6533b831fe1ef96bd1299654

RESEARCH PRODUCT

Factors determining pedagogic efficiency of secondary: school critical analysis of academic failure in Burkina Faso

subject

description

The increase in the rate of school counter-performance raises nowadays, the necessity to apprehend the mechanisms from which this failure stems and is cared for. The collected data revealed the content and worrying side of the academic failure at secondary schools level. The econometric tests have allowed identifying the fundamental role of social background and the initial stage through the type of institution as an explanation to the mass failure, the feeble congruency between the different evaluations during the schooling process, as well as the inefficiency of the school organization through the training of the primary school leavers and the management of secondary schools. Finally, schools with low schooling rate and low class size, coupled with a rigorous survey of class time are more favourable to the success rate of the young girls. The variance part explained by the school context is essential and the residual pedagogic efficiency lowers or disappears when the number of pupils per teacher is high. Consequently, the capacity building of the primary school teachers in French appears essential. The training of school principles and their administrative and pedagogic follow up must be reinforced. At last, it is convenient to see to the curricula and the pupils' evaluation modes within the schooling process and at the end of cycles so as to make them more congruent. Taken as a whole, efficiency of the secondary school would correspond to more incentive of pupils and teachers and to more supervision- management of educational system at al levels.