Improving learning outcomes in francophone Africa: More resources or improved efficiency?
The lack of resources is often highlighted as the most important correlate of poor learning outcomes in developing countries. However, increasing school resources may not necessarily drive better learning if resources are not properly translated into learning outcomes. This paper investigates the ef...
| Publicado en: | African Development Review / Revue Africaine de Développement Vol. 34; no. 1; pp. 127 - 142 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
Mar2022
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=155836265&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 155836265 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10176772 BLP jtl: African Development Review / Revue Africaine de Développement issn: 10176772 maglogo: Y pubinfo: dt: Mar2022 vid: 34 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 155836265 10.1111/1467-8268.12615 ppf: 127 ppct: 15 formats: tig: atl: Improving learning outcomes in francophone Africa: More resources or improved efficiency? aug: au: Miningou, Élisé Wendlassida Pierre‐Louis, Medjy Bernard, Jean‐Marc affil: World Bank Group, Global Partnership for Education, Washington DC, , USA su: School environment School administration Community schools Educational outcomes Data envelopment analysis School absenteeism Developing countries sug: subj: School environment School administration Community schools Administration of Education Programs Educational outcomes Data envelopment analysis School absenteeism Developing countries keyword: education efficiency learning outcomes education efficiency learning outcomes ab: The lack of resources is often highlighted as the most important correlate of poor learning outcomes in developing countries. However, increasing school resources may not necessarily drive better learning if resources are not properly translated into learning outcomes. This paper investigates the efficient utilization of school resources to promote learning. It tries to better understand the extent to which efficiency plays a role in the relationship between school resources and learning outcomes. Applying the Data Envelopment Analysis methodology, an efficiency analysis is performed using the PASEC 2014 learning assessment that covers 10 francophone West and Central African countries. The results show that the efficiency of school resource utilization varies across countries and across schools within the same countries. The relationship between some of the key elements of school resources and learning is weak in the least efficient schools. This suggests that resources allocated to the least efficient schools should consider first addressing inefficiency issues. While efficiency drivers may vary depending on the country's specific contexts, findings show that student absenteeism, community engagement in school management, teaching time and school environment seem to play a role in school efficiency. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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