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<p>Determinants of quality in basic education: Evidence from ten sub-Saharan African countries – In Africa, less than 20% of pupils achieve scores above the minimum competency threshold. This article attempts to identify the factors that explain the quality of education. The average score of pupils on proficiency tests was used as a measure of the quality of primary education, based on survey data from the Programme for the Analysis of Educational Systems of the Conference of Ministers of Education of French-speaking States and Governments (PASEC). Estimation of a multilevel model using the restricted maximum likelihood method reveals the importance of contextual factors, classroom organisation, school textbooks, teacher training and country stability in explaining differences in pupil proficiency. The results also show that 39.38% of the differences in performance between pupils are due to differences between schools. These differences in performance are also explained by individual student characteristics and differences between countries, at 33.33% and 27.0% respectively. The school environment thus has the greatest influence on differences in performance between pupils.</p>

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Les déterminants de la qualité de l’éducation de base : évidence sur dix pays de l’Afrique subsaharienne

  • 期刊论文

  • 发表日期：

    2025年5月2日

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  • Kouadio Clément Kouakou,
  • Tiérégnimin Yaya Yeo

摘要

Determinants of quality in basic education: Evidence from ten sub-Saharan African countries – In Africa, less than 20% of pupils achieve scores above the minimum competency threshold. This article attempts to identify the factors that explain the quality of education. The average score of pupils on proficiency tests was used as a measure of the quality of primary education, based on survey data from the Programme for the Analysis of Educational Systems of the Conference of Ministers of Education of French-speaking States and Governments (PASEC). Estimation of a multilevel model using the restricted maximum likelihood method reveals the importance of contextual factors, classroom organisation, school textbooks, teacher training and country stability in explaining differences in pupil proficiency. The results also show that 39.38% of the differences in performance between pupils are due to differences between schools. These differences in performance are also explained by individual student characteristics and differences between countries, at 33.33% and 27.0% respectively. The school environment thus has the greatest influence on differences in performance between pupils.