Burundi 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 Burundi with sufficient competency? in both mathematics and reading Only 8 percent of girls from the poorest 50 40 percent of the population complete Despite being the highest performer of the 10 participating countries on PASEC primary with sufficient competency in both the PASEC mathematics and 2014, results reveal that less than half of children in Burundi are completing primary reading. Despite this being extremely 25 education with sufficient competency in mathematics and reading. low, Burundi ranks 1st compared to n Burundi is the top performer of PASEC 2014, ranking first in terms of educating its children, educating its other PASEC countries. poorest girls and providing equal access to quality education. 0 n Differences between gender, wealth quintiles and other sub-populations are minimal. 1. Burundi 2. Senegal 3. Benin 4. Congo, Rep. 5. Togo 6. Burkina Faso 7. Cameroon 8. Cote d'Ivoire 9. Tchad 10. Niger n However, despite outperforming all other PASEC countries, only 34 percent of children complete primary school with sufficient competency in both mathematics and reading. n This is magnified by relatively low primary completion rates compared to other PASEC countries. Completed primary Completed primary and achieving n Increasing the quality of its education overall as well as expanding access remain as key challenges. 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 While Burundi is the top performer on PASEC Burundi 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. 2014, too few children are completing primary with sufficient competency, especially girls from All students 34 62 the poorest 40 percent: 62 percent of children are What is sufficient competency? Children who have sufficient competency in 6th grade mathematics are able to perform arithmetic involving decimals and identify a completing primary in Burundi but only 55 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 many printed words. PASEC identifies sufficient competency based on participating countries’ curricula and international research on child development. of 6th grade children achieve minimum competency Girls from the 8 13 in both PASEC math and reading. This means that poorest 40% an estimated 34 percent of children overall are completing primary with sufficient competency. 13 0 10 20 30 40 50 60 70 About the Francophone Africa Education Results Monitor percent of girls from the poorest 40 percent (aged 12 Primary completion rate Primary completion rate The PASEC 2014 international student assessment provides its 10 participating countries with internationally comparable measures of student to 18) have completed primary; 8 percent of girls from proficiency in 2nd and 6th grade reading and mathematics. For the first time, participating countries can benchmark their student achievement Estimated completion rate Estimated completion rate the poorest 40 percent are estimated to complete 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 primary with sufficient competency in both PASEC for education in its 2010-2020 Education Sector Strategy. Learning outcomes are a true measure of results of an education system—while 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 proportionally represented achieving sufficient competency in math and reading among 6th grade students attaining sufficient Data sources: Burundi competency in both PASEC math and reading: 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 the poorest quintile represent 18 percent of 6th 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/ grade students who achieve sufficient competency 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 in 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 18 20 20 21 21 matching questionnaire items in PASEC 2014. quintile represent 20 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 Burundi 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 Differences between sub- school governance competency? 100 populations are small in Burundi. 100 Only 34 percent of children complete This includes between wealth primary with sufficient competency in both the PASEC mathematics and 75 77 quintiles, boys and girls, public and 75 69 62 61 71 73 73 private as well as urban and rural 54 reading. While this is too low, Burundi 62 54 60 61 areas. 50 49 ranks 1st compared to other PASEC 50 58 countries. 49 25 25 34 32 35 28 25 25 23 18 15 0 0 Females Males Urban Rural Public Private 2. Senegal 3. Burkina Faso 4. Togo 5. Benin 6. Cameroon 7. Congo, Rep. 8. Cote d'Ivoire 9. Tchad 10. Niger 1. Burundi 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% 4 32 54 9 5 41 46 8 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 2nd wealthiest 20% 3 39 52 6 6 45 46 3 primary completion rate by the percent of 6th grade children competent in both PASEC mathematics and reading. Middle 20% 2 38 51 8 6 4 51 41 2 2nd poorest 20% 2 35 57 6 6 46 45 4 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% 34 59 8 3 43 53 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 38 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 Wealthiest 20% 8 40 52 17 51 31 both mathematics and reading. As a result, Burundi is ranked 1st in terms 4. Burkina Faso 9 16 19 25 30 2nd wealthiest 20% 8 41 51 2 13 54 31 of including the poorest in quality 5. Benin 9 15 18 23 35 education. 6. Togo 8 15 18 28 31 Middle 20% 7 39 54 2 18 55 25 7. Senegal 9 13 20 26 33 2nd poorest 20% 6 45 49 16 52 30 8. Cameroon 10 21 30 37 Poorest 20% 10 35 55 13 58 28 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