’Ivoire 465.4 3.9 493.1 4.1 27.7*** 5.1
Niger 404.1 4.3 419.1 6.5 15.0** 6.6
Senegal 522.0 7.1 574.0 8.3 52.0*** 7.7
Chad 449.9 6.5 461.0 7.2 11.0 9.3
Togo 497.1 5.1 569.9 6.2 72.8*** 7.4
Table B3.23: Pupil Performance in Reading according to their Participation in Petty Commerce - Late Primary

Benin 514.7 6.2 536.5 6.0 21.8*** 8.0
Burkina Faso 524.6 4.6 539.3 5.3 14.8*** 5.0
Burundi 519.0 2.4 530.6 2.4 11.6*** 2.8
Cameroon 504.0 5.7 541.5 6.9 37.4*** 6.8
Congo 498.6 3.9 513.4 6.1 14.8*** 5.1
Côte d’Ivoire 507.1 5.3 526.2 4.9 19.2*** 6.3
Niger 398.4 3.5 415.1 5.6 16.7*** 5.6
Senegal 538.8 8.6 556.5 7.4 17.8** 8.4
Chad 432.7 8.5 434.2 7.0 1.5 7.8
Togo 497.7 4.6 497.4 5.6 -0.3 6.3
Table B3.24: Pupil Performance in Mathematics according to their Participation in Petty Commerce - Late Primary

