Quality of education in general public secondary education in Côte d'Ivoire The contribution of intangible internal efficiency factors

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Marina KOFFI
Aline N'CHO
Hendersonn NGUESSAN


Since the Dakar conference in 2000, the search for quality education has been at the heart of many government programs in African countries. This need for quality in education is more pressing today than yesterday for all education cycles in Côte d'Ivoire. In the secondary sector in particular, the quality problem is perceived through the high dropout rates, the low promotion rates and the low success rates in the various BAC and BEPC exams. This general observation, however, contrasts with the individual results of a few establishments which achieve good results. These are: establishments of excellence and some of common status. Why then, in this crisis of depreciation in the quality of secondary education, are these establishments distinguished by the production of good results?

We therefore have in seven establishments located in two cities that are Abidjan and Yamoussoukro analyze the influence of internal efficiency policy factors of establishments of excellence and common status on their performance.

The results of the survey show that the differences in performance between establishments are explained by the differences in the handling of the same factors such as: attendance, the method of managing learning time, supervision of pupils, teaching materials and equipment. It appears that the provisions such as boarding school, coach schools, the integration of supervised study hours in the pupil timetables, the pupil-class and pupil-teacher ratios weak and the availability in sufficient quantity of teaching materials are the elements of these factors which contribute to improving the performance of establishments and therefore their internal efficiency.

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KOFFI, M., N’CHO, A., & NGUESSAN, H. (2019). Quality of education in general public secondary education in Côte d’Ivoire: The contribution of intangible internal efficiency factors. The Journal of Quality in Education, 9(13), 9. https://doi.org/10.37870/joqie.v4i5.58


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