Abstract
The contribution of school quality in education for all in sub-Saharan Africa: An analysis based on the Shappley-Owen-Shorrocks approach Background: It became clear that in African countries, the right to education should not be limited to the right to be admitted to school. From then, the challenge of improving education in sub-Saharan Africa has not only a quantitative dimension but also a qualitative dimension. Objectives: Thus, our study’s main objective was to estimate the contribution of the quality of education in the development of education for all (EFA) in sub-Saharan African countries. Method: From the EDI (EFA Development Index) developed by UNESCO, we used the SHAPLEY-OWEN-SHORROCKS (SOS) approach to appreciate the impact of each component of this index: universal primary education, adult literacy, gender parity and especially the ‘quality of education’ component that seems increasingly act favourably on economic development in developing countries. The data used were secondary data compiled in the global reports on the monitoring of EFA produced each year since 2002. We collected data for 12 Francophone countries in Africa Sub-Sahara. Results: Our results showed that, over the period 1998–2011, the different components of FDI had various and varied contributions. In descending order of contribution to the achievement of universal education objective, we have: the enrolment rate (49%), the index on the Gender (21%), the literacy rate (20%) and last place the quality of education (10%). Conclusion: Thus, these results suggested that the quality of education marginally contributed to human development in various African countries.
Highlights
Les bilans comparatifs effectués par l’UNESCO en 2004 soulignent le développement insuffisant et le mauvais fonctionnement de l’école en Afrique subsaharienne
Par ordre décroissant de contribution à l’atteinte de l’objectif de scolarisation universelle on avait: le taux de scolarisation (49%), l’indice relatif au Genre (21%), le taux d’alphabétisation (20%) et en dernière place la qualité de l’éducation (10%)
The contribution of school quality in education for all in sub-Saharan Africa: An analysis based on the Shappley-Owen-Shorrocks approach
Summary
Les bilans comparatifs effectués par l’UNESCO en 2004 soulignent le développement insuffisant et le mauvais fonctionnement de l’école en Afrique subsaharienne. Depuis la Déclaration de Jomtien (1990) et surtout avec le cadre d’action de Dakar (2000), la communauté internationale reconnaît que la qualité de l’éducation est un déterminant primordial de la réalisation de L'Education Pour Tous (EPT) Il importe peu qu’un enfant soit scolarisé s’il arrête malgré tout ses études en raison de la qualité insuffisante de l’enseignement ou s’il achève un cycle d’enseignement sans savoir lire, écrire, compter, évaluer ses options ou prendre des décisions importantes dans la vie. Il est de plus en plus admis que tous les systèmes éducatifs du monde doivent avoir pour objectif de transmettre aux enfants et aux adolescents des connaissances, des savoirs et une culture commune. Il est devenu évident que dans les pays africains, le droit à l’éducation ne doit pas se limiter au droit d’être admis à l’école. The challenge of improving education in sub-Saharan Africa has a quantitative dimension and a qualitative dimension
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