Togo Francophone Africa Results Monitor | Basic Education
Francophone Africa Results Monitor | Basic Education
Are the poorest girls
completing primary school with
Percent of girls from the poorest 40 percent of the population
completing primary school and achieving sufficient competency Togo
with sufficient competency? in both mathematics and reading
Only 3 percent of girls from the poorest 50
40 percent of the population complete While Togo was in the top half of performers on PASEC 2014, the majority of children
primary with sufficient competency
in both the PASEC mathematics and
in Togo are not completing primary with sufficient competency in mathematics and
reading. Togo ranks 5th compared to 25 reading as defined by PASEC.
other PASEC countries.
n Of the 10 countries that participated in PASEC, Togo ranks 4that educating its children, 5th at educating its
poorest girls, and 6th at providing equal access to quality education.
0
n Only a quarter of children are completing primary with sufficient proficiency in mathematics and reading as
5. Togo
1. Burundi
2. Senegal
3. Benin
4. Congo, Rep.
6. Burkina Faso
7. Cameroon
8. Cote d'Ivoire
9. Tchad
10. Niger
defined by PASEC.
n Significant disparities in achievement persist between the wealthiest and poorest students.
n Togo is successful at educating the wealthiest children; the key challenge going forward is improving education
Completed primary Completed primary and achieving beyond the wealthiest children.
su cient competency in both subjects
Source: World Bank staff calculations using PASEC 2014 and latest DHS or MICS household surveys. A student’s wealth quintile represents that of the population and is defined using data from either the latest DHS or MICS household
survey wealth index. Both PASEC and the household surveys contain common data about household characteristics. The relationship between these household characteristics and the household survey wealth index is used to estimate Too few children are completing primary with Togo
the household survey’s wealth index for each PASEC student. Quintiles are defined based on the cut-offs used in the household survey to produce nationally defined wealth quintiles.
sufficient competency in Togo, especially girls
from the poorest 40 percent: 77 percent of children
All students 25 77
What is sufficient competency? Children who have sufficient competency in 6th grade mathematics are able to perform arithmetic involving decimals and identify a are completing primary in Togo but only 33 percent
basic mathematical procedure needed to solve a problem. In 6th grade reading, they are able to understand explicit information orally and understand the meaning of 6th grade children achieve minimum competency
of many printed words. PASEC identifies sufficient competency based on participating countries’ curricula and international research on child development. in both PASEC math and reading. This means that Girls from the
3 29
an estimated 25 percent of children overall are poorest 40%
completing primary with sufficient competency.
About the Francophone Africa Education Results Monitor 29 percent of girls from the poorest 40 percent 0 10 20 30 40 50 60 70 80 90
(aged 12 to 18) have completed primary; 3 percent Primary completion rate Primary completion rate
The PASEC 2014 international student assessment provides its 10 participating countries with internationally comparable measures of student
of girls from the poorest 40 percent are estimated to Estimated completion rate Estimated completion rate
proficiency in 2nd and 6th grade reading and mathematics. For the first time, participating countries can benchmark their student achievement
to an internationally defined sufficient competency. This information is crucial for promoting the World Bank’s results agenda systems approach complete primary with sufficient competency in both with su cient competency with su cient competency
for education in its 2010-2020 Education Sector Strategy. Learning outcomes are a true measure of results of an education system—while PASEC math and reading.
enrolment in school is an important indicator, the cognitive and non-cognitive skills obtained in school are what matter most for human capital
and subsequent productivity and poverty reduction. The Francophone Africa Education Results Monitor provides a snapshot of an education
system’s ability to educate its children, its ability to promote poverty reduction by including the poorest in learning, and its ability to educate its
poorest girls. It also provides further details of the access to education and learning achievement as measured by PASEC. Wealth quintile composition of 6th grade students The poorest are underrepresented among 6th
achieving sufficient competency in math and reading grade students attaining sufficient competency
Data sources: Togo in both PASEC math and reading: the poorest
PASEC 2014: Data on learning achievement is drawn from the PASEC 2014 assessment. This assessment, conducted in 10 Francophone African countries, provides the first internationally comparable quintile represent only 8 percent of 6th grade
measure of learning assessment for these countries and the first international benchmark of sufficient competency. The PASEC programme has existed since 1990 to provide analysis of education systems
Poorest 20% 2nd poorest 20% Middle 20% 2nd wealthiest 20% Wealthiest 20%
as part of the Francophonie Council of Education Ministers. More info at http://www.pasec.confemen.org/
students who achieve sufficient competency in
Demographic and Health Surveys: Data on school participation and wealth quintiles are based on the latest Demographic and Health Survey (DHS) for each country. DHS are nationally representative 8 15 18 28 31 both math and reading while the second poorest
household surveys that measure social outcomes including education for individuals. These surveys provide a nationally representative measure of household wealth which are replicated using data on
matching questionnaire items in PASEC 2014. quintile represent only 15 percent.
