PASEC 2014 Fact Sheet

Long title
Programme d’analyse des systèmes éducatifs de la CONFEMEN
Frequency of data collection
Every 5 years
  • 2011–2012: framework and instrument development
  • March–April 2013: field trial
  • March–April 2014: data collection
  • December 2015: release of international reports
  • December 2015: release of international database
  • March–December 2016: release of national reports
  • Identify those factors influencing quality and educational equity that are applicable to primary education systems, schools, teachers, and students.
  • Provide national policy makers in the Francophone countries with indicators for monitoring and mutual comparison.
  • Contribute to the country-level development of national education systems and foster research through a knowledge community.
  • Disseminate evaluation results at the national and international levels.
Assessment domain(s)
  • Early mathematics
  • Mathematics
  • Early reading and language
  • Reading comprehension
Study framework (summary)

Test framework

Grade 2

  • Language
    • Listening comprehension
    • Familiarization with written language and reading-decoding
    • Reading comprehension
  • Mathematics
    • Arithmetic
    • Geometry, space, and measurement

Grade 6

  • Language
    • Decoding isolated words and sentences
    • Reading comprehension
  • Mathematics
    • Arithmetic
    • Measurement
    • Geometry and space


Contextual framework

  • National contexts
  • School and class contexts
  • Student context
Participating entities


10 countries (French-speaking African countries)



Benin, Burkina Faso, Burundi, Cameroon, Chad, Congo, Côte d’Ivoire, Niger, Senegal, and Togo


Target population and sample (summary)

Target population (student)

  • Grade 2 (formal education)
  • Last grade (Grade 5 or 6) of primary school (formal education)



  • Grade 6
    • At least 180 schools were targeted; one classroom in each school; 20 students in each classroom.
  • Grade 2
    • At least 90 schools from Grade 6 sample were targeted; one classroom in each school; 10 students in each classroom.

All participating countries were able to extend their sample in order to improve subnational analysis.

Schools were randomly selected by the PASEC Coordination Center following a standard procedure:

  • Stratified sampling
  • Systematic probability-proportional-to-size sampling of both Grades 2 and 6
Data collection techniques and instruments (summary)

Grade 2

  • Two tests: language and mathematics
  • One-to-one administration
  • Maximum of 30 minutes per test
  • One test per day
  • One common booklet


Grade 6

  • Two tests: reading comprehension and mathematics
  • Collective administration, pencil and paper; multiple-choice questions.
  • Maximum 2 hours per test; split across 2 sessions of 1 hour each.
  • One test per day
  • Four rotated booklets


Contextual questionnaires

  • Student questionnaire
  • Teacher questionnaire
  • Principal questionnaire
Study director(s)


Complexe Sicap Point E, Immeuble C,

3e étage, Avenue Cheikh Anta Diop

BP : 3220 Dakar Sénégal

Tél. : (221) 33 859 29 79