Article

Primary Education Quality in Francophone Sub-Saharan Africa: Determinants of Learning Achievement and Efficiency Considerations

Authors:
To read the full-text of this research, you can request a copy directly from the author.

Abstract

What are the most efficient means to ensure basic learning competencies for a high number of children? This question is analyzed on the basis of the exceptionally rich data set provided by the “Program on the Analysis of Education Systems” (PASEC), standardized and comparable for the five countries Burkina Faso, Cameroon, Côte d'Ivoire, Madagascar and Senegal. A Hierarchical Linear Model (HLM) is used to assess the individual, school level, and national characteristics determining fifth-grade students' achievement in French and mathematics. Special consideration is given to institutional factors. A further question addressed is the possibility of a tradeoff between enrollment and education quality.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the author.

... Therefore, educators and other (Scheerens, 2004) concerned bodies have to work strongly on the quality of input and process aspects of education in order to get better outputs. Though this is the concrete truth, teachers' main responsibility and focus are about the process-related matters of quality education, which is the important merging points between the input and the output components of quality education (Michaelowa, 2001). ...
... The process is a matter of organizing and putting everything together in order to obtain sounding outputs. This quality measurement stage includes teachers' teaching, students' learning, principals and other officers'/experts/leading and monitoring, supervisors' supervision, students' performance assessment and parents' involvement (Michaelowa, 2001). Therefore, it is possible to generalize that all the three stages or components of quality measurement are highly interrelated with a fashion that one is a necessary condition for the other. ...
... Although the Ethiopian government has taken a number of measures particularly in improving quality of education by realizing the importance of quality education, still now there is a problem of quality of education. Supporting this Michaelowa (2001) states that despite the progress made so far in many countries there is a problem of assuring quality of education in different nations. ...
Article
Full-text available
This study attempted to find out the understanding of principals, teachers and students about quality of education in secondary school. Teachers believe that education quality in terms of input indicators with a total mean of (3.5) near to good. In terms of process indicators with a total mean value of (3.70) near to good. And in terms of output indicators with a total mean value of (3.4) that is fall to on average. As the result of this study indicated, students, teachers and principals perceived process factor of quality education especially student-centered factor below the average. In addition, the one way ANOVA result showed that there is a significant difference between the respondents of input and output factors. On the other hand, there is no significant difference between the respondents on process factors. As a whole they responded that input, process and out factor affect the quality of education.
... But Cameroon remains one of the countries in sub-Saharan Africa where there is very little research on the economics of education (Evans and Mendez, 2021). Dieng and Ibrahima 2020 research considered five francophone African countries but not Cameroon; Michaelowa (2001) study did not consider the anglophone primary education subsystem in Cameroon. As a result, little is known about the determinants of primary school quality in Cameroon. ...
... The result is the same in Bijou and Bennouna (2018) about the class size on students' learning in grade 4 of primary school in Morocco. However, Michaelowa (2001) found that class size does not affect, learning in 6 Francophone African countries. The experience of the headmaster in school management and school administration influences pupils' performance in primary school in Congo according to Mokonzi et al (2019) and in Uganda according to Nannyonjo (2007). ...
... The distance between the school and the teachers' residence the lack of basic classroom resources are barriers to learning, (Hungi et al., 2017). As for the location of the school (urban or rural area), Michaelowa (2001) found that this variable has no significant impact on learning. ...
Article
Full-text available
This paper investigates the determinants of school acquisition at the end of primary school in Cameroon. To do so, we use a two-level hierarchical linear modeling on data from the 2014 survey of the “Programme d'Analyse des Systèmes Éducatifs” of CONFEMEN (PASEC). We found that the socio-economic level of the student's families, the language spoken at home, the size of the school, the gender of the teachers, and the legal nature of the school explain significantly and positively the level of students' academic achievements. Recommendations for households and education stakeholders to improve the quality of primary education are discussed.
... The high rates of illiteracy and school dropout in developing countries raise the issue of the quality of education. The observation is that school attendance does not guarantee better human capital formation, as many students complete their schooling without having the knowledge and skills prescribed in the curriculum (Michaelowa, 2001;Raymond, 1968). A study carried out by the Educational Systems Analysis Program of the Conference of Ministers of Education of Countries using French as a Common Language (PASEC) in ten African countries in 2014 on students' achievement in French and mathematics shows that at the end of the primary cycle, nearly 60% of students have not reached the sufficient threshold of skills required in these two subjects. ...
... But this measure has limitations because there may be political interference in the admission criteria and organizational problems which may be, for example, the leakage of tests and the level of the tests which may not always reflect the curriculum of the class level. Secondly, it can also be the international standard tests (Altinok et al., 2014;Michaelowa, 2001). The advantage of international standard tests is that they are organized on the basis of the curricula and allow comparisons of student levels between countries. ...
... Rajkumar and Swaroop (2008) use the school failure rates as a proxy for educational attainment to measure education outcomes. Michaelowa (2001) uses students' scores on international tests of skills and knowledge to measure education quality. In order to have a broader analysis of education quality, this work adopts students' scores on international tests of skills and knowledge, school completion, and school failure as indicators to measure education quality. ...
Article
Full-text available
The main objective of this study is to analyze the effect of institutional quality on education quality in developing countries. The literature review explores the channels through which institutional quality transits to affect education quality. The empirical analyses cover a sample of 82 developing countries. The main results obtained using ordinary least squares and two-stage least squares estimators show that institutional quality has a positive effect on student achievement and school completion, and a negative effect on educational failure. Concerning the role of transmission channels, the results show that a deterioration in institutional quality, characterized in particular by the presence of corruption, political instability, or the deterioration of government effectiveness, reduces the effectiveness of public spending on education and the quality of teaching through unethical behavior of teachers and the recruitment of untrained or less trained persons to carry out teaching tasks.
... Class size also matters more for disadvantaged children in South Africa, where it has little impact on learning among white children but does among black children (Case and Deaton, 1999). One associated reform is the need to support teachers in managing large classes, for example through group work (Michaelowa, 2001;O'Sullivan, 2006). ...
... Inferential research identifies positive impacts of the provision of materials on learning outcomes across a range of countries. Textbooks are linked to improved outcomes in Ghana (White, 2004) and francophone Africa (Michaelowa, 2001). Resources are linked to better learning outcomes in Botswana, Malawi, Namibia and Uganda, even after controlling for schools' prior academic and social composition (Lee and Zuze, 2011). ...
... Dee also found that the effect of teacher gender varies depending on the subject; for girls the benefits of being assigned to a female teacher are concentrated on arts, history, not in sciences and mathematics. This finding supports the work of Michaelowa (2001), using data from Francophone sub-Saharan Africa, which similarly finds support for the same-gender effect." Smith (2004) "also observed that the diminishing presence of male teachers was a global issue and that the proportion of men within teaching rank was declining significantly. ...
... He maintained that teacher gender does influence the academic achievement of students. Studies by Michaelowa (2001), Smith (2004), Catholic Education Office (2002) and Education Queens Land (2002) tended to also contradict the present findings. A possible explanation is that most of the studies that indicated relationship between gender of teacher and students' performance are foreign. ...
Article
Full-text available
The study sought to determine the Influence of Teachers' demographics on the academic achievement of Secondary School Students' in Economics in Calabar Metropolis of Cross River State; that is Calabar Municipality and Calabar South Local Government Areas. Two research questions and two hypotheses were formulated to guide the study. two research questions and two hypotheses were formulated to guide the study. The research design adopted for this study was the Expost Facto design.
... (Eka Agustina & Eny Rochaida, 2016), menunjukkan: ada pengaruh positif dan tidak signifikan antara mandatory spending pendidikan dengan fiscal space di seluruh Provinsi Sumatera, selanjutnya mandatory spending kesehatan dengan fiscal space berpengaruh positif dan tidak signifikan di seluruh Provinsi Sumatera (Rinaldi, 2018), alokasi minimal bidang pendidikan dan kesehatan hanya untuk memenuhi kewajiban penganggaran. (Blankenau & Camera, 2009), kemandirian keuangan daerah, sisa anggaran tahun sebelumnya berpengaruh negatif terhadap kinerja anggaran pendidikan (Abdullah et al., 2019), anggaran pendidikan dan anggaran kesehatan berpengaruh terhadap indeks pembangunan manusia, (Lengkong et al., 2019), Alokasi anggaran pendidikan sebesar 20 persen menimbulkan persoalan bagi daerah tertentu, karena kebutuhan daerah banyak yang harus dipenuhi (Afridzal et al., 2017) Anggaran bidang pendidikan berpengaruh terhadap jumlah guru dan jumlah sekolah dibandingkan dengan angka partisipasi murni, selanjutnya anggaran bidang kesehatan berpengaruh signifikan terhadap persalinan ditolong tenaga kesehatan dan balita yang mendapat imunisasi (Kementrian Keuangan Republik Indonesia, 2018), selanjutnya alokasi belanja pendidikan tidak memiliki hubungan langsung dengan outcome pendidikan (Michaelowa, 2001), permasalahan secara nasional menunjukkan bahwa adanya ketimpangan pelayanan public antar daerah, indeks pembangunan manusia yang masih harus ditingkatkan, penurunan tingkat kemiskinan yang melambat (Rukijo, 2019) Penelitian ini bertujuan untuk menguji hubungan antara alokasi anggaran pendidikan dengan angka partisipasi murni dan alokasi anggaran kesehatan dengan jumlah masyarakat yang mendapat jaminan kesehatan, khususnya pada pemerintah daerah kabupaten dan kota di Provinsi Sumatera Selatan dan Provinsi Lampung, penelitian diharapkan dapat memberikan implikasi dalam pengelolaan keuangan daerah, khususnya mandatory spending.. ...
... Belanja pemerintah memiliki berpengaruh positif terhadap tingkat partisipasi sekolah (Baldacci et al., 2003), (Gupta et al., 2002), namun demikian peningkatan partisipasi ini tidak selalu diikuti dengan peningkatan kualitas siswa apabila tidak ada insentif bagi siswa untuk berprestasi (Blankenau & Camera, 2009). Selain itu, belanja pemerintah tidak memiliki hubungan langsung dengan outcome pendidikan (Michaelowa, 2001). Belanja pendidikan secara tidak langsung mempengaruhi pertumbuhan ekonomi, selanjutnya peningkatan belanja pendidikan dapat berpengaruh terhadap angka partisipasi murni dan pertumbuhan ekonomi ( Lestari, 2020), Variabel Angka Partisipasi Sekolah dan belanja rutin terbukti berpengaruh positif .dan ...
Article
Full-text available
p>This study aims to examine the direct and indirect effects of the number of legislative members on mandatory spending on education and health spending and their impact on non-financial performance (junior high school enrollment rates and community services with health workers). The population in regency and municipal governments in Southern Sumatra, from 2016 to 2018, brings up 174 observations. Testing using regression and path analysis. The results showed that the direct effect of the number of legislative members on mandatory spending on education and health spending was positive and significant, the effect of mandatory spending on education and health spending on the enrollment rate of junior high school and community services with health workers was positive and significant. Furthermore, the direct and indirect effect of the number of legislative members on the Junior High School Net Enrollment Rate is positive and significant, while the direct effect of the number of legislative members on community services with health personnel is negative, but the indirect effect is positive. Furthermore, the direct and indirect effect of the number of legislative members on the Junior High School Net Enrollment Rate is positive and significant, while the direct effect of the number of legislative members on community services with health personnel is negative, but the indirect effect is positive.</p
... Globally, the disappointing positive interaction effect of social media and education on fragility can be explained, among others, by the quality of education. Michaelowa (2001) stresses that many students in developing countries complete their schooling without developing the knowledge and skills prescribed in the curriculum. Dufflo et al. (2005) point out the unethical behavior of teachers as an impediment to the quality of education since their recruitment and promotion are based on subjective practices such as corruption, favoritism, nepotism and political clientelism. ...
... Moreover, previous economic analyses of education in Morocco and sub-Saharan Africa, to a large extent, have not substantially investigated the impact of class size within educational systems (Benaabdelaali, 2017;Mourji and Abbaia, 2013). The existing studies, initiated by Michaelowa (2001), have been mainly focused on individual and school environment effects, resource efficiency (Kremer, Brannen and Glennerster, 2013;Sika, 2011;Lee and Zuze, 2011), and peer effects (Duflo, Dupas, and Kremer, 2011). ...
Preprint
Full-text available
While there is widespread agreement on the effects of context and resources on learning quality, the impact of class size remains a contentious issue in the empirical literature, primarily due to endogeneity problems that have significant policy implications. To address this and provide evidence-based insights into the role of class size in learning quality, we develop a semi-parametric multilevel model to identify the optimal class size for meeting reading and mathematics learning standards for all students at both primary and secondary education levels in Morocco. Analyzing a sample of 16,791 students and 573 schools from the 2011 TIMSS and PIRLS assessments in Morocco, we find that the optimal class size for achieving high academic performance ranges between 20 and 27 students per class, depending on contextual factors.
... Hellriegel, Jackson & Slocum (1999) view that job dissatisfaction is related to high absenteeism, high turnover, and low commitment of employees [teachers] to their work. Michealowa (2001) has found that satisfied teachers lead students to learning more and thereby causing an alleviation of the academic results. Wisniewski and Gargiulo (1997) believe that teachers leave jobs due to high job dissatisfaction that emanates from no recognition at work, a low scope for advancement, routine bureaucratic tasks, and the lack of academic freedom and work aids, lower salaries, and bad interpersonal relationships at work. ...
Article
Given that teachers are considered as human sources of shortage internationally, teacher job satisfaction merits higher attention globally. This research is aimed to examine teachers’ job satisfaction and its relationship with age, gender, qualification, ethnicity and working experience. A quantitative research design was used. The sample for study comprised 150 teachers from community-based schools of the Kathmandu district and the research design used to collect the required data is purposive sampling. The structured demographic data along with Teachers’ Job Satisfaction were administered. The obtained data were analyzed using chi square test, oneway ANOVA test and Pearson correlation. The current study found that 82% teachers have high level of job satisfaction. The average score of teachers’ job satisfaction was 69.28 and standard deviation was 8.440. The findings further established the significantly positive relationship between age and job satisfaction. As the age increases, the job satisfaction also increases. Gender is also found as an influencing factor in teachers’ job satisfaction. Male teachers are found more satisfied than their female counterparts significantly. Although there were no significant differences, teachers from Newar ethnic group were more satisfied than teachers from other ethnic groups. Regarding the academic qualification, negatively correlated is found in the present study. Higher academic qualified teachers had significantly low level of job satisfaction. Moreover, the years that teachers spend on teaching greatly affect their job satisfaction. It is found that experienced teachers have significantly higher job satisfaction than their less experienced counterparts.
... Some argue that resource allocation, including well-trained teachers and adequate facilities, is crucial (Belmonte et al., 2020), whereas some studies concentrate on the value that education adds by measuring educational outcomes (Lockheed and Hanushek, 1988;Mortimore and Stone, 1991;Stephens, 1991). Despite limitations, others consider international standard test benchmarks (Altinok et al., 2014;Michaelowa, 2001), educational attainment, completion, and failure rates as indicators as well (Barro and Lee, 2001;Rajkumar and Swaroop, 2008). ...
Article
Full-text available
Purpose The fundamental purpose of this study is to analyse the determinants of higher education quality in Afghanistan based on insights from student perceptions. Understanding this part holds paramount importance in enunciating sound policies for the smooth functioning of the higher education sector of Afghanistan. Design/methodology/approach This study aims to classify students' background and demographic data, distinguishing their perception of higher education quality using a deductive research approach. A sample of 418 students from five top private universities in Afghanistan was chosen to assess their perceptions of higher education dimensions by employing a multinomial regression analysis. Findings The findings indicate that extracurricular activities, students' scholarship status, parents' education, age, previous academic results and the university they attend significantly impact their perception of the quality of higher education. Practical implications This research is essential for education policymakers and university administrators. These findings can be replicated to develop regulations and target specific groups of students to ensure a favourable academic environment and boost the brand image of their universities. This would ensure long-term quality improvement and assurance outcomes, allowing higher education institutions to compete with regional and international institutions. Originality/value This study contributes to identifying the determinants of higher education quality based on the perceptions of the students in Afghanistan.
... Some previous studies indicated that the gender of teachers did not significantly influence students achievement (Fausto-Sterling,1988;Warwick and Jatoi ,1994;Feildman, 1995;Michaelowa ,2001;Rivkin ,2005;Kimani ,2013;Odiembo & Simatwa, 2014;Alufohain & Ibhafidon, 2015;Kimura, 2000). According to Dee (2007) appointing a female teacher was associated with lower math test scores for female students in eighth grade. ...
Article
Full-text available
Purpose: This study examined the influence of teacher’s gender on the implementation of English language curricula in public schools in Aqaba governorate. Methods: Employing a descriptive survey design, 167 male and female English language teachers were selected purposively and participated from 240 English language teachers in public schools in Aqaba governorate. A 36- item questionnaire, which was used for collecting data, was validated by twenty one jurors. Its reliability was ensured by using a test- retest technique which was piloted sample of twenty male and female English language teachers who were not included the main sample. To analyze data, a descriptive statistics was employed. Findings: The findings of the study showed that there are not statistically significant differences at (α≤0.05) in the implementation of English language curricula due to the teacher’s gender. This implies that the implementation of English language curricula by male and female teachers in Aqaba governorate is not impacted by the gender of the teacher. Therefore, the study recommends carrying out more studies to ascertain the influence of teacher’s gender on the implementation of English language curricula and other curricula. Practical Implications: The results of the study might be of practical value for ministry of education since there is no gender effect on implementing the English curriculum. Originality/Value: The gender of the teacher does not have a statistical effect on the implementation of English language curricula in public schools in Aqaba governorate.
... For lack of these resources, teachers are limited in their ability to teach and learn, which has a negative effect on the social and academic success of their students (Bamba, 2012). Also, Michaelowa's (2001) study shows that there were no TLMs at the students' homes to help them do better in school, and that inclusive settings have fewer TLMs and fewer facilities to help with teaching and learning. Others who responded claim that because there aren't enough resources to support students learning in inclusive settings, students with disabilities cause the majority of behavioural issues when mathematics is taught. ...
Article
Full-text available
The study was based on quantitative assumptions, and investigation was done to check the impact of mathematics teachers’ self-efficacy beliefs (MTSEB) and their professional development (PD) in teaching mathematics in inclusive settings. The theoretical foundation of the study was based on self-efficacy beliefs and the concept of system thinking. A purposive sampling technique was used to select all senior high schools practising inclusive education and mathematics teachers teaching in those inclusive settings. The sample used for the study was all 95 mathematics teachers found in all the inclusive settings. The study concluded that MESEB and PD have enhanced the 14 instructional delivery of mathematics and assisted families to help their children do well inmathematics. It was also found that the most difficult parts of teaching in an inclusive setting were not being able to help students understand pictures and diagrams during mathematics lessons and not having enough resources to help students learn. On issues related to teachers managing students in an inclusive setting, it was concluded that the PD of teachers helps them gradually shape students until they can perform the expected behaviour before they are reinforced. However, it was recommended that institutions in charge of issuing certificates for teachers should ensure that the training and development of teachers are done intensively through presentations or practicums to build teachers’ self-efficacy for good instructional delivery. Again, the Ministry of Education needs to concentrate on creating more inclusive educational institutions and giving them the tools, they require so that instructors can effectively instruct pupils. The researchers recommend that the inclusive education environment should have a well-established classroom management plan or guideline within which the instructor must function. The national rules should be modified to include a classroom management guideline that is adapted to the unique needs of the students in each inclusive educational environment. During their practicum, teachers should learn about this classroom management rule, which will help them do their jobs in the classroom.
... Likewise, this increase in participation is not always followed by an increase in the quality of students if there is no incentive to exceed (Blanckenaut and Camera, 2009). Moreover, public expenditure does not have a direct correlation with educational achievement (Michaelowa, 2001). ...
Article
There is a very urgent need to invest in education in the human capital of a nation, so the role of government is needed to ensure the capacity and possibility to access education. Therefore, adequate funding should encourage education outcome, as evidenced by the enrollment rate, expected length of schooling and average length of schooling. This study aims to determine the effect of education and health spending, fiscal decentralization, GRDP per capita (control variable) on education outcome. This study uses secondary data with panel data from 16 provinces in eastern Indonesia. The data analysis technique used is the structural equation model (SEM) with Rstudio software. The results of this study indicate that; (1) At the level of primary education and the expected duration of schooling, education expenditure has a positive and significant effect on school performance, while the level of education of the middle, high school and the duration expected schooling have no effect. (2) Health expenditure has a positive and significant effect on education outcome; (3) Fiscal decentralization has a positive and significant impact on school participation rates at primary level, for primary and middle school levels and the average length of schooling is not significant, but different from secondary level it has a negative impact and significant effect, while the expected length of schooling is not significant (4). The GRDP per capita has a positive and significant effect on education outcome, except that the school participation rate at the elementary level is not significant.
... Although all publications conducted prior to November 2019 were considered, relevant publications generally fell into the last 20 years, with an increasing number of articles including system-level factors in every decade. Most the articles in our sample were secondary analyses of international large-scale assessments, but about one quarter of studies used other sources of data, mainly from national examinations of student achievement such as the NAEP (e.g., Grissmer et al., 2000;Grodsky et al., 2009;Marchant et al., 2006); but also from regional assessments, like PASEC (e.g., Michaelowa, 2001); or even collecting their own data (e.g., Kyriakides, Georgiou, et al., 2018). The studies in our sample also show that the focus has been on cognitive outcomes of schooling, particularly on mathematics achievement. ...
Article
Full-text available
Meta‐analysis comprises a powerful tool for synthesising prior research and empirically validating theoretical frameworks. Using this tool and two recent multilevel models of educational effectiveness as guiding frameworks, this paper synthesises the results of 195 studies investigating the association between system‐level characteristics and student learning outcomes. Results show a broad range of system‐level factors studied in the international literature, which could be grouped into the three categories used in the integrated multilevel model of education: antecedents determined by the larger societal context, including factors such as level of development, inequality and societal values; system ecology and structural reform, covering factors such as decentralisation, accountability and stratification; and direct educational policies, including financial resources, time resources and variables related to teacher training and qualifications. Results highlight the importance of the larger context in which educational systems operate, as well as the need for further research looking at actual educational policies. Further analyses provide support for a generic effect of system‐level factors, regardless of the educational level or subject domain assessed. However, results show variation in terms of methodological choices, such as the number of levels used in the analysis. Based on these results, implications for theory, research, and policy are drawn. Context and implications Rationale for this study We present a meta‐analysis of the international literature on system‐level factors associated with student learning outcomes to contribute to the improvement of quality in education. Why the new findings matter A synthesis of the literature is important to identify what kind of factors have been studied so far, their consistency and significance, and to identify future research needs. Implications for theory, research, and policy Socioeconomic factors, such as affluence and inequality, and other characteristics of the larger societal context are important system‐level conditions. Conducting the meta‐analysis allowed to identify areas where more research is needed, such as on the impact of national educational policies, and on the impact of system factors on non‐cognitive learning outcomes. Further studies are also needed with a longitudinal component and focusing on the indirect effects of system‐level factors. The results of the meta‐analysis give further support to exerting caution when it comes to educational reforms and their implementation across different contexts, particularly because of the role that system inequality plays for educational outcomes.
... This study examined student learning outcomes in terms of cognitive learning, which is the quantifiable result of a student's effort in the conduct of a variety of educational activities that take place during instruction (Munawaroh, 2017). Cognitive learning, a key indicator in the evaluation of the quality of education (Michaelowa, 2010), is commonly measured using examinations or assessments and reflects student growth in terms of the measurable level of their academic achievement. A range of factors can affect students' cognitive learning outcomes, both in terms of their scale and direction regarding mind mapping-based instruction and traditional instruction (cf. ...
Article
Full-text available
Mind mapping is a visualization tool used in instruction that can be applied by learners to generate ideas, take notes, organize thinking, and develop concepts. Instruction using mind mapping is becoming increasingly commonly used in education. However, research has produced inconsistent results regarding the effectiveness of mind mapping-based instruction on student learning outcomes. Using the meta-analysis of 21 studies, this study investigates the overall effectiveness of the mind mapping-based instructions on students’ learning outcomes in comparison with that of traditional instruction. Mind mapping-based instruction has been found to have a more positive influence on students’ cognitive learning outcomes than traditional instruction. Analysis of moderator variables suggests that the subject matter and educational level are important factors in the effectiveness of mind mapping-based instruction. Lower-grade students are more susceptible to the influence of mind mapping-based instruction than higher-grade students, and mind mapping-based instruction helps students improve their cognitive learning outcomes in all subjects, especially in the Science, Technology, Engineering, and Math disciplines.
... Several researchers have outlined a number of challenges related to low education quality/status in different regions globally (Abraha, 2019;Ali et al., 2021;Busemeyer, 2007;Kimosop et al., 2015;Lincove, 2009;Michaelowa, 2001;Shams, 2017;Wan et al., 2018). For instance, Akareem and Hossain (2016) presented an evaluation on the students' characteristics making their perception regarding dissimilar education quality in Bangladesh using the multinomial regression. ...
Article
Achieving Sustainable Development Goal (SDG)-4 prerequisites quality education provisioning. In this context, we present important insights and references for educational interventions/investments to be tailored to local necessities in Pakistan. Several spatial statistical models such as the Global Moran's I-based spatial autocorrelation, multivariate clustering, and the Cluster and Outlier model are used to explore geographic heterogeneities and patterns. Additionally, significant determinants among several socio-economic, spatio-environmental, and infrastructural variables are identified for education status (EdS) using regression. As a result, a large geographic inequality regarding EdS is found in Pakistan. While a strong spatial association is evident, the districts in northern Punjab are identified as significant hotspots—higher EdS clusters (∼22% of total districts, 95% confidence). Majority of the 44% poorly performing districts belong to Balochistan province (95% confidence). Overall, the educational status in Punjab is higher as compared with other provinces. We find that four out of seven potential factors (i.e., poverty, urbanization, electricity accessibility, and school infrastructure) are statistically significant determinants of EdS. Among these, poverty is the most strongly associated (mean coefficient value −18.848) factor to control EdS. The results have important implications to decision-making for immediate or gradual actions in the context of spatially equitable provisioning of quality education through an informed prioritization (i.e., low performing districts). Based on the findings, while rigorous measures are needed for low performing regions and the identified determinants to improve education status, this study sheds light on the mechanisms to achieve SDG4, consequently promoting human well-being through educating communities.
... The student's achievement towards the learning goals is the determinant of the quality of education and efficiency of management practices and the learning environment. The rise in the student's achievement indicates betterment in the education system, while the decline in achievements of students is the indicator of decline in the educational system (Michaelowa, 2011). ...
Article
Full-text available
The primary purpose of the study was to identify management practices currently being implemented at AJ and K College to understand the impact of management practices on student academic performance. The study was descriptive in nature, and the cross-sectional survey was used to collect the data. Sixty-six principals and 152 teachers in Kotli district were the populations of this study.Using the method of stratified random sampling, 50 principals and 100 teachers were selected as research samples. A five-point Likertquestionnaire was developed to collect data from principals and teachers. Data were analyzed with mean, standard deviation, and regression. It was found that management practices are being practiced by principals and teachers. The study also found that management practices had a positive impact on students' academic performance.
... Despite the importance of writing to students' success, there is considerable concern about students' writing competence (Graham & Rijlaarsdam, 2016). Around the world, many students do not acquire the writing proficiency needed for success at school, work, or home (e.g., Micahelowa, 2001;UNESCO, 2015). This is the case in more and less affluent countries. ...
Article
Full-text available
An important goal of schooling is teaching students how to write. Teachers need access to effective writing practices to meet this goal. For close to 40 years, metaanalyses of writing intervention studies have been used to identify evidence-based practices in writing. Most of the research included in these reviews involved studies conducted in the U.S. and Europe. The current meta-analysis included 77 experimental studies examining the effectiveness of writing interventions conducted in schools in Turkey with 4,891 students in primary grades through college. The writing outcome in all of these studies was quality of students’ writing. The average weighted effect size for teaching writing across all 77 studies was 1.39. The average weighted effect sizes for the five writing treatments tested in four or more studies were 0.92 for peer assistance, 1.55 for pre-writing activities, 1.30 for the process approach to writing, and 1.28 for strategy instruction. Directions for future research and implications for practice are discussed.
... As indicated by Preece [15] it is important to investigate the relations of education for the right knowing of destitution. Nasir and Nazli [16] distinguished an immediate negative relationship between the educational accomplishments and level of prosperity. They inferred that education could help in increasing income potentials of poor people and they turn out to be more gainful. ...
Article
Full-text available
... As indicated by Preece [15] it is important to investigate the relations of education for the right knowing of destitution. Nasir and Nazli [16] distinguished an immediate negative relationship between the educational accomplishments and level of prosperity. They inferred that education could help in increasing income potentials of poor people and they turn out to be more gainful. ...
Article
Full-text available
Education is the basic tool to eradicating poverty. Almost half of the population of Pakistan is illiterate and many children who are school aged are not attending the school. Rural areas of Pakistan are considered educationally deprived areas, where particularly girls are not sent to school. Pakistan expends around 2% of GDP on education that shows the low priority is given to education that is lowest among all developing countries. Even these insufficient resources are not utilized proficiently, due to it the learning standard and learning outcome of the students are below average. The study aimed to find out the causes of educational deprivation among out of school children. This study and data show that about Pakistan’s school going population and importance about those children who are not going to school. Quantitative research method was used as methodology. The intended study was descriptive survey in nature. School Heads of Primary and Middle Schools of three tehsils (Rawalpindi, Kahuta, and Murree) were the population of the study and 345 were sampled through multistage sampling technique. Questionnaire used as tool for data collection. The quantitative data analysed through central tendency and standard deviation. The beneficiaries of the study were the students, parents. Educational planners and policy makers, school heads and society. The overall study indicated poor academic performance at early stages of schooling, poverty, teachers’ personality, and training, child labor and school management.
... The literature documents a relationship between a population's education level and its standard of living, 5 with some findings indicating a direct link between a household's standard of living and the education of the children of that household. For instance, in a study of five African nations (including Burkina Faso), Michaelowa (2001) finds that the poorest children are quite disadvantaged in terms of educational achievement. She attributes this to a lack of the basic necessities for academic achievement, such as literacy of the parents, access to media and the availability of regular nourishing meals-all of which are associated with a family's standard of living. ...
... Even at the primary level, the decision to enroll implies some belief on the part of the individual or her parents that the long-term benefits gained from schooling will be greater than the immediate costs of attendance. 5 A central component of this calculation is the perception that gainful employment will be achieved due to enrollment and completion (see Connelly and Zhenzhen 2003;Deininger 2003;Lucas and Mbiti 2012;Michaelowa 2001, for an overview of the factors that explain enrollment). This calculation draws even greater importance with secondary and tertiary education as the vast majority of the financial burden at these levels often falls to the individual rather than being supplied by the government. ...
Article
Full-text available
Higher educational attainment levels are associated with better public health outcomes, lower levels of income inequality, more participation in democratic instructions, and safer communities. Promoting education in war-torn societies can have an immediate impact in mitigating violence and play a significant role in preventing conflict recurrence. This study investigates UN peacekeeping missions' role in this process, positing that UN deployments to locations experiencing armed conflict lead to higher levels of educational attainment by increasing local stability, incentivizing individuals to return to school while also making renewed investment worthwhile. Testing this logic using new data on local-level educational attainment across Africa from 2000-2014, this study finds that conflict zones where the UN maintained peacekeeping deployments saw an increase in educational attainment when compared to those that did not, a finding corroborated by coarsened exact matching (CEM). Maintaining a modest number of UN forces is shown to increase female attainment by at least 4.89% and reduce gender disparity by 5.13%, revealing the critical role UN peacekeeping plays in restoring education in the shadow of political violence.
Article
The aim of this study is to identify the explanatory factors of the difference in school performance between pupils of the francophone and anglophone education subsystems at the primary school level in Cameroon. Using data from the Programme d’Analyse des Systèmes Educatifs de la CONFEMEN (PASEC) collected in 2014, the study employs a two-stage modelling approach. First, the estimation of educational production functions by OLS shows that student characteristics, as well as the school context, are factors that determine the academic performance of students in the anglophone and francophone subsystems. Secondly, the comparison of students’ academic performance between the educational subsystems using the Oaxaca-Blinder (1973) decomposition technique showed that at the end of the primary school year, more than 100% of this difference is explained by factors explained in both mathematics and language. The share of unexplained factors, however, does not suggest any discrimination in school performance against the anglophone sub-system. This calls for policy makers to consider their role in reducing the various sources of inequality among students of all kinds.
Article
The aim of this study is to identify the explanatory factors of the difference in school performance between pupils of the francophone and anglophone education subsystems at the primary school level in Cameroon. Using data from the Programme d’Analyse des Systèmes Educatifs de la CONFEMEN (PASEC) collected in 2014, the study employs a two-stage modelling approach. First, the estimation of educational production functions by OLS shows that student characteristics, as well as the school context, are factors that determine the academic performance of students in the anglophone and francophone subsystems. Secondly, the comparison of students’ academic performance between the educational subsystems using the Oaxaca-Blinder (1973) decomposition technique showed that at the end of the primary school year, more than 100% of this difference is explained by factors explained in both mathematics and language. The share of unexplained factors, however, does not suggest any discrimination in school performance against the anglophone sub-system. This calls for policy makers to consider their role in reducing the various sources of inequality among students of all kinds.
Article
Purpose The maturity of artificial intelligence technology and the emergence of AI-generated content (AIGC) tools have endowed college students with a human-AIGC tools collaboration learning mode. However, there is still a great controversy about its impact on learning effect. This paper is aimed at investigating the impact of the human-AIGC tools collaboration on the learning effect of college students. Design/methodology/approach In this paper, a hypothesized model was constructed to investigate the effects of dependence, usage purpose, trust level, frequency, and proficiency of using AIGC tools on the learning effect, respectively. This paper distributed questionnaires through random sampling. Then, the improved Analytic Hierarchy Process (AHP) was used to assign weights and normalize data. Lastly, one-way ANOVA and multiple linear regression analyses were used to measure and analyze variables, revealing the mechanism of influence. Findings The usage purpose, frequency, and proficiency of using AIGC tools have a significant positive effect on learning. Being clear about the usage purpose of AIGC tools and matching the specific study tasks will enhance the learning effect. College students should organically integrate AIGC tools into each learning process, which is conducive to building a learning flow applicable to oneself, improving efficiency, and then enhancing learning effects. The trust level in AIGC tools is significant, but positively and weakly correlated, indicating that college students need to screen the generated content based on their knowledge system framework and view it dialectically. The dependence on AIGC tools has a negative and significant effect on learning effect. College students are supposed to systematically combine self-reflection and the use of AIGC tools to avoid overdependence on them. Research limitations/implications Based on the findings, the learning suggestions for college students in human-machine collaboration in the AIGC era are proposed to provide ideas for the future information-based education system. For further research, scholars can expand on different groups, professions, and fields of study. Originality/value Previous studies have focused more on the impact of AIGC on the education system. This paper analyzed the impact of the various factors of using AIGC tools in the learning process on the learning effect from the perspective of college students.
Article
Full-text available
Previous research has yielded mixed conclusions regarding whether business environment (BE) optimization can enhance carbon emission efficiency (CEE). This study delves into the impact of the BE on CEE using panel data from 30 provinces in China, employing fixed effect, quantile, and mediated effect models. It innovates in three key areas: research perspective, mechanism of action, and heterogeneity analysis. The research found that the BE optimization enhances CEE. Meanwhile, the influence of the BE on CEE exhibits marginal decreasing characteristics. The mechanism analysis reveals that the BE enhances CEE through the industrial structure optimization effect and the progress of green technology, while it diminishes efficiency through the energy rebound effect. Heterogeneity analysis indicates that BE optimization has a stronger impact on improving CEE in provinces with robust government governance, younger governors, and highly educated officials. The policy implication suggests that local governments should continually optimize the BE, enhance government governance capacity, and prioritize the appointment of young and highly educated officials. Graphical Abstract
Article
The effect of teacher gender on students of different gender is often shrugged off, as a lot of teachers themselves are not aware of gender biases and stereotyping in particular when these issues may not have been addressed effectively in their training programs, as not much research has been done on this particular aspect in recent years. Hence, it is an area that needs to be addressed in a more vigorous style particularly in the language learning arena, in order to explore and overcome any shortcomings that may exist with regard to gender differences. The purpose of this research is to identify the effects of teacher gender on students in terms of their perceptions as learners and thus cater to the following research question. Which teacher gender is preferred over the other by students among their language teachers and why? In order to do this, qualitative research design has been incorporated and data collected over a period of 2 months were analyzed and triangulated to accumulate the results which indicated that with regard to content delivery, female teachers topped off while male teachers flourished being spontaneous and more approachable in class. Furthermore, it was also found that both male and female students preferred male language teachers over female teachers due to the fact that they were perceived to be more “friendly” towards their students.
Preprint
Full-text available
Previous research has yielded varied conclusions regarding the effect of business environment (BE) optimization to improve carbon emission efficiency (CEE). In this study, CEE and BE are assessed using energy consumption and economic growth data from 30 provinces in China. The research employs fixed effects, quantile, and mediation effect models to analyze the direct impact, nonlinear characteristics, mechanism, and heterogeneity of BE on CEE. The research found that. Firstly, the BE optimization enhances CEE, with a 1% increase leading to a 0.095% improvement in CEE. Secondly, the influence of the BE on CEE exhibits marginal diminishing traits that decline as CEE improves. Thirdly, the analysis of mechanisms reveals that the BE primarily impacts CEE through positive mechanisms such as industrial structure optimization and green technology progress, as well as a negative mechanism known as the energy rebound effect. Lastly, the analysis of heterogeneity indicates that the BE exerts a more substantial influence on CEE in regions characterized by robust government governance, younger officials, and highly educated officials. These findings offer valuable insights for local governments seeking to leverage the BE to enhance energy efficiency and foster sustainable development.
Article
We use a production function approach to investigate the factors that determine young adults' human capital outcomes in Madagascar and Senegal. Our study relies on unique and comparable panel data spanning over 15 years for both countries. We find that second-grade students' test scores are strong indicators of their French and math skills, as well as their educational attainment in their early twenties. Moreover, we observe that the association between second-grade skills and later-life outcomes is stronger among girls than boys, and in math test scores compared with French test scores. Our results emphasise the critical role of performing well during the early school years, as it predicts long-term outcomes, especially for vulnerable populations such as girls.
Article
Full-text available
The objective of this study is to examine a range of relevant publications in order to assess education quality and generate future possible research questions. This article systematically evaluates a comprehensive assessment of the literature on education quality (EQ) studies published between 2000 and 2023. The study makes use of data from the Scopus database, as well as relevant keywords like education quality. From 635 publications, thirty highly cited papers were chosen for this comprehensive literature review. This study showed that investing in education and enhancing the quality of teaching are crucial for ensuring that students receive quality education. Teachers, teaching practices, and teacher education play a significant role in achieving this. Other important factors that contribute to the quality of education include access to resources and facilities, curriculum design, and the learning environment. To improve education programs, it is necessary to focus on key factors such as teacher training, curriculum design, advanced technology tools and accessibility. Providing teacher training and professional development, improving access to educational resources and facilities, creating a supportive learning environment, and enhancing teachers' qualifications can all help improve the quality of instruction. In addition, a transparent ranking system is essential for the nation. Based on a review and analysis of the EQ literature, this paper generated 11 research questions for future researchers, allowing the research to be conducted
Article
With the development of education technology, Smart classroom has evolved to version 2.0. Currently, the meta-analysis literature on the effects of smart classroom-based instruction on academic achievement ignores the impact of technological changes and time on the effect sizes. This study incorporated the impact of technological changes and time, and proposed an integrative algorithm suitable for meta-analysis of students' academic achievement in applying education technology. The research results indicate that the overall average weighted effect size is 0.8, revealing that smart classroom-based instruction has a larger positive effect on students' academic achievement than non-smart classroom-based instruction. In addition, the average effect size is affected by moderator variables such as smart classroom type and year, learning management system and year, teaching strategy, sample size (experimental group), and school location, but is not affected by educational stage, learning domain, and experiment duration. The advantages of the proposed algorithm include: (1) using this algorithm, we can understand the changes in the effect size with the different types of education technology and the passage of time; and (2) this algorithm provides a quantitative analysis process, which can be used as a reference for the related research.
Article
Sub-Saharan African countries have made remarkable strides in closing the gender gap in primary enrolment and more girls than ever are attending school. With the existing gender differentials in youth literacy rates, an important question is whether they are learning as well as their male classmates. This article explored factors that contribute to gender gaps in reading for sixth-grade pupils from 61 396 pupils from 15 countries in the third evaluation of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ III). Within-class sex differences in test score performance are estimated using ordinary least squares regression models. This is done by analysing the factors associated with female learning that inhibit school attendance and class participation. The results show a female disadvantage in reading in a little under half of the countries studied, which differs from the consistently observed female reading advantage in other parts of the world. Factors that prevent girls from fully attending and participating in school such as domestic responsibilities and hostile school environments explain part of the female disadvantage in reading, indicating that households and schools need to ensure that girls can attend and participate fully in their classes without distractions or fear.
Article
Scores in standardized international student achievement tests and some recent adult literacy studies provide interesting data on the quality of educational outputs and on the skill level of the population that can be a useful complement to the data on the quantity of schooling which have been most commonly used in the growth literature. This paper describes the most recent available primary data on the subject, reviews different attempts to organize, standardize, and summarize them, and discusses the strengths and weaknesses of the existing indicators and their potential usefulness as explanatory variables in empirical analyses of the determinants of income and welfare levels and growth rates. A final section investigates the distribution of these indicators across a sample of 21 OECD countries.
Article
This paper examines the gender achievement gap in the Ethiopian secondary education system using tenth-grade national examination results for the period 2002/03 – 2013/14. Statistical tests are employed to determine equality of the average male and female GPAs (grade point average), and equality of the proportions of female and male test-takers in the upper and lower achievement distributions. Further, a panel fixed effects model is used to evaluate factors that affect the regional average GPAs by gender and to determine whether those factors could explain observed gender achievement gaps. Results indicate statistically significant gender achievement gaps in all regional states and the capital city. The gap has been persistent with a minor declining trend and will not be closed if continued at the current trend. We also find that the regional average male and female test scores could be explained partially by factors such as pupil-teacher ratio, the proportion of rural students, and access to secondary schools. These factors, however, cannot explain the observed gender achievement gap. The study uses regional data collected from the annual educational abstracts published by the Ethiopian ministry of education. It investigates the trends of the gender achievement gaps across the regional states and overtime at the tenth-grade level. It depicts the persistence of the gap hindering girls from furthering their education.
Article
This paper provides empirical evidence on students’ achievements determinants in Sub-Saharan Africa based on a sample of 26602 students from the ten countries that participated in the PASEC 2014 assessment. By using a two-level hierarchical linear model, I find that learning inequalities are primarily explained by differences in schools’ characteristics. Furthermore, the estimation findings corroborate this result by showing the relevance of resources at the school level and how it affects students’ performances depending on school type and location. Additionally, my results showed gender disparities and peer effects related to socioeconomic status, which disproportionately influence children from disadvantaged backgrounds.
Article
The lack of resources is often highlighted as the most important correlate of poor learning outcomes in developing countries. However, increasing school resources may not necessarily drive better learning if resources are not properly translated into learning outcomes. This paper investigates the efficient utilization of school resources to promote learning. It tries to better understand the extent to which efficiency plays a role in the relationship between school resources and learning outcomes. Applying the Data Envelopment Analysis methodology, an efficiency analysis is performed using the PASEC 2014 learning assessment that covers 10 francophone West and Central African countries. The results show that the efficiency of school resource utilization varies across countries and across schools within the same countries. The relationship between some of the key elements of school resources and learning is weak in the least efficient schools. This suggests that resources allocated to the least efficient schools should consider first addressing inefficiency issues. While efficiency drivers may vary depending on the country's specific contexts, findings show that student absenteeism, community engagement in school management, teaching time and school environment seem to play a role in school efficiency.
Article
This paper employs an event history analysis to examine the diffusion of compulsory schooling laws (CSLs) that require at least seven years of schooling throughout Africa. The current theory on CSL diffusion has been developed almost exclusively by studying patterns of adoption in the Western world. This paper tests reasons for diffusion that are prominent in this Western literature and adds additional predictors that are likely to better represent educational governance in Africa. The main finding from this paper is that adoption of seven-year CSLs in Africa can be predicted primarily through common linguistic and historical ties between countries, rather than through other variables that are theorized to be important from prior literature.
Chapter
In recent years, sub-Saharan Africa has experienced rapid growth in some of the factors that determine Internet connectivity, such as 4G coverage and low-cost handsets that allow Internet access. The first part of the chapter seeks to determine if this progress has altered the region’s status in comparison with others. What emerged, however, was that there was only one determinant, digital skills, where sub-Sahara appeared alongside one of the leading regions.
Article
Cet article a pour objectif d’examiner empiriquement l’effet de la décentralisation éducative sur l’efficience technique des écoles primaires en Afrique subsaharienne (ASS). Pour y parvenir, nous recourons aux données primaires issues d’une enquête réalisée par le Programme d’analyse des systèmes éducatifs de la CONFEMEN (PASEC) en 2014 sur un échantillon de 1 429 écoles réparties dans 10 pays d’ASS. Après estimation d’un modèle d’analyse par enveloppement des données (DEA) en deux étapes, nous sommes parvenus à deux principaux résultats. Premièrement, l’efficience technique moyenne des écoles considérées se situe autour de 68,9 %, et seulement 119 écoles produisent à partir d’un panier d’ input optimal, subodorant, toutes choses égales par ailleurs, un gaspillage d’environ 31,1 % des ressources mises à leur disposition. Deuxièmement, la décentralisation éducative approximée par l’implication de la communauté réduit significativement cette efficience, avec toutefois des effets différentiés en amplitudes selon la localité et le type d’école. Classification JEL : C14, H75, O55
Article
In this paper, we measure the contribution of an additional year of schooling on skills acquisition for a cohort of young adults in Madagascar. We estimate a value-added model of learning achievement that includes test scores measured at adolescence, thereby reducing the potential for omitted variable bias. We demonstrate that schooling increases cognitive skills among young adults. The value-added of a year of schooling during adolescence is 0.15 to 0.26 standard deviation. Our results show the skills gap widens in adolescence, as students with higher cognitive skills complete more grades, accumulating more skills in their transition to adulthood.
Article
Full-text available
Teachers are related to their occupations based on responsibility, professional and academic experiences. The provision of committed and capable teachers are influenced by elements like teachers' compensations, political ruled appointment of educators, in-service and pre-service training, and working conditions when contrasted with different professions. The effect of paper capabilities and accreditation of teachers have no obvious difference on student's achievements and the nature of training in the region of Khyber Pakhtunkhwa, Pakistan. It is a noteworthy worry of the network and instructive administrators to increase learning results of the pupils. It picked a graphic approach dependent on logical strategy for research. Population of the present investigation was two hundred and ninety-seven principals of secondary schools and fourteen hundred and thirty-three senior teachers (SSTs). The sample of the study was adequate, in light of the fact that (25%) head masters and (25%) senior teachers were incorporated. Both subjective and quantitative methodologies were connected for gathering and analysis of information. The survey was delimited to boys' High Schools in the profession of teaching-inspirational motivating incentives. Therefore, natural and extraneous prizes are required for their consolation to enhance learning capabilities of teachers. The preparation of instructors needs to focus on the educational, theoretical, professional and intellectual abilities along with pedagogical skills to satisfy the needs of market and network. Instructor attributes, for example, age, involvement, qualification and motivations affect the inner productivity of schools.
Article
L’objet de cette étude est de mettre en évidence le rôle déterminant des conditions d’apprentissage scolaire sur la performance des élèves. Nous appliquons la méthode des frontières stochastiques à un échantillon de 151 écoles primaires du Sénégal. Les résultats mettent en évidence une inefficience des écoles primaires, avec un score d’efficience technique de 86,01 %. Ils montrent aussi le rôle déterminant des facteurs intra-scolaires dans l’efficience de l’élève. Le taux d’absentéisme des enseignants, le salaire de l’enseignant, les retards de paiement expliquent significativement l’inefficience de l’élève. Le niveau de l’enseignant et son expérience déterminent significativement la performance scolaire. Il ressort également que les conditions matérielles d’apprentissage dans l’école et la classe sont déterminantes pour la performance scolaire. L’infrastructure de base de l’école et le ratio manuel/élève affectent significativement la performance scolaire. Toutefois, certaines variables comme le ratio manuel/élève et l’âge (expérience) de l’enseignant sont marquées par des effets de seuil. Codes JEL : C13, D61, H52, I21.
Chapter
Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This chapter explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by low-income groups, including their demonstrated preference for uses related to entertainment rather than more traditional ‘work-related’ goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.
Article
Full-text available
Ce document technique présente la première estimation de la pauvreté en Afrique subsaharienne fondée sur les données anthropométriques collectées dans 19 pays par les Demographic and Health Surveys. La pauvreté étudiée est la pauvreté absolue (les deux autres concepts, de pauvreté relative et de pauvreté subjective, ont été exclus), qui est définie comme l’incapacité d’une famille à assurer toutes les consommations nécessaires pour un état de santé satisfaisant et une croissance normale de ses enfants, de sorte que ceux-ci souffrent de malnutrition grave. Statistiquement, on considère que tout enfant de moins de cinq ans qui a une taille (ou un poids) inférieure de plus de deux écarts types à la taille médiane dans les pays développés est un cas de malnutrition grave. Les pourcentages d’enfants souffrant de malnutrition grave (et donc ceux de familles classées en dessous du seuil de pauvreté absolue) vont de 15-20 pour cent environ dans les pays à revenu intermédiaire ...This Technical Paper reports on the first assessments of poverty in sub-Saharan Africa based on anthropometric data collected in 19 countries for the Demographic and Health Surveys. The poverty studied is absolute poverty, which can be defined as the inability of a family to meet sufficient consumption levels to maintain a satisfactory state of health and normal growth of its children in order to avoid serious malnutrition. (The other two concepts of poverty, relative poverty and subjective poverty, are not used in this study). Statistically, any child under five years of age whose height (or weight) is more than two standard deviations below median height in developed countries is considered to be suffering from serious malnutrition. The percentages of children with serious malnutrition (and thereby of families classed as below the threshold of absolute poverty) range from, roughly, 15-20 per cent in mediumincome countries (Cameroon, Côte d’Ivoire, Zimbabwe) to more than 50 per ...
Article
Full-text available
Abstract While calls to reduce class size in school have considerable popular appeal, the related discussion of the scientific evidence has been limited and highly selective. The evidence about improvements,in student achievement that can be attributed to smaller classes turns out to be meager and unconvincing. In the aggregate, pupil-teacher ratios have fallen dramatically for decades, but student performance has not improved. Explanations for these aggregate trends, including more poorly prepared students and the influence of special education, are insufficient to rationalize the overall patterns. International comparisons,fail to show any significant improvements,from having smaller pupil-teacher ratios. Detailed econometric evidence about the determinants of student performance,confirms the general lack of any achievement,results from smaller classes. Finally, widely cited experimental evidence actually offers little support for general reductions in class size. In sum, while policies to reduce class size may enjoy popular political appeal, such policies are very expensive and, according to the evidence, quite ineffective. For further information, contact:
Article
Full-text available
Data on 350 primary school age children from subsistence farm households in the Terai (southern plains) region of Nepal are analyzed to assess the relationship between nutritional status and school participation. Only fifteen percent reported attending school; nutritional status, particularlyas measured by percent of median height-for-age, was found to be a significant determinant of both enrollment in school and age-adjusted grade attainment. It is concluded that local interventions or national policies designed to improved child nutritional status could have important educational as well as health benefits.
Article
Full-text available
Quelles sont les mesures les plus efficaces pour assurer des connaissances de base à un grand nombre d'enfants ? Cette question est analysée par la base de données exceptionnellement riche du Programme d'Analyse des Systèmes Educatifs des pays de la CONFEMEN (PASEC), standardisées et comparables pour cinq pays (Burkina Faso, Cameroun, Côte d'Ivoire, Madagascar et Sénégal). Dans l'analyse des déterminants de la qualité de l'éducation, une attention particulière est portée à la situation de différents groupes sociaux (pauvres/non pauvres, garçons/filles). Il apparaît que les enfants les plus démunis matériellement sont en même temps désavantagés par rapport aux acquisitions scolaires. Cela s'explique par le fait que certains facteurs, importants pour l'apprentissage de tous les enfants, sont liés au niveau de vie des familles. Ces facteurs comprennent, notamment, la disponibilité de livres, l'alphabétisation des parents, l'accès aux médias (radio et télévision), la possibilité ... What are the most efficient means to ensure basic learning competencies for a high number of children? This question is analysed on the basis of the exceptionally rich data set provided by the Programme d'analyse des systèmes éducatifs des pays de la CONFEMEN (PASEC) , standardised and comparable for Burkina Faso, Cameroon, Côte d'Ivoire, Madagascar and Senegal. Within the analysis of the determinants of education quality, particular attention is paid to the situation of different social groups (poor/nonpoor, boys/girls). It turns out that poor children are disadvantaged with respect to their learning possibilities because they have a particularly high probability of the absence of certain factors, which are important for the learning of all children. These factors include the availability of books, the parents' literacy, access to radio and television, the possibility of studying at home, and the availability of meals on a regular basis. As to the distinction between boys and ...
Article
Full-text available
This book presents the results of an eight-year study of academic achievement, student performance, and education costs in rural northeastern Brazil. It investigates the presumption that students automatically perform better when more school resources are provided. Two main topics are examined: (1) the success of EDURURAL, an educational intervention project in rural Brazil sponsored by the World Bank; (2) the education policies that could improve school performance and academic achievement within a fixed budget. The authors discuss how selectively investing in school resources improves educational performance, boosts promotion rates, and lowers grade repetition. They show how the reduction in grade repetition saves enough in operating costs to offset the original investment in added resources. -from Publisher
Article
Full-text available
The development of new analytical tools has improved the ability of researchers to determine those factors which most strongly influence school effectiveness. Multilevel analysis shows how behavior at one level of the educational system, such as the classroom, school, or district, influnces behavior at a different level - the student. The authors use a multilevel model to analyze the improved performance in mathematics of eighth grade students in Thailand. They then compare these findings to those obtained from traditional regression models. -from Publisher
Article
Full-text available
What makes one school more effective than another - particularly which inputs and management practices most efficiently enhance student achievement - has become the center of lively debate in the literature. Which method to use to compare school effects particularly concerns analysts. The model developed by the authors is able to explain most variance between schools but significantly less within schools. Only one variable slope is observed: the relationship between educational aspirations and achievement. The authors apply multi level techniques to longitudinal data recently collected by the International Association for the Evaluation of Educational Achievement in Thailand. One question they try to answer is : how do estimates obtained from the new multi level techniques compare with those obtained from ordinary regression models?
Article
PART I THE LOGIC OF HIERARCHICAL LINEAR MODELING Series Editor 's Introduction to Hierarchical Linear Models Series Editor 's Introduction to the Second Edition 1.Introduction 2.The Logic of Hierarchical Linear Models 3. Principles of Estimation and Hypothesis Testing for Hierarchical Linear Models 4. An Illustration PART II BASIC APPLICATIONS 5. Applications in Organizational Research 6. Applications in the Study of Individual Change 7. Applications in Meta-Analysis and Other Cases where Level-1 Variances are Known 8. Three-Level Models 9. Assessing the Adequacy of Hierarchical Models PART III ADVANCED APPLICATIONS 10. Hierarchical Generalized Linear Models 11. Hierarchical Models for Latent Variables 12. Models for Cross-Classified Random Effects 13. Bayesian Inference for Hierarchical Models PART IV ESTIMATION THEORY AND COMPUTATIONS 14. Estimation Theory Summary and Conclusions References Index About the Authors
Article
This study helps to explain why measured school inputs appear to have little effect on student outcomes, particularly for cohorts educated since 1960. Teachers' unionization can explain how public schools simultaneously can have more generous inputs and worse student performance. Using panel data on United States school districts, I identify the effect of teachers' unionization through differences in the timing of collective bargaining, especially timing determined by the passage of state laws that facilitate teachers' unionization. I find that teachers' unions increase school inputs but reduce productivity sufficiently to have a negative over-all effect on student performance. Union effects are magnified where schools have market power.
Article
This article seeks to identify factors affecting the quality of primary education in five regions of Tanzania by extensively reviewing relevant literature and empirical data. Some of the shortcomings emphasised by the author are: frequent staff turnover, declining financial support for primary education, ineffective curricula, shortage of teachers' guides and textbooks, and unfavourable working conditions for teachers in rural areas. Beyond this, the need for freely available material, efficient school management and regular inspections is stressed by the author.
Article
Estimation techniques for linear covariance components models are developed and illustrated with special emphasis on explaining computational processes. The estimation of fixed and random effects when the variances and covariances are known is presented in Bayesian terms, Point estimates of the unknown variances and covariances are computed using the EM algorithm for maximum likelihood estimation from incomplete data. The techniques are illustrated with data on law schools, field mice, and professional football teams.
Article
Much social and behavioral research involves hierarchical data structures. . . . Recent developments in the statistical theory of hierarchical linear models now afford an integrated set of methods for such applications. This introductory text explicates the theory and use of hierarchical linear models (HLM) through rich, illustrative examples and lucid explanations. The presentation remains reasonably nontechnical by focusing on three general research purposes—improved estimation of effects within an individual unit, estimating and testing hypotheses about cross-level effects, and partitioning of variance and covariance components among levels. This innovative volume describes use of both two and three level models in organizational research, studies of individual development and meta-analysis applications, and concludes with a formal derivation of the statistical methods used in the book. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
This paper studies the incidence of public social sector expenditures in Peru using the traditional methods of benefit incidence analysis and several extensions of those methods. The data in Peru are unusually rich, with information on detailed social programs and a series of representative surveys over time. The paper finds that the most progressive public services and subsidies tend to fall into three categories: those that have an obvious benefit only to the poor, those that are explicitly focused on poverty reduction and are controlled locally, and those that have very broad coverage.
Article
Three questions are addressed in this paper: (1) Does mother's schooling affect child health? (2) If so, does its impact vary across child age groups? (3) How and why does maternal schooling affect child health? Maternal education positively affects child health as measured by height-for-age. There is a difference in its impact across child age groups, with preschoolers showing the greatest sensitivity. The pattern of interactions between maternal education and public health programs suggests that maternal education affects child health through an efficiency effect (by affecting the productivity of health inputs) and an allocative effect (by lowering the cost of information).
Article
Women's years of school enrollment and health, measured by longevity, have increased by a greater amount than men's in this century in most countries. Private and social returns to schooling and health are reviewed to explain these trends in women's human capital. Sample selection bias caused by analyses of only wage earners does not appear to lower women's private returns to schooling relative to men's. Social returns to education, moreover, favor greater public investment in women than men, particularly in South and West Asia and Africa where school investments in women are much less than in men.
Article
In this paper we present new evidence on the impact of school characteristics on student achievement using an unusually rich data set from Ghana. We deal with two potentially important selectivity issues in the developing country context: the sorting of higher ability children into better schools, and the high incidence of both delayed school enrollment and early leaving. Our empirical results do not reveal any strong selectivity bias. We also highlight the indirect effects of improving school quality on student achievement through increased grade attainment. A cost-benefit analysis, taking into account these indirect effects, shows that repairing classrooms (a policy option ignored in most education production function studies) is a cost-effective investment in Ghana, relative to providing more instructional materials and improving teacher quality.
Article
Many studies have demonstrated that parental education has a significant positive impact on child health. This paper attempts to identify the mechanisms through which maternal education affects one indicator of child health-height conditional on age and sex. Using data from the 1986 Brazilian Demographic and Health Survey, it is shown that almost all the impact of maternal education can be explained by indicators of access to information-reading papers, watching television, and listening to the radio. In urban areas, whether the mother is semi-literate accounts for some of the education effect. There are also significant interactions between maternal education and the availability of community services indicating that education and health services are substitutes but education and the availability of sewerage services are complements. Very little of the maternal education effect is transmitted through income.
Article
The paper suggests that international differences in educational institutions explain the large international differences in student performance in cognitive achievement tests. A microeconometric student-level estimation based on data for more than 260,000 students from 39 countries reveals that positive effects on student performance stem from centralized examinations and control mechanisms, school autonomy in personnel and process decisions, competition from private educational institutions, scrutiny of achievement, and teacher influence on teaching methods. A large influence of teacher unions on curriculum scope has negative effects on student performance. The findings imply that international differences in student performance are not caused by differences in schooling resources but are mainly due to differences in educational institutions.
Article
Publié en 2000 sous le titre "Les Systèmes éducatifs africains: une analyse économique comparative" (voir Cote IIEP: AFR 51)
Article
World Development Indicators, the World Bank's respected statistical publication presents the most current and accurate information on global development on both a national level and aggregated globally. This information allows readers to monitor the progress made toward meeting the goals endorsed by the United Nations and its member countries, the World Bank, and a host of partner organizations in September 2001 in their Millennium Development Goals. The print edition of World Development Indicators 2005 allows you to consult over 80 tables and over 800 indicators for 152 economies and 14 country groups, as well as basic indicators for a further 55 economies. There are key indicators for the latest year available, important regional data, and income group analysis. The report contains six thematic presentations of analytical commentary covering: World View, People, Environment, Economy, States and Markets, and Global Links.
Article
Previously published as an Appendix to the World development report. Incl. users guide, list of acronyms, bibl., index. The Little data book is a pocket edition of WDI
Article
In this paper we review the available summary measures for the magnitude of socio-economic inequalities in health. Measures which have been used differ in a number of important respects, including (1) the measurement of "relative" or "absolute" differences; (2) the measurement of an "effect" of lower socio-economic status, or of the "total impact" of socio-economic inequalities in-health upon the health status of the population; (3) simple versus sophisticated measurement techniques. Based on this analysis of summary measures which have previously been applied, eight different classes of summary measures can be distinguished. Because measures of "total impact" can be further subdivided on the basis of their underlying assumptions, we finally arrive at 12 types of summary measure. Each of these has its merits, and choice of a particular type of summary measure will depend partly on technical considerations, partly on one's perspective on socio-economic inequalities in health. In practice, it will often be useful to compare the results of several summary measures. These principles are illustrated with two examples: one on trends in the magnitude of inequalities in mortality by occupational class in Finland, and one on trends in the magnitude of inequalities in self-reported morbidity by level of education in the Netherlands.
Article
This study examines the determinants of human capital investment in male and female childrens schooling in Cote dIvoire and Ghana. Data were obtained from the Living Standards Survey in 1985 1986 1987 in Cote dIvoire and in 1987-88 and 1988-89 in Ghana. The mean schooling attainment of parents and children in the sample was 3.61 years for men and 1.91 years for women in Cote dIvoire and about 5 years for men and 3 years for women in Ghana. Younger cohorts had more schooling and their parents had more education than older cohorts. In recent cohorts the greatest improvements were for females at the middle-school level in Cote dIvoire and for males at the post-middle-school level in Ghana. Income growth increased schooling especially for girls in Cote dIvoire and for boys in Ghana. Urbanization is expected to be a significant factor in the future in both countries. The analytical model is based on the human capital theory and household production model of G.S. Becker on investment in education and the benefits. Findings indicate that parents education had a significant influence on the educational achievement of male and female children. Fathers education was more important than mothers education in both countries for male and female education. The impact of parents education was larger for girls in Ghana and larger for boys in Cote dIvoire. Mothers education had a larger effect on daughters schooling attainment in Ghana. Parents were constrained by household income in both countries. Parental education at the primary level had larger effects in Cote dIvoire for both genders. Parental effects at the middle- and post-middle-school level were larger in Cote dIvoire only for male children. One standard deviation increase in fathers education increased his sons achievement by almost a year and his daughters by a smaller amount. Distance was a greater deterrent for girls than boys in Ghana.
Article
In this paper we review the available summary measures for the magnitude of socio-economic inequalities in health. Measures which have been used differ in a number of important respects, including (1) the measurement of "relative" or "absolute" differences; (2) the measurement of an "effect" of lower socio-economic status, or of the "total impact" of socio-economic inequalities in-health upon the health status of the population; (3) simple versus sophisticated measurement techniques. Based on this analysis of summary measures which have previously been applied, eight different classes of summary measures can be distinguished. Because measures of "total impact" can be further subdivided on the basis of their underlying assumptions, we finally arrive at 12 types of summary measure. Each of these has its merits, and choice of a particular type of summary measure will depend partly on technical considerations, partly on one's perspective on socio-economic inequalities in health. In practice, it will often be useful to compare the results of several summary measures. These principles are illustrated with two examples: one on trends in the magnitude of inequalities in mortality by occupational class in Finland, and one on trends in the magnitude of inequalities in self-reported morbidity by level of education in the Netherlands.
Article
This study helps to explain why measured school inputs appear to have little effect on student outcomes, particularly for cohorts educated since 1960. Teachers' unionization can explain how public schools simultaneously can have more generous inputs and worse student performance. Using panel data on United States school districts, I identify the effect of teachers' unionization through differences in the timing of collective bargaining, especially timing determined by the passage of state laws that facilitate teachers' unionization. I find that teachers' unions increase school inputs but reduce productivity sufficiently to have a negative overall effect on student performance. Union effects are magnified where schools have market power.
Article
This paper constructs a model of saving for retired single people that includes heterogeneity in medical expenses and life expectancies, and bequest motives. We estimate the model using Assets and Health Dynamics of the Oldest Old data and the method of simulated moments. Out-of-pocket medical expenses rise quickly with age and permanent income. The risk of living long and requiring expensive medical care is a key driver of saving for many higher-income elderly. Social insurance programs such as Medicaid rationalize the low asset holdings of the poorest but also benefit the rich by insuring them against high medical expenses at the ends of their lives. (c) 2010 by The University of Chicago. All rights reserved..
Article
Data on the height, weight, age and grade level of over 3,000 children in five quite different locations in China allow computation of how far behind in school each child is, relative to where he should be given his age, as well as of the nutritional status variables of height-for-age, weight-for-age and weight-for-height. This paper uses these data to estimate the impact of the nutritional variables on the available measure of school performance. Children tend to be about one grade further behind in rural areas than in the provincial capitals, and about one-half a grade further behind in the provincial capitals than in Beijing. Even after controlling for location, however, lower nutritional status (particularly height-for-age) was found to affect school performance adversely; a one standard deviation reduction in height-for-age, for example, would result in a child's being about one-third of a year further behind. Though results from a geographically limited sample should be generalized only with substantial caution, and alternative interpretations of the data are possible, it does appear likely that malnutrition in rural China remained sufficiently prevalent in 1979 to retard the school advancement of large numbers of children.
Rapport sur le d eveloppement en Afrique The role of maternal schooling and its interaction with public health programs in child health production Les Enseignants du primaire dans Cinq Pays du Programme Hierarchical linear models: Application and data analysis models
  • Abidjan
  • A Barrera
  • ±
  • J.-M Bernard
(2000) and studies for other countries (e.g., Tan, Lane, & Coust ere, 1997, p. 866 for the Philippines) test the impact of a dummy vari-REFERENCES African Development Bank (1998). Rapport sur le d eveloppement en Afrique 1998, Abidjan. Barrera, A. (1990). The role of maternal schooling and its interaction with public health programs in child health production. Journal of Development Econom-ics, 32(1), 69±91. Bernard, J.-M. (1999a). Les Enseignants du primaire dans Cinq Pays du Programme d'Analyse des Syst emes Educatifs de la CONFEMEN: Le R^ ole du Ma ^ itre dans le Processus d'Acquisition des El eves. Report for the Working Group on the Teaching Profession, ADEA, French Section, Paris. Bernard, J.-M. (1999b). Les Enseignants du Primaire dans Cinq Pays du Programme d'Analyse des Syst emes Educatifs de la CONFEMEN: Caract eris-tiques, Conditions de Travail et Repr esentations, Report for the Working Group on the Teaching Profession, ADEA, French Section, Paris. Bryk, A. S., & Raudenbush, S. W. (1992). Hierarchical linear models: Application and data analysis models. Advanced qualitative techniques in the social sciences No. 1, London: Sage.
Statistical yearbook Primer estudio internacional comparativo Suivi permanent de l' educa-tion pour tousÐMali Projet de suivi permanent de l' education pour tousÐ evaluation du niveau d'ac-quisition des el eves de la quatri eme ann ee fondamen-tale The state of the world's childrenÐ education
  • Unesco Unicef
  • Bamako
  • Unesco
  • Unicef
How does mother's education a€ect child height? Journal of Human Resources, 26(2), 183±211. UNESCO (1998). Statistical yearbook. UNESCO, Paris. UNESCO-Santiago (1998). Primer estudio internacional comparativo. UNESCO, Santiago. UNESCO/UNICEF (1995a). Suivi permanent de l' educa-tion pour tousÐMali. UNESCO/UNICEF, Bamako. UNESCO/UNICEF (1995b). Projet de suivi permanent de l' education pour tousÐ evaluation du niveau d'ac-quisition des el eves de la quatri eme ann ee fondamen-tale. Rapport du Maroc, Rabat. UNICEF (1999). The state of the world's childrenÐ education. UNICEF, New York.
The hazards of school centering in educational applications of hierarchical linear models. Mimeo. American Institutes for Research
  • J Cohen
  • S Baldi
Cohen, J., & Baldi, S. (1998). The hazards of school centering in educational applications of hierarchical linear models. Mimeo. American Institutes for Re-search, Pelavin Research Centre, Washington, DC. CONFEMEN (2000). Actes de la 49e session minis-t erielle de la CONFEMEN. CONFEMEN, Bamako. CONFEMEN (1999a). PASEC: Les facteurs de l'eca-cit e dans l'enseignement primaire: Donn ees et r esultats sur cinq pays d'Afrique et de l'Oc ean Indien. CD-ROM.
L'enseignement primaire en Côte d'Ivoire, investigations et diagnostics pour l'amélioration du système éducatif PASEC : Les facteurs de l'efficacité dans l'enseignement primaire : données et résultats sur cinq pays d'Afrique et de l
CONFEMEN (1999c). L'enseignement primaire en Côte d'Ivoire, investigations et diagnostics pour l'amélioration du système éducatif, in: CONFEMEN (1999a). PASEC : Les facteurs de l'efficacité dans l'enseignement primaire : données et résultats sur cinq pays d'Afrique et de l'Océan Indien, CD-ROM.
Les Enseignants du primaire dans Cinq Pays du
  • J.-M Bernard
Bernard, J.-M. (1999a). Les Enseignants du primaire dans Cinq Pays du Programme d'Analyse des Systèmes Educatifs de la CONFEMEN : Le Rôle du Maître dans le Processus d'Acquisition des Élèves, Report for the Working Group on the Teaching Profession, ADEA, French Section, Paris.
Multilevel Statistical Models, Kendal's Library of Statistics 3, Internet Edition
  • H Goldstein
Goldstein, H. (1999). Multilevel Statistical Models, Kendal's Library of Statistics 3, Internet Edition. http://www.arnoldpublishers.com/support/goldstein.htm.
L'école primaire en Afrique
  • J Jarousse
  • A Mingat
Jarousse, J., & Mingat, A. (1993). L'école primaire en Afrique, Paris: L'Harmattan.
Suivi permanent de l'éducation pour tous – Mali
  • Unesco Unicef
UNESCO/UNICEF (1995a). Suivi permanent de l'éducation pour tous – Mali, Bamako.
Itinéraires précaires et expériences singulières. La scolarisation féminine en Côte d'Ivoire
  • L Proteau
Proteau, L. (1998). Itinéraires précaires et expériences singulières. La scolarisation féminine en Côte d'Ivoire. In M.-F. Lange (Ed.), L'école et les filles en Afrique – scolarisation sous conditions (pp. 27-71).
Statistical Yearbook
UNESCO (1998). Statistical Yearbook, Paris.
more details concerning the construction of multi-level HLM, see Bryk
more details concerning the construction of multi-level HLM, see Bryk, Raudenbush (1992) or Goldstein (1999).
Rapport sur le développement en Afrique
  • Development African
  • Bank
African Development Bank (1998). Rapport sur le développement en Afrique 1998, Abidjan.
Recherche empirique de la performance de systèmes africains d'enseignement primaire – critique et réanalyse de données PASEC pour le Sénégal, Working Paper, faculty for education and social sciences
  • J Naumann
  • P Wolf
Naumann, J., & Wolf, P. (2001). Recherche empirique de la performance de systèmes africains d'enseignement primaire – critique et réanalyse de données PASEC pour le Sénégal, Working Paper, faculty for education and social sciences, Institute for General Education, Münster (Germany)
L'enseignement primaire au Burkina Faso, investigations et diagnostics pour l'amélioration du système éducatif
  • Confemen
Methodology, ecological, genetic and nutritional effects on growth
  • R Martorell
  • J Habicht
Actes de la 49e session ministérielle de la CONFEMEN
CONFEMEN (2000). Actes de la 49e session ministérielle de la CONFEMEN, Bamako: CONFEMEN.