Tchad 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 Tchad with sufficient competency? in both mathematics and reading Virtually no girls from the poorest 50 40 percent of the population Tchad was the second lowest performer on PASEC 2014, the vast majority of children complete primary with sufficient competency in both the PASEC are not completing primary education with sufficient competency in mathematics and mathematics and reading. 25 reading. n Of the 10 countries that participated in PASEC, Tchad ranks 9th at educating its children, 9th at educating its poorest girls and 10th at providing equal access to quality education. 0 n All sub-populations perform poorly in PASEC 2014. The only notable disparity is between public and private 9. Tchad 1. Burundi 2. Senegal 3. Benin 4. Congo, Rep. 5. Togo 6. Burkina Faso 7. Cameroon 8. Cote d'Ivoire 10. Niger schools. n Strengthening learning outcomes across the education system emerges as a predominant challenge for Tchad. Completed primary Completed primary and achieving su cient competency in both subjects Too few children are completing primary with Tchad sufficient competency in Tchad, especially 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 girls from the poorest 40 percent: 35 percent of 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 All students 4 35 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. children are completing primary in Tchad but only 12 percent of 6th grade children achieve minimum competency in both PASEC math and reading. This Girls from the 0 9 What is sufficient competency? Children who have sufficient competency in 6th grade mathematics are able to perform arithmetic involving decimals and identify a means that an estimated 4 percent of children overall poorest 40% basic mathematical procedure needed to solve a problem. In 6th grade reading, they are able to understand explicit information orally and understand the meaning are completing primary with sufficient competency. 9 of many printed words. PASEC identifies sufficient competency based on participating countries’ curricula and international research on child development. percent of girls from the poorest 40 percent (aged 12 0 10 20 30 40 to 18) have completed primary; virtually no girls from Primary completion rate Primary completion rate the poorest 40 percent are estimated to complete Estimated completion rate Estimated completion rate About the Francophone Africa Education Results Monitor primary with sufficient competency in both PASEC with su cient competency with su cient competency The PASEC 2014 international student assessment provides its 10 participating countries with internationally comparable measures of student math and reading. 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 6th 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 grade students attaining sufficient competency 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 Tchad in both PASEC math and reading: the poorest poorest girls. It also provides further details of the access to education and learning achievement as measured by PASEC. quintile represent 0 percent of 6th grade students Poorest 20% 2nd poorest 20% Middle 20% 2nd wealthiest 20% Wealthiest 20% who achieve sufficient competency in both math Data sources: 0 10 19 17 54 and reading while the second poorest quintile 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 represent only 10 percent. 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 as part of the Francophonie Council of Education Ministers. More info at http://www.pasec.confemen.org/ 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 Tchad 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 All sub-populations perform poorly school governance competency? 100 in PASEC 2014. The only notable 100 Only 4 percent of children disparity is between public and complete primary with sufficient competency in both the PASEC 75 77 private schools. 75 71 73 73 mathematics and reading. 62 60 58 61 50 50 49 25 24 25 34 32 35 14 16 28 25 25 23 9 9 9 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. 8. Cote d'Ivoire 10. Niger 9. Tchad 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% 24 39 24 10 4 11 33 36 15 5 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% 30 42 23 4 28 44 19 71 Middle 20% 37 45 11 6 34 37 18 8 2 2nd poorest 20% 30 47 20 3 29 39 26 42 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% Not available* Not available* 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 10 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% 48 37 12 2 34 41 20 5 4. Burkina Faso 9 16 19 25 30 2nd wealthiest 20% 57 36 7 53 35 11 5. Benin 9 15 18 23 35 6. Togo 8 15 18 28 31 Middle 20% 63 31 6 55 35 10 7. Senegal 9 13 20 26 33 2nd poorest 20% 62 35 3 45 45 10 8. Cameroon 10 21 30 37 Poorest 20% Not available* Not available* 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. *Estimates for the poorest 20 percent are not students attaining sufficient competency in both mathematics and reading is unavailable and assumed zero. available due to a very small sample in the data. 2 3