The Programme d'analyse des systèmes éducatifs de la CONFEMEN (PASEC) 2024 report has shed light on the state of education in Guinea, revealing a mixed picture. While the country's early primary education shows signs of improvement, the report notes that students struggle to retain these gains in later years. According to the report, 52% of students finish primary school without reaching the expected competency level in reading, and 64% struggle with mathematics.
The PASEC report evaluated students in Guinea across three levels: second year of primary school, sixth year of primary school, and tenth year of secondary school. The report also assessed the knowledge of primary school teachers. A total of 222 primary schools and 180 secondary schools were included in the sample. The results indicate that students in urban areas, particularly in Conakry and Kindia, tend to perform better than those in rural areas. However, the report notes that these results should be interpreted with caution due to limitations in the sample.
One of the key findings of the report is that students in Guinea make significant progress in the early years of primary school. However, this progress is not sustained in later years. In reading, for example, 23% of students in the early years of primary school are below the expected competency level, compared to 12% in later years. However, the gap between the top 10% and bottom 10% of students has widened, with the top performers scoring 147 points, while the bottom performers scored only 48 points.
The report also highlights significant disparities in performance between students from different socio-economic backgrounds. Students from wealthier families tend to perform better than those from poorer families. Additionally, students who speak French at home tend to perform better than those who do not. The report notes that these disparities are a major challenge for the education system in Guinea.
In mathematics, the results are more encouraging in the early years of primary school, with 77% of students reaching the expected competency level. However, by the end of primary school, this number has dropped significantly, with 45% of students struggling to meet the expected standards. The report notes that students in Guinea struggle with basic math concepts, such as counting and basic arithmetic operations.
The PASEC report also evaluated the knowledge of primary school teachers in Guinea. The results indicate that teachers struggle to provide high-quality instruction, particularly in reading and mathematics. The report notes that this is due in part to the lack of resources and support for teachers. To address these challenges, the report recommends that the government provide additional training and support for teachers.
Overall, the PASEC 2024 report highlights the need for continued investment in education in Guinea. While progress has been made in early primary education, significant challenges remain in later years. To address these challenges, the government will need to provide additional resources and support for teachers, as well as implement policies to address disparities in performance between students from different socio-economic backgrounds.
Key points
- The report notes that 52% of students finish primary school without reaching the expected competency level in reading, and 64% struggle with mathematics.
