Human Security and Social Protection in Crisis: Lessons from the COVID-19 Pandemic

[2G210] Study on factors associated with gender and rural-urban inequalities in learning outcomes in Francophone Sub-Saharan African countries

*Jean-Baptiste SANFO¹ (1. The University of Shiga Prefecture)

Keywords:Gender inequalities, Rural education, Learning inequalities

This study explores factors associated with gender and rural-urban learning outcome inequalities in Francophone Sub-Saharan Africa (PASEC 2014 and 2019 countries). It was conducted in Burkina Faso, Togo, and Cameroon to understand factors explaining these inequalities and the perceptions of educational stakeholders on these factors. The methodology combines documentary analysis and semi-structured interviews to explore educational inequalities in Burkina Faso, Togo, and Cameroon. Researchers analyzed educational policy documents and interviewed various educational stakeholders, including government officials, school staff, and families. The results reveal a widespread lack of awareness about the PASEC evaluations and subsequent results, even among teachers and parents. This lack of awareness could be explained by a lack of communication or dissemination of information at the local level, which limits its potential to influence teaching practices or actions to improve learning outcomes. At the same time, all stakeholders agree that learning levels are generally low and there are learning inequalities among students. Learning inequalities are based on students' gender and their environment (urban or rural). and can be explained by factors related to school, family, socioeconomic background, and geographical contexts. Girls are at a disadvantage, particularly in mathematics, which reflects social and cultural dynamics that influence how genders are perceived within the school environment. Additionally, rural schools often have poor material conditions, fewer educational resources, and fewer well-trained teachers, which contributes to lower learning levels compared to schools in urban areas. Despite policies and measures aimed at improving the quality of learning, there are still areas for improving their effectiveness. These findings provide insights for better guiding educational and policy interventions in the region.