Benin 491.9 5.8 505.1 6.2 13.2** 6.6
Burkina Faso 536.1 4.8 544.3 5.5 8.2 5.7
Burundi 589.2 3.2 597.0 3.1 7.7** 3.4
Cameroon 478.5 5.5 506.8 6.0 28.3*** 5.6
Congo 472.1 4.3 494.9 4.2 22.9*** 4.0
Côte d’Ivoire 468.4 4.3 482.3 3.6 13.9*** 4.6
Niger 402.5 3.7 414.7 6.1 12.2** 5.5
Senegal 537.2 8.6 554.6 7.1 17.5** 7.8
Chad 452.3 7.4 451.6 5.9 -0.7 7.5
Togo 519.1 6.1 522.7 6.3 3.5 7.5
181
182
Table B3.25: Percentage and Performance of Pupils in Language, according to Nursery School, Kindergarten or Preprimary Attendance - Early Primary
Percentage of pupils who Standard Average score of pupils Standard Average score of pupils who Standard Average Standard
attended preprimary… Error who attended preprimary… Error did not attend preprimary… Error Gap Error
Benin 41.6 3.2 473.9 5.4 448.9 5.0 25.0*** 6.4
CONFEMEN - PASEC
Burkina Faso 10.9 1.2 560.9 30.9 508.5 5.5 52.4 30.7
Burundi 23.0 2.3 630.0 8.9 628.2 6.8 1.8 10.9
Cameroon 49.9 4.3 535.5 9.3 472.3 10.1 63.3*** 11.3
Congo 29.7 3.5 578.8 9.2 499.2 7.3 79.6*** 10.9
Côte d’Ivoire 20.3 2.0 518.0 12.8 475.6 5.6 42.4*** 11.4
Niger 24.5 3.1 495.0 12.8 415.8 7.2 79.2*** 13.3
Senegal 31.3 3.0 536.9 12.6 485.5 11.4 51.4*** 14.4
Chad 13.5 2.4 513.2 15.0 478.5 7.6 34.7** 15.6
Togo 26.5 3.0 520.6 15.3 456.9 6.8 63.8*** 16.9
Average 27.1 1.1
Table B3.26: Percentage and Performance of Pupils in Mathematics, according to Nursery School, Kindergarten or Preprimary Attendance - Early Primary
Benin 41.6 3.2 462.2 6.6 452.7 6.6 9.5 8.1
Burkina Faso 10.9 1.2 524.8 20.0 504.1 5.0 20.6 20.4
Burundi 23.0 2.3 606.9 5.8 604.9 5.3 2.1 7.2
Cameroon 49.9 4.3 527.9 8.9 476.1 12.6 51.8*** 13.5
Congo 29.7 3.5 570.8 6.4 528.4 6.7 42.4*** 8.5
Côte d’Ivoire 20.3 2.0 479.6 9.9 462.8 5.8 16.8 9.6
Niger 24.5 3.1 500.1 12.3 417.5 7.9 82.7*** 12.7
Senegal 31.3 3.0 540.6 11.1 515.2 10.2 25.5** 12.3
Chad 13.5 2.4 531.3 15.3 487.7 10.0 43.7*** 13.6
Togo 26.5 3.0 506.1 11.8 462.0 6.9 44.1*** 13.5
Average 27.1 1.1
Table B3.27: Percentage and Performance of Pupils in Reading, according to Nursery School, Kindergarten or Preprimary Attendance - Late Primary
Benin 30.0 2.2 556.8 10.7 510.8 4.3 46.0*** 10.9
Burkina Faso 12.0 1.4 552.7 11.3 529.2 3.7 23.5** 9.6
Burundi 20.5 1.3 534.9 3.3 523.5 2.2 11.5*** 3.7
Cameroon 46.6 2.2 553.6 7.0 485.6 5.7 68.0*** 7.0
Congo 37.3 2.7 541.9 5.6 484.5 4.7 57.5*** 6.5
Côte d’Ivoire 23.7 1.6 544.2 7.7 509.5 4.0 34.7*** 7.8
Niger 17.6 1.6 442.4 11.3 399.2 2.8 43.2*** 11.3
Senegal 43.7 2.5 572.2 10.3 532.7 6.0 39.6*** 9.6
Chad 19.0 1.9 440.5 11.1 431.4 7.2 9.2 11.4
Togo 31.7 2.0 537.6 6.3 479.1 4.8 58.5*** 7.7
Average 28.2 0.6
Table B3.28: Percentage and Performances of Pupils in Mathematics, according to Nursery School, Kindergarten or Preprimary Attendance - Late Primary
Benin 30.0 2.2 525.3 9.8 486.6 5.6 38.7*** 10.6
Burkina Faso 12.0 1.4 554.6 11.1 537.7 3.8 16.9 9.4
Burundi 20.5 1.3 593.3 4.0 593.8 2.9 -0.5 4.3
Cameroon 46.6 2.2 516.4 6.7 464.3 4.8 52.1*** 5.9
Congo 37.3 2.7 507.8 5.2 470.1 4.3 37.8*** 6.6
Côte d’Ivoire 23.7 1.6 487.6 5.0 472.5 3.4 15.1*** 5.3
Niger 17.6 1.6 442.3 10.2 402.0 3.4 40.2*** 10.4
Senegal 43.7 2.5 562.2 9.8 537.4 6.2 24.9*** 8.9
Chad 19.0 1.9 461.3 9.5 450.8 6.1 10.6 9.7
Togo 31.7 2.0 555.2 8.0 504.3 5.9 50.9*** 9.2
Average 28.2 0.6
183
184
Table B3.29: Average Gap in Socioeconomic Status between Pupils who Have and Have not Attended Preprimary
CONFEMEN - PASEC
Benin 5.8*** 1.0
Burkina Faso 6.8*** 0.9
Burundi 4.4*** 0.5
Cameroon 6.9*** 0.6
Congo 8.9*** 0.8
Côte d’Ivoire 4.9*** 0.6
Niger 11.3*** 1.4
Senegal 6.1*** 0.6
Chad 8.6*** 1.1
Togo 7.4*** 0.7
Table B3.30: Percentage and Performance of Pupils in Language, who Did or Did not Repeat Grade 2 - Early Primary
Percentage of pupils Average score of Average score of
Standard Error Standard Error Standard Error Average Gap Standard Error
who repeated non-repeaters repeaters
Benin 11.4 1.6 460.4 4.6 458.6 8.3 -1.8 7.6
Burkina Faso 10.9 1.7 519.0 5.7 473.5 16.0 -45.4*** 14.4
Burundi 26.6 1.9 630.2 5.7 624.6 10.3 -5.6 9.9
Cameroon 12.5 3.1 510.4 8.6 463.5 14.2 -46.9*** 14.0
Congo 13.9 1.7 529.5 7.2 480.1 10.2 -49.4*** 10.6
Côte d’Ivoire 11.7 1.5 485.6 6.8 473.3 11.4 -12.3 11.7
Niger 4.5 1.2 435.2 8.0 428.3 21.4 -6.9 21.9
Senegal 9.8 1.3 507.8 10.2 453.1 11.5 -54.7*** 15.7
Chad 23.5 2.8 485.4 7.8 472.8 9.8 -12.5 8.5
Togo 10.4 1.7 474.8 7.7 465.2 10.8 -9.6 14.1
Average 13.4 0.7
Table B3.31: Percentage and Performance of Pupils in Mathematics, who Did or Did not Repeat Grade 2 - Early Primary
Percentage of pupils Average score of Average score of
Standard Error Standard Error Standard Error Average Gap Standard Error
who repeated non-repeaters repeaters
Benin 11.4 1.6 457.7 5.7 460.2 12.3 2.5 11.9
Burkina Faso 10.9 1.7 509.6 4.9 479.2 13.6 -30.3** 13.6
Burundi 26.6 1.9 601.1 4.2 617.1 7.4 16.0** 6.6
Cameroon 12.5 3.1 508.1 9.0 462.6 14.5 -45.5*** 13.8
Congo 13.9 1.7 545.0 6.3 516.0 9.0 -28.9*** 11.0
Côte d’Ivoire 11.7 1.5 465.8 6.2 469.7 11.6 3.9 12.1
Niger 4.5 1.2 437.5 8.7 435.4 22.7 -2.0 23.3
Senegal 9.8 1.3 528.1 9.5 481.8 11.4 -46.3*** 15.6
Chad 23.5 2.8 493.6 12.1 489.6 11.5 -4.0 14.0
Togo 10.4 1.7 472.7 6.9 482.3 11.4 9.7 13.7
Average 13.4 0.7
Table B3.32: Distribution of Pupils according to the Number of Repetitions - Late Primary
The pupil never repeated The pupil repeated once The pupil repeated twice The pupil repeated more than twice
Standard Standard Standard Standard
Percentage Percentage Percentage Percentage
Error Error Error Error
Benin 42.9 1.8 41.0 1.7 13.0 0.8 3.2 0.4
Burkina Faso 44.3 1.5 44.7 1.3 9.7 0.7 1.3 0.2
Burundi 17.8 1.2 25.5 1.4 30.7 1.2 25.9 1.3
Cameroon 45.1 1.9 37.9 1.5 11.8 1.1 5.3 0.6
Congo 42.8 2.6 40.1 2.4 14.2 1.6 3.0 0.5
Côte d’Ivoire 38.5 1.7 41.8 1.5 14.2 1.0 5.5 0.8
Niger 60.2 2.3 34.5 2.1 3.2 0.5 2.1 0.6
Senegal 64.2 2.1 31.7 1.9 3.0 0.4 1.0 0.4
Chad 36.5 2.0 51.5 2.1 8.3 1.1 3.7 0.7
Togo 34.2 1.5 44.6 1.1 17.3 1.1 3.9 0.4
Average 42.5 0.7 39.3 0.6 12.6 0.4 5.5 0.2
185
186
Table B3.33: Pupil Performance and Performance Gaps in Reading, according to the Number of Repetitions - Late Primary
Performance gap between pupils who Performance gap between pupils who Performance gap between pupils who
The pupil never repeated repeated once and pupils who never repeated twice and pupils who never repeated more than twice and pupils
repeated repeated who never repeated
Average Standard Error Average Gap Standard Error Average Gap Standard Error Average Gap Standard Error
Benin 568.7 7.3 -72.0*** 8.1 -91.0*** 8.6 -108.0*** 11.4
CONFEMEN - PASEC
Burkina Faso 542.8 6.6 -16.0*** 5.8 -29.1*** 7.3 -57.7*** 13.8
Burundi 538.1 4.4 -8.4 4.5 -16.4*** 4.3 -19.9*** 4.8
Cameroon 552.4 6.0 -48.1*** 6.0 -86.7*** 8.5 -112.3*** 10.4
Congo 546.1 5.3 -64.4*** 6.5 -86.0*** 9.7 -103.3*** 11.0
Côte d’Ivoire 540.8 6.2 -35.2*** 6.6 -41.4*** 8.7 -56.6*** 10.3
Niger 410.3 4.6 -6.4 5.2 -26.8** 10.7 -8.5 24.0
Senegal 574.8 7.6 -63.3*** 7.0 -98.4*** 11.4 -159.9*** 33.3
Chad 447.5 7.5 -15.8*** 5.8 -37.4*** 9.8 -93.2*** 21.4
Togo 531.6 4.9 -46.4*** 5.7 -59.8*** 5.4 -71.4*** 9.5
Table B3.34: Pupil Performance and Performance Gaps in Mathematics, according to the Number of Repetitions - Late Primary
Benin 531.9 8.2 -56.2*** 7.5 -67.2*** 9.7 -87.3*** 12.3
Burkina Faso 548.7 6.5 -11.2 6.0 -30.6*** 8.2 -64.9*** 16.2
Burundi 602.5 6.2 -5.2 5.6 -12.3** 5.6 -14.0** 6.6
Cameroon 519.8 4.9 -47.4*** 5.3 -70.5*** 6.2 -85.1*** 12.9
Congo 510.1 5.0 -45.0*** 6.2 -50.4*** 7.6 -69.5*** 13.8
Côte d’Ivoire 487.4 4.5 -18.1*** 4.9 -16.9** 6.7 -30.1*** 8.2
Niger 411.6 4.4 -3.1 5.5 -22.4** 9.4 -27.0 22.7
Senegal 572.0 7.6 -61.4*** 7 -88.5*** 13.1 -158.7*** 42.0
Chad 468.0 6.0 -20.9*** 6.7 -36.4*** 8.5 -76.6*** 19.8
Togo 550.7 5.7 -44.0*** 5.9 -47.4*** 6.9 -58.5*** 12.3
Table B3.33: Pupil Performance and Performance Gaps in Reading, according to the Number of Repetitions - Late Primary
Benin 568.7 7.3 -72.0*** 8.1 -91.0*** 8.6 -108.0*** 11.4
Burkina Faso 542.8 6.6 -16.0*** 5.8 -29.1*** 7.3 -57.7*** 13.8
Burundi 538.1 4.4 -8.4 4.5 -16.4*** 4.3 -19.9*** 4.8
Cameroon 552.4 6.0 -48.1*** 6.0 -86.7*** 8.5 -112.3*** 10.4
Congo 546.1 5.3 -64.4*** 6.5 -86.0*** 9.7 -103.3*** 11.0
Côte d’Ivoire 540.8 6.2 -35.2*** 6.6 -41.4*** 8.7 -56.6*** 10.3
Niger 410.3 4.6 -6.4 5.2 -26.8** 10.7 -8.5 24.0
Senegal 574.8 7.6 -63.3*** 7.0 -98.4*** 11.4 -159.9*** 33.3
Chad 447.5 7.5 -15.8*** 5.8 -37.4*** 9.8 -93.2*** 21.4
Togo 531.6 4.9 -46.4*** 5.7 -59.8*** 5.4 -71.4*** 9.5
Table B3.34: Pupil Performance and Performance Gaps in Mathematics, according to the Number of Repetitions - Late Primary
Benin 531.9 8.2 -56.2*** 7.5 -67.2*** 9.7 -87.3*** 12.3
Burkina Faso 548.7 6.5 -11.2 6.0 -30.6*** 8.2 -64.9*** 16.2
Burundi 602.5 6.2 -5.2 5.6 -12.3** 5.6 -14.0** 6.6
Cameroon 519.8 4.9 -47.4*** 5.3 -70.5*** 6.2 -85.1*** 12.9
Congo 510.1 5.0 -45.0*** 6.2 -50.4*** 7.6 -69.5*** 13.8
Côte d’Ivoire 487.4 4.5 -18.1*** 4.9 -16.9** 6.7 -30.1*** 8.2
Niger 411.6 4.4 -3.1 5.5 -22.4** 9.4 -27.0 22.7
Senegal 572.0 7.6 -61.4*** 7 -88.5*** 13.1 -158.7*** 42.0
Chad 468.0 6.0 -20.9*** 6.7 -36.4*** 8.5 -76.6*** 19.8
Togo 550.7 5.7 -44.0*** 5.9 -47.4*** 6.9 -58.5*** 12.3
187
188
Annex B4. Chapter 4 Data
Table B4.1: Variance Decomposition in Language and Mathematics Scores - Early Primary
Language Mathematics
Intra-class correlation Intra-class correlation
School Variance Pupil Variance School Variance Pupil Variance
coefficient coefficient
CONFEMEN - PASEC
Benin 2190.1 2330.6 48.4% 2272.9 5492.9 29.3%
Burkina Faso 3856.9 4832.8 44.4% 2654.6 4543.6 36.9%
Burundi 3397.5 5812.4 36.9% 1141.0 2690.8 29.8%
Cameroon 4214.3 2744.6 60.6% 3480.8 3157.2 52.4%
Congo 5278.6 2811.4 65.2% 3076.2 4014.7 43.4%
Côte d’Ivoire 2129.6 2737.2 43.8% 1983.7 4157.7 32.3%
Niger 4233.1 3244.1 56.6% 4845.0 5754.2 45.7%
Senegal 6952.3 4401.2 61.2% 5246.8 5760.0 47.7%
Chad 2766.7 2397.7 53.6% 3412.6 6099.3 35.9%
Togo 5728.9 3303.8 63.4% 4306.2 4714.4 47.7%
Table B4.2: Variance Decomposition in Reading and Mathematics Scores - Late Primary
Reading Mathematics
Intra-class correlation Intra-class correlation
School Variance Pupil Variance School Variance Pupil Variance
coefficient coefficient
Benin 5148.4 4858.4 51.4% 4408.5 3855.7 53.3%
Burkina Faso 3109.9 3950.4 44.0% 3352.0 4898.1 40.6%
Burundi 680.5 1867.5 26.7% 806.9 3562.9 18.5%
Cameroon 5935.8 4623.3 56.2% 4425.6 4278.1 50.8%
Congo 4606.5 3846.5 54.5% 2876.7 2959.9 49.3%
Côte d’Ivoire 3879.9 5603.7 40.9% 1749.3 3580.8 32.8%
Niger 2875.9 3379.3 46.0% 2329.5 3739.9 38.4%
Senegal 5898.2 5356.7 52.4% 5388.4 5290.5 50.5%
Chad 4238.2 2781.2 60.4% 3767.6 2817.4 57.2%
Togo 4655.4 4123.4 53.0% 6016.4 4874.0 55.2%
Table B4.3: Percentage of Pupils Attending a School in a Rural Area and Difference in Pupils’ Language Scores – Early Primary
The school is located in a rural area
Standard Average performance gap between pupils Standard
Average score gap between pupils in Error Error
Percentage Standard Error in rural and urban areas controlling for
rural and urban areas the territorial planning index
Benin 55.9 5.3 -35.0*** 9.3 -30.3 19.9
Burkina Faso 44.3 5.4 -53.7*** 13.7 -46.2*** 15.0
Burundi 86.5 3.4 -28.1** 13.9 -24.6* 14.7
Cameroon 66.4 4.6 -80.7*** 17.7 -68.9*** 21.4
Congo 58.7 5.1 -90.2*** 15.2 -89.0*** 15.7
Côte d’Ivoire 55.6 6.0 -50.0*** 11.5 -50.1** 19.9
Niger 79.4 3.1 -46.4* 24.8 -17.3 25.4
Senegal 42.5 6.4 -67.0*** 22.7 -57.8* 33.0
Chad 50.6 8.5 -32.6** 13.8 -30.7** 14.8
Togo 61.6 5.8 -93.2*** 13.3 -69.8*** 16.3
Average 60.2 2.0
Table B4.4: Percentage of Pupils Attending a School in a Rural Area and Difference in Pupils’ Mathematics Scores – Early Primary
Standard Average performance gap between pupils Standard
Average score gap between pupils in Error Error
Percentage Standard Error in rural and urban areas controlling for
rural and urban areas the territorial planning index
Benin 55.9 5.3 -48.1*** 10.6 -45.9** 20.4
Burkina Faso 44.3 5.4 -30.7*** 10.6 -29.9** 14.3
Burundi 86.5 3.4 -10.8 9.4 -10.5 8.1
Cameroon 66.4 4.6 -69.1*** 16.0 -58.2*** 19.9
Congo 58.7 5.1 -50.9*** 12.7 -47.6*** 12.6
Côte d’Ivoire 55.6 6.0 -39.0** 15.3 -45.6 30.5
Niger 79.4 3.1 -41.1* 24.5 -6.9 25.6
Senegal 42.5 6.4 -41.3** 20.8 -28.0 29.0
Chad 50.6 8.5 -44.5*** 15.7 -35.7* 18.5
Togo
189
61.6 5.8 -84.8*** 11.3 -61.4*** 15.3
Average 60.2 2.0
Table B4.5: Percentage of Pupils Attending a School in a Rural Area and Difference in Pupils’ Reading Scores - Late Primary
190
Average score gap Standard Average performance gap between pupils in rural and Standard
Percentage Standard Error between pupils in rural Error urban areas controlling for the territorial planning Error
and urban areas index and the average socioeconomic index
Benin 49.6 3.6 -95.7*** 9.8 -62.4*** 12.0
Burkina Faso 54.7 3.4 -51.8*** 9.1 -35.4*** 9.9
Burundi 82.2 2.5 -17.6*** 4.3 -6.9 6.0
CONFEMEN - PASEC
Cameroon 64.1 3.7 -119.2*** 9.6 -80.8*** 12.6
Congo 42.0 4.8 -77.8*** 9.0 -41.3*** 11.0
Côte d’Ivoire 51.5 2.7 -78.8*** 7.2 -58.0*** 10.7
Niger 79.3 2.7 -67.8*** 11.8 -36.6*** 11.5
Senegal 44.1 4.2 -80.8*** 14.5 -55.1*** 16.6
Chad 54.6 6.9 -39.8*** 12.6 -45.7** 18.4
Togo 60.8 3.2 -81.6*** 9.5 -46.4*** 14.1
Average 58.3 1.4
Table B4.6: Percentage of Pupils Attending a School in a Rural Area and Difference in Pupils’ Mathematics Scores - Late Primary
Average score gap Standard Average performance gap between pupils in rural and Standard
Percentage Standard Error between pupils in rural Error urban areas controlling for the territorial planning Error
and urban areas index and the average socioeconomic index
Benin 49.6 3.6 -78.8*** 10.2 -61.4*** 15.3
Burkina Faso 54.7 3.4 -45.0*** 9.6 -33.8*** 11.7
Burundi 82.2 2.5 3.4 6.2 13.4* 7.6
Cameroon 64.1 3.7 -100.2*** 9.1 -73.0*** 12.1
Congo 42.0 4.8 -40.3*** 8.4 -17.8 10.8
Côte d’Ivoire 51.5 2.7 -38.6*** 6.0 -26.2*** 8.8
Niger 79.3 2.7 -51.1*** 11.4 -27.6** 11.3
Senegal 44.1 4.2 -70.9*** 14.3 -55.1*** 16.1
Chad 54.6 6.9 -21.7 13.3 -25.6 20.7
Togo 60.8 3.2 -75.4*** 12.1 -40.6** 17.1
Average 58.3 1.4
Table B4.7: Percentage of Pupils Attending a Public, Private or Community School - Early Primary
Pupils attending a public school Pupils attending a private school Pupils attending a community school
Benin 84.3 3.5 15.7 3.5 - -
Burkina Faso 77.0 6.3 22.5 6.4 0.5 0.3
Burundi 94.7 2.7 3.0 2.2 2.3 1.6
Cameroon 75.0 2.2 25.0 2.2 - -
Congo 65.6 4.9 34.0 4.9 0.3 0.0
Côte d’Ivoire 85.5 4.5 10.8 3.8 3.7 2.5
Niger 95.1 2.3 4.9 2.3 - -
Senegal 83.7 3.8 14.9 3.8 1.4 0.1
Chad 68.1 5.3 13.4 3.5 18.6 3.5
Togo 75.1 2.1 23.2 2.5 1.7 1.7
Average 80.4 1.2 16.7 1.0 2.8 0.4
Table B4.8: Percentage of Pupils Attending a Public, Private or Community School - Late Primary
Benin 85.7 1.6 14.3 1.6 - -
Burkina Faso 89.1 1.1 10.4 1.1 0.5 0.4
Burundi 94.3 1.9 2.9 1.3 2.8 1.3
Cameroon 72.9 1.7 27.1 1.7 - -
Congo 63.6 2.4 36.2 2.4 0.2 0.0
Côte d’Ivoire 90.2 1.6 8.8 1.3 1.0 1.0
Niger 97.1 1.1 2.7 1.1 0.2 0.0
Senegal 82.6 3.1 15.5 3.1 1.9 1.1
Chad 77.1 2.6 10.8 2.3 12.2 1.4
Togo 71.8 1.3 27.8 1.4 0.4 0.0
Average
82.4 0.5 15.6 0.5 1.9 0.2
191
192
Table B4.9: Language Performance Gaps between Pupils in Public and Private Education - Early Primary
Performance gaps between pupils Performance gaps between pupils
Average Standard Error Standard Error Standard Error
attending private and public schools attending community and public schools
CONFEMEN - PASEC
Benin 448.5 5.1 62.3*** 12.7 - -
Burkina Faso 517.5 5.5 -13.8 21.1 - -
Burundi 628.0 5.9 42.3 25.7 - -
Cameroon 480.4 10.5 87.9*** 16.6 - -
Congo 489.5 8.4 97.0*** 16.2 - -
Côte d’Ivoire 475.3 6.7 65.9*** 16.9 - -
Niger 429.4 7.0 119.0** 52.4 - -
Senegal 471.4 6.6 193.1*** 19.4 - -
Chad 473.4 8.3 51.6*** 19.6 0.1 16.9
Togo 449.5 7.4 99.0*** 22.5 - -
Table B4.10: Mathematics Performance Gaps between Pupils in Public and Private Education - Early Primary
Benin 445.7 6.3 56.8*** 10.2 - -
Burkina Faso 511.8 4.8 -23.4 16.0 - -
Burundi 605.5 4.7 8.4 10.1 - -
Cameroon 485.0 11.7 70.7*** 15.1 - -
Congo 522.5 8.4 53.3*** 12.9 - -
Côte d’Ivoire 460.7 6.3 39.6*** 15.9 - -
Niger 434.0 8.1 71.0 52.3 - -
Senegal 500.0 7.6 137.2*** 24.1 - -
Chad 482.1 13.9 53.0*** 21.5 11.4 18.7
Togo 454.8 7.2 79.5*** 19.8 - -
Table B4.11: Language and Mathematics Performance Gaps between Pupils in Public and Private Education, Controlling for the Territorial Planning Index - Early Primary
Performance gaps between pupils Performance gaps between pupils Performance gaps between pupils Performance gaps between pupils
attending private and public schools attending community and public schools attending private and public schools attending community and public schools
Average Gap Standard Error Average Gap Standard Error Average Gap Standard Error Average Gap Standard Error
Benin 58.0*** 13.5 - - 47.1*** 10.9 - -
Burkina Faso 6.4 24.5 - - -5.0 14.9 - -
Burundi 34.0 26.5 - - 5.9 9.7 - -
Cameroon 74.3*** 17.9 - - 57.2*** 15.7 - -
Congo 97.1*** 17.0 - - 49.2*** 12.5 - -
Côte d’Ivoire 66.4*** 19.7 - - 41.0** 19.0 - -
Niger 102.4** 42.1 - - 51.0 38.8 - -
Senegal 189.4*** 20.6 - - 132.7*** 25.9 - -
Chad 70.2*** 16.9 13.9 21.0 69.3*** 20.9 31.0 19.5
Togo 88.7*** 17.9 - - 69.3*** 16.4 - -
Table B4.12: Reading Performance Gaps between Pupils in Public and Private Education - Late Primary
Benin 508.9 3.8 102.0*** 17.4 - -
Burkina Faso 531.6 3.6 9.3 29.7 - -
Burundi 523.5 2.3 64.2*** 17.3 - -
Cameroon 496.2 6.7 78.7*** 11.7 - -
Congo 465.0 4.5 105.7*** 7.0 - -
Côte d’Ivoire 508.9 4.1 87.1*** 10.5 - -
Niger 398.8 3.2 176.2*** 32.1 - -
Senegal 530.4 6.4 114.6*** 14.3 - -
Chad 423.9 8.2 60.3*** 29.7 17.0 13.2
Togo 475.2 5.0 77.6*** 8.7 - -
193
Table B4.13: Mathematics Performance Gaps between Pupils in Public and Private Education - Late Primary
194
Benin 484.4 4.9 87.4*** 17.3 - -
Burkina Faso 539.4 3.8 9.0 27.5 - -
CONFEMEN - PASEC
Burundi 592.2 2.8 35.4* 22.2 - -
Cameroon 471.7 6.4 65.7*** 10.0 - -
Congo 452.4 4.0 79.9*** 6.1 - -
Côte d’Ivoire 471.4 3.3 47.3*** 8.4 - -
Niger 402.0 3.6 146.2*** 37.8 - -
Senegal 529.8 6.2 107.1*** 13.1 - -
Chad 444.1 6.6 61.1*** 26.0 1.5 12.4
Togo 495.5 6.4 87.2*** 9.8 - -
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
Reading Mathematics
Performance gaps between pupils Performance gaps between pupils Performance gaps between pupils Performance gaps between pupils
attending private and public schools attending community and public schools attending private and public schools attending community and public schools
Average Gap Standard Error Average Gap Standard Error Average Gap Standard Error Average Gap Standard Error
Benin 67.7*** 13.8 - - 65.1*** 15.7 - -
Burkina Faso -7.4 24.0 - - -3.8 23.4 - -
Burundi 53.0*** 15.9 - - 30.8 22.5 - -
Cameroon 38.0*** 11.2 - - 34.6*** 10.2 - -
Congo 79.4*** 8.4 - - 72.4*** 8.3 - -
Côte d’Ivoire 55.0*** 9.8 - - 32.6*** 8.2 - -
Niger 137.6*** 25.2 - - 118.3*** 35.2 - -
Senegal 93.8*** 15.1 - - 90.2*** 14.5 - -
Chad 42.5** 26.5 20.0 14.2 52.8*** 25.1 0.5 13.7
Togo 56.5*** 9.0 - - 68.4*** 12.5 - -
Table B4.15: Percentage of Pupils in Standard, Multigrade or Double-Shift Classes - Early Primary
Multigrade Classes Double-shift Classes Standard Classes
Benin 4.9 2.3 0.6 0.6 94.5 2.4
Burkina Faso 5.2 1.2 1.3 1.3 93.5 1.6
Burundi 0.0 0.0 46.8 5.2 53.2 5.2
Cameroon 22.9 3.7 2.5 1.7 74.6 3.3
Congo 30.1 5.4 25.8 5.2 44.0 6.0
Côte d’Ivoire 8.0 2.9 6.6 2.1 85.4 3.4
Niger 8.7 2.4 0.4 0.4 90.9 3.1
Senegal 9.4 2.6 30.5 5.2 60.1 5.3
Chad 19.8 4.6 3.2 2.1 77.0 5.1
Togo 11.7 3.0 0.0 0.0 88.3 3.0
Average 11.9 1.0 11.9 0.9 76.2 1.3
Table B4.16: Percentage of Pupils in Standard, Multigrade or Double-Shift Classes - Late Primary
Multigrade Classes Double-shift Classes Standard Classes
Benin 5.7 1.8 0.4 0.4 93.9 3.9
Burkina Faso 2.7 0.8 0.2 0.2 97.1 1.1
Burundi 0.0 0.0 24.1 3.7 75.9 3.7
Cameroon 16.3 3.4 17.6 3.8 66.2 4.2
Congo 27.0 3.3 12.1 3.7 60.9 3.9
Côte d’Ivoire 16.2 2.5 3.1 1.3 80.8 2.8
Niger 7.3 2.1 1.2 1.0 91.5 2.5
Senegal 6.6 1.8 18.3 3.8 75.0 4.2
Chad 35.1 6.2 7.1 3.4 57.8 6.4
Togo 30.7 3.0 2.2 1.2 67.1 3.0
Average 14.8 0.8 8.6 0.8 76.6 1.0
195
196
Table B4.17: Language-Reading and Mathematics Performance Gaps between Pupils in Multigrade and Standard Classes - Early and Late Primary
Early Primary Late Primary
Language Mathematics Reading Mathematics
Performance gap Standard Error Performance gap Standard Error Performance gap Standard Error Performance gap Standard Error
CONFEMEN - PASEC
Benin 22.8 60.4 6.7 47.2 -29.5 21.4 -31.9* 18.8
Burkina Faso -47.6 31.3 -39.7 33.0 -69.6** 27.5 -73.5*** 25.7
Burundi - - - - - - - -
Cameroon -32.3** 15.6 -36.4** 17.1 -51.0*** 17.4 -40.6*** 12.9
Congo -65.9*** 19.1 -49.1*** 14.5 -54.9*** 11.3 -28.7*** 9.1
Côte d’Ivoire -44.2*** 13.8 -38.0*** 13.6 -46.1*** 11.7 -23.8*** 9.0
Niger -45.1*** 16.4 -57.5** 22.5 -33.4** 17.1 -23.9 19.7
Senegal -71.4*** 15.8 -66.0** 27.9 -44.5** 20.0 -35.1* 18.2
Chad -30.2** 12.3 -26.7 18.4 9.3 12.2 9.3 12.5
Togo - - - - -36.1*** 13.4 -39.4*** 14.9
Table B4.18: Percentage of Pupils in Multigrade Classes Attending a School Located in a Rural or Urban Area - Early and Late Primary
Urban Rural Urban Rural
Benin 37.6 25.8 62.4 25.8 46.1 15.9 53.9 15.9
Burkina Faso 65.8 13.4 34.2 13.4 53.3 12.6 46.7 12.6
Burundi - - - - - - - -
Cameroon 18.1 8.8 81.9 8.8 10.8 4.0 89.2 4.0
Congo 6.3 3.8 93.7 3.8 25.6 6.0 74.4 6.0
Côte d’Ivoire 3.4 3.8 96.6 3.8 7.8 4.3 92.2 4.3
Niger 10.9 9.1 89.1 9.1 - - - -
Senegal 23.0 23.3 77.0 23.3 21.8 12.7 78.2 12.7
Chad 5.1 3.8 94.9 3.8 18.9 6.3 81.1 6.3
Togo - - - - 9.1 3.8 90.9 3.8
Table B4.19: Language and Mathematics Performance Gaps between Pupils in Double Shift and Standard Classes - Early and Late Primary
Language Mathematics Reading Mathematics
Performance gap Standard Error Performance gap Standard Error Performance gap Standard Error Performance gap Standard Error
Benin - - - - - - - -
Burkina Faso - - - - - - - -
Burundi 29.3** (12.8) 7.4 (9.5) -1.9 (6.2) -7.1 (6.3)
Cameroon - - - - 10.1 (18.6) 4.3 (16.4)
Congo -47.7*** (18.1) -34.4** (16.6) -30.3** (14.1) -9.7 (16.0)
Côte d’Ivoire -8.3 (13.4) -8.2 (11.1) - - - -
Niger - - - - - - - -
Senegal -56.4*** (19.8) -48.1** (19.9) 16.4 (30.8) 15.7 (29.3)
Chad - - - - -16.1 (12.8) -20.3** (9.1)
Togo - - - - - - - -
Table B4.20: Average Number of Pupils per Class in the PASEC2014 Assessment Sample - Early and Late Primary
Average Standard Error Standard Deviation Standard Error Average Standard Error Standard Deviation Standard Error
Benin 57.0 1.9 21.4 1.5 35.5 1.1 14.4 0.6
Burkina Faso 79.8 5.3 39.9 2.2 68.3 1.8 27.3 1.3
Burundi 56.2 1.7 17.9 1.6 44.1 1.0 14.4 0.9
Cameroon 52.9 4.3 31.1 10.7 47.5 2.5 30.6 2.9
Congo 48.9 3.0 31.3 2.8 55.2 4.9 42.8 4.6
Côte d’Ivoire 44.7 2.5 23.3 1.3 43.5 1.7 26.9 1.3
Niger 48.0 1.5 17.6 1.7 39.6 1.1 14.8 0.8
Senegal 52.0 3.5 25.7 3.4 42.8 2.7 23.5 2.5
Chad 64.5 5.3 31.7 3.1 46.4 2.9 26.3 1.8
Togo 49.2 2.7 18.6 3.1 36.1 1.1 16.4 1.1
Average 55.8 1.2 28.6 1.2 46.7 0.7 26.2 0.7
197
198
Table B4.21: Distribution of Pupils by Availability of Seating in Class - Early Primary
One Seat per Pupil One Seat for Two Pupils One Seat for Three Pupils or More
CONFEMEN - PASEC
Benin 31.2 5.3 51.0 6.0 17.8 4.8
Burkina Faso 10.8 2.9 59.3 5.4 29.9 4.9
Burundi 22.1 3.8 49.6 4.6 28.3 4.4
Cameroon 27.2 4.8 46.4 6.7 26.4 5.6
Congo 46.4 6.7 22.0 5.2 31.6 5.0
Côte d’Ivoire 45.8 6.0 42.1 5.8 12.0 3.1
Niger 16.0 5.3 55.0 8.4 29.1 8.0
Senegal 32.5 7.6 45.5 8.8 22.0 7.4
Chad 6.4 3.6 42.2 10.6 51.5 10.5
Togo 21.4 4.1 70.1 4.8 8.5 2.9
Table B4.22: Distribution of Pupils by Availability of Seating in Class - Late Primary

