Les déterminants de la qualité de l'éducation de base : évidence sur dix pays de l'Afrique subsaharienne.
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| Title: | Les déterminants de la qualité de l'éducation de base : évidence sur dix pays de l'Afrique subsaharienne. |
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| Authors: | Kouakou, Kouadio Clément1 (AUTHOR) kouakouclementk@gmail.com, Yeo, Tiérégnimin Yaya2 (AUTHOR) tyayayeo@gmail.com |
| Source: | International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft. Jun2025, Vol. 71 Issue 3, p433-459. 27p. |
| Subject Terms: | *Education conferences, *Educational quality, *Education ministers, *Electronic textbooks, Maximum likelihood statistics, Multilevel models |
| Abstract (English): | Determinants of quality in basic education: Evidence from ten sub-Saharan African countries – In Africa, less than 20% of pupils achieve scores above the minimum competency threshold. This article attempts to identify the factors that explain the quality of education. The average score of pupils on proficiency tests was used as a measure of the quality of primary education, based on survey data from the Programme for the Analysis of Educational Systems of the Conference of Ministers of Education of French-speaking States and Governments (PASEC). Estimation of a multilevel model using the restricted maximum likelihood method reveals the importance of contextual factors, classroom organisation, school textbooks, teacher training and country stability in explaining differences in pupil proficiency. The results also show that 39.38% of the differences in performance between pupils are due to differences between schools. These differences in performance are also explained by individual student characteristics and differences between countries, at 33.33% and 27.0% respectively. The school environment thus has the greatest influence on differences in performance between pupils. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: En Afrique, moins de 20 % des élèves obtiennent des scores supérieurs au seuil minimal de compétence. Cet article tente d'identifier les facteurs explicatifs de la qualité de l'éducation. Le score moyen des élèves aux tests de compétence a été retenu comme mesure de la qualité de l'éducation primaire à partir des données d'enquête du Programme d'analyse des systèmes éducatifs de la Conférence des ministres de l'Éducation des États et gouvernements de la francophonie (PASEC). L'estimation d'un modèle multiniveau par la méthode du maximum de vraisemblance restreint révèle l'importance des facteurs contextuels, de l'organisation de la classe, des manuels scolaires, de la formation des enseignants ainsi que de la stabilité des pays dans l'explication des écarts de compétence entre les élèves. Les résultats montrent également que 39,38 % des écarts de performances entre les élèves sont dus à la différence entre les écoles. Ces écarts de performance sont également expliqués par les caractéristiques individuelles des élèves et les différences entre pays à 33,33 % et 27,0 % respectivement. L'environnement scolaire constitue ainsi celui qui influence le plus les écarts de performances entre les élèves. [ABSTRACT FROM AUTHOR] |
| Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186465741 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Les déterminants de la qualité de l'éducation de base : évidence sur dix pays de l'Afrique subsaharienne. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kouakou%2C+Kouadio+Clément%22">Kouakou, Kouadio Clément</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kouakouclementk@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Yeo%2C+Tiérégnimin+Yaya%22">Yeo, Tiérégnimin Yaya</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> tyayayeo@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Review+of+Education+%2F+Internationale+Zeitschrift+für+Erziehungswissenschaft%22">International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft</searchLink>. Jun2025, Vol. 71 Issue 3, p433-459. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Education+conferences%22">Education conferences</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+quality%22">Educational quality</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+ministers%22">Education ministers</searchLink><br />*<searchLink fieldCode="DE" term="%22Electronic+textbooks%22">Electronic textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Maximum+likelihood+statistics%22">Maximum likelihood statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Multilevel+models%22">Multilevel models</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Determinants of quality in basic education: Evidence from ten sub-Saharan African countries – In Africa, less than 20% of pupils achieve scores above the minimum competency threshold. This article attempts to identify the factors that explain the quality of education. The average score of pupils on proficiency tests was used as a measure of the quality of primary education, based on survey data from the Programme for the Analysis of Educational Systems of the Conference of Ministers of Education of French-speaking States and Governments (PASEC). Estimation of a multilevel model using the restricted maximum likelihood method reveals the importance of contextual factors, classroom organisation, school textbooks, teacher training and country stability in explaining differences in pupil proficiency. The results also show that 39.38% of the differences in performance between pupils are due to differences between schools. These differences in performance are also explained by individual student characteristics and differences between countries, at 33.33% and 27.0% respectively. The school environment thus has the greatest influence on differences in performance between pupils. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (French) Group: Ab Data: Résumé: En Afrique, moins de 20 % des élèves obtiennent des scores supérieurs au seuil minimal de compétence. Cet article tente d'identifier les facteurs explicatifs de la qualité de l'éducation. Le score moyen des élèves aux tests de compétence a été retenu comme mesure de la qualité de l'éducation primaire à partir des données d'enquête du Programme d'analyse des systèmes éducatifs de la Conférence des ministres de l'Éducation des États et gouvernements de la francophonie (PASEC). L'estimation d'un modèle multiniveau par la méthode du maximum de vraisemblance restreint révèle l'importance des facteurs contextuels, de l'organisation de la classe, des manuels scolaires, de la formation des enseignants ainsi que de la stabilité des pays dans l'explication des écarts de compétence entre les élèves. Les résultats montrent également que 39,38 % des écarts de performances entre les élèves sont dus à la différence entre les écoles. Ces écarts de performance sont également expliqués par les caractéristiques individuelles des élèves et les différences entre pays à 33,33 % et 27,0 % respectivement. L'environnement scolaire constitue ainsi celui qui influence le plus les écarts de performances entre les élèves. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11159-024-10102-9 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 433 Subjects: – SubjectFull: Education conferences Type: general – SubjectFull: Educational quality Type: general – SubjectFull: Education ministers Type: general – SubjectFull: Electronic textbooks Type: general – SubjectFull: Maximum likelihood statistics Type: general – SubjectFull: Multilevel models Type: general Titles: – TitleFull: Les déterminants de la qualité de l'éducation de base : évidence sur dix pays de l'Afrique subsaharienne. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kouakou, Kouadio Clément – PersonEntity: Name: NameFull: Yeo, Tiérégnimin Yaya IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00208566 Numbering: – Type: volume Value: 71 – Type: issue Value: 3 Titles: – TitleFull: International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft Type: main |
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