[ Performances du système scolaire de la province de l’Equateur démembrée : Analyse statistique des données de l’éducation de 2014-2015 ]
Volume 42, Issue 2, May 2019, Pages 77–93
Homer LIFULU ALOKO1, Isaac Kisembo Makaku2, Lewis Bokomba Basoko3, and Mariam Osingela Lingombe4
1 Chef de travaux, Faculté de Psychologie et des Sciences de l’Education de l’Université de Kisangani, RD Congo
2 Université de Bunia, RD Congo
3 Institut des techniques professionnelles Monseigneur Nkinga, RD Congo
4 Institut Supérieur Pédagogique de Buta, RD Congo
Original language: French
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The present study highlights the indicators of performance of the school system of the province of Ecuador currently dismembered. It analyzes the indices pertinants input, process of schooling and those of output with regard to the unfavourable position that this province occupies in the questions of schooling of the children in the country. With this intention, the data collected in 2014 at the time of a diachronic study by the Cell Technique Provinciale for the Statistics of Education (CIPSE) and consigned in a statistical directory were the subject of an exploitation and a major analysis. It proved with the finish that, although the pupils are registered in mass (rough rate of admission to the primary education is 154,4% and 44,9% with the secondary), they do not finish many enough (the rate of completion is 65,9% with the primary education and 20% with the secondary). Many are those which stop in the course of road (the rate of loss is 80% with the secondary and 34,1% with the primary education). Among those which leave the system at the secondary level, one counts more girls (89,5%) that boys (70,6%) and more of the children of the rural mediums that those of the urban environments. The coefficient of effectiveness is estimated at 65,9% at the primary school when it is 20% only at the secondary school. The IRR classifies the new provinces in two groups. On a side less provided education for provinces and the most provided education for other.
Author Keywords: Efficacity, efficiency, equity, indicators, rate and coefficient of effectiveness.
Volume 42, Issue 2, May 2019, Pages 77–93
Homer LIFULU ALOKO1, Isaac Kisembo Makaku2, Lewis Bokomba Basoko3, and Mariam Osingela Lingombe4
1 Chef de travaux, Faculté de Psychologie et des Sciences de l’Education de l’Université de Kisangani, RD Congo
2 Université de Bunia, RD Congo
3 Institut des techniques professionnelles Monseigneur Nkinga, RD Congo
4 Institut Supérieur Pédagogique de Buta, RD Congo
Original language: French
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The present study highlights the indicators of performance of the school system of the province of Ecuador currently dismembered. It analyzes the indices pertinants input, process of schooling and those of output with regard to the unfavourable position that this province occupies in the questions of schooling of the children in the country. With this intention, the data collected in 2014 at the time of a diachronic study by the Cell Technique Provinciale for the Statistics of Education (CIPSE) and consigned in a statistical directory were the subject of an exploitation and a major analysis. It proved with the finish that, although the pupils are registered in mass (rough rate of admission to the primary education is 154,4% and 44,9% with the secondary), they do not finish many enough (the rate of completion is 65,9% with the primary education and 20% with the secondary). Many are those which stop in the course of road (the rate of loss is 80% with the secondary and 34,1% with the primary education). Among those which leave the system at the secondary level, one counts more girls (89,5%) that boys (70,6%) and more of the children of the rural mediums that those of the urban environments. The coefficient of effectiveness is estimated at 65,9% at the primary school when it is 20% only at the secondary school. The IRR classifies the new provinces in two groups. On a side less provided education for provinces and the most provided education for other.
Author Keywords: Efficacity, efficiency, equity, indicators, rate and coefficient of effectiveness.
Abstract: (french)
La présente étude met en évidence les indicateurs de performance du système scolaire de la province de l’Equateur actuellement démembrée. Elle analyse les indices pertinants d’input, du processus de scolarisation et ceux d’output eu égard de la position défavorable que cette province occupe dans les questions de scolarisation des enfants dans le pays. Pour ce faire, les données collectées en 2014 lors d’une étude diachronique par la Cellule Technique Provinciale pour les Statistiques de l’Education (CIPSE) et consignées dans un annuaire statistique ont fait l’objet d’une exploitation et d’une analyse profonde. Il s’est avéré au finish que, bien que les élèves s’inscrivent en masse (taux brut d’admission au primaire est de 154,4% et de 44,9% au secondaire), ils ne terminent pas assez nombreux (le taux d’achèvement est de 65,9% au primaire et de 20% au secondaire). Nombreux sont ceux qui s’arrêtent en cours de route (le taux de déperdition est de 80% au secondaire et de 34,1% au primaire). Parmi ceux qui quittent le système au niveau secondaire, l’on compte plus de filles (89,5%) que de garçons (70,6%) et plus des enfants des milieux ruraux que ceux des milieux urbains. Le coefficient d’efficacité est estimé à 65,9% à l’école primaire quand il est de 20% seulement à l’école secondaire. L’IRR classe les nouvelles provinces en deux groupes. D’un côté le provinces moins scolarisées et les plus scolarisées de l’autre.
Author Keywords: Efficacité, efficience, equité, indicateurs, taux et coefficient d’efficacité.
How to Cite this Article
Homer LIFULU ALOKO, Isaac Kisembo Makaku, Lewis Bokomba Basoko, and Mariam Osingela Lingombe, “Performances of the dismembered Ecuadorian school system: Statistical analysis of the 2014-2015 education data,” International Journal of Innovation and Scientific Research, vol. 42, no. 2, pp. 77–93, May 2019.
