Niger 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 Niger with sufficient competency? in both mathematics and reading Virtually no girls from the poorest 50 40 percent of the population Niger was the lowest performer on PASEC 2014, results reveal that only a very small complete primary with sufficient competency in both the PASEC percentage of children in Niger are completing primary education with sufficient mathematics and reading. 25 competency in mathematics and reading. n Of the 10 countries that participated in PASEC 2014, Niger ranks 10th at educating its children, 10th at educating its poorest girls and 9th at providing equal access to quality education. 0 n Low achievement persists across all sub-populations in Niger, except private schools that perform quite well. 10. Niger 1. Burundi 2. Senegal 3. Benin 4. Congo, Rep. 5. Togo 6. Burkina Faso 7. Cameroon 8. Cote d'Ivoire 9. Tchad n System wide interventions are needed to strengthen learning outcomes across the country. Completed primary Completed primary and achieving Too few children are completing primary with Niger su cient competency in both subjects sufficient competency in Niger, especially girls 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 from the poorest 40 percent: 49 percent of children 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 3 49 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. are completing primary Niger but only 5 percent of 6th grade children achieve minimum competency in both PASEC math and reading. This means that an Girls from the 0 7 What is sufficient competency? Children who have sufficient competency in 6th grade mathematics are able to perform arithmetic involving decimals and identify a estimated 3 percent of children overall are completing 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 primary with sufficient competency. 7 percent of of many printed words. PASEC identifies sufficient competency based on participating countries’ curricula and international research on child development. girls from the poorest 40 percent (aged 12 to 18) 0 10 20 30 40 50 60 have completed primary; 0 percent of girls from the Primary completion rate Primary completion rate poorest 40 percent are estimated to complete primary Estimated completion rate Estimated completion rate About the Francophone Africa Education Results Monitor with sufficient competency in both PASEC math and 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 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 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 Niger 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% 11 percent of 6th grade students who achieve Data sources: sufficient competency in both math and 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 11 0 5 15 69 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 reading while the second poorest quintile as part of the Francophonie Council of Education Ministers. More info at http://www.pasec.confemen.org/ represent only 0 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 Niger 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 Low learning achievement persists school governance competency? 100 across all sub-populations. However, 100 Only 3 percent of children complete significant disparity exists between primary with sufficient competency in both the PASEC mathematics and 75 77 public and private schools as well as 75 62 71 73 73 between urban and rural areas. reading. This is a product of very 62 60 58 61 50 low learning outcomes coupled with 50 relatively low primary completion rates. 49 25 25 34 32 35 17 28 25 25 23 4 6 2 4 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 9. Tchad 10. Niger 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 41 22 8 4 19 43 23 10 4 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% 39 43 14 3 30 49 15 5 Middle 20% 51 40 7 48 36 14 2 2nd poorest 20% 46 38 16 46 52 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% 56 31 13 46 36 12 6 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 11 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% 61 29 82 57 29 11 3 4. Burkina Faso 9 16 19 25 30 2nd wealthiest 20% 75 22 3 72 22 6 5. Benin 9 15 18 23 35 6. Togo 8 15 18 28 31 Middle 20% 84 15 79 18 3 7. Senegal 9 13 20 26 33 2nd poorest 20% 77 23 85 15 8. Cameroon 10 21 30 37 Poorest 20% 86 14 60 29 11 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