One Seat per Pupil One Seat for Two Pupils One Seat for Three Pupils or More
Benin 58.7 6.5 29.6 6.1 11.7 2.4
Burkina Faso 30.5 3.8 60.1 3.8 9.3 2.2
Burundi 45.9 4.0 39.5 4.1 14.6 3.1
Cameroon 43.8 5.4 38.7 6.0 17.5 3.6
Congo 46.1 6.4 25.0 5.4 28.9 6.8
Côte d’Ivoire 51.2 4.2 39.2 4.2 9.7 2.4
Niger 35.3 4.4 49.0 5.3 15.7 3.5
Senegal 56.8 5.1 29.4 4.9 13.8 3.9
Chad 32.1 7.6 19.4 5.0 48.5 9.5
Togo 58.3 4.9 28.1 4.1 13.7 3.2
Table B4.23: Percentage of Pupils Attending a School with a Library - Late Primary
Percentage Standard Error
Benin 9.4 2.1
Burundi 5.1 1.9
Cameroon 18.4 2.5
Congo 15.0 3.0
Niger 1.5 0.9
Senegal 50.1 5.1
Chad 4.6 1.4
Togo 7.4 1.9
Average 12.4 0.9
Table B4.24: Distribution of Pupils According to the Number of Pupils per Language Textbook – Early primary
One Textbook per Pupil One Textbook for Two Pupils One Textbook for Three Pupils or More
Benin 31.8 6.0 37.3 6.5 31.0 4.6
Burkina Faso 49.5 7.2 20.2 4.4 30.3 7.9
Burundi 3.9 2.0 24.3 5.0 71.8 4.8
Cameroon 29.3 5.5 8.5 4.7 62.2 6.3
Congo 51.2 5.9 17.8 4.9 31.0 5.6
Côte d’Ivoire 55.7 6.3 27.2 6.4 17.0 4.2
Niger 11.6 3.5 10.2 3.5 78.3 3.9
Senegal 61.7 5.4 4.4 1.6 33.9 4.9
Chad 4.4 2.2 1.1 0.8 94.5 2.4
Togo 55.6 6.8 10.6 3.2 33.8 6.5
199
200
Table B4.25 : Distribution of Pupils According to the Number of Pupils per Mathematics Textbook – Early primary
CONFEMEN - PASEC
Benin 34.2 5.8 35.5 5.9 30.3 4.7
Burkina Faso 1.4 1.4 1.0 0.8 97.6 1.6
Burundi 17.8 4.2 31.0 4.9 51.2 5.0
Cameroon 24.1 5.5 0.9 0.8 75.0 5.5
Congo 59.9 7.3 12.8 4.7 27.3 6.0
Côte d’Ivoire 64.4 5.5 17.9 4.7 17.7 4.8
Niger 67.7 5.3 6.9 3.1 25.4 5.6
Senegal 37.1 5.3 8.9 2.3 54.0 5.0
Chad 3.6 2.1 4.9 2.9 91.5 3.6
Togo 81.0 4.1 3.1 1.9 15.9 3.4
Table B4.26 : Distribution of Pupils According to the Number of Pupils per Reading Textbook – Late primary
Benin 42.4 5.0 53.1 5.1 4.4 1.4
Burkina Faso 65.8 3.8 23.4 3.4 10.8 2.7
Burundi 5.2 1.8 45.4 4.4 49.5 4.2
Cameroon 30.0 3.5 17.9 3.1 52.1 3.2
Congo 41.5 5.4 26.6 6.5 31.9 7.1
Côte d’Ivoire 65.8 3.8 22.7 2.9 11.5 2.7
Niger 16.9 3.0 14.8 2.9 68.2 4.0
Senegal 42.3 4.8 15.4 4.6 42.3 4.8
Chad 8.1 1.3 3.9 2.1 88.0 2.5
Togo 45.0 3.6 24.4 3.3 30.6 3.0
Table B4.27 : Distribution of Pupils According to the Number of Pupils per Mathematics Textbook – Late primary
Benin 42.4 5.0 53.2 5.1 4.4 1.4
Burkina Faso 74.8 3.9 13.3 2.9 11.9 3.0
Burundi 12.9 2.2 28.1 3.8 59.0 3.9
Cameroon 23.6 3.0 10.3 3.1 66.1 3.6
Congo 44.1 5.7 19.3 5.1 36.6 4.4
Côte d’Ivoire 68.9 3.8 19.1 3.3 12.0 2.7
Niger 29.3 3.9 12.6 2.2 58.1 4.3
Senegal 51.6 4.7 8.5 3.0 39.9 4.7
Chad 9.5 2.6 2.7 1.5 87.8 3.0
Togo 60.0 4.7 18.4 3.6 21.6 3.7
Table B4.28: Percentage of Pupils Attending a School without Latrines or Toilets - Late Primary
Benin 12.1 4.7
Burundi 1.3 0.9
Cameroon 21.5 3.9
Congo 11.7 2.4
Niger 32.5 4.3
Senegal 0.9 0.4
Chad 48.5 4.8
Togo 40.4 3.2
Average 22.1 1.1
201
202
Table B4.29: Percentage of Pupils Attending a School with a First Aid Box / Medical Kit - Late Primary
Benin 59.8 6.3
CONFEMEN - PASEC
Burundi 0.6 0.2
Cameroon 71.6 3.9
Congo 58.1 4.0
Niger 5.3 1.9
Senegal 51.9 5.1
Chad 17.6 6.6
Togo 14.2 2.8
Average 30.2 1.5
Table B4.30: Percentage of Pupils Having Undergone Various Medical Tests or Checkups - Late Primary
Pupil had a medical check-up Pupil had a deworming Pupil received a food
Pupil had an eye test Pupil had a hearing test
during the year Treatment supplement
Percentage Standard Error Percentage Standard Error Percentage Standard Error Percentage Standard Error Percentage Standard Error
Benin 4.9 1.3 2.2 1.0 0.6 0.4 8.8 2.0 3.7 1.4
Burkina Faso 13.7 2.8 4.2 1.3 3.7 1.7 38.6 3.7 15.7 2.8
Burundi 26.6 3.4 5.0 1.8 4.3 1.8 62.6 4.2 10.8 2.5
Cameroon 41.3 3.9 5.3 1.2 1.9 0.8 92.3 2.2 10.3 2.5
Congo 11.5 4.5 2.5 0.9 0.8 0.3 14.7 5.9 19.3 5.8
Côte d’Ivoire 45.6 3.8 19.7 3.0 12.6 2.1 42.4 3.6 36.8 4.3
Niger 29.7 4.2 5.0 2.0 3.1 1.6 74.3 3.7 7.6 1.9
Senegal 40.7 5.0 9.8 3.6 5.1 2.9 59.1 5.8 27.4 5.0
Chad 7.5 2.9 2.8 2.1 0.8 0.6 8.5 2.9 6.8 3.1
Togo 12.4 2.4 2.9 1.4 1.2 0.7 18.2 3.4 9.2 2.2
Average 23.3 1.2 5.9 0.7 3.4 0.6 41.8 1.3 14.6 1.0
Table B4.31: Average Level of the School Infrastructure Index - Late Primary
Average Level Standard Error Standard Deviation Standard Error
Benin 54.8 0.7 6.4 0.5
Burkina Faso 52.5 0.5 6.1 0.3
Burundi 45.8 0.5 8.0 0.4
Cameroon 50.2 0.8 11.3 0.8
Congo 54.0 0.8 8.9 0.7
Côte d’Ivoire 51.9 0.6 8.3 0.8
Niger 41.2 0.8 9.0 0.5
Senegal 58.0 0.7 7.3 0.6
Chad 44.9 0.9 10.0 0.9
Togo 46.7 0.6 10.2 0.5
Average 50.0 0.2 10.0 0.2
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
Average score gap, controlling for the school Infrastructure Index
Average score gap Standard Error Standard Error
and the class equipment index
Benin 5.4*** 0.9 0.4 0.8
Burkina Faso 2.0*** 0.7 1.7*** 0.6
Burundi 1.2*** 0.3 0.2 1.2
Cameroon 3.8*** 0.4 2.3*** 0.7
Congo 3.2*** 0.7 2.2** 1.0
Côte d’Ivoire 3.5*** 0.7 -0.9 0.7
Niger 2.1*** 0.6 1.2 0.9
Senegal 4.4*** 0.9 3.5* 1.8
Chad 0.5 0.7 0.3 0.9
Togo 3.4*** 0.4 1.3** 0.7
203
204
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
CONFEMEN - PASEC
Benin 4.7*** 0.8 0.3 0.9
Burkina Faso 1.8*** 0.7 1.4*** 0.5
Burundi 0.8*** 0.3 0.2 0.6
Cameroon 3.2*** 0.4 2.6*** 0.6
Congo 1.8*** 0.6 1.4 0.9
Côte d’Ivoire 2.0*** 0.5 -1.1 0.7
Niger 2.0*** 0.5 1.3 1.1
Senegal 4.0*** 0.9 2.9 1.9
Chad 0.3 0.6 -0.2 1.1
Togo 3.7*** 0.4 0.9 0.6
Table B4.34: Average of the Class Equipment Index - Early Primary

