Burkina Faso 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 Burkina Faso with sufficient competency? in both mathematics and reading Only 2 percent of girls from the poorest 50 40 percent of the population complete Burkina Faso performed in the top half of countries participating in PASEC 2014, primary with sufficient competency in both PASEC mathematics and reading. however the vast majority of children in Burkina Faso are not completing primary Burkina Faso ranks 6th compared to 25 with sufficient proficiency in mathematics and reading as defined by PASEC. other PASEC countries. n Of the 10 countries that participated in PASEC 2014, Burkina Faso ranks 3rd at educating its children and 4th at providing equal access to quality education, but 6th at educating its poorest girls. 0 6. Burkina Faso 1. Burundi 2. Senegal 3. Benin 4. Congo, Rep. 5. Togo 7. Cameroon 8. Cote d'Ivoire 9. Tchad 10. Niger n Only 28 percent of children in Burkina Faso are completing primary with sufficient proficiency in mathematics and reading as defined by PASEC. n Differences in learning achievement persist between wealthiest and poorest students, especially among girls. n Improving outcomes for the poorest girls emerges as a key challenge going forward. Completed primary Completed primary and achieving 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 Burkina Faso 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 Burkina Faso, especially girls from the poorest 40 percent: 58 percent of All students 28 58 children are completing primary in Burkina Faso What is sufficient competency? Children who have sufficient competency in 6th grade mathematics are able to perform arithmetic involving decimals and identify a but only 48 percent of 6th grade children achieve 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 many printed words. PASEC identifies sufficient competency based on participating countries’ curricula and international research on child development. minimum competency in both PASEC math and Girls from the 2 7 reading. This means that an estimated 28 percent of poorest 40% children overall are completing primary with sufficient competency. 7 percent of girls from the poorest 40 0 10 20 30 40 50 60 70 About the Francophone Africa Education Results Monitor percent (aged 12 to 18) have completed primary; Primary completion rate Primary completion rate The PASEC 2014 international student assessment provides its 10 participating countries with internationally comparable measures of student only 2 percent of girls from the poorest 40 percent 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 are estimated to complete primary with sufficient with su cient competency with su cient competency to an internationally defined sufficient competency. This information is crucial for promoting the World Bank’s results agenda systems approach competency in both PASEC math and reading. 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 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 Wealth quintile composition of 6th grade students The poorest are underrepresented among 6th poorest girls. It also provides further details of the access to education and learning achievement as measured by PASEC. achieving sufficient competency in math and reading grade students attaining sufficient competency Burkina Faso in both PASEC math and reading: the poorest Data sources: quintile represent only 9 percent of 6th grade 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 Poorest 20% 2nd poorest 20% Middle 20% 2nd wealthiest 20% Wealthiest 20% 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 students who achieve sufficient competency in as part of the Francophonie Council of Education Ministers. More info at http://www.pasec.confemen.org/ both math and reading while the second poorest 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 9 16 19 25 30 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 quintile represent only 16 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 Burkina Faso 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 overall in school governance competency? 100 learning achievement tend to be 100 Only 28 percent of children complete small in Burkina Faso; differences primary with sufficient competency in both the PASEC mathematics and 75 77 between wealth quintiles are 75 61 71 73 73 substantial especially among girls. reading. While this is too low, the 62 50 53 60 58 61 Differences between urban and rural 50 46 48 country ranks 3rd compared to other 50 37 PASEC countries. 49 locations are large. 25 25 34 32 35 28 25 25 23 18 15 0 0 Females Males Urban Rural Public Private 1. Burundi 2. Senegal 4. Togo 5. Benin 6. Cameroon 7. Congo, Rep. 8. Cote d'Ivoire 9. Tchad 10. Niger 3. Burkina Faso 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% 10 28 34 26 2 10 25 34 29 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% 12 31 39 16 2 8 33 39 18 Middle 20% 12 36 37 14 2 12 36 39 12 Which groups face the Wealth composition of 6th grade children attaining sufficient 2nd poorest 20% 14 38 34 13 3 10 33 35 20 biggest gaps in learning competency in both PASEC mathematics and reading Poorest 20% 6 37 30 25 2 2 12 36 46 4 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 percent of the population represent 1. Burundi 18 20 20 21 21 Below level 1 Level 1 Level 2 Level 3 Level 4 only 25 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 in both mathematics and reading. Wealthiest 20% 12 29 37 22 11 24 36 30 Burkina Faso is ranked 4th in terms 4. Burkina Faso 9 16 19 25 30 of including the poorest in quality 5. Benin 9 15 18 23 35 2nd wealthiest 20% 12 32 39 18 10 28 39 23 education. 6. Togo 8 15 18 28 31 Middle 20% 11 31 38 20 12 28 42 18 7. Senegal 9 13 20 26 33 2nd poorest 20% 12 36 36 15 10 29 40 21 8. Cameroon 10 21 30 37 Poorest 20% 36 31 26 7 13 31 42 14 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