Socio-Residential Inequalities and Inequalities at Elementary School: Repetition in French-Speaking African Countries

Abstract

Based on two PASEC surveys (2014 and 2019), this study analyzes elementary school repetition. The results indicate that, in most African countries, children living in rural areas have a higher probability of repeating before Grade 6. The decomposition methods used attribute this disparity to differences in school infrastructure, family involvement and the socioeconomic environment in which the child lives. Repetition seems to compromise equity and inclusion in education, particularly for pupils from disadvantaged backgrounds.