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Socio‐Residential Inequalities and Inequalities at Elementary School: Repetition in French‐Speaking African Countries

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  • Kady Marie‐Danielle Body
  • Liliane Bonnal
  • Moussa Djama Kairreh

Abstract

Ce travail analyse, à partir de deux enquêtes PASEC (2014 et 2019), le redoublement à l’école primaire. Nous montrons que les enfants vivant en zone rurale ont, dans la majorité des pays, une probabilité plus élevée de redoubler avant le Grade 6. Les méthodes de décomposition utilisées attribuent cette disparité à des différences dans les infrastructures scolaires, l'engagement familial et le milieu socioéconomique. Le redoublement semble compromettre l'équité et l'inclusion dans l'éducation, particulièrement pour les élèves de milieux défavorisés. Based on two PASEC surveys (2014 and 2019), this study analyzes elementary school repetition. The results indicate that, in most African countries, children living in rural areas have a higher probability of repeating before Grade 6. The decomposition methods used attribute this disparity to differences in school infrastructure, family involvement and the socioeconomic environment in which the child lives. Repetition seems to compromise equity and inclusion in education, particularly for pupils from disadvantaged backgrounds.

Suggested Citation

  • Kady Marie‐Danielle Body & Liliane Bonnal & Moussa Djama Kairreh, 2025. "Socio‐Residential Inequalities and Inequalities at Elementary School: Repetition in French‐Speaking African Countries," African Development Review, African Development Bank, vol. 37(4), December.
  • Handle: RePEc:bla:afrdev:v:37:y:2025:i:4:n:e70041
    DOI: 10.1111/1467-8268.70041
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    References listed on IDEAS

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