Republic of Congo 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 Republic of Congo with sufficient competency? in both mathematics and reading Only 4 percent of girls from the poorest 50 40 percent of the population complete The Republic of Congo was among the lower performers on PASEC 2014, results reveal primary with sufficient competency in both the PASEC mathematics and that the majority of children in the country are not completing primary education with reading. Despite being extremely low, 25 sufficient competency in mathematics and reading. Republic of Congo ranks 4th compared n Of Of the 10 countries that participated in PASEC, Republic of Congo ranks 7th at educating its children, 4th at to other PASEC countries. educating its poorest girls, and 3rd at providing equal access to quality education. 0 n Learning outcomes are low for all sub-populations in the Republic of Congo. 4. Congo, Rep. 1. Burundi 2. Senegal 3. Benin 5. Togo 6. Burkina Faso 7. Cameroon 8. Cote d'Ivoire 9. Tchad 10. Niger n Significant disparities in achievement persist between the wealthiest and poorest students. n The wealthiest 20 percent outperform students from the rest of the population. Private schools perform much better than private schools. Completed primary Completed primary and achieving n The predominant challenge for the Republic of Congo is improving learning outcomes beyond the wealthiest su cient competency in both subjects households. 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 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 Republic of Congo sufficient competency in the Republic of Congo, especially girls from the poorest 40 percent: 73 What is sufficient competency? Children who have sufficient competency in 6th grade mathematics are able to perform arithmetic involving decimals and identify a percent of children are completing primary in the All students 18 73 basic mathematical procedure needed to solve a problem. In 6th grade reading, they are able to understand explicit information orally and understand the meaning Republic of Congo but only 24 percent of 6th grade of many printed words. PASEC identifies sufficient competency based on participating countries’ curricula and international research on child development. children achieve minimum competency in both PASEC Girls from the math and reading. This means that an estimated 18 4 44 poorest 40% percent of children overall are completing primary About the Francophone Africa Education Results Monitor with sufficient competency. 44 percent of girls from 0 10 20 30 40 50 60 70 80 The PASEC 2014 international student assessment provides its 10 participating countries with internationally comparable measures of student the poorest 40 percent (aged 12 to 18) have completed proficiency in 2nd and 6th grade reading and mathematics. For the first time, participating countries can benchmark their student achievement Primary completion rate Primary completion rate primary; 4 percent of girls from the poorest 40 percent to an internationally defined sufficient competency. This information is crucial for promoting the World Bank’s results agenda systems approach Estimated completion rate Estimated completion rate are estimated to complete primary with sufficient with su cient competency with su cient competency for education in its 2010-2020 Education Sector Strategy. Learning outcomes are a true measure of results of an education system—while competency in both PASEC 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 underrepresented among 6th achieving sufficient competency in math and reading grade students attaining sufficient competency Data sources: Republic of Congo 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 quintile represent only 14 percent of 6th grade 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/ students who achieve sufficient competency in 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 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 14 12 14 21 39 matching questionnaire items in PASEC 2014. quintile represent only 12 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 Republic of Congo 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 Students from the wealthiest 20 school governance competency? 100 percent outperform students from 100 Only 18 percent of children complete the rest of the population. Learnings primary with sufficient competency 75 77 outcomes are much higher in private 75 in both the PASEC mathematics and 73 73 71 schools than public schools. Gender reading. Republic of Congo lags behind 62 53 60 58 61 differences are small. 50 PASEC countries, ranking 7th. 50 35 49 25 24 25 34 32 35 25 28 25 25 23 10 8 18 15 0 0 Females Males Urban Rural Public Private 1. Burundi 2. Senegal 3. Burkina Faso 4. Togo 5. Benin 6. Cameroon 8. Cote d'Ivoire 9. Tchad 10. Niger 7. Congo, Rep. 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% 11 22 32 35 27 18 35 37 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% 15 38 33 14 2 20 43 22 12 primary completion rate by the percent of 6th grade children competent in both PASEC mathematics and reading. Middle 20% 2 30 36 23 10 4 8 29 42 16 6 2nd poorest 20% 13 38 29 17 3 11 34 38 12 5 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% 5 45 35 14 6 39 39 15 outcomes? “Su cient” Competency Threshold “Su cient” Competency Threshold Poorest 20% 2nd poorest 20% Middle 20% 2nd wealthiest 20% Wealthiest 20% Students from the poorest Below level 1 Level 1 Level 2 Level 3 Level 4 40 percent of the population 1. Burundi 18 20 20 21 21 represent only 26 percent of 6th 2. Cote d'Ivoire 13 16 18 22 32 Mathematics – Girls Mathematics – Boys grade children achieving sufficient 3. Congo, Rep. 14 12 14 21 39 competency in both mathematics Wealthiest 20% 21 34 33 12 10 40 33 16 and reading. While this is too low, 4. Burkina Faso 9 16 19 25 30 2nd wealthiest 20% 28 48 19 5 28 47 22 3 Republic of Congo ranks 3rd in 5. Benin 9 15 18 23 35 terms of including the poorest in 6. Togo 8 15 18 28 31 Middle 20% 42 41 15 2 27 55 15 3 quality education. 7. Senegal 9 13 20 26 33 2nd poorest 20% 47 38 14 28 52 18 2 8. Cameroon 10 21 30 37 Poorest 20% 37 46 16 22 52 24 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