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Haiti - Education : First results of the evaluation of academic achievements of 4th A.F. 03/05/2019 11:04:32
Through this initiative, organized under the auspices of the Unit for the Development of Reading, Writing and Mathematics Skills (UDCLEM), the Ministry intends to provide each director with the report of its school. The objective is to guide the school head in the decision-making to be adopted in the short, medium and long term to improve the skills of the evaluated in the core subjects : Creole, French and Mathematics so that he understands how are taught these basic subjects in his school and that he can play his role of supervisor to teachers for the improvement of teaching practices. These three core subjects were evaluated in 2017, which included 25 items in Creole and French, and 35 items in mathematics. 1,975 schools were targeted including 1,771 public schools and 244 non-public schools. 74% of the students were between the ages of 8 and 12, of whom about 57% were girls and 43% were boys. The average scores of pupils in the three subjects are the highest in the departments of the West and the South. The least performing students are found in the departments of North West, Grand Anse and Nippes, also in the three subjects. The differences between the least performing and best performing departments are significant across all content domains. Students perform better in mathematics, French and Creole when these subjects are taught in non-public schools. Percentage differences between public and non-public schools are relatively large and significant in all content domains. The largest differences are in French, where 58% of students succeed in non-public schools compared to 46% in public schools. In mathematics, students show no significant difference in all cognitive domains. In Creole and French, girls perform better than boys in all cognitive domains tested. However, in Creole, differences in performance between the sexes are significant only for the areas of application and reasoning. In French, the differences between the fields of knowledge and reasoning are significant. HL/ HaitiLibre
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