Cameroon 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 Cameroon with sufficient competency? in both mathematics and reading Only 2 percent of girls from the poorest 50 40 percent of the population complete Cameroon performed in the lower half of countries on PASEC 2014, the vast majority primary with sufficient competency in both the PASEC mathematics and of children in Cameroon are not completing primary with sufficient competency in reading assessments. Cameroon 25 mathematics and reading as defined by PASEC. ranks 7th compared to other PASEC n Of the 10 countries that participated in PASEC 2014, Cameroon ranks 6th at educating its children, 7th at countries. educating its poorest girls and 8th at providing equal access to quality education. 0 n Only 23 percent of children are completing primary with sufficient proficiency in mathematics and reading as 7. Cameroon 1. Burundi 2. Senegal 3. Benin 4. Congo, Rep. 5. Togo 6. Burkina Faso 8. Cote d'Ivoire 9. Tchad 10. Niger defined by PASEC. n Large disparities in learning achievement persist in Cameroon except between boys and girls. Significant disparities in achievement persist between the wealthiest and poorest students. Completed primary Completed primary and achieving n Reducing inequality in learning outcomes especially for the poorest emerges as a key challenge. 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 Cameroon 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 Cameroon, especially girls from the poorest 40 percent: 73 percent All students 23 73 What is sufficient competency? Children who have sufficient competency in 6th grade mathematics are able to perform arithmetic involving decimals and identify a of children are completing primary in Cameroon basic mathematical procedure needed to solve a problem. In 6th grade reading, they are able to understand explicit information orally and understand the meaning but only 32 percent of 6th grade children achieve 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 26 reading. This means that an estimated 23 percent of poorest 40% children overall are completing primary with sufficient About the Francophone Africa Education Results Monitor competency. 26 percent of girls from the poorest 0 10 20 30 40 50 60 70 80 40 percent (aged 12 to 18) have completed primary; The PASEC 2014 international student assessment provides its 10 participating countries with internationally comparable measures of student Primary completion rate Primary completion rate only 2 percent of girls from the poorest 40 percent 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 to an internationally defined sufficient competency. This information is crucial for promoting the World Bank’s results agenda systems approach 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: Cameroon 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 1 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 1 10 21 30 37 matching questionnaire items in PASEC 2014. quintile represent only 10 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 Cameroon 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 Large disparities in learning school governance competency? 100 achievement persist between 100 Only 23 percent of children complete students from the wealthiest and primary with sufficient competency in both the PASEC mathematics and 75 77 poorest households, between urban 75 62 71 73 73 and rural areas, and public and 58 reading. While this is too low, it is similar 62 60 58 61 private schools. Gender differences 50 to many other PASEC countries. 50 49 are smaller. 35 30 25 24 25 34 32 35 16 28 25 25 23 18 15 0 0 Females Males Urban Rural Public Private 1. Burundi 2. Senegal 3. Burkina Faso 4. Togo 5. Benin 7. Congo, Rep. 8. Cote d'Ivoire 9. Tchad 10. Niger 6. Cameroon 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% 7 16 28 48 9 15 29 45 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% 13 24 29 33 3 13 32 26 26 primary completion rate by the percent of 6th grade children competent in both PASEC mathematics and reading. Middle 20% 6 26 27 24 18 9 33 27 21 10 2nd poorest 20% 16 39 25 15 4 8 35 32 21 3 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% 25 52 18 3 18 45 29 8 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 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. As a Wealthiest 20% 13 31 34 22 13 29 35 24 4. Burkina Faso 9 16 19 25 30 result, Cameroon ranks 8th in terms 2nd wealthiest 20% 20 39 25 16 27 35 22 15 of including the poorest in quality 5. Benin 9 15 18 23 35 education. 6. Togo 8 15 18 28 31 Middle 20% 40 34 19 7 40 35 21 4 7. Senegal 9 13 20 26 33 2nd poorest 20% 54 35 10 40 42 14 4 8. Cameroon 10 21 30 37 Poorest 20% 75 22 2 61 33 6 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