Benin 55.9 0.8 7.4 0.8
Burkina Faso 48.9 1.2 7.9 1.3
Burundi 50.0 0.7 7.0 1.1
Cameroon 50.3 1.3 10.7 1.7
Congo 52.0 0.9 6.9 0.5
Côte d’Ivoire 54.1 0.9 9.3 1.1
Niger 48.3 0.5 4.9 0.6
Senegal 53.9 1.2 8.9 1.2
Chad 36.7 1.9 11.8 1.8
Togo 49.8 1.0 9.7 1.5
Average 50.0 0.4 10.0 0.5
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
Benin 1.5** 0.6 0.1 0.7
Burkina Faso 1.6 1.0 0.5 0.7
Burundi -0.4 1.3 -0.8 1.0
Cameroon 2.9*** 0.6 1.8*** 0.6
Congo -0.5 1.2 -1.1 1.0
Côte d’Ivoire 1.6*** 0.5 1.9*** 0.5
Niger 4.4** 2.0 2.6 1.6
Senegal 4.3*** 1.6 4.6** 1.9
Chad 0.4 0.6 -0.2 0.6
Togo 2.2* 1.2 0.0 0.7
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
Benin 0.8 0.8 -0.5 0.8
Burkina Faso 1.6* 0.9 0.6 0.6
Burundi -0.2 0.7 -0.4 0.6
Cameroon 2.2*** 0.6 1.1* 0.6
Congo -1.2 0.9 -1.6** 0.7
Côte d’Ivoire 1.1*** 0.4 1.4*** 0.5
Niger 4.1** 1.7 2.8 2.1
Senegal 3.7** 1.5 3.9** 1.8
Chad -0.8 0.8 -1.3 0.9
Togo 2.0* 0.8 0.3 0.6
205
206
Table B4.37: Average of the Class Equipment Index - Late Primary
CONFEMEN - PASEC
Benin 60.0 1.2 9.0 0.8
Burkina Faso 53.8 0.7 8.5 0.7
Burundi 49.2 0.4 5.8 0.4
Cameroon 45.8 0.6 8.8 0.5
Congo 48.9 0.7 6.8 0.6
Côte d’Ivoire 54.0 0.6 8.3 0.8
Niger 47.5 0.6 8.1 0.7
Senegal 53.1 1.0 10.3 0.8
Chad 38.0 0.8 8.1 0.6
Togo 49.8 0.6 8.5 0.7
Average 50.0 0.3 10.0 0.3
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
Benin 2.3*** 0.8 1.5 0.9
Burkina Faso 2.3*** 0.4 2.0*** 0.5
Burundi 1.7*** 0.3 1.0*** 0.3
Cameroon 3.9*** 0.7 1.8** 0.8
Congo 3.1*** 0.8 1.5 0.9
Côte d’Ivoire 3.3*** 0.5 2.0*** 0.5
Niger 2.0*** 0.7 1.1* 0.6
Senegal 1.8** 0.8 1.8** 0.8
Chad 3.0*** 0.8 3.3*** 0.9
Togo 0.5 0.5 -0.7 0.5
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
Benin 2.5*** 0.9 1.6* 0.8
Burkina Faso 2.2*** 0.4 1.9*** 0.5
Burundi 1.3*** 0.5 0.9 0.6
Cameroon 3.3*** 0.6 1.5** 0.7
Congo 2.2*** 0.7 1.0 0.8
Côte d’Ivoire 2.0*** 0.4 1.4*** 0.4
Niger 1.6** 0.7 0.9 0.6
Senegal 1.8** 0.7 1.8** 0.8
Chad 2.3*** 0.8 2.5*** 0.9
Togo 0.8 0.6 -0.5 0.5
Table B4. 40: Language Performance and Gaps in Scores, according to the Number of Reading Textbooks Available in Class - Early Primary
Performance gap beween pulpils Performance gap beween pulpils
having one textbook for two having one textbook for three
pupils and pupils having their or more pupils and pupils having
own textbook their own textbook
Benin 473.4 11.5 -15.6 14.1 -29.9* 15.3
Burkina Faso 526.4 9.4 -3.6 18.8 -32.3** 16.1
Burundi 628.8 7.4 5.1 14.9 -3.2 10.7
Cameroon 554.9 14.3 26.1 27.4 -85.0*** 14.5
Congo 527.8 10.1 -11.6 22.5 -23.0 19.0
Côte d’Ivoire 501.5 8.1 -32.2** 15.2 -50.7*** 10.6
Niger 502.1 24.8 -79.4*** 30.2 -75.0*** 26.3
Senegal 524.7 14.7 -34.1 24.4 -61.7*** 17.4
Chad 545.8 33.6 -110.9 94.4 -67.9* 34.7
Togo 488.7 9.8 -17.1 17.6 -38.8** 19.6
207
Table B4.41: Mathematics Performance and Gaps in Scores, according to the Number of Mathematics Textbooks Available in Class - Early Primary
208
Benin 464.6 12.5 -10.1 15.3 -20.6 15.7
CONFEMEN - PASEC
Burkina Faso - - - - - -
Burundi 597.7 7.3 3.7 10.0 12.2 10.4
Cameroon 552.9 16.5 -91.2*** 18.9 -65.0*** 19.0
Congo 529.0 9.0 26.0 21.9 29.7* 17.6
Côte d’Ivoire 473.7 8.1 -11.9 12.9 -31.7*** 11.1
Niger 445.6 10.7 -26.6 47.0 -30.4* 15.7
Senegal 574.7 17.7 -79.6* 45.2 -81.2*** 21.1
Chad 572.0 31.9 -51.5 45.8 -81.8** 33.7
Togo 479.7 6.4 -50.6 64.5 -28.2* 17.0
Table B4.42: Reading Performance and Gaps in Scores, according to the Number of Reading Textbooks Available in Class - Late Primary
Benin 536.3 10.5 -19.7 13.9 -64.6*** 20.8
Burkina Faso 539.5 4.8 -16.0** 7.9 -34.5 21.1
Burundi 553.4 15.2 -24.1 15.5 -34.6** 15.7
Cameroon 549.9 13.9 -7.6 19.9 -59.9*** 15.5
Congo 535.5 7.9 -60.3*** 16.6 -56.6*** 10.0
Côte d’Ivoire 526.5 5.1 -22.9** 11.4 -36.7*** 12.7
Niger 438.4 13.3 -38.7** 16.5 -42.3*** 14.4
Senegal 573.1 10.2 -32.4* 18.6 -47.3*** 16.6
Chad 526.7 22.3 -80.6** 33.0 -102.2*** 23.7
Togo 503.8 7.5 1.9 15.3 -23.1*** 8.8
Table B4.43: Mathematics Performance and Gaps in Scores, according to the Number of Mathematics Textbooks Available in Class - Late Primary
Benin 510.7 10.8 -21.8 14.9 -58.0*** 20.5
Burkina Faso 544.0 5.0 -1.3 8.2 -33.7** 17.1
Burundi 596.2 9.8 10.9 11.4 -9.3 10.5
Cameroon 531.3 10.8 -12.4 28.9 -62.0*** 14.0
Congo 495.8 10.2 -26.7 21.0 -26.4** 11.7
Côte d’Ivoire 483.2 3.6 -25.6*** 9.4 -21.6** 9.3
Niger 424.5 8.4 -17.8 12.4 -28.7*** 9.9
Senegal 567.7 9.2 -42.3* 25.3 -40.5*** 15.5
Chad 518.3 21.2 -75.1*** 24.5 -74.4*** 22.0
Togo 523.0 8.2 -6.0 17.8 -7.8 13.3
Table B4.44: Linear Relationship of Performance on Class Size - Early Primary

