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Dépenses d'éducation, qualité de l'éducation et pauvreté : L'exemple de cinq pays d'Afrique francophone

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  • Katharina Michaelowa

Abstract

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 ...

Suggested Citation

  • Katharina Michaelowa, 2000. "Dépenses d'éducation, qualité de l'éducation et pauvreté : L'exemple de cinq pays d'Afrique francophone," OECD Development Centre Working Papers 157, OECD Publishing.
    • Handle: RePEc:oec:devaaa:157-fr
    DOI: 10.1787/650713828042
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    Cited by:

    1. Miningou, Élisé Wendlassida & Vierstraete, Valérie, 2013. "Households' living situation and the efficient provision of primary education in Burkina Faso," Economic Modelling, Elsevier, vol. 35(C), pages 910-917.
    2. Thierry Mayer, 2006. "Policy Coherence for Development : A Background paper on Foreign Direct Investment," SciencePo Working papers Main hal-01065640, HAL.
    3. Ms. Nicole Laframboise & Tea Trumbic, 2003. "The Effects of Fiscal Policieson the Economic Development of Women in the Middle East and North Africa," IMF Working Papers 2003/244, International Monetary Fund.
    4. Yobouet Thierry Bienvenu Gnangoin & Liangsheng Du & GuyRoland Assamoi & Akadje JeanRoland Edjoukou & Diby François Kassi, 2019. "Public Spending, Income Inequality and Economic Growth in Asian Countries: A Panel GMM Approach," Economies, MDPI, vol. 7(4), pages 1-15, November.
    5. Mohammed Bijou & Narjis Bennouna, 2018. "Dépenses publiques éducatives et performance scolaire au Maroc. Une analyse multiniveaux à partir des données TIMSS 2015," Working Papers hal-01689120, HAL.
    6. Michaelowa, Katharina, 2001. "Primary Education Quality in Francophone Sub-Saharan Africa: Determinants of Learning Achievement and Efficiency Considerations," World Development, Elsevier, vol. 29(10), pages 1699-1716, October.
    7. Jean-Bernard Rasera, 2005. "L'éducation en Afrique subsaharienne. Les indicateurs d'efficience et leur utilisation politique," Revue Tiers Monde, Programme National Persée, vol. 46(182), pages 407-426.
    8. repec:hal:spmain:info:hdl:2441/10184 is not listed on IDEAS

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