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<jats:p>Bien que la formation du personnel enseignant soit reconnue comme un levier pour garantir une éducation de qualité, l’effectif du personnel enseignant non légalement qualifié (PENLQ) en Afrique subsaharienne francophone reste non négligeable et persistant. La présente étude vise à analyser la corrélation entre le statut de PENLQ et les acquis des apprentissages des élèves et à explorer des variations de cette corrélation entre milieux rural et urbain dans les pays du PASEC. Elle repose sur une analyse du modèle linéaire hiérarchique des données du PASEC 2019. L’analyse montre des résultats contrastés selon les pays et les matières. Ces résultats indiquent que le statut de PENLQ est souvent associé à une baisse des acquis scolaires, notamment au Bénin, au Congo, à Madagascar et au Tchad, où des corrélations négatives et statistiquement significatives ont été observées. En plus, l’analyse montre que l’influence des PENLQ peut varier selon le milieu géographique, avec des différences statistiquement significatives entre les élèves des écoles rurales et urbaines au Cameroun et en Côte d’Ivoire. Il est donc impératif d’investir dans la formation initiale des enseignants et de mettre en place des stratégies ciblées pour assurer plus d’équité dans les systèmes éducatifs en Afrique subsaharienne francophone.</jats:p>

<jats:p>Background: There is limited evidence on the potential benefits of bilingual medium of instruction (MOI) in sub-Saharan Africa. Purpose: This study examines the association between bilingual MOI and learning outcomes in Senegal and Zambia, analyzes how the association varies among students from different linguistic backgrounds, and estimates how consistent the relational patterns are between the two countries. Design and methods: The study Employs hierarchical linear modelling with PISA for Development 2018 data. Results: Results show that bilingual MOI is negatively associated with reading but not mathematics and science in Senegal, but it is not associated with any of these learning achievement measures in Zambia. However, the association may be positive or negative across student linguistic backgrounds in both countries. Moreover, the relational patterns between the countries may be consistent or inconsistent depending on the measure of learning achievements or whether we consider a direct or indirect relation. Implications of the findings were discussed.</jats:p>

Research shows that learning achievements inequalities exist between students from gold mining areas and those from non-gold mining ones. However, there is no evidence on factors that explain this "new" geographic educational inequality. Exploiting the gold mining boom in Burkina Faso, this study employed re-centered influence function decomposition to explore students' background and school factors which explain these learning achievements inequalities and also estimate the proportion of inequalities explained by unmeasured factors. Findings suggest that, relative to student background factors, most of the learning achievements inequalities between the two types of areas are explained by school factors. Moreover, unmeasured educational factors explain a non-negligible proportion of the inequalities, higher for students on the lower and upper tails of the learning achievements distribution. Suggestions for policymakers are discussed based on the findings of the present study.

Teaching quality is important for students’ English as a Foreign Language (EFL) Achievements. The three basic dimensions of teaching quality (student support, classroom management, and cognitive activation) showed effectiveness in some subjects in developed countries, but there is very little investigation on its effectiveness in developing ones. Using hierarchical linear modeling and re-centered influence function regression, this study investigates the extent to which the three basic dimensions of teaching quality affect students’ EFL achievements and how much the effect varies across achievement distributions in the context of Ethiopia. Findings reveal that classroom management does not affect students’ EFL achievements and this is consistent across achievement distributions. However, cognitive activation positively affects students’ EFL learning achievements and the effect is consistent across the distribution of achievements. Similarly, student support affects students’ EFL achievements positively, but its effect is higher for high-achieving students. Implications of the findings were discussed.