Regression Coefficient Regression Coefficient
Benin -0.5** 0.2 -0.4* 0.2
Burkina Faso 0.4** 0.1 0.4*** 0.1
Burundi -0.8** 0.4 -0.4** 0.2
Cameroon 0.2 0.7 0.2 0.7
Congo -0.1 0.2 0.1 0.2
Côte d’Ivoire 0.1 0.2 0.3 0.3
Niger 0.6 0.5 0.4 0.5
Senegal -0.7** 0.3 -0.4 0.3
Chad 0.2 0.2 0.5** 0.3
Togo 1.3*** 0.4 1.4*** 0.4
209
210
Table B4.45: Linear Relationship of Performance on Class Size - Late Primary
Reading Mathematics
Regression Coefficient Regression Coefficient
Benin -0.9*** 0.3 -0.7** 0.4
CONFEMEN - PASEC
Burkina Faso 0.3 0.2 0.2 0.2
Burundi -0.5*** 0.2 -0.7*** 0.2
Cameroon 0.5 0.4 0.6** 0.2
Congo -0.2* 0.1 -0.4*** 0.1
Côte d’Ivoire 0.4*** 0.1 0.1 0.1
Niger 0.8*** 0.3 0.8*** 0.3
Senegal 0.3 0.5 0.3 0.5
Chad -0.3 0.2 -0.4* 0.2
Togo 1.7*** 0.3 1.9*** 0.3
Table B4.46: Quadratic Relationship of Performance on Class Size - Early Primary

Linear Quadratic Linear Quadratic
Regression Regression Regression Regression
Standard Error Standard Error Standard Error Standard Error
Coefficient Coefficient Coefficient Coefficient
Benin 0.9 0.7 -0.0** 0.0 1.0 0.7 -0.0** 0.0
Burkina Faso 0.3 0.4 0.0 0.0 0.4 0.4 0.0 0.0
Burundi -1.1 2.1 0.0 0.0 -1.2 1.2 0.0 0.0
Cameroon 1.4 2.6 -0.0 0.0 1.4 2.2 -0.0 0.0
Congo -0.9 1.0 0.0 0.0 -0.8 0.8 0.0 0.0
Côte d’Ivoire 0.6 0.8 -0.0 0.0 0.2 1.0 -0.0 0.0
Niger 1.3 0.8 -0.0 0.0 0.8 1.0 -0.0 0.0
Senegal -1.1 1.5 0.0 0.0 0.4 1.4 -0.0 0.0
Chad 0.2 0.7 0.0 0.0 0.1 0.7 0.0 0.0
Togo 4.3** 1.8 -0.0* 0.0 4.3*** 1.6 -0.0* 0.0
Table B4.47: Quadratic Relationship of Performances on Class Size - Late Primary
Reading Mathematics
Linear Quadratic Linear Quadratic
Regression Regression Regression Regression
Standard Error Standard Error Standard Error Standard Error
Coefficient Coefficient Coefficient Coefficient
Benin -2.5* 1.3 0.0 0.0 -1.5 1.5 0.0 0.0
Burkina Faso 0.0 1.0 0.0 0.0 0.2 1.0 0.0 0.0
Burundi 0.4 0.6 0.0 0.0 0.2 0.6 0.0 0.0
Cameroon 3.3*** 0.9 -0.0*** 0.0 2.4*** 0.7 -0.0** 0.0
Congo 1.3** 0.5 -0.0*** 0.0 0.5 0.4 -0.0** 0.0
Côte d’Ivoire 1.1* 0.6 -0.0 0.0 0.5 0.5 -0.0 0.0
Niger -0.2 1.2 0.0 0.0 0.0 1.1 0.0 0.0
Senegal 1.1 1.8 -0.0 0.0 0.6 1.7 -0.0 0.0
Chad 0.8 1.0 -0.0 0.0 0.7 1.0 -0.0 0.0
Togo 5.2*** 0.9 -0.0*** 0.0 5.4*** 1.3 -0.0*** 0.0
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
Early primary Late primary
The class is held by a man The class is held by a man The school is managed by a man
Benin 65.4 5.0 80.0 6.7 69.7 7.4
Burkina Faso 33.1 5.4 79.8 3.5 89.9 2.0
Burundi 70.1 4.7 18.8 2.6 22.6 3.5
Cameroon 26.8 6.0 75.7 4.1 71.5 3.9
Congo 40.8 6.5 74.6 3.9 71.4 7.1
Côte d’Ivoire 60.7 5.2 95.1 1.8 89.7 2.8
Niger 39.9 4.6 69.7 3.8 88.0 2.4
Senegal 52.5 7.5 88.1 3.3 93.8 2.7
Chad 61.3 7.3 99.8 0.2 89.2 4.2
Togo 82.4 4.1 97.7 2.0 85.8 2.8
211
Average 53.2 1.6 77.9 1.2 77.2 1.3
212
Table B4.49: Percentage of Pupils according to Teacher Seniority - Early Primary
5 Years or Less 6 to 10 Years 11 to 20 Years More than 20 Years
Benin 56.0 6.4 29.3 5.9 14.6 4.2 - -
CONFEMEN - PASEC
Burkina Faso 45.7 8.0 24.5 5.7 24.2 5.1 5.6 3.2
Burundi 52.4 4.4 14.2 4.0 25.3 4.5 8.0 2.9
Cameroon 55.8 5.9 19.6 3.6 15.0 4.2 9.6 3.9
Congo 43.9 6.7 35.0 6.7 20.6 6.6 0.5 0.5
Côte d’Ivoire 43.1 5.6 27.5 5.8 15.3 4.0 14.1 5.2
Niger 60.6 5.4 30.5 4.9 7.9 3.5 1.0 1.0
Senegal 26.9 5.5 30.8 8.0 25.2 5.4 17.1 7.5
Chad 50.5 7.4 27.0 6.3 20.7 5.1 1.9 1.9
Togo 22.1 4.2 19.2 5.4 45.0 6.9 13.7 5.9
Average 45.8 1.7 25.8 1.8 21.3 1.5 7.1 1.2
Table B4.50: Percentage of Pupils according to Teacher Seniority - Late Primary

Benin 7.0 1.7 22.6 3.8 18.9 2.8 51.5 3.7
Burkina Faso 15.7 2.9 32.4 3.5 46.8 4.1 5.2 1.8
Burundi 29.7 3.0 28.2 2.8 25.1 3.3 17.0 2.6
Cameroon 27.6 3.5 22.3 3.7 35.6 4.3 14.5 3.4
Congo 18.5 2.7 34.0 5.7 33.0 5.2 14.5 5.5
Côte d’Ivoire 18.9 3.0 31.1 4.2 31.2 4.6 18.8 3.9
Niger 15.0 2.9 26.6 3.7 40.1 4.3 18.3 5.3
Senegal 17.0 4.2 31.0 4.3 44.8 5.2 7.2 3.0
Chad 39.7 5.7 29.2 4.7 22.6 6.0 8.4 3.8
Togo 19.4 3.5 29.6 3.2 38.6 4.3 12.4 2.1
Average 20.8 1.2 28.7 1.5 33.7 1.6 16.8 1.1
Table B4.51: Percentage of Pupils according to Headmaster Seniority - Late Primary
Benin 36.1 6.5 34.8 6.3 25.0 3.0 4.1 1.4
Burkina Faso 33.3 3.9 31.1 3.9 31.0 3.2 4.6 1.0
Burundi 54.2 3.7 30.3 3.7 13.2 3.1 2.3 1.3
Cameroon 36.7 4.3 21.6 3.8 28.9 3.9 12.8 4.3
Congo 41.1 4.3 27.0 5.6 30.1 6.2 1.8 0.9
Côte d’Ivoire 49.8 4.6 31.1 4.1 17.3 3.4 1.9 1.0
Niger 30.9 3.9 19.9 3.8 41.1 5.6 8.2 2.2
Senegal 29.9 4.6 26.8 4.8 25.8 4.8 17.5 4.9
Chad 59.4 5.7 21.8 4.3 17.8 5.0 1.0 0.6
Togo 30.2 3.9 27.4 4.4 31.8 3.6 10.6 3.6
Average 40.2 1.5 27.2 1.4 26.2 1.5 6.5 0.8
Table B4.52: Average Teaching Seniority of Headmasters and Percentage of Pupils by Level of Headmasters’ Teaching Seniority - Late Primary
Average seniority 5 Years or Less 6 to 15 Years More than 15 Years
Average Standard Error Percentage Standard Error Percentage Standard Error Percentage Standard Error
Benin 17.6 0.6 7.1 2.0 32.4 3.4 60.5 3.6
Burkina Faso 7.7 0.3 37.7 3.9 58.0 4.0 4.3 1.6
Burundi 8.1 0.6 46.4 4.3 40.8 4.4 12.9 3.0
Cameroon 9.2 0.6 36.8 4.4 49.0 4.3 14.2 2.8
Congo 12.5 0.7 30.7 4.3 35.9 6.0 33.3 4.2
Côte d’Ivoire 12.5 0.5 24.9 2.8 40.7 4.2 34.4 3.7
Niger 7.8 0.4 37.6 4.1 51.3 5.2 11.2 2.4
Senegal 15.0 1.0 15.0 3.8 41.7 4.8 43.2 5.2
Chad 7.6 0.6 51.4 5.6 38.2 6.0 10.4 2.2
Togo 11.9 0.4 11.6 1.9 66.3 3.4 22.1 3.2
Average 11.0 0.2 29.9 1.1 45.6 1.3 24.6 1.0
213
214
Table B4.53: Distribution of Pupils by Teachers’ Academic Level - Early Primary
Primary Level Secondary Level University Level
Benin - - 80.3 4.0 19.7 4.0
CONFEMEN - PASEC
Burkina Faso 0.3 0.2 39.0 8.3 60.7 8.3
Burundi 0.4 0.4 86.1 4.6 13.5 4.6
Cameroon 1.6 0.9 81.3 3.6 17.2 3.5
Congo - - 84.9 4.5 15.1 4.5
Côte d’Ivoire - - 80.0 5.0 20.0 5.0
Niger - - 93.3 2.7 6.7 2.7
Senegal - - 59.2 8.9 40.8 8.9
Chad - - 71.5 7.4 28.5 7.4
Togo - - 90.6 3.3 9.4 3.3
Average 0.2 0.1 76.6 1.9 23.2 1.9
Table B4.54: Distribution of Pupils by Teachers’ Academic Level - Late Primary