Multiple Indicator Cluster Survey: The Multiple Indicator Cluster Survey is used in place of DHS for Chad as the survey data is newer.
http://www.worldbank.org/en/region/afr http://www.worldbank.org/en/region/afr
Togo Francophone Africa Results Monitor | Basic Education
Which groups face the biggest Percent of 6th grade students attaining sufficient competency Are children completing Percent of children completing primary school with sufficient
gaps in learning outcomes? in both math and language by gender, school location and primary school with sufficient competency in PASEC mathematics and reading
school governance competency?
While gender differences in learning
100
achievement tend to be quite small 100 Only 25 percent of children
in Togo; differences between wealth complete primary with sufficient
quintiles are substantial. Differences 75 competency in both the PASEC 75 77
71 73 73
between public and private schools 59 mathematics and reading. While 62
54 60 61
as well as urban and rural locations 50 this is too low, Togo ranks 4th 50 58
are also large. compared to other PASEC countries. 49
34 32
25 23 25 34 32 35
19 28 25 25 23
18 15
0 0
Females Males Urban Rural Public Private
1. Burundi
2. Senegal
3. Burkina Faso
5. Benin
6. Cameroon
7. Congo, Rep.
8. Cote d'Ivoire
9. Tchad
10. Niger
4. Togo
Source: World Bank staff calculations using PASEC 2014. Gender Location Governance
Percent of 6th grade students attaining PASEC proficiency levels by gender and wealth quintiles
Reading – Girls Reading – Boys Primary completion rate Estimated completion
rate with su cient competency
Wealthiest 20% 2 12 22 29 36 2 16 24 23 35
Source: World Bank staff calculations using PASEC 2014 and primary completion rates reported in the PASEC 2014 report. Estimated percent of children completing primary with sufficiency competency calculated by multiplying the
primary completion rate by the percent of 6th grade children competent in both PASEC mathematics and reading.
2nd wealthiest 20% 6 18 32 28 17 2 16 35 31 15
Middle 20% 7 34 33 16 10 8 28 37 19 8
2nd poorest 20% 10 31 35 20 3 7 30 43 15 5 Which groups face the Wealth composition of 6th grade children attaining sufficient
biggest gaps in learning competency in both PASEC mathematics and reading
Poorest 20% 14 40 35 10 11 38 37 12 2 outcomes?
Poorest 20% 2nd poorest 20% Middle 20% 2nd wealthiest 20% Wealthiest 20%
“Su cient” Competency Threshold “Su cient” Competency Threshold Students from the poorest 40
Below level 1 Level 1 Level 2 Level 3 Level 4 percent of the population represent 1. Burundi 18 20 20 21 21
only 23 percent of 6th grade children 2. Cote d'Ivoire 13 16 18 22 32
Mathematics – Girls Mathematics – Boys achieving sufficient competency
3. Congo, Rep. 14 12 14 21 39
Wealthiest 20% 11 23 30 36 13 22 26 39 in both mathematics and reading.
Togo ranks 6th in terms of including 4. Burkina Faso 9 16 19 25 30
2nd wealthiest 20% 17 34 28 22 12 26 36 27 the poorest in quality education. 5. Benin 9 15 18 23 35
Middle 20% 28 34 28 11 23 36 28 12
6. Togo 8 15 18 28 31
7. Senegal 9 13 20 26 33
2nd poorest 20% 32 35 25 7 22 40 26 12
8. Cameroon 10 21 30 37
Poorest 20% 43 39 17 2 31 43 20 6 9. Niger 11 5 15 69
“Su cient” Competency Threshold “Su cient” Competency Threshold 10. Tchad* 10 19 17 54
Below level 1 Level 1 Level 2 Level 3
Source: World Bank staff calculations using PASEC 2014 and latest DHS or MICS household surveys. A student’s wealth quintile represents that of the population and is defined using data from either the latest DHS or MICS household
Source: World Bank staff calculations using PASEC 2014 and latest DHS or MICS household surveys. A student’s wealth quintile represents that of the population and is defined using data from either the latest DHS or MICS household survey wealth index. Both PASEC and the household surveys contain common data about household characteristics. The relationship between these household characteristics and the household survey wealth index is used to estimate
survey wealth index. Both PASEC and the household surveys contain common data about household characteristics. The relationship between these household characteristics and the household survey wealth index is used to estimate the household survey’s wealth index for each PASEC student. Quintiles are defined based on the cut-offs used in the household survey to produce nationally defined wealth quintiles. *The proportion of the poorest 20 percent of
the household survey’s wealth index for each PASEC student. Quintiles are defined based on the cut-offs used in the household survey to produce nationally defined wealth quintiles. students attaining sufficient competency in both mathematics and reading is unavailable and assumed zero.
2 3