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Cost-efficient inputs: Evidence from PASEC and SACMEQ data Katharina Michaelowa

Cost-efficient inputs: Evidence from PASEC and SACMEQ data Katharina Michaelowa k-michaelowa@hwwi.org. The data A cost-effectiveness analysis Differences between anglophone and francophone Africa. The data. Programme d’analyse des systèmes éducatifs de la CONFEMEN (PASEC):

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Cost-efficient inputs: Evidence from PASEC and SACMEQ data Katharina Michaelowa

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  1. Cost-efficient inputs: Evidence from PASEC and SACMEQ data Katharina Michaelowa k-michaelowa@hwwi.org • The data • A cost-effectiveness analysis • Differences between anglophone and francophone Africa

  2. The data Programme d’analyse des systèmes éducatifs de la CONFEMEN (PASEC): 34 000 students (2nd grade + 5th grade)from 8 countries (Burkina Faso, Cameroon, Côte d’Ivoire, Madagascar, Mali, Niger, Senegal, Togo) Southern and Eastern Africa Consortium for Monitoring the Quality of Education (SACMEQ): 40 000 students (6th grade)from 13 countries (Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (main land and Zanzibar) Literacy and math tests carried out between 1995/96 and 2001/02+ questionnaires for students, teachers and principals

  3. Cost Effectiveness What priorities for primary education quality? A cost-effectiveness analysis Restrictive class size High repetition rates High academic entry requirements Long teacher training Buildings + furnishings Monitoring / inspection Basic nutrition and health programs Some focused initial teacher training for all Books, esp. textbooks Teacher manuals Incentive systems Double shift Multi-grade

  4. Differences anglophone  francophone Africa • While there are differences depending on the individual country context, the overall tendency is similar in the two country goups. • Stronger effect of teachers´ academic attainment and professional training in anglophone Africa • Greater problem of inefficiently high repetition rates in francophone Africa

  5. Conclusions • Priority measures: • Ensure availability of pedagogical resources (textbooks, teacher manuals) • Introduce incentive and monitoring systems for effective teaching • Ensure some minimum training for all teachers • Reduce repetition rates (especially in francophone Africa) • Lessons learnt from the cross-country comparison: • Training can have very different effects  Look at content first!

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