Benin - - 76.8 4.6 23.2 4.6
Burkina Faso 1.5 0.9 38.1 4.1 60.4 4.0
Burundi 1.2 0.9 74.2 3.4 24.6 3.4
Cameroon 0.0 0.0 72.2 3.4 27.8 3.4
Congo 0.3 0.3 65.7 4.5 34.0 4.5
Côte d’Ivoire 1.0 1.0 47.2 4.2 51.8 4.1
Niger - - 70.5 6.0 29.5 6.0
Senegal - - 52.8 4.8 47.2 4.8
Chad - - 41.9 4.8 58.1 4.8
Togo - - 71.5 3.4 28.5 3.4
Average 0.4 0.2 61.1 1.2 38.5 1.2
Table B4.55: Distribution of Pupils by Headmasters’ Academic Level - Late Primary
Benin 0.4 0.0 84.9 4.3 14.7 4.3
Burkina Faso 1.3 0.9 42.7 4.4 55.9 4.5
Burundi 0.9 0.7 75.1 3.1 24.0 3.1
Cameroon - - 68.2 3.5 31.8 3.5
Congo - - 60.6 5.0 39.4 5.0
Côte d’Ivoire - - 63.8 3.2 36.2 3.2
Niger - - 50.1 5.2 49.9 5.2
Senegal 0.4 0.4 36.0 5.0 63.6 5.0
Chad - - 35.1 4.7 64.9 4.7
Togo - - 76.1 3.2 23.9 3.2
Average 0.3 0.1 59.3 1.5 40.4 1.5
Table B4.56: Distribution of Pupils by Level of Teachers’ Pre-service Training - Early Primary
No Professional Training Less than Six Months One Year Two Years or More
Benin 15.6 3.7 4.9 2.6 10.5 3.2 69.0 5.4
Burkina Faso 14.6 3.2 17.3 8.5 45.3 5.6 22.8 5.4
Burundi 10.1 3.6 9.0 3.2 8.2 3.1 72.7 5.2
Cameroon 20.7 4.6 2.4 1.2 17.6 4.6 59.3 5.4
Congo 15.7 6.0 17.8 4.6 6.8 3.2 59.7 6.2
Côte d’Ivoire 20.3 5.2 15.2 4.3 28.3 6.2 36.3 6.2
Niger 23.3 4.9 21.2 5.5 28.7 5.3 26.8 5.6
Senegal 5.9 3.4 29.6 6.4 58.0 7.2 6.5 3.7
Chad 23.9 5.3 42.1 7.2 26.6 7.1 7.4 3.7
Togo 67.2 5.6 23.8 4.6 7.0 2.9 2.0 1.4
Average 21.5 1.3 18.3 1.9 23.8 2.0 36.3 1.8
215
216
Table B4.57: Distribution of Pupils by Level of Teachers’ Pre-service Training - Late Primary
Benin 4.2 1.0 18.4 5.3 28.6 4.3 48.8 4.1
CONFEMEN - PASEC
Burkina Faso 14.8 2.1 8.4 2.2 39.4 3.8 37.4 3.8
Burundi 10.2 2.6 10.2 2.2 11.4 2.1 68.2 3.7
Cameroon 8.6 1.7 2.7 1.4 35.3 4.2 53.4 4.2
Congo 7.9 2.1 8.4 2.1 19.2 5.7 64.5 6.0
Côte d'Ivoire 3.1 1.6 9.6 2.7 23.2 3.5 64.1 4.1
Niger 4.1 1.6 12.8 2.8 38.5 4.4 44.7 5.0
Senegal 4.2 2.3 31.9 5.0 57.5 5.1 6.3 2.2
Chad 10.9 3.0 15.5 3.8 48.4 6.6 25.3 7.4
Togo 34.3 4.3 48.0 3.9 10.5 2.7 7.2 2.0
Average 10.2 0.7 16.6 0.9 31.0 1.2 42.2 1.1
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
Benin 96.4 3.7 80.2 11.3
Burkina Faso 74.1 10.4 87.9 4.7
Burundi 12.0 12.4 38.7 13.9
Cameroon 96.4 1.2 97.3 2.0
Congo 62.8 24.0 80.3 11.5
Côte d'Ivoire 54.0 12.9 88.0 9.9
Niger 71.3 10.4 85.0 15.7
Senegal 100.0 0.0 100.0 0.0
Chad 70.0 11.0 75.5 9.2
Togo 75.6 6.8 73.2 5.9
Average 72.6 3.7 76.9 3.0
Table B4.59: Distribution of Pupils whose Teacher has no Pre-service Teacher Training, according to Teachers’ Academic Level - Early and Late Primary
Primary Level Secondary Level University Level Primary Level Secondary Level University Level
Standard Standard Standard Standard Standard Standard
Percentage Percentage Percentage Percentage Percentage Percentage
Error Error Error Error Error Error
Benin 100.0 0.0 0.0 0.0 93.2 6.1 6.8 6.1
Burkina Faso 2.2 1.7 30.6 10.8 67.2 10.5 8.9 5.9 46.8 11.4 44.3 9.3
Burundi 0.0 0.0 73.1 16.6 26.9 16.6 6.1 6.3 93.9 6.3 0.0 0.0
Cameroon 1.1 1.2 82.7 9.8 16.1 9.6 98.0 1.1 2.0 1.1
Congo 56.6 30.5 43.4 30.5 0.0 0.0 32.6 14.1 67.4 14.1
Côte d'Ivoire 91.0 5.9 9.0 5.9 0.0 0.0 78.4 17.9 21.6 17.9
Niger 90.3 6.5 9.7 6.5 100.0 0.0 0.0 0.0
Senegal 46.5 27.5 53.5 27.5 30.8 17.7 69.2 17.7
Chad 100.0 0.0 0.0 0.0 94.9 3.4 5.1 3.4
Togo 93.0 3.5 7.0 3.5 67.4 8.5 32.6 8.5
Table B4.60: Distribution of Pupils according to Headmasters’ Teacher Training - Late Primary
Benin 2.3 1.0 10.3 4.1 40.8 5.1 46.6 4.0
Burkina Faso 23.8 3.5 15.9 3.1 18.3 3.2 42.0 3.4
Burundi 6.8 2.0 9.9 2.5 12.4 2.7 70.9 3.6
Cameroon 9.6 2.6 2.2 1.2 37.5 3.4 50.6 4.0
Congo 9.1 2.6 4.2 2.0 29.1 6.4 57.7 6.7
Côte d’Ivoire 5.3 1.9 13.1 3.1 23.9 4.1 57.7 4.8
Niger 0.9 0.6 7.6 2.1 38.1 4.4 53.4 4.5
Senegal 3.3 1.5 12.2 2.6 52.5 5.0 32.0 5.2
Chad 6.8 1.5 12.6 3.4 60.1 5.0 20.5 3.7
Togo 32.5 4.2 39.2 4.3 22.1 3.3 6.2 1.8
Average 10.1 0.8 12.8 0.9 33.5 1.4 43.7 1.5
217
Table B4.61: Distribution of Pupils according to Teachers’ In-service Training - Early Primary
218
No In-Service Training 1 to 5 Days of Training 6 to 10 Days of Training 11 to 20 Days of Training More than 20 Days of Training
Benin 20.9 5.5 12.2 3.8 20.0 5.6 17.7 4.9 29.1 6.0
Burkina Faso 22.1 4.9 41.9 7.3 17.1 5.5 13.2 3.5 5.8 2.5
CONFEMEN - PASEC
Burundi 63.0 4.9 16.8 3.7 10.2 3.5 7.1 2.9 3.0 1.8
Cameroon 2.2 0.3 69.5 6.5 17.0 5.3 5.4 3.0 5.9 2.6
Congo 17.2 3.4 47.6 7.2 6.8 2.6 12.6 4.7 15.9 6.2
Côte d’Ivoire 32.1 6.5 59.3 6.8 4.1 2.6 0.2 0.2 4.3 1.4
Niger 18.9 3.5 41.0 5.9 27.6 5.4 5.9 3.1 6.6 3.5
Senegal 5.0 3.5 21.7 5.2 26.9 6.5 28.2 7.8 18.2 6.1
Chad 21.6 6.2 18.9 6.8 19.9 6.2 24.6 6.7 15.1 4.9
Togo 24.3 5.2 34.7 5.5 11.3 5.8 15.5 5.8 14.1 3.7
Average 22.9 1.6 36.4 1.7 16.1 1.7 13.0 1.5 11.7 1.4
Table B4.62: Distribution of Pupils according to Teachers’ In-service Training - Late Primary
No In-Service Training 1 to 5 Days of Training 6 to 10 Days of Training 11 to 20 Days of Training More than 20 Days of Training
Benin 10.0 2.6 24.6 4.4 15.7 5.8 27.2 7.3 22.5 4.5
Burkina Faso 15.4 3.0 37.6 4.0 21.8 3.6 17.2 3.2 8.0 2.5
Burundi 41.8 4.2 24.4 3.5 12.0 3.0 12.0 2.7 9.7 2.4
Cameroon 5.0 1.8 45.6 5.3 24.9 4.5 16.6 4.9 8.0 2.8
Congo 11.1 3.6 32.3 5.5 9.1 1.7 18.2 6.4 29.3 6.7
Côte d’Ivoire 11.4 2.7 72.6 4.2 8.4 3.0 5.0 2.0 2.6 1.4
Niger 22.3 3.9 41.4 5.7 24.6 3.8 6.1 1.9 5.5 1.7
Senegal 4.5 2.5 22.9 5.4 44.1 5.7 13.8 3.5 14.7 3.2
Chad 14.5 4.0 18.7 5.0 17.3 4.9 38.4 8.2 11.1 3.4
Togo 35.1 3.6 25.8 3.9 12.0 2.1 11.5 2.1 15.7 2.9
Average 16.9 1.1 33.9 1.4 19.4 1.3 16.3 1.5 13.5 1.1
Table B4.63: Percentage of Pupils according to Teacher Harassment - Early Primary
Moral harassment Physical harassment Sexuel harassment
Benin 3.8 2.5 2.4 2.4 2.4 2.4
Burkina Faso 1.1 0.1 0.6 0.1 - -
Burundi 12.3 2.6 0.9 0.7 0.3 0.3
Cameroon 19.3 6.4 9.3 3.8 0.6 0.6
Congo 8.5 3.5 0.5 0.5 0.5 0.5
Côte d’Ivoire 5.9 3.4 2.4 2.0 - -
Niger 6.7 3.1 0.9 0.9 - -
Senegal 10.1 5.3 0.2 0.2 - -
Chad 25.7 6.5 8.8 3.3 1.7 1.7
Togo 6.7 2.6 0.0 0.0 - -
Average 10.0 1.4 2.6 0.6 0.6 0.4
Table B4.64: Percentage of Pupils according to Teacher Harassment - Late Primary

