Togo 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 Togo with sufficient competency? in both mathematics and reading Only 3 percent of girls from the poorest 50 40 percent of the population complete While Togo was in the top half of performers on PASEC 2014, the majority of children primary with sufficient competency in both the PASEC mathematics and in Togo are not completing primary with sufficient competency in mathematics and reading. Togo ranks 5th compared to 25 reading as defined by PASEC. other PASEC countries. n Of the 10 countries that participated in PASEC, Togo ranks 4that educating its children, 5th at educating its poorest girls, and 6th at providing equal access to quality education. 0 n Only a quarter of children are completing primary with sufficient proficiency in mathematics and reading as 5. Togo 1. Burundi 2. Senegal 3. Benin 4. Congo, Rep. 6. Burkina Faso 7. Cameroon 8. Cote d'Ivoire 9. Tchad 10. Niger defined by PASEC. n Significant disparities in achievement persist between the wealthiest and poorest students. n Togo is successful at educating the wealthiest children; the key challenge going forward is improving education Completed primary Completed primary and achieving beyond the wealthiest children. su cient competency in both subjects 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 Too few children are completing primary with Togo 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. sufficient competency in Togo, especially girls from the poorest 40 percent: 77 percent of children All students 25 77 What is sufficient competency? Children who have sufficient competency in 6th grade mathematics are able to perform arithmetic involving decimals and identify a are completing primary in Togo but only 33 percent basic mathematical procedure needed to solve a problem. In 6th grade reading, they are able to understand explicit information orally and understand the meaning of 6th grade children achieve minimum competency of many printed words. PASEC identifies sufficient competency based on participating countries’ curricula and international research on child development. in both PASEC math and reading. This means that Girls from the 3 29 an estimated 25 percent of children overall are poorest 40% completing primary with sufficient competency. About the Francophone Africa Education Results Monitor 29 percent of girls from the poorest 40 percent 0 10 20 30 40 50 60 70 80 90 (aged 12 to 18) have completed primary; 3 percent Primary completion rate Primary completion rate The PASEC 2014 international student assessment provides its 10 participating countries with internationally comparable measures of student of girls from the poorest 40 percent are estimated to Estimated completion rate Estimated completion rate 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 complete primary with sufficient competency in both with su cient competency with su cient competency for education in its 2010-2020 Education Sector Strategy. Learning outcomes are a true measure of results of an education system—while PASEC math and reading. enrolment in school is an important indicator, the cognitive and non-cognitive skills obtained in school are what matter most for human capital and subsequent productivity and poverty reduction. The Francophone Africa Education Results Monitor provides a snapshot of an education 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 poorest girls. It also provides further details of the access to education and learning achievement as measured by PASEC. Wealth quintile composition of 6th grade students The poorest are underrepresented among 6th achieving sufficient competency in math and reading grade students attaining sufficient competency Data sources: Togo in both PASEC math and reading: the poorest 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 quintile represent only 8 percent of 6th grade 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 Poorest 20% 2nd poorest 20% Middle 20% 2nd wealthiest 20% Wealthiest 20% as part of the Francophonie Council of Education Ministers. More info at http://www.pasec.confemen.org/ students who achieve sufficient competency in 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 8 15 18 28 31 both math and reading while the second poorest 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. quintile represent only 15 percent. 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 Togo 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 school governance competency? While gender differences in learning 100 achievement tend to be quite small 100 Only 25 percent of children in Togo; differences between wealth complete primary with sufficient quintiles are substantial. Differences 75 competency in both the PASEC 75 77 71 73 73 between public and private schools 59 mathematics and reading. While 62 54 60 61 as well as urban and rural locations 50 this is too low, Togo ranks 4th 50 58 are also large. compared to other PASEC countries. 49 34 32 25 23 25 34 32 35 19 28 25 25 23 18 15 0 0 Females Males Urban Rural Public Private 1. Burundi 2. Senegal 3. Burkina Faso 5. Benin 6. Cameroon 7. Congo, Rep. 8. Cote d'Ivoire 9. Tchad 10. Niger 4. Togo 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 12 22 29 36 2 16 24 23 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 primary completion rate by the percent of 6th grade children competent in both PASEC mathematics and reading. 2nd wealthiest 20% 6 18 32 28 17 2 16 35 31 15 Middle 20% 7 34 33 16 10 8 28 37 19 8 2nd poorest 20% 10 31 35 20 3 7 30 43 15 5 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% 14 40 35 10 11 38 37 12 2 outcomes? Poorest 20% 2nd poorest 20% Middle 20% 2nd wealthiest 20% Wealthiest 20% “Su cient” Competency Threshold “Su cient” Competency Threshold 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 23 percent of 6th grade children 2. Cote d'Ivoire 13 16 18 22 32 Mathematics – Girls Mathematics – Boys achieving sufficient competency 3. Congo, Rep. 14 12 14 21 39 Wealthiest 20% 11 23 30 36 13 22 26 39 in both mathematics and reading. Togo ranks 6th in terms of including 4. Burkina Faso 9 16 19 25 30 2nd wealthiest 20% 17 34 28 22 12 26 36 27 the poorest in quality education. 5. Benin 9 15 18 23 35 Middle 20% 28 34 28 11 23 36 28 12 6. Togo 8 15 18 28 31 7. Senegal 9 13 20 26 33 2nd poorest 20% 32 35 25 7 22 40 26 12 8. Cameroon 10 21 30 37 Poorest 20% 43 39 17 2 31 43 20 6 9. Niger 11 5 15 69 “Su cient” Competency Threshold “Su cient” Competency Threshold 10. Tchad* 10 19 17 54 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