Henri Ngoa Tabi

2 Publications in AERD

Author Publications

Immigration Status and School Performance at the Primary and Secondary Levels of Cameroonian Pupils Aged 6 to 20: a Decomposition Analysis

By Marcellin Stéphane Bella Ngadena

Due to its potential contribution to educational achievement, immigration has garnered increased attention in literature. However, the existing research has predominantly examined the relationship between immigration and academic achievement through remittance or has failed to sufficiently control for the numerous factors that explain and mitigate the impacts of a student’s immigration status. This paper aims to explore one socio-demographic dimension of immigration, i.e., how immigration status helps explain the school performance gap. We compared native and immigrant students in Cameroon, ages 6–20 years old on outcomes of reading, writing, and level of educational attainment, controlling for relevant socio demographic factors. The results show that native students are more likely to be able to read and write a simple sentence in the official language than immigrant students. The level of education attended by the student increases the differences in academic achievements between native and immigrant students. Marital status, on the other hand, reduces the gaps in school performance. To narrow the school performance gap among students, the Cameroonian government should focus on students by highlighting linguistic skills, supplying specific teachers for immigrant students, and offering psychosocial staff to assist them. © The Author(s), under exclusive licence to Springer Nature B.V. 2023.

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Effets de la qualité des institutions sur l'éducation en Afrique

By Idrissa Ouedraogo

Cette étude analyse le rôle de la qualité des institutions sur l'éducation en Afrique. Pour ce faire, des indicateurs de la qualité des institutions sont intégrés dans une fonction de production éducative. Cette fonction est estimée en panel dynamique à l'aide de la méthode des moments généralisés en système sur un panel de 47 pays sur la période 1996–2019. L'estimation a permis de relever que l'amélioration de la qualité globale des institutions contribue significativement à améliorer l'accès à l'éducation primaire, secondaire et supérieure en Afrique. Cette contribution se fait à travers notamment l'efficacité des pouvoirs publics et la maitrise de la corruption. Ces résultats invitent les gouvernements africains à améliorer particulièrement ces dimensions pour permettre aux citoyens africains d'acquérir et d'accroître leur niveau d'éducation. This study analyzes the role of the quality of institutions on education in Africa. To do this, indicators of the quality of institutions are integrated into an educational production function. This function is estimated in a dynamic panel using the system generalized method of moments on a panel of 47 countries over the period 1996–2019. The estimate revealed that improving the overall quality of institutions contributes significantly to improving access to primary, secondary and higher education in Africa. This contribution is made through the efficiency of public authorities and the control of corruption. These results invite African governments to particularly improve these dimensions to enable African citizens to acquire and

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