Senegal 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 Senegal with sufficient competency? in both mathematics and reading Only 7 percent of girls from the poorest 50 40 percent of the population complete While Senegal outperformed most participating countries on PASEC 2014, results reveal primary with sufficient competency that the vast majority of children in Senegal are not completing primary education with in both the PASEC mathematics and reading. Despite this rate being 25 sufficient competency in mathematics and reading. extremely low, Senegal ranks 2nd n Of the 10 countries that participated in PASEC 2014, Senegal ranks 2nd based on how many of its children compared to other PASEC countries. complete primary with sufficient competency in reading and mathematics. 0 n While 53 percent of 6th grade students in Senegal attain sufficient competency (in both math and reading),  1. Burundi 3. Benin 4. Congo, Rep. 5. Togo 6. Burkina Faso 7. Cameroon 8. Cote d'Ivoire 9. Tchad 10. Niger 2. Senegal only 60 percent of children complete primary. n As a result, only an estimated 32 percent of children are completing primary with sufficient competency in mathematics and reading. n While Senegal also ranks 2nd at educating its poorest girls, it ranks 7th at providing equitable access to quality Completed primary Completed primary and achieving su cient competency in both subjects education. The significant disparities in achievement that persist between the wealthiest and poorest students show that Senegal is successful at educating its wealthiest children; however, the key challenge moving forward 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 is to improve education outcomes for the rest. 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. Too few children are completing primary with Senegal What is sufficient competency? Children who have sufficient competency in 6th grade mathematics are able to perform arithmetic involving decimals and identify a sufficient competency in Senegal, especially girls basic mathematical procedure needed to solve a problem. In 6th grade reading, they are able to understand explicit information orally and understand the meaning from the poorest 40 percent: 60 percent of children All students 32 60 of many printed words. PASEC identifies sufficient competency based on participating countries’ curricula and international research on child development. are completing primary in Senegal but only 53 percent of 6th grade children achieve minimum competency Girls from the in both PASEC math and reading. This means that an 7 22 poorest 40% About the Francophone Africa Education Results Monitor estimated 32 percent of children overall are completing The PASEC 2014 international student assessment provides its 10 participating countries with internationally comparable measures of student primary with sufficient competency. 22 percent of 0 10 20 30 40 50 60 70 proficiency in 2nd and 6th grade reading and mathematics. For the first time, participating countries can benchmark their student achievement girls from the poorest 40 percent (aged 12 to 18) Primary completion rate Primary completion rate to an internationally defined sufficient competency. This information is crucial for promoting the World Bank’s results agenda systems approach have completed primary; 7 percent of girls from the Estimated completion rate Estimated completion rate for education in its 2010-2020 Education Sector Strategy. Learning outcomes are a true measure of results of an education system—while poorest 40 percent are estimated to achieve sufficient with su cient competency with su cient competency enrolment in school is an important indicator, the cognitive and non-cognitive skills obtained in school are what matter most for human capital competency in both PASEC math and reading. 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 underrepresented among 6th achieving sufficient competency in math and reading grade students attaining sufficient competency Data sources: Senegal in both PASEC math and reading: the poorest 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 Poorest 20% 2nd poorest 20% Middle 20% 2nd wealthiest 20% Wealthiest 20% quintile represent only 9 percent of 6th grade as part of the Francophonie Council of Education Ministers. More info at http://www.pasec.confemen.org/ students who achieve sufficient competency in both 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 9 13 20 26 33 math and reading while the second poorest quintile matching questionnaire items in PASEC 2014. represent only 13 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 Senegal 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 32 percent of children complete in Senegal; differences between 82 primary with sufficient competency 75 in both the PASEC mathematics and 77 73 73 wealth quintiles are substantial. 75 67 71 Differences between public and reading. While this is too low, Senegal 62 60 61 51 55 50 58 private schools as well as urban and 50 46 ranks 2nd compared to other PASEC 49 rural locations are large. 35 countries. 25 34 32 35 25 28 25 25 23 18 15 0 0 1. Burundi 3. Burkina Faso 4. Togo 5. Benin 6. Cameroon 7. Congo, Rep. 8. Cote d'Ivoire 9. Tchad 10. Niger 2. Senegal 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 rate with su cient competency Reading – Girls Reading – Boys 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 Wealthiest 20% 5 14 25 54 6 12 25 56 primary completion rate by the percent of 6th grade children competent in both PASEC mathematics and reading. 2nd wealthiest 20% 11 21 27 40 10 21 29 39 Middle 20% 3 19 22 28 28 4 14 26 25 32 Which groups face the Wealth composition of 6th grade children attaining sufficient 2nd poorest 20% 6 18 33 29 13 8 25 35 26 7 biggest gaps in learning competency in both PASEC mathematics and reading outcomes? Poorest 20% 7 32 37 17 6 9 33 31 17 10 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 22 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 a 4. Burkina Faso 9 16 19 25 30 Wealthiest 20% 7 18 35 40 4 16 27 54 result, Senegal is ranked 7th in terms of including the poorest in quality 5. Benin 9 15 18 23 35 2nd wealthiest 20% 11 28 30 31 8 30 29 33 education. 6. Togo 8 15 18 28 31 Middle 20% 21 29 28 22 15 28 29 28 7. Senegal 9 13 20 26 33 2nd poorest 20% 23 36 32 9 25 37 29 8 8. Cameroon 10 21 30 37 9. Niger 11 5 15 69 Poorest 20% 28 41 25 6 30 35 22 13 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