1. PASEC2014 EDUCATION SYSTEM PERFORMANCE IN FRANCOPHONE SUB-SAHARAN AFRICA Competencies and Learning Factors in Primary Education 7 December 2015 Almadies Hotel, Dakar Launch of the PASEC2014 Report

2. Launch of the PASEC2014 Report, 7 December 2015, Dakar 2 Contents The PASEC2014 Survey Context, Goals and Methodology 1 Primary Pupil Competency Levels 2 Avenues for Reflection 4 Factors of Learning Achievements 3

3. The PASEC2014 Survey Context, Goals and Methodology 1

4. Launch of the PASEC2014 Report, 7 December 2015, Dakar 4 PASEC supports the steering of CONFEMEN member countries’ education systems with the aim of improving the quality of education. Created in 1991, the CONFEMEN Programme for the Analysis of Education Systems (PASEC) aims to document the evolution of education system performance in order to support the elaboration and monitoring of education policies. 35 national assessments in over twenty countries in Africa, Asia and the Middle East. PASEC is built on 3 pillars: Reliable data, and solid and relevant analysis. Strengthened national assessment capacities. Results exploited in education sector steering and reform. The Conference of Ministers of Education of French-Speaking Countries (CONFEMEN) has been working, since its creation in 1960, for the promotion of education and vocational and technical training. 44 state and government members. 3 basic missions: Inform its members on the evolution of education systems and ongoing reforms; Contribute to reflections on topics of common interest with a view to taking concerted action; and Facilitate consultations between ministers and experts to reach common positions and formulate recommendations in support of regional and international education policies.

5. Launch of the PASEC2014 Report, 7 December 2015, Dakar 5 Large-Scale Assessments (LSAs) of pupil competencies are tools to monitor and evaluate education policy. Main Characteristics of LSAs Tests measure the competencies of samples of pupils that are representative of the school-aged population for different grades. Questionnaires collect information on characteristics of pupils and their school and family environments. Quality of learning achievements Knowledge and abilities required to pursue education Learning outcomes School environment Equity of education systems, regardless of origin or learning context Approach Appraisal

6. Launch of the PASEC2014 Report, 7 December 2015, Dakar 6 PASEC2014 is the first edition of the new PASEC assessment model in Francophone Sub-Saharan Africa. Focus on the international comparability of pupil competencies at the beginning and the end of the primary cycle to analyze and better understand the effectiveness and equity of education systems. Measure competencies at the beginning and the end of the primary cycle (Grade 2 and Grade 6) in two key subjects (language and mathematics) o Be able to provide necessary remediation to the quality of teaching and learning, from the earliest opportunity. o Measure the competencies whose mastery will determine future schooling, careers and social integration. Analysis of the factors of learning achievements Country-by-country analysis + Comparative analysis PASEC 2014

7. Launch of the PASEC2014 Report, 7 December 2015, Dakar 7 Ten countries of Francophone Sub-Saharan Africa participated in this first edition of the wide-scale comparative assessment of education systems. Benin Burkina Faso Burundi Cameroon Chad Congo Côte d’Ivoire Niger Senegal Togo 1,800 schools 40,000 pupils

8. Launch of the PASEC2014 Report, 7 December 2015, Dakar 8 Tests to measure competency levels PASEC2014 compares pupils’ competencies to better understand the effectiveness and equity of education systems. Language Tests Early and Late Primary Mathematics Tests Early and Late Primary Characteristics of pupils and their family environment School and class environment The country, its education system and regions Pupil behavior, attitudes and strategies Pupils prior schooling and experiences Questionnaires to comprehend the factors

9. Launch of the PASEC2014 Report, 7 December 2015, Dakar 9 The PASEC2014 tests were designed according to a scientific process that adheres to international assessment standards. Part 1 : Listening Comprehension Part 2 : Familiarization with Written Language and Reading-Decoding Part 3 : Reading Comprehension Part 1 : Arithmetic Part 2 : Geometry, Space and Measurement Early Primary Late Primary Language TestsMathematics Tests Decoding Isolated Words and Sentences 26% Reading Comprehension 74% Arithmetic 46,9% Measurement 35,8% Geometry and Space 17,3%

10. Launch of the PASEC2014 Report, 7 December 2015, Dakar 10 PASEC has developed specific competency scales for each grade and subject, defining a “sufficient” competency threshold. The “sufficient” threshold enables to determine the share of pupils that face a greater probability of mastering – or not – the knowledge and abilities deemed necessary to pursue their schooling in good conditions. Language Competency Levels Level 4 Level 3 “Sufficient” Competency Threshold Level 2 Level 1 Below Level 1 Mathematics Competency Levels Level 3 Level 2 “Sufficient” Competency Threshold Level 1 Below Level 1

11. Launch of the PASEC2014 Report, 7 December 2015, Dakar 11 Levels Distribution of Pupils throughout the Levels of the Scale Description of Competencies Level 414.1% Intermediate reader: enhanced reading autonomy is bolstering their understanding of sentences and texts Level 314.5% Novice reader: gradual improvement of written language decoding, listening comprehension and reading comprehension skills “Sufficient” Competency Threshold Level 228.7% Emerging reader: gradual development of written language decoding skills and reinforcement of listening comprehension skills Level 130.3% Early reader: first contact with the oral and written language Below Level 112.4%In difficulty with Level 1 knowledge and competencies. Language – Early Primary Description of Competency Levels

12. Launch of the PASEC2014 Report, 7 December 2015, Dakar 12 Level 3Level 1  Competency: Recognize Spoken Vocabulary Question : “Show me your hand?”  Competency: Decode and Recognize the Meaning of Isolated Words Question: “Show me the picture that goes with the word:” Language – Early Primary Examples of Test Items

13. Launch of the PASEC2014 Report, 7 December 2015, Dakar 13 Mathematics – Early Primary Description of Competency Levels Levels Distribution of Pupils throughout the Levels of the Scale Description of Competencies Level 323.2 % Master the oral number sequence. Compare numbers, complete logical series and perform operations with numbers over 50. Solve basic problems with numbers under twenty using reasoning skills. Level 229.7 % Recognize and compare numbers up to 100. Complete logical series and perform operations with numbers under 50. Manage concepts of orientation in space. Develop an ability to solve basic problems with numbers under 20 using reasoning skills. “Sufficient” Competency Threshold Level 130.9 % Progressively develop their knowledge of the mathematical language. Master the first concepts of quantity with objects and numbers under 20. Appraise the relative size of objects, recognize simple geometric shapes and develop awareness of the first concepts of orientation in space. Below Level 116.2 % In difficulty with Level 1 knowledge and competencies.

14. Launch of the PASEC2014 Report, 7 December 2015, Dakar 14 Level 1 Competency: Order Numbers Under 20 Question: “Show me the smallest number” Mathematics – Early Primary Examples of Test Items  Competency: Add Two Numbers whose Total is Over 50 Level 3

15. Launch of the PASEC2014 Report, 7 December 2015, Dakar 15 Levels Distribution of Pupils throughout the Levels of the Scale Description of Competencies Level 4 17.1 % Processing of narrative passages, informative texts and documents: Associate and interpret implicit ideas Identify the author’s intention, determine implicit meaning and interpret characters’ feelings Connect information and compare data prior to use. Level 3 25.6 % Combine two pieces of explicit information from a document or carry out simple inferences in a narrative or informative text. Extract implicit information from written material while giving meaning to implicit connectors, anaphora or referents. Locate explicit information in long texts and discontinuous documents. “Sufficient” Competency Threshold Level 2 27.7 % Identify and understand isolated words. Locate explicit information in short and medium length texts. Paraphrase explicit information from a text. Level 1 21.2 % Developed decoding skills and draw on them to understand isolated words taken from their everyday lives. In difficulty understanding the meaning of short and simple texts. Below Level 1 8.4 % In difficulty with Level 1 knowledge and competencies. Language – Late Primary Description of Competency Levels

16. Launch of the PASEC2014 Report, 7 December 2015, Dakar 16 Level 1 Question: “Tick the box in which you can see a foot.”” Language – Late Primary Examples of Test Items (1/2) Competency: Decode and recognize information

17. Launch of the PASEC2014 Report, 7 December 2015, Dakar 17 Level 4  Competency: Read a document to interpret and combine information Language – Late Primary Examples of Test Items (2/2)

18. Launch of the PASEC2014 Report, 7 December 2015, Dakar 18 Mathematics – Late Primary Description of Competency Levels Levels Distribution of Pupils throughout the Levels of the Scale Description of Competencies Level 314.7 % Answer arithmetic and measurement questions requiring analysis of situations Solve problems involving fractions or decimal numbers Solve problems involving surface area or perimeter calculations Find data on a diagram prior to calculating distances Perform calculations and conversions involving hours, minutes and even seconds. Level 226.3 % Answer brief arithmetic, measurement and geometry questions resorting to the three assessed processes: knowing, applying and reasoning. Perform operations with decimal numbers and solve familiar problems. Complete logical series with decimal numbers or fractions. Convert units of measurement with or without a conversion table. Solve arithmetic problems involving operations with days, hours and minutes, or units of length. Know the names of certain solids, basic geometric shapes and some characteristic lines. “Sufficient” Competency Threshold Level 131.8 % Answer very brief questions by calling upon factual knowledge or a specific procedure. Carry out the four basic operations with whole numbers, potentially with regrouping. Recognize the length measurement unit: the meter., and orientate themselves in space by identifying directions and positions and by reading coordinates on a graph. Below Level 1 27.2 % In difficulty with Level 1 knowledge and competencies.

19. Launch of the PASEC2014 Report, 7 December 2015, Dakar 19 Level 3Level 1  Competency: Know everyday measurement units Question: “What units do you use to measure the length of a classroom?” Competency: Reason through a pre algebraic calculation Question: “When you multiply a number by 3 and add 100, you get 790. What is the number you started with?” Mathematics – Late Primary Examples of Test Items

20. Launch of the PASEC2014 Report, 7 December 2015, Dakar 20 Primary Pupil Competency Levels 2

21. Launch of the PASEC2014 Report, 7 December 2015, Dakar 21 A vast majority of pupils do not display the competencies expected in primary school. 70% of early primary pupils are below the “sufficient” threshold in language 50% of early primary pupils are below the “sufficient” threshold in mathematics 60% of late primary pupils are below the “sufficient” threshold, in reading and mathematics

22. Launch of the PASEC2014 Report, 7 December 2015, Dakar 22 In virtually all the education systems assessed, a majority of pupils demonstrate major shortcomings. For some countries, the situation is alarming. “Sufficient” Competency Threshold Average “Sufficient” Competency Threshold Early PrimaryLatePrimary

23. Launch of the PASEC2014 Report, 7 December 2015, Dakar 23 Countries can be classed into four groups according to the percentage of pupils reaching the thresholds in language and/or mathematics. Early Primary Late Primary 80% in language and 70% in mathematics 1 country 33% in language and 60% in mathematics 2 countries 20%-30% in language and 50% in mathematics 3 countries <20% in language and 30%-40% in mathematics 4 countries >50% in language and in mathematics 3 countries >50% in language and 20%-50% in mathematics 3 countries 20%-50% in language and in mathematics 2 countries <20% in language and in mathematics 2 countries 4 2 3 1 4 2 3 1

24. Launch of the PASEC2014 Report, 7 December 2015, Dakar 24 Average national scores illustrate the position of each country, in each subject, comparative to the PASEC2014 average set at 500 points. Early Primary

25. Launch of the PASEC2014 Report, 7 December 2015, Dakar 25 Average national scores illustrate the position of each country, in each subject, comparative to the PASEC2014 average set at 500 points. Late Primary

26. Launch of the PASEC2014 Report, 7 December 2015, Dakar 26 The results reveal the existence of a strong positive relationship between pupil performance levels in language and mathematics. The learning of mathematics throughout schooling is highly dependent on the level of mastery of the language of instruction, from the very first grades or primary. Pupil School Whatever the country Pupils and schools that are successful in language achieve high mathematics scores Pupils and schools that are not successful in language achieve low mathematics scores Between 0.66 and 0.85 Between 0.88 and 0.98 Correlation Coefficient between Language and Mathematics Scores – Early Primary

27. Launch of the PASEC2014 Report, 7 December 2015, Dakar 27 In almost all countries, there are considerable competency gaps between pupils, apparent as of the first grades of primary. Performance Gaps between the Best and Weakest Pupils Early Primary Late Primary

28. Launch of the PASEC2014 Report, 7 December 2015, Dakar 28 Generally speaking, countries above the average* at the beginning of primary also out-perform the average at the end of primary. Comparison of Average Scores in Reading and Mathematics – Early and Late Primary (*) PASEC2014 Average Language Mathematics

29. Launch of the PASEC2014 Report, 7 December 2015, Dakar 29 Factors of Learning Achievements 3

30. Launch of the PASEC2014 Report, 7 December 2015, Dakar 30 Disparities between families and in initial schooling careers translate into learning gaps at the beginning and the end of the primary cycle. Started School at Official Age Has Literate Parents Attended Preprimary Participated (or not) in Agricultural or Petty Commerce Activities Never Repeated Family Socioeconomic Status is High Pupil Learning Achievement Factors  Pupils who attended preprimary obtain better results, especially in language.  Late entry to school is negatively correlated with pupil performance.  Pupils who have never repeated achieve better learning outcomes.  Performance gaps are unfavorable to pupils participating in agricultural or petty commerce activities, especially in reading.  In 9 countries in 10, pupils at least one of whose parents can read achieve better scores than their peers.  In 6 countries in 10, mathematics scores are significantly lower among pupils having no books at home.

31. Launch of the PASEC2014 Report, 7 December 2015, Dakar 31 Pupil learning achievements are also related to school characteristics and the availability of resources. In 8 countries in 10, pupils in private schools achieve better results than their peers. The performance of pupils attending schools in urban areas outstrips that of their peers in rural areas. Schools offering the best learning environments (infrastructure, pedagogical resources, health and hygiene) tend to produce better results. The performance of pupils in standard classes is better than that of their peers in multi-grade or double- shift classes.

32. Launch of the PASEC2014 Report, 7 December 2015, Dakar 32 In early primary, pupils benefit from fewer resources than in late primary. Early Primary Late Primary In 8 countries in 10, at least 40% of pupils have a teacher with over 10 years of seniority. 50% to 70% of pupils have a teacher with over 10 years of seniority. In 8 countries in 10, between 10% and 25% of pupils have a teacher who received no pre-service teacher training. Except for 2 countries, close to 90% of pupils have a teacher who followed pre-service teacher training. In 3 countries in 10, 50% to 60% of pupils have teachers with university-level education. Generally speaking, over 80% of pupils have teachers whose academic level reaches secondary at best.

33. Launch of the PASEC2014 Report, 7 December 2015, Dakar 33 Avenues for Reflection 4

34. Launch of the PASEC2014 Report, 7 December 2015, Dakar 34 Promote preprimary education. Access for all to preprimary education can be a factor of improvement of the effectiveness and equity of education systems. Access to preprimary school can, among others, enable children to familiarize themselves with the learning process and the teaching language before their arrival in primary school. PASEC2014: Avenues for Reflection 1

35. Launch of the PASEC2014 Report, 7 December 2015, Dakar 35 Reflect on the articulation between the teaching language and mother tongue in the early grades of primary. The level of competencies achieved in early primary plays a decisive role in children’s later schooling. It is worth reflecting on the articulation between pupils’ mother tongue, the language of instruction and reading and mathematics learning during the first years of primary, that constitute a critical period for future schooling. 2 PASEC2014: Avenues for Reflection

