Benin 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
Benin
with sufficient competency? in both mathematics and reading
Only 5 percent of girls from the poorest 50
40 percent of the population complete
A middle performer on PASEC 2014, the vast majority of children in Benin are not completing
primary with sufficient competency in
both PASEC mathematics and reading. primary with sufficient competency in mathematics and reading as defined by PASEC.
Despite this being extremely low, Benin 25
n Of the 10 countries that participated in PASEC 2014, Benin ranks 5th at educating its children, 5th at providing
ranks 3rd on this indicator compared to equal access to quality education, and 3rd at educating its poorest girls.
other PASEC countries.
n Only a quarter of children are completing primary with sufficient proficiency in mathematics and reading as
0
defined by PASEC.
4. Congo, Rep.
1. Burundi
2. Senegal
5. Togo
6. Burkina Faso
7. Cameroon
8. Cote d'Ivoire
9. Tchad
10. Niger
3. Benin
n Significant disparities in achievement persist between students from the wealthiest 20 percent and those from
the rest of the population.
n Benin’s wealthiest quintile performs much better than the remainder of the population.
Completed primary Completed primary and achieving
su cient competency in both subjects
Too few children are completing primary with Benin
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 sufficient competency in Benin, especially
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.
girls from the poorest 40 percent: 71 percent of
All students 25 71
children are completing primary in Benin but only
36 percent of 6th grade children achieve minimum
What is sufficient competency? Children who have sufficient competency in 6th grade mathematics are able to perform arithmetic involving decimals and identify a
competency in both PASEC math and reading. This Girls from the
basic mathematical procedure needed to solve a problem. In 6th grade reading, they are able to understand explicit information orally and understand the meaning 5 24
of many printed words. PASEC identifies sufficient competency based on participating countries’ curricula and international research on child development.
means that an estimated 25 percent of children poorest 40%
overall are completing primary with sufficient
competency. 24 percent of girls from the poorest 0 10 20 30 40 50 60 70 80
40 percent (aged 12 to 18) have completed primary;
About the Francophone Africa Education Results Monitor Primary completion rate Primary completion rate
5 percent of girls from the poorest 40 percent are
The PASEC 2014 international student assessment provides its 10 participating countries with internationally comparable measures of student estimated to complete primary with sufficient Estimated completion rate Estimated completion rate
with su cient competency with su cient competency
proficiency in 2nd and 6th grade reading and mathematics. For the first time, participating countries can benchmark their student achievement competency in both PASEC math and reading.
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
and subsequent productivity and poverty reduction. The Francophone Africa Education Results Monitor provides a snapshot of an education Wealth quintile composition of 6th grade students The poorest are underrepresented among
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 achieving sufficient competency in math and reading 6th grade students attaining sufficient
poorest girls. It also provides further details of the access to education and learning achievement as measured by PASEC. competency in both PASEC math and
Benin
reading: the poorest quintile represent only
Poorest 20% 2nd poorest 20% Middle 20% 2nd wealthiest 20% Wealthiest 20%
Data sources: 9 percent of 6th grade students who achieve
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
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
sufficient competency in both math and
as part of the Francophonie Council of Education Ministers. More info at http://www.pasec.confemen.org/ 9 15 18 23 35 reading while the second poorest quintile
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 represent only 15 percent.
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
Benin 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
While gender differences in learning
school governance competency? 100
achievement tend to be quite small 100 Only 25 percent of children complete
in Benin; differences between the primary with sufficient competency 75
in both the PASEC mathematics and
77 73 73
wealthiest 20 percent and the rest 75 68 71
of the population are substantial. reading. While this is too low, Benin 62 60 61
54 50 58
Differences between public and 50 ranks 5th compared to other PASEC 49
private schools as well as urban and 35 36 countries.
30 25 34 32 35
rural locations are also large. 25 28 25 25
17 23
18 15
0 0
1. Burundi
2. Senegal
3. Burkina Faso
4. Togo
6. Cameroon
7. Congo, Rep.
8. Cote d'Ivoire
9. Tchad
10. Niger
5. Benin
Females Males Urban Rural Public Private
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
Primary completion rate Estimated completion
Reading – Girls Reading – Boys rate with su cient competency
Wealthiest 20% 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
9 18 31 41 8 16 29 45 primary completion rate by the percent of 6th grade children competent in both PASEC mathematics and reading.
2nd wealthiest 20% 5 19 30 31 15 5 20 32 25 17
Middle 20% 5 25 38 21 12 10 26 34 24 7
Which groups face the Wealth composition of 6th grade children attaining sufficient
2nd poorest 20% 8 25 33 24 10 10 27 36 22 5 biggest gaps in learning competency in both PASEC mathematics and reading
Poorest 20% 9 23 36 28 4 5 40 39 14 2 outcomes?
Poorest 20% 2nd poorest 20% Middle 20% 2nd wealthiest 20% Wealthiest 20%
Students from the poorest 40
“Su cient” Competency Threshold “Su cient” Competency Threshold
percent of the population represent 1. Burundi 18 20 20 21 21
Below level 1 Level 1 Level 2 Level 3 Level 4 only 24 percent of 6th grade children 2. Cote d'Ivoire 13 16 18 22 32
achieving sufficient competency in
Mathematics – Girls Mathematics – Boys 3. Congo, Rep. 14 12 14 21 39
both mathematics and reading. As
4. Burkina Faso 9 16 19 25 30
Wealthiest 20% 12 31 34 23 13 31 35 22 a result, Benin is ranked 5th in terms
of including the poorest in quality 5. Benin 9 15 18 23 35
2nd wealthiest 20% 27 41 26 7 35 35 21 8
education. 6. Togo 8 15 18 28 31
Middle 20% 32 39 23 6 36 39 24 7. Senegal 9 13 20 26 33
2nd poorest 20% 32 41 20 7 38 39 22 8. Cameroon 10 21 30 37
9. Niger 11 5 15 69
Poorest 20% 25 46 26 2 45 37 17
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.
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