Urban-rural differences in teachers’ qualification and competences in primary education in Francophone Sub Saharan Africa

This research brief is part of a broader research project on teachers transfer strategies and educational inequalities in Sub Saharan Africa. It provides an up-to-date overview of teachers’ qualification in urban and rural areas in primary education in Francophone Sub Saharan countries − both in terms of availability of qualified teachers and their actual competences and skills −, and questions countries strategies for the deployment and the transfer of teachers. To do so, it exploits routine data collected in 10 (Benin, Burkina Faso, Burundi, Cameroun, Congo, Côte d’Ivoire, Gabon, Democratic Republic of Congo, Guinea, Madagascar, Niger, Senegal, Chad, and Togo) of the 14 countries which participated in PASEC2019, the latest international learning assessment of the program.