Moral harassment Physical harassment Sexuel harassment
Benin 8.9 2.3 1.6 0.9 0.3 0.3
Burkina Faso 8.6 2.1 0.5 0.5 - -
Burundi 6.4 1.7 2.5 1.0 - -
Cameroon 18.3 3.3 7.0 2.1 0.5 0.5
Congo 15.2 4.3 4.9 2.9 - -
Côte d’Ivoire 7.0 2.2 2.8 1.7 1.4 1.1
Niger 10.9 2.6 3.0 1.6 - -
Senegal 5.7 1.8 2.6 2.0 0.6 0.5
Chad 25.0 5.5 6.2 2.8 0.1 0.0
Togo 16.2 3.2 3.0 1.2 1.5 0.9
Average 12.2 1.0 3.4 0.6 0.4 0.2
219
220
Table B4.65: Percentage of Pupils by Teachers’ Perceptions of Salary Level - Early Primary
Very good Good Average Poor
Benin - - 13.0 3.6 41.5 7.5 45.5 7.9
CONFEMEN - PASEC
Burkina Faso - - 5.0 2.3 67.9 6.4 27.1 5.6
Burundi 2.5 1.5 7.6 3.0 35.8 5.0 54.1 5.2
Cameroon 3.1 1.9 5.3 2.2 39.8 6.3 51.7 6.6
Congo 3.2 1.9 11.0 3.5 39.1 7.0 46.8 7.1
Côte d’Ivoire - - 10.3 3.9 72.6 5.2 17.1 4.4
Niger 5.1 2.3 15.7 4.4 62.0 4.5 17.3 4.9
Senegal - - 12.7 6.3 76.5 7.1 10.8 3.9
Chad - - 31.5 7.6 36.7 7.2 31.8 6.7
Togo - - 5.4 2.4 29.4 5.6 65.2 5.7
Average 1.4 0.4 11.8 1.5 50.3 2.1 36.4 2.1
Table B4.66: Percentage of Pupils by Teachers’ Perceptions of Salary Level - Late Primary
Benin 1.2 0.8 20.5 4.7 65.4 5.1 12.9 2.8
Burkina Faso - - 10.3 2.7 73.6 3.7 16.1 2.8
Burundi 6.5 2.2 2.4 1.0 30.4 3.5 60.6 4.0
Cameroon - - 13.6 3.2 45.0 3.9 41.4 4.2
Congo 0.7 0.5 15.4 5.9 58.4 6.6 25.5 5.1
Côte d’Ivoire 0.8 0.8 21.0 3.6 69.1 4.4 9.1 2.3
Niger 0.5 0.0 14.3 3.0 63.9 4.8 21.3 3.8
Senegal 3.7 2.4 8.9 3.2 69.4 4.8 18.1 3.4
Chad 0.6 0.3 20.8 4.9 61.4 6.2 17.2 3.6
Togo 0.2 0.2 3.3 1.2 48.0 4.0 48.5 4.0
Average 1.4 0.4 13.0 1.3 58.4 1.7 27.2 1.2
Table B4.67: Percentage of Pupils by Regularity of Payment of Teacher Salary - Early Primary
Benin 13.3 4.7 56.3 5.9 13.5 5.0 16.9 6.9
Burkina Faso 32.4 6.4 55.7 7.3 6.9 2.8 5.0 2.0
Burundi 41.9 5.6 53.0 6.0 3.9 1.8 1.2 1.2
Cameroon 32.1 6.4 39.3 7.6 13.0 2.2 15.6 6.5
Congo 20.3 4.4 51.7 6.3 11.5 3.4 16.5 3.9
Côte d’Ivoire 40.3 7.0 43.7 7.3 9.3 3.7 6.7 2.2
Niger 16.4 4.5 17.6 4.4 39.1 4.7 26.9 4.6
Senegal 28.7 7.8 48.6 7.0 19.0 5.5 3.7 2.6
Chad 9.2 4.2 26.8 7.2 39.9 6.4 24.1 5.3
Togo 11.7 6.0 38.4 5.9 17.6 6.1 32.2 4.9
Average 24.9 1.7 42.8 2.0 17.5 1.5 14.8 1.1
Table B4.68: Percentage of Pupils by Regularity of Payment of Teacher Salary - Late Primary
Benin 23.0 5.2 66.5 5.3 9.5 1.9 1.0 0.6
Burkina Faso 49.3 3.9 45.1 4.0 4.8 1.7 0.8 0.4
Burundi 44.0 3.6 36.8 3.7 13.3 2.4 5.9 1.7
Cameroon 34.5 4.4 42.4 4.6 14.2 2.9 8.9 2.9
Congo 47.9 5.0 37.8 5.3 11.0 2.5 3.2 0.7
Côte d’Ivoire 43.5 4.0 44.3 4.4 8.4 2.5 3.8 1.3
Niger 25.4 5.3 46.7 4.4 16.3 2.9 11.6 2.5
Senegal 31.9 5.1 45.4 5.0 16.0 3.7 6.7 2.5
Chad 5.1 2.3 61.6 5.2 13.9 2.7 19.3 4.2
Togo 9.7 2.0 63.7 4.4 18.2 4.0 8.5 2.1
Average 31.4 1.4 49.1 1.6 12.6 0.9 7.0 0.7
221
222
Table B4.69: Percentage of Pupils by Teachers’ Perceptions of School Curricula - Early Primary
Benin 6.4 2.8 67.3 6.8 21.7 5.9 4.5 2.9
CONFEMEN - PASEC
Burkina Faso 1.5 1.2 36.5 7.1 43.9 6.2 18.1 3.3
Burundi 25.6 4.9 46.1 6.5 20.9 5.0 7.4 3.1
Cameroon 6.0 2.0 59.0 5.6 34.3 6.2 0.6 0.0
Congo 21.4 4.8 46.5 7.0 30.7 7.3 1.4 1.4
Côte d’Ivoire 5.2 2.7 64.1 4.8 27.7 4.3 3.0 1.8
Niger 12.6 3.8 45.4 5.9 38.0 5.7 3.9 2.3
Senegal 6.7 2.9 50.4 7.1 39.3 8.1 3.7 3.6
Chad 4.7 2.4 53.4 7.2 41.4 7.4 0.4 0.3
Togo 5.6 3.0 32.6 5.7 54.4 6.5 7.5 3.3
Average 9.7 0.9 50.3 2.1 35.1 2.1 5.0 0.8
Table B4.70: Percentage of Pupils by Teachers’ Perceptions of School Curricula - Late Primary
Benin 3.8 1.4 52.3 7.1 39.3 7.1 4.6 1.4
Burkina Faso 0.9 0.8 25.8 3.7 60.0 4.2 13.3 3.0
Burundi 18.1 3.1 38.7 4.3 35.1 3.8 8.0 2.0
Cameroon 9.8 3.0 51.1 5.2 35.8 4.6 3.3 1.8
Congo 17.2 5.1 50.6 6.0 32.0 6.9 0.2 0.2
Côte d’Ivoire 8.4 2.4 53.1 4.8 34.2 4.4 4.3 1.6
Niger 3.0 1.6 42.3 5.7 47.4 5.3 7.3 1.7
Senegal 5.7 2.7 54.3 5.3 39.0 5.3 1.1 0.7
Chad 5.1 2.2 45.0 6.9 42.9 7.8 6.9 2.4
Togo 3.0 0.8 24.8 3.4 46.9 4.7 25.3 4.0
Average 7.5 0.8 43.8 1.5 41.3 1.6 7.5 0.6
Table B4.71: Percentage of Pupils by Teachers’ Perceptions of the Quality of School Buildings - Early Primary
Benin 11.0 3.4 44.1 6.1 38.4 5.3 6.5 2.9
Burkina Faso 3.2 2.3 35.8 8.1 35.8 5.8 25.2 4.3
Burundi 27.4 6.0 32.6 5.1 20.6 3.2 19.4 4.3
Cameroon 4.3 2.1 27.8 5.6 50.5 6.6 17.4 4.4
Congo 21.5 5.3 25.5 6.6 33.7 6.1 19.2 6.4
Côte d’Ivoire 5.6 3.4 34.9 5.6 34.9 6.9 24.6 5.3
Niger 8.1 2.4 17.9 4.6 38.9 5.4 35.1 5.1
Senegal 13.5 5.3 40.0 8.7 35.2 8.1 11.3 2.7
Chad 13.0 6.2 16.8 5.5 35.6 7.2 34.5 6.8
Togo 6.1 2.6 21.3 4.7 36.8 5.6 35.8 6.4
Average 11.4 1.2 29.7 2.2 36.0 2.2 22.8 1.6
Table B4.72: Percentage of Pupils by Teachers’ Perceptions of the Quality of School Buildings - Late Primary
Benin 8.8 4.0 34.4 3.8 38.1 7.4 18.8 6.3
Burkina Faso 0.8 0.7 31.9 4.3 52.5 4.3 14.8 3.0
Burundi 13.9 2.7 35.1 3.6 20.5 3.1 30.5 3.6
Cameroon 6.5 1.6 29.4 4.0 41.4 4.0 22.7 4.2
Congo 10.1 2.5 38.0 6.8 37.7 6.2 14.2 4.0
Côte d’Ivoire 9.5 2.6 35.3 3.9 36.5 4.1 18.7 3.0
Niger 4.0 1.7 23.1 3.4 44.7 5.8 28.2 3.7
Senegal 8.7 3.4 44.8 5.5 36.0 4.5 10.6 2.8
Chad 6.0 2.3 21.7 7.1 34.8 5.3 37.5 6.1
Togo 5.6 1.4 28.6 3.6 40.0 4.3 25.8 3.6
Average 7.4 0.8 32.2 1.5 38.2 1.6 22.2 1.4
223
224
Table B4.73: Percentage of Pupils by Teachers’ Perceptions of the Condition of Classrooms- Early Primary
Benin 13.2 3.8 41.1 6.0 26.6 5.5 19.1 4.1
CONFEMEN - PASEC
Burkina Faso 3.2 2.3 37.7 8.0 36.7 5.9 22.5 4.0
Burundi 22.4 6.0 38.3 5.7 18.0 3.2 21.3 4.6
Cameroon 12.3 4.2 23.4 4.8 34.5 6.4 29.8 6.9
Congo 21.7 5.7 25.7 6.6 32.4 6.0 20.3 6.3
Côte d’Ivoire 5.8 3.4 39.6 5.1 32.5 6.1 22.1 4.5
Niger 7.9 2.5 14.2 4.2 15.6 3.8 62.3 5.0
Senegal 22.7 7.3 30.4 7.4 34.1 7.7 12.8 4.2
Chad 11.2 5.2 10.6 4.4 33.0 8.2 45.2 7.8
Togo 6.2 2.7 22.9 4.9 26.7 5.8 44.2 7.2
Average 12.7 1.5 28.4 1.8 29.0 1.9 29.9 2.1
Table B4.74: Percentage of Pupils by Teachers’ Perceptions of the Condition of Classrooms - Late Primary
Benin 9.6 4.0 56.2 6.3 23.9 6.6 10.2 2.0
Burkina Faso 2.5 1.3 36.8 3.9 47.7 4.2 13.0 2.8
Burundi 16.8 3.0 36.3 3.8 16.8 2.7 30.1 3.7
Cameroon 10.5 2.3 35.6 4.5 33.2 4.4 20.6 4.2
Congo 15.5 5.2 35.1 5.6 33.7 4.4 15.8 4.1
Côte d’Ivoire 11.0 2.5 39.8 4.3 28.6 3.9 20.6 3.4
Niger 8.9 2.6 38.7 4.0 33.1 5.8 19.3 3.3
Senegal 13.5 4.1 44.5 5.9 31.5 4.9 10.5 2.9
Chad 3.3 1.3 33.7 7.1 24.3 4.5 38.7 6.2
Togo 8.0 1.7 35.5 4.8 33.0 5.1 23.5 3.3
Average 10.0 1.0 39.2 1.6 30.6 1.5 20.2 1.2
Table B4.75: Percentage of Pupils by Teachers’ Perceptions of the Availability of School Supplies - Early Primary
Benin 10.2 3.4 39.8 5.5 41.1 5.2 9.0 1.5
Burkina Faso 3.0 2.3 36.6 7.9 54.2 6.1 6.2 2.1
Burundi 11.6 3.2 39.5 5.4 42.4 5.0 6.5 3.0
Cameroon 9.0 2.9 40.7 5.6 33.7 6.6 16.5 5.3
Congo 10.8 3.0 23.4 5.1 56.1 5.7 9.7 3.9
Côte d’Ivoire 3.3 2.2 35.8 6.3 42.9 6.8 18.0 5.0
Niger 8.2 2.8 17.5 3.7 50.5 6.0 23.9 5.3
Senegal 6.0 3.1 15.0 5.8 54.8 8.4 24.2 7.3
Chad 1.4 0.1 14.9 4.8 37.1 8.1 46.6 6.9
Togo 2.0 1.5 20.9 4.8 53.5 6.2 23.5 4.9
Average 6.6 0.8 28.4 2.2 46.6 2.2 18.4 1.6
Table B4.76: Percentage of Pupils by Teachers’ Perceptions of the Availability of School Supplies - Late Primary
Benin 4.7 1.7 45.0 4.9 46.9 5.1 3.4 1.4
Burkina Faso 2.9 1.5 43.3 3.6 48.7 3.9 5.1 1.5
Burundi 3.8 1.3 34.2 4.0 47.9 4.1 14.1 3.1
Cameroon 6.2 1.1 21.7 3.4 49.8 4.5 22.3 3.5
Congo 6.9 3.1 31.1 6.0 50.1 6.4 12.0 4.8
Côte d’Ivoire 7.1 2.2 32.4 4.1 52.0 4.5 8.5 2.4
Niger 3.7 1.4 18.6 3.1 52.0 5.3 25.7 4.3
Senegal 8.9 3.2 16.0 4.2 41.1 5.2 34.0 4.8
Chad 1.7 1.2 7.6 3.5 44.6 6.7 46.1 6.9
Togo 1.5 0.7 15.7 2.5 60.4 4.2 22.4 3.8
Average 4.7 0.6 26.6 1.2 49.4 1.7 19.3 1.3
225
226
Table B4.77: Percentage of Pupils by Teachers’ Perceptions of the Quality of School Management - Early Primary
Benin 11.2 2.8 72.2 4.9 13.9 4.2 2.7 2.1
CONFEMEN - PASEC
Burkina Faso 6.5 2.7 60.4 5.4 29.1 5.1 4.0 1.7
Burundi 25.5 4.2 57.9 5.0 15.5 4.5 1.1 1.1
Cameroon 15.2 4.8 44.3 4.8 29.5 4.0 11.0 5.9
Congo 14.4 4.1 52.4 6.1 23.4 5.1 9.8 3.4
Côte d’Ivoire 6.6 3.3 44.7 7.3 40.3 7.0 8.4 3.4
Niger 11.2 3.4 50.5 4.8 31.5 5.7 6.7 3.6
Senegal 3.4 2.2 70.5 6.3 24.2 6.0 2.0 1.8
Chad 3.0 2.1 33.1 5.1 54.7 6.4 9.2 2.6
Togo 9.1 3.4 45.2 7.1 35.5 6.3 10.2 5.6
Average 10.6 1.0 53.1 2.1 29.8 2.0 6.5 1.1
Table B4.78: Percentage of Pupils by Teachers’ Perceptions of the Quality of School Management - Late Primary
Benin 3.7 1.2 66.9 6.9 28.6 6.8 0.8 0.4
Burkina Faso 7.1 2.2 63.1 3.6 27.2 3.4 2.5 1.3
Burundi 26.2 3.5 54.2 3.7 13.3 2.6 6.3 2.0
Cameroon 5.9 1.5 38.6 4.6 51.4 4.9 4.1 2.2
Congo 12.3 4.6 48.6 6.3 32.7 5.8 6.5 3.2
Côte d’Ivoire 9.2 2.5 49.8 4.6 35.2 4.5 5.8 1.5
Niger 7.3 2.1 60.0 4.8 30.9 4.0 1.8 0.9
Senegal 12.9 4.1 51.9 5.0 30.4 5.1 4.7 2.7
Chad 1.2 1.2 29.4 6.4 59.6 7.0 9.9 2.5
Togo 2.5 1.0 48.8 4.0 40.2 4.4 8.5 2.8
Average 8.8 1.0 51.2 1.5 34.9 1.5 5.1 0.7
Table B4.79: Percentage of Pupils by Teachers’ Perceptions of their Relationships with Colleagues - Early Primary
Benin 34.8 5.8 61.6 5.9 3.6 1.5 - -
Burkina Faso 20.0 5.3 76.0 5.6 3.1 1.7 0.8 0.8
Burundi 80.1 5.3 16.0 4.9 2.6 1.8 1.3 1.3
Cameroon 47.8 7.1 50.0 7.0 0.6 0.4 1.6 1.6
Congo 45.3 6.3 46.2 5.9 8.5 3.0 - -
Côte d’Ivoire 48.6 6.8 47.2 6.3 4.1 2.8 - -
Niger 47.7 5.7 42.1 5.5 8.2 3.4 2.0 0.1
Senegal 53.9 7.5 43.8 7.6 2.3 2.3 - -
Chad 35.1 8.4 59.8 8.2 4.7 2.6 0.4 0.0
Togo 33.1 6.4 59.1 6.7 7.2 2.1 0.6 0.7
Average 44.8 1.7 50.1 1.7 4.5 0.7 0.7 0.3
Table B4.80: Percentage of Pupils by Teachers’ Perceptions of their Relationships with Colleagues - Late Primary
Benin 21.7 4.3 76.0 4.4 1.9 0.9 0.4 0.0
Burkina Faso 27.7 4.0 67.2 4.2 5.1 1.8 - -
Burundi 77.9 3.3 21.1 3.2 0.3 0.3 0.6 0.0
Cameroon 40.5 4.3 55.1 4.4 4.4 1.8 - -
Congo 46.9 6.3 45.0 6.1 7.0 2.9 1.0 0.1
Côte d’Ivoire 51.3 4.0 46.1 4.0 2.5 1.1 0.1 0.0
Niger 46.3 4.8 51.0 4.6 2.8 1.3 - -
Senegal 50.5 5.2 47.5 5.3 2.0 1.3 - -
Chad 28.6 5.1 63.7 5.9 7.7 2.9 - -
Togo 41.6 4.6 51.9 4.6 6.5 1.8 - -
Average 43.3 1.5 52.5 1.4 4.0 0.6 0.2 0.1
227
228
Table B4.81: Percentage of Pupils by Teachers’ Perceptions of their Relationships with the Community - Early Primary
Benin 15.6 4.3 81.9 4.5 2.1 1.2 0.4 0.4
CONFEMEN - PASEC
Burkina Faso 4.9 1.9 75.4 4.8 19.8 4.5 - -
Burundi 62.6 4.3 34.7 4.6 1.5 1.5 1.2 0.0
Cameroon 33.2 5.5 47.5 7.2 17.8 6.7 1.5 0.8
Congo 20.9 4.9 56.2 6.3 22.9 6.2 - -
Côte d’Ivoire 30.1 6.4 56.9 6.7 10.6 3.3 2.4 1.9
Niger 32.1 4.2 55.6 4.4 11.1 3.4 1.3 1.3
Senegal 33.9 6.5 59.7 6.9 5.4 2.9 1.0 1.0
Chad 11.1 6.1 73.8 7.1 13.5 4.6 1.7 1.4
Togo 20.1 5.8 58.2 6.3 19.4 3.9 2.2 1.4
Average 26.5 1.5 59.9 1.9 12.4 1.3 1.2 0.2
Table B4.82: Percentage of Pupils by Teachers’ Perceptions of their Relationships with the Community - Late Primary
Benin 13.7 2.3 82.2 2.4 4.2 1.3 - -
Burkina Faso 9.8 2.5 67.0 3.9 22.3 3.1 0.9 0.8
Burundi 66.6 3.8 28.2 3.4 3.5 1.4 1.6 1.2
Cameroon 23.4 4.3 57.0 4.9 18.5 3.9 1.1 0.7
Congo 15.8 3.3 61.3 6.8 22.2 6.3 0.7 0.5
Côte d’Ivoire 23.3 3.5 58.2 4.5 17.7 3.3 0.8 0.0
Niger 36.9 5.2 51.3 4.8 11.9 2.7 - -
Senegal 37.4 5.0 52.8 5.2 9.7 3.4 - -
Chad 9.0 2.4 62.5 5.7 26.3 5.2 2.2 1.5
Togo 16.1 3.0 61.2 3.3 19.2 2.6 3.5 2.2
Average 25.2 1.2 58.2 1.6 15.5 1.1 1.1 0.3
Table B4.83: Percentage of Pupils by Teachers’ Perceptions of their Promotion Opportunities - Early Primary
Benin 1.8 1.3 47.9 6.7 33.0 5.7 17.4 5.2
Burkina Faso 2.7 1.5 33.0 6.7 42.7 5.9 21.6 4.8
Burundi 14.2 2.7 23.8 3.9 34.4 5.0 27.5 4.3
Cameroon 6.4 3.5 27.2 6.4 39.9 8.1 26.4 4.2
Congo 8.0 3.8 18.6 4.3 17.1 4.9 56.3 6.2
Côte d’Ivoire 4.3 2.0 25.5 4.7 33.3 4.6 37.0 5.3
Niger 6.3 3.0 32.8 4.3 44.3 5.5 16.6 4.9
Senegal 2.9 2.0 33.2 7.6 39.7 7.6 24.2 7.2
Chad 2.2 1.7 13.0 5.3 41.2 7.7 43.6 7.0
Togo 4.7 2.2 22.5 6.0 39.4 5.8 33.4 5.9
Average 5.4 0.8 27.7 2.1 36.6 2.0 30.3 1.8
Table B4.84: Percentage of Pupils by Teachers’ Perceptions of their Promotion Opportunities - Late Primary
Benin 1.3 0.9 41.1 5.2 47.5 5.4 10.1 1.7
Burkina Faso - - 29.0 3.8 56.0 3.8 15.0 2.9
Burundi 8.9 1.9 31.6 4.4 22.0 3.2 37.6 4.3
Cameroon 3.1 1.9 20.9 3.4 32.7 4.5 43.3 4.8
Congo 4.2 1.9 16.2 3.9 47.5 5.2 32.1 4.4
Côte d’Ivoire 3.7 1.6 24.3 3.8 39.1 3.9 32.9 4.2
Niger 12.7 5.4 34.1 4.2 40.3 4.5 12.9 2.3
Senegal 4.4 2.8 35.5 4.8 48.2 5.0 11.9 3.5
Chad 2.5 2.1 25.8 5.5 42.2 7.9 29.6 5.9
Togo 4.8 1.3 33.4 4.1 36.0 5.2 25.8 3.8
Average 4.6 1.0 29.2 1.3 41.1 1.5 25.1 1.2
229
230
Table B4.85: Percentage of Pupils by Teachers’ Perceptions of their Training Opportunities - Early Primary
Benin 3.3 0.7 56.9 6.2 28.5 5.1 11.4 4.5
CONFEMEN - PASEC
Burkina Faso 0.6 0.1 27.6 6.9 37.1 5.6 34.6 4.8
Burundi 13.5 2.8 28.2 4.7 23.1 5.0 35.2 4.4
Cameroon 12.7 5.2 45.2 5.2 23.9 6.0 18.2 3.3
Congo 11.0 4.4 28.3 6.7 44.2 6.7 16.5 6.2
Côte d’Ivoire 7.6 2.8 33.4 5.4 33.3 5.6 25.7 4.8
Niger 5.4 2.2 27.3 4.9 53.1 5.7 14.1 4.7
Senegal 2.1 1.4 35.1 8.1 57.7 8.4 5.1 0.6
Chad 3.8 3.1 30.6 5.4 45.6 7.8 20.0 6.5
Togo 5.2 2.4 16.3 3.9 57.7 6.1 20.7 5.2
Average 6.6 1.0 33.0 2.0 40.3 1.8 20.1 1.6
Table B4.86: Percentage of Pupils by Teachers’ Perceptions of their Training Opportunities - Late Primary
Benin 1.8 1.1 30.9 4.9 60.5 5.0 6.8 1.8
Burkina Faso - - 14.4 3.2 63.3 4.2 22.3 3.0
Burundi 5.2 1.6 22.0 3.2 30.9 4.0 41.9 4.0
Cameroon 3.9 1.3 38.1 4.2 39.6 4.9 18.4 4.4
Congo 7.8 3.4 29.0 4.8 42.5 4.8 20.7 3.4
Côte d’Ivoire 5.1 1.6 19.0 3.1 48.0 4.3 27.8 3.8
Niger 5.2 2.2 33.0 5.2 43.5 4.4 18.3 2.5
Senegal 4.8 2.8 33.1 4.9 51.7 5.1 10.4 2.5
Chad 8.6 3.2 39.1 5.0 39.0 5.2 13.3 3.2
Togo 3.8 1.2 32.0 4.4 45.0 5.4 19.2 3.8
Average 4.6 0.6 29.1 1.4 46.4 1.5 19.9 1.0
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
• M. Jules KWEKEU - Head of staff • 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
• M. Jonas DIASSONAMA BAVOUIDINSI - Head • 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

