ANEGUE, Jean De Dieu (2024): Déterminants des politiques publiques d’allocation des ressources éducatives au primaire : une analyse en économétrie spatiale pour le cas de la région de l’Ouest Cameroun.
![]() |
PDF
MPRA_paper_125149.pdf Download (714kB) |
Abstract
The objective of this paper is to analyze the determinants of public decision-making regarding the allocation of primary education resources in the West Region. Using a Spatial Autoregressive Probit (SAR Probit) model, the results reveal two main findings. First, public decisions on the allocation of primary education resources exhibit spatial dependence. Second, these decisions are not influenced by the demand for education, but rather by political factors, the incidence of monetary poverty, and the availability of existing material educational resources. Based on these results, the main recommendation is that public authorities should consider equity-based criteria such as effective demand for education (population size or school-age population) and the socio-economic characteristics of populations in each district when designing and planning education policies. This approach would help ensure universal access to quality education, as targeted by the 2020–2030 National Development Strategy.
Item Type: | MPRA Paper |
---|---|
Original Title: | Déterminants des politiques publiques d’allocation des ressources éducatives au primaire : une analyse en économétrie spatiale pour le cas de la région de l’Ouest Cameroun |
English Title: | Determinants of public policies for the allocation of primary education resources: A spatial econometric analysis for the case of the West region of Cameroon |
Language: | French |
Keywords: | Public Decision of allocation, Educational Resources, Probit SAR model |
Subjects: | C - Mathematical and Quantitative Methods > C2 - Single Equation Models ; Single Variables > C21 - Cross-Sectional Models ; Spatial Models ; Treatment Effect Models ; Quantile Regressions I - Health, Education, and Welfare > I2 - Education and Research Institutions > I24 - Education and Inequality O - Economic Development, Innovation, Technological Change, and Growth > O1 - Economic Development > O15 - Human Resources ; Human Development ; Income Distribution ; Migration |
Item ID: | 125149 |
Depositing User: | Auteur Jean De Dieu Anegue |
Date Deposited: | 30 Jun 2025 07:45 |
Last Modified: | 30 Jun 2025 07:45 |
References: | Anselin, L., Rey, S. J (2014) Modern spatial econometrics in Practise: A guide to GeoDaTM, GeoDaSpace and PySAL. Geoda Press LLC. Angrist, J., & Lavy, V. (2009). The effects of high-stakes testing on student outcomes: Evidence from Israel. Journal of Public Economics, 93(7), 866-887. Assah-Nkrumah, F., & Teke, D. (2014) Factors influencing primary school completion in Cameroon: A multilevel analysis. Journal of Educational and Social Research, 4(3), 233-244. Awa, N. O., Mengang, J. M., & Asongu, S. A (2016). Factors affecting primary school enrollment in Cameroon: A spatial econometrics analysis. Cameroon Journal of Economics and Management. 22(2), 1-22 Baker, B. D., & Green, P. C. (2008). Confronting the myth of the 'Texas miracle' in education: The impact of educational stratification on academic achievement for Mexican-origin students in Texas. Educational Evaluation and Policy Analysis, 30(3), 255-280. Ballou, D., & Podgursky, M. (1998). Political Influence on the allocation of educational resources: Theory and evidence from the US Department of Education budget process. Economics of Education Review, 17(4), 358-371. Bifulco, R., & Ladd, H.F. (2006). The impacts of charter schools on student achievement: Evidence from North Carolina. Education Finance and Policy. Card, D., & Krueger, A. B. (1992). School quality and black-white relative earnings: A direct assessment. The Quaterly Journal of Economics, 107(1), 151-200. Cole, Russel G. & Gregg SYMS (1999). Using spatial pattern analysis to distinguish causes of mortality: an example from kelp in north-eastern New Zealand. Journal of Ecology 87.6, p. 963–972. Colclough C., Rose P., Tembon M., Wang Q. (2010). Gender Inequality in Education in Sub-Saharan Africa: A Meta-Analysis of the Empirical Evidence. World Development, 38(6), 760-771. Downes, T.A., & Schoeman, D.S. (2017). The environmental context of schools and student achievement: A study of urban schools in Johannesburg. International Journal of Educational Development. Downes, T., & Páez, A. (2015). Equity in spatial allocation of educational resources: Evidence from Chile. International Journal of Educational Development. Fokam, J., & Njikam Mouliom, A. (2020). L'influence des ressources éducatives sur la performance scolaire des élèves du primaire au Cameroun : cas de la région de l'Ouest. Éducation Comparée et Développement, 17(2), 121-136. Fomunyam, K. G. (2015). Political factors influencing resources allocation in schools: A case study of Cameroon. Journal of Educational Administration and Policy Studies. 7(2), 20-27. Franszese, J. L., & Cook, S. (2013) Temporal and spatiotemporal autoregressive probit models of interdependent binary outcomes: Estimation and interpretation. Prepared for the Spatial Models of Politics in Europe & Beyond, Texas A&M University. Gelman, A., Carlin, J. B., Stern, H. S., Dunson, D. B., Vehtari, A. & Rubin, D. B. (2013) Bayesian data analysis (Vol. 2). CRC press. Hanushek, E.A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466-479. Hanushek, E.A., Kain, J.F., & Rivkin, S.G. (2003). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. Hanushek, E.A., Kain, J.F., O'Brien, D.M., & Rivkin, S.G. (2007). The market for teacher quality. NBER Working Paper No. 11154. Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2009). New evidence about Brown Board of Education: The complex effects of school racial composition on achievement. Journal of Labor Economics, 27(3), 349-383. Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. Handbook of the Economics of Education, 2, 1051-1078. Hanushek, E.A., & Rivkin, S.G. (2006). School Quality and the Distribution of Teacher Quality: Evidence from the National Education Longitudinal Study of 1988. Journal of Human Resources, 41(4), 857-887. Hanushek, E.A., & Rivkin, S.G. (2006). School quality and the black-white achievement gap. National Bureau of Economic Research. Hanushek, E. A., & Rivkin, S. G. (2010). Generalizations about using value-added measures of teacher quality. American Economic Review, 100(2), 267-271" Hanushek, E.A., & Woessmann, L. (2007). The role of education quality in economic growth. World Bank Policy Research Working Paper, (4122). Hanushek, E. A., & Woessmann, L. (2008). The role of cognitive skills in economic development. