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Dotation et disparités régionales des performances scolaires. Le cas des collèges au Burkina Faso

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  • Justine Coulidiati-Kiëlem

    (GED, Université Montesquieu Bordeaux IV)

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    Abstract

    Cette étude a pour but d'identifier les caractéristiques des régions stables dans la performance mesurée par la réussite au BEPC, et tenant compte des ressources qui leur ont été allouées pour leur fonctionnement. La stabilité dans le temps de la performance des établissements est abordée en considérant les scores obtenus au BEPC sur un certain nombre d'années. Les résultats saillants montrent que pour les quatre années au collège, le redoublement en 6ème, en 5ème et, dans une moindre mesure, en 4ème ont un effet négatif et significatif sur la réussite au BEPC. Par contre, le redoublement en 3ème est positivement corrélé au succès au BEPC, ce qui laisse penser qu’à ce niveau d’étude le redoublement permet un renforcement des connaissances attendues. A cet égard, il est alors important de repérer les mesures des attitudes scolaires qui permettent de relever le niveau des redoublants de la 3ème. Les professeurs titulaires du CAP-CEG et ceux dont le statut est "Autres" ont des contributions positives et significatives pour la variable dépendante. La proportion de filles, particulièrement celles titulaires d’une allocation de bourse, a un effet négatif sur la réussite scolaire incitant à une recherche plus poussée sur la mixité et les modes efficaces d’appui aux filles et, d’une façon générale, aux élèves issus de milieux défavorisés. This study aims to identify the characteristics of stable regions in performance measured by success in BEPC, and taking into account the resources allocated to them for their operation. The stability in time of the performance of schools is addressed by considering the BEPC scores on a number of years. Highlights results show that for four years in college, repetition at the 6th in the 5th and to a lesser extent in the 4th have a significant and negative effect on the success BEPC. But the repetition in the 3rd is positively correlated with success at BEPC, which suggests that this level of study repetition allows a strengthening of knowledge expected. In this regard, it is important to identify the measures of attitudes school to raise the level of repeaters of the 3rd. The professors of CAP-CEG and those whose status is “Other” have positive and significant contributions to the dependent variable. The proportion of girls, particularly those holding a scholarship grant, has a negative effect on academic achievement incentives for more research on the mixed modes and effective support to girls and, in general, the students from disadvantaged backgrounds.(Full text in french)

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    Paper provided by Groupe d'Economie du Développement de l'Université Montesquieu Bordeaux IV in its series Documents de travail with number 146.

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    Length: 29 pages
    Date of creation: Oct 2008
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    Handle: RePEc:mon:ceddtr:146

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