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
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
PASEC (2009). L’enseignement primaire au Congo: à la recherche de la qualité et de l’équité. Year scolaire 2006/2007.
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 (2008). Quelques pistes de réflexion pour une éducation primaire de qualité pour tous. Rapport Madagascar. Year
scolaire 2004/2005. PASEC, CONFEMEN, Dakar.
PASEC (2008). L’enseignement primaire à Maurice: la qualité au cœur des défis. Year scolaire 2006. PASEC, CONFEMEN,
Dakar.
PASEC (2007). Le défi de la scolarisation universelle de qualité. Rapport PASEC Cameroon 2004/2005. PASEC, CONFEMEN,
Dakar.

PASEC (2006). La qualité de l’éducation en Mauritanie. Quelles ressources pour quels résultats ? Year scolaire 2003/2004.
PASEC (2006). La qualité de l’éducation au Chad. Quels espaces et facteurs d’amélioration ? Year scolaire 2003/2004.
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
PASEC (1998). L’enseignement primaire en Côte d’Ivoire: investigations et diagnostics pour l’amélioration de la qualité du

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

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PASEC2014

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

Published in 2015 by the

Graphic Design: Jenny Gatien

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

Members of the PASEC Scientific Committee

Consultants who Contributed to the PASEC2014 Assessment Work

PASEC2014 assessment VII

IIX CONFEMEN - PASEC

PASEC publications 232

Figure 1.1: Areas Assessed by PASEC2014

The Country, its Education System

Pupil Behavior, Attitudes and Strategies

1.1.1 PASEC2014 Tests and Questionnaires

1.1.1.1 Early Primary Cycle Tests

1.1.1.1.1 Language of Instruction Test

Test Areas Exercises and

Part 1 Listening comprehension: • Understand vocabulary

Part 3 Reading comprehension: • Decode the meaning of words

1.1.1.1.2 Mathematics Test

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

Test Areas Exercises and

Part 1 Arithmetic: • Count to a hundred

Part 2 Geometry, space and measurement: • Recognize geometric shapes

1.1.1.2 Late Primary Cycle Tests

1.1.1.2.1 Language of Instruction Test

Composition Areas Reading

26 % Decoding isolated words and sentences: Isolated pictures, words

74 % Reading comprehension: Informative texts and

1.1.1.2.2 Mathematics Test

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

17.3 % Geometry and space:

1.1.1.3 Context Questionnaires

1.1.2 Data Collection

1.2 PASEC2014 Assessment Countries

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

(US$ Billions) % of GNP to Primary (out of 187

Note: * HDI = Human Development Index.

Table 1.2: Primary School Enrolment Indicators

School-Aged Gross Enrolment Completion Gender Parity Youth Literacy

Year 2013 2012 2012 2012 2012

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

PASEC Competency Scales

Definition of the “Sufficient” Competency Thresholds

Computation of Contextual Indexes

Pupil Score Gaps and Dispersion

Gross Effects and Relationships between Scores and Contextual Variables

2.1 Early Primary Cycle

2.1.1 Pupils’ Early Primary Language and Mathematics

Table 2.1: PASEC2014 Language Competency Scale – Early Primary

“Sufficient” Competency Threshold

Table 2.2: PASEC2014 Mathematics Competency Scale – Early Primary

Pupils master the oral number sequence (counting up to sixty in two

Pupils can recognize numbers up to one hundred, compare them, complete

“Sufficient” Competency Threshold

Pupils progressively develop their knowledge of the mathematical language

15.5 46.6 28.3 6.3

8.1 24.1 32.3 20.2 15.2

17.6 23.0 23.. 56,1

8.9 29.9 31.6 18.7 11.0

28.6 28.6 21.4 16.6

7.6 37.5 37.6 11.7

32.6 37.0 20.6 6.4

Côte d'Ivoire 484.1 (6.4) q q q p p q Significant score difference

Chad 491.3 (10.6) q q p q Significant score difference