Quality of education in general public secondary education in Côte d'Ivoire The contribution of intangible internal efficiency factors
Article Sidebar
Main Article Content
Abstract
Since the Dakar conference in 2000, the search for quality education has been at the heart of many government programs in African countries. This need for quality in education is more pressing today than yesterday for all education cycles in Côte d'Ivoire. In the secondary sector in particular, the quality problem is perceived through the high dropout rates, the low promotion rates and the low success rates in the various BAC and BEPC exams. This general observation, however, contrasts with the individual results of a few establishments which achieve good results. These are: establishments of excellence and some of common status. Why then, in this crisis of depreciation in the quality of secondary education, are these establishments distinguished by the production of good results?
We therefore have in seven establishments located in two cities that are Abidjan and Yamoussoukro analyze the influence of internal efficiency policy factors of establishments of excellence and common status on their performance.
The results of the survey show that the differences in performance between establishments are explained by the differences in the handling of the same factors such as: attendance, the method of managing learning time, supervision of pupils, teaching materials and equipment. It appears that the provisions such as boarding school, coach schools, the integration of supervised study hours in the pupil timetables, the pupil-class and pupil-teacher ratios weak and the availability in sufficient quantity of teaching materials are the elements of these factors which contribute to improving the performance of establishments and therefore their internal efficiency.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
Bachman HJ (1999). How did we get here? Examining the sources of White-Black differences in academic achievement. In: Morrison FJ, Chair. Racial differences in academic achievement
Berlin LJ, Brooks-Gunn J, Spiker D, Zaslow MJ (1995). Examining observational measures of emotional support and cognitive stimulation in Black and White mothers of preschoolers. Journal of Family Issues 16(5):664-686.
Chase-Lansdale PL, Pittman LD. (2002). Welfare reform and parenting: Reasonable expectations. Future of Children; 12(1):167-183
Coombs, P. H. (1985) The World Crises in Education: The View from the Eighties. Oxford: Oxford University Press. P 105
Dickinson DK, Tabors PO. (2001). Beginning literacy with language. Baltimore: Paul H .Brookes Publishing.
Grisay A. (1997). L'évolution des acquis cognitifs et socio-affectifs des élèves au cours des années de collège. Les Dossiers d'Éducation et Formations. n°88.
Mc Loyd VC. (1998). Socioeconomic disadvantage and child development. American Psychologist; 53(2):185-204.
Michaelowa. K (2000): Dépenses d’éducation, qualité de l’éducation et pauvreté: L’exemple de cinq pays d’Afrique francophone, Document technique no. 157. Centre de Développement de l’Organisation de Coopération et de développement économiques (OCDE), Paris, France (cf. p. 12-13).
Sall H.N. (1996), Efficacité et équité de l’enseignement supérieur, Thèse. Université Cheikh Anta Diop de Dakar.
Suchaut, B. (2009) L’organisation et l’utilisation du temps scolaire à l’école primaire : enjeux et effets sur les élèves. Irédu-CNRS et Université de Bourgogne
Snow CE, Burns MS, Griffin P, (1998). Preventing reading difficulties in young children. Washington, DC.National Academy Press; Council NR, ed: When and why?
Tamis CS, Bornstein MH, Damast AM. (1996). Responsive parenting in the second year: Specific influences on children's language and play. Early Development and Parenting; 5(4):173-183.
UNESCO (1998): « 98 Annuaire Statistique »;World Bank (1999) : « World Developpement indicators 1999 », CDROM.
UNESCO (2005). Éducation pour tous. L’Exigence de qualité. Rapport mondial de suivi de l’EPT 2005. Édition UNESCO. 461 p
Verspoor A. (2003). The Challenge of Learning. Improving the Quality of Basic Education in Sub-Saharan Africa. Discussion paper prepared for the ADEA Biennal Meeting (Grand Baie, Mauritius, Dec. 3-6 2003), 62 p
World Bank (1995) Priorities and Strategies for Education. Washington D.C: the World Bank. P 46