Page 198 - Contributed Paper Session (CPS) - Volume 4

CPS2173 Felicien Donat Edgar Towenan Accrombessy et al.
the source of absenteeism and school drop-out for students. In contrary, the
fact that the student does domestic work, less penalizing than those
mentioned above, positively influences school achievement. Public schools are
less efficient than private ones: On average and all things being equal, there is
a negative and significant relationship between attendance at a public school
and student performance. The coefficients associated with this variable are
relatively high and reflect the differences observed between the two types of
schools. Students in private schools continue to perform better than those in
public schools. This finding could be explained by the organization of private
schools, rigorous supervision of pupils and the socio-economic level of the
parents. High number of students per class is negatively correlated with
learning: Students in high size classes have on average lower scores than
students in lower size classes. However, the differences in scores are not
significant. A positive role of class and school equipment: The school
equipment and resources influence the students' academic performance.
Students whose schools are better equipped, and located (an asphalt road,
electricity, a hospital, a health center, a police station, a bank, a post office and
a cultural center or library) in more developed environment are better
performers than their counterparts. In addition, the teacher’s level or
professional training of more than one year does not improve the scores of
their learners. This raises the problem of the quality of teacher basic education
level/training. In addition, the use of guides (teacher’s book) in maths and
french does not have a significant influence on the educational attainment.

4. Discussion and Conclusion
Primary school attainment and completion improved substantially the last
three decades, since the 1990s. Both administrative data and
censuses/household surveys show this evidence. The indicators of access in
the primary education improved among others thanks to the different policy
reforms occurred in the primary school system, including free schooling for
girls. A typology of communes of Benin according to the indicators of the
education system shows the schools of the localities located in the northern
part of the country are less efficient than their counterpart of the South.
The analysis in this paper makes a substantial contribution to the literature
in two substantive ways. First, capacity building of teacher is a necessity.
Second, since repeaters fail to fill their academic gap with non-repeating
students, specific follow-up is important for these categories of student to
reach the performance of non-repeaters. The analysis in this study generates
robust results that consider the specificities of class and school environment
and are more informative for policy formulation to attend the Goal 2 of SDGs
in Benin in 2030.
References

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