Cote D’Ivoire Francophone Africa Results Monitor | Basic Education
Francophone Africa Results Monitor | Basic Education
Are the poorest girls
completing primary school with
Percent of girls from the poorest 40 percent of the population
completing primary school and achieving sufficient competency
Cote D’Ivoire
with sufficient competency? in both mathematics and reading
Only 2 percent of girls from the 50
poorest 40 percent of the population Cote d’Iovire performed in the lower half of countries on PASEC 2014, the majority of
complete primary with sufficient
competency in both PASEC
children in Cote d’Ivoire are not completing primary with sufficient competency in
mathematics and reading. This is 25 mathematics and reading as defined by PASEC.
driven by low learning outcomes n Of the 10 countries that participated in PASEC 2014, Cote d’Ivoire ranks 8th at educating its children and 8th at
across the education system. educating its poorest girls, but 2nd at providing equal access to quality education.
0
n Low levels of inequality in learning outcomes in Cote d’Ivoire result from low achievement across the system.
8. Cote d'Ivoire
1. Burundi
2. Senegal
3. Benin
4. Congo, Rep.
5. Togo
6. Burkina Faso
7. Cameroon
9. Tchad
10. Niger
Too few children are completing primary with Cote D’Ivoire
Completed primary Completed primary and achieving sufficient competency in Cote d’Ivoire, especially
su cient competency in both subjects girls from the poorest 40 percent: 61 percent of
All students 15 61
children are completing primary in Cote d’Ivoire
Source: World Bank staff calculations using PASEC 2014 and latest DHS or MICS household surveys. A student’s wealth quintile represents that of the population and is defined using data from either the latest DHS or MICS household
survey wealth index. Both PASEC and the household surveys contain common data about household characteristics. The relationship between these household characteristics and the household survey wealth index is used to estimate but only 25 percent of 6th grade children achieve
the household survey’s wealth index for each PASEC student. Quintiles are defined based on the cut-offs used in the household survey to produce nationally defined wealth quintiles.
minimum competency in both PASEC math and Girls from the
2 13
reading. This means that an estimated 15 percent poorest 40%
of children overall are completing primary with
What is sufficient competency? Children who have sufficient competency in 6th grade mathematics are able to perform arithmetic involving decimals and identify a
basic mathematical procedure needed to solve a problem. In 6th grade reading, they are able to understand explicit information orally and understand the meaning sufficient competency. 13 percent of girls from the 0 10 20 30 40 50 60 70
of many printed words. PASEC identifies sufficient competency based on participating countries’ curricula and international research on child development. poorest 40 percent (aged 12 to 18) have completed Primary completion rate Primary completion rate
primary; 2 percent of girls from the poorest 40 percent Estimated completion rate Estimated completion rate
are estimated to complete primary with sufficient with su cient competency with su cient competency
About the Francophone Africa Education Results Monitor competency in both PASEC math and reading.
The PASEC 2014 international student assessment provides its 10 participating countries with internationally comparable measures of student
proficiency in 2nd and 6th grade reading and mathematics. For the first time, participating countries can benchmark their student achievement
to an internationally defined sufficient competency. This information is crucial for promoting the World Bank’s results agenda systems approach
for education in its 2010-2020 Education Sector Strategy. Learning outcomes are a true measure of results of an education system—while
enrolment in school is an important indicator, the cognitive and non-cognitive skills obtained in school are what matter most for human capital Wealth quintile composition of 6th grade students The poorest are underrepresented among
and subsequent productivity and poverty reduction. The Francophone Africa Education Results Monitor provides a snapshot of an education achieving sufficient competency in math and reading 6th grade students attaining sufficient
system’s ability to educate its children, its ability to promote poverty reduction by including the poorest in learning, and its ability to educate its Cote D’Ivoire competency in both PASEC math and
poorest girls. It also provides further details of the access to education and learning achievement as measured by PASEC. reading: the poorest quintile represent only
Poorest 20% 2nd poorest 20% Middle 20% 2nd wealthiest 20% Wealthiest 20%
13 percent of 6th grade students who achieve
Data sources: sufficient competency in both math and reading
PASEC 2014: Data on learning achievement is drawn from the PASEC 2014 assessment. This assessment, conducted in 10 Francophone African countries, provides the first internationally comparable 13 16 18 22 32
measure of learning assessment for these countries and the first international benchmark of sufficient competency. The PASEC programme has existed since 1990 to provide analysis of education systems while the second poorest quintile represent only
as part of the Francophonie Council of Education Ministers. More info at http://www.pasec.confemen.org/ 16 percent.
Demographic and Health Surveys: Data on school participation and wealth quintiles are based on the latest Demographic and Health Survey (DHS) for each country. DHS are nationally representative
household surveys that measure social outcomes including education for individuals. These surveys provide a nationally representative measure of household wealth which are replicated using data on
matching questionnaire items in PASEC 2014.
