Promotion automatique des élèves dans l'enseignement primaire au Burkina Fasoh : efficacités interne et pédagogique, attitude des enseignants à l'égard de la réforme

Authors: Ilboudo, Norbert
Advisor: Anne, Abdoulaye
Abstract: In response to the problem of school failure, Burkina Faso has for a long time practiced grade repetition consisting of having underperforming students repeat the grade, before introducing in 2002 a policy of automatic promotion within the sub-cycles of primary education. This study assesses the effects of this policy on the internal efficiency of the education system, pedagogical effectiveness, and teachers' attitudes towards the reform. This is a longitudinal study of a cohort of 1698 students in the 3rd and 4th grade. The study shows that the internal efficiency of the system has improved, with a sharp drop in repetition (-87% in the first year and -38% in the sixth year, between 2002 and 2015). However, the expected effects of this reform in terms of improving the learning of underperforming students are still expected after fifteen years of implementation. Of the 54 teachers surveyed, 94% found the practice to be ineffective from a pedagogical point of view, which is confirmed by the performance of weak students promoted whose success rate is only 12%. This shows that nine out of ten underperforming students have below-average scores in the upper grade. For the weakest (average below 3/10 initially), the success rate is even lower, 0.4%. The study shows, moreover, that most teachers (85.2%) are hostile to the automatic promotion of students to higher grades. They criticize the practice for its unsuitability to the Burkinabè school context, its inconsistency with pedagogy by objective (PPO) in force, and especially its many perverse effects: sloppiness of some teachers, laziness and demotivation of students. Repetition is the consequence of school failure. The automatic promotion of students as currently practiced in Burkina Faso undeniably reduces repetition without solving the thorny issue of academic failure which remains at high levels. Keywords: repetition, automatic promotion, educational policy, school failure.
Document Type: Mémoire de maîtrise
Issue Date: 2019
Open Access Date: 26 August 2019
Permalink: http://hdl.handle.net/20.500.11794/36213
Grantor: Université Laval
Collection:Thèses et mémoires

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