Performances linguistiques des enseignants et qualité d'apprentissage des élèves au primaire

In a broad sense Education for All (EFA) is a hazardous Issue for to the least developed countries, and yet it adds, almost always, for these countries to provide additional difficulty for initial learning periods when majority in pupils has to assume the route from the local language to the teaching one. Besides, adapting in this context the provision of education has often done under the financial constraint. The hiring for supplementary teachers, as to reach EFA goal, less paid in comparison to their older colleagues. So now the teacher staff is consequently represented by new teachers with fewer initial education and pedagogical training, but definitely closer to the communities. The recent investigation on the case of Madagascar, done by PASEC, as to evaluate this context observes the value added in pupils' assessments for the 2nd grade school, where the dominant teaching language is Malagasy, and the 5th grade where French took place as the main teaching language. Opportunely, in this survey, teachers assigned to classes sampled by PASEC were tested on their ability in French language practice through a standardized test (TCF). This research's aim is to know the impact of the learning language capacities of the teacher on the assessments of learning within their students. The approach chooses the classical production function view of education as economists are familiar with. In initial results, the presence for a link between the capacities of the teacher and students' progress appears deeply scarce. This link, if any, pass through various effects in the school management and sectoral organization inside different types of school, in which Madagascar presents a deeper variety. The main findings show that there is no uniform and constant impact from competences of the teacher toward pupil learning. The student will receive a value added conditioning, and frequently diluted, through structural effects and norms of management at the class nd school levels. Moreover, the process for transmission of knowledge will be following the unequal position of the pupil on the scale and performance on this domain; the findings are consistent with the literature: the question of choice in teaching language for basic skills may be a significant factor in increasing inequality. This tendecy is here underpinned using analysis in semi parametric process around the quantiles regression analysis. So we can measure the penalty effect on pupils' performance due to French fluency limits endowment by the teacher. This link is not to be rejected, especially during the initial learning period in French apprenticeship. Beyond in the school path, this link still exists, but there may exist a lot of compensation and penalty effects for diluting a link in respect to teachers' skills.