Multiple Indicator Cluster Survey: The Multiple Indicator Cluster Survey is used in place of DHS for Chad as the survey data is newer.
http://www.worldbank.org/en/region/afr http://www.worldbank.org/en/region/afr
Cote D’Ivoire Francophone Africa Results Monitor | Basic Education
Which groups face the biggest Percent of 6th grade students attaining sufficient competency Are children completing Percent of children completing primary school with sufficient
gaps in learning outcomes? in both math and language by gender, school location and primary school with sufficient competency in PASEC mathematics and reading
Disparity in learning achievement
school governance competency?
100
tends to be relatively small in Cote 100 Only 15 percent of children complete
d’Ivoire as learning outcomes are primary with sufficient competency in
both PASEC mathematics and reading. 75 77
low across most sub-populations. 75
71 73 73
Notable differences emerge between This places Cote d’Ivoire 8th among 62 60 58 61
public and private schools and 50 46 PASEC countries. 50
36 49
between urban and rural areas.
27 35
25 22 22 25 34 32
14 28 25 25 23
18 15
0 0
Females Males Urban Rural Public Private
1. Burundi
2. Senegal
3. Burkina Faso
4. Togo
5. Benin
6. Cameroon
7. Congo, Rep.
9. Tchad
10. Niger
8. Cote d'Ivoire
Source: World Bank staff calculations using PASEC 2014. Gender Location Governance
Percent of 6th grade students attaining PASEC proficiency levels by gender and wealth quintiles
Reading – Girls Reading – Boys Primary completion rate Estimated completion
rate with su cient competency
Wealthiest 20% 2 11 22 30 36 2 11 22 30 35
Source: World Bank staff calculations using PASEC 2014 and primary completion rates reported in the PASEC 2014 report. Estimated percent of children completing primary with sufficiency competency calculated by multiplying the
2nd wealthiest 20% 4 19 26 25 26 4 19 30 26 21 primary completion rate by the percent of 6th grade children competent in both PASEC mathematics and reading.
Middle 20% 6 26 29 18 20 6 24 30 26 14
2nd poorest 20% 8 29 33 19 10 6 24 35 26 10 Which groups face the Wealth composition of 6th grade children attaining sufficient
biggest gaps in learning competency in both PASEC mathematics and reading
Poorest 20% 5 28 38 21 9
5 27 31 25 12 outcomes?
“Su cient” Competency Threshold “Su cient” Competency Threshold Poorest 20% 2nd poorest 20% Middle 20% 2nd wealthiest 20% Wealthiest 20%
Students from the poorest 40
Below level 1 Level 1 Level 2 Level 3 Level 4 percent of the population represent 1. Burundi 18 20 20 21 21
only 29 percent of 6th grade children 2. Cote d'Ivoire 13 16 18 22 32
Mathematics – Girls Mathematics – Boys achieving sufficient competency in
3. Congo, Rep. 14 12 14 21 39
both mathematics and reading.
Wealthiest 20% 22 48 27 3 17 40 38 6
Cote d’Ivoire ranks 2nd at including 4. Burkina Faso 9 16 19 25 30
2nd wealthiest 20% 31 43 24 2 28 46 24 2 the poorest in quality education. 5. Benin 9 15 18 23 35
6. Togo 8 15 18 28 31
Middle 20% 38 43 18 2 31 46 20 4
7. Senegal 9 13 20 26 33
2nd poorest 20% 42 43 13 2 30 49 18 3 8. Cameroon 10 21 30 37
Poorest 20% 45 39 16 30 46 21 3 9. Niger 11 5 15 69
10. Tchad* 10 19 17 54
“Su cient” Competency Threshold “Su cient” Competency Threshold
Below level 1 Level 1 Level 2 Level 3
Source: World Bank staff calculations using PASEC 2014 and latest DHS or MICS household surveys. A student’s wealth quintile represents that of the population and is defined using data from either the latest DHS or MICS household
Source: World Bank staff calculations using PASEC 2014 and latest DHS or MICS household surveys. A student’s wealth quintile represents that of the population and is defined using data from either the latest DHS or MICS household survey wealth index. Both PASEC and the household surveys contain common data about household characteristics. The relationship between these household characteristics and the household survey wealth index is used to estimate
survey wealth index. Both PASEC and the household surveys contain common data about household characteristics. The relationship between these household characteristics and the household survey wealth index is used to estimate the household survey’s wealth index for each PASEC student. Quintiles are defined based on the cut-offs used in the household survey to produce nationally defined wealth quintiles. *The proportion of the poorest 20 percent of
the household survey’s wealth index for each PASEC student. Quintiles are defined based on the cut-offs used in the household survey to produce nationally defined wealth quintiles. students attaining sufficient competency in both mathematics and reading is unavailable and assumed zero.
2 3