36. Launch of the PASEC2014 Report, 7 December 2015, Dakar 36 Strengthen the support provided to early primary pupils, especially in reading. Provide pedagogical support to pupils that cumulate difficulties in both reading and mathematics from the beginning of their primary education. Analyze the nature of learning difficulties and implement appropriate teaching practices. 3 PASEC2014: Avenues for Reflection

37. Launch of the PASEC2014 Report, 7 December 2015, Dakar 37 Rethink assessment and promotion policies and implement support measures for pupils in great difficulty. Assess the effectiveness of the practice of repetition. Review the quality and appropriateness of intra-cycle assessment and promotion practices. 4 PASEC2014: Avenues for Reflection

38. Launch of the PASEC2014 Report, 7 December 2015, Dakar 38 Improve the quality, availability and allocation of school equipment and pedagogical resources. Ensure the availability of school equipment and resources, as well as their equitable distribution among schools nationwide. 5 PASEC2014: Avenues for Reflection

39. Launch of the PASEC2014 Report, 7 December 2015, Dakar 39 Strengthen teacher training and upgrade teacher status. Appraise the performance of teacher training systems and to propose avenues for their improvement. Conduct a thorough reflection on teachers’ working conditions, in order to remotivate them. 6 PASEC2014: Avenues for Reflection

40. Launch of the PASEC2014 Report, 7 December 2015, Dakar 40 Stimulate girls’ interest in mathematics. Encourage girls in scientific subjects. Include modules in teacher training courses on the gender stereotypes projected by schools. 7 PASEC2014: Avenues for Reflection

41. Launch of the PASEC2014 Report, 7 December 2015, Dakar 41 Implement family sensitization and support mechanisms. Implement mechanisms to support families that are not literate. Sensitize families on the negative impact of agricultural work and petty commerce on pupil performance. 8 PASEC2014: Avenues for Reflection

42. Launch of the PASEC2014 Report, 7 December 2015, Dakar 42 Consider the situation of pupils not achieving satisfactory results by the end of primary. Adopt emergency measures in order to support pupils leaving primary without the required competencies to pursue their education. 9 PASEC2014: Avenues for Reflection

43. Launch of the PASEC2014 Report, 7 December 2015, Dakar 43 PASEC2014: Avenues for Reflection 1 Promote Preprimary Education 4 Rethink assessment and promotion policies and implement support measures for pupils in great difficulty 7 Stimulate girls’ interest in mathematics 2 Reflect on the articulation between the teaching language and mother tongue in the early grades of primary 5 Improve the quality, availability and allocation of school equipment and pedagogical resources 8 Implement family sensitization and support mechanisms 6 Strengthen teacher training and upgrade teacher status 3 Strengthen the support provided to early primary pupils, especially in reading 9 Consider the situation of pupils not achieving satisfactory results by the end of primary

44. Launch of the PASEC2014 Report, 7 December 2015, Dakar 44 The PASEC2014 findings raise questions about national education policy. Place pupil learning achievements at the heart of national policy? Provide each pupil with the necessary competencies to pursue their schooling in good conditions and for their economic and social integration. Include the acquisition of competencies among the key goals of national education policy. Adopt and use monitoring and evaluation tools such as the PASEC2014 scale and competency benchmarks.

45. Launch of the PASEC2014 Report, 7 December 2015, Dakar 45 The PASEC web-page provides access to data and publications and facilitates communication with stakeholders. www.pasec.confemen.org

46. Launch of the PASEC2014 Report, 7 December 2015, Dakar 46 NEXT STEPS Publish national reports in 2016 Make the international database available to researchers and the education community Prepare the next assessment cycle Pursue the PASEC2014 work in greater detail

47. Complexe Sicap Point E, Immeuble C 3 ème étage, avenue Cheikh Anta Diop BP 3220, Dakar Sénégal Tél. (221) 33 859 29 79 / 33 859 29 91 pasec@confemen.org confemen@confemen.org www.pasec.confemen.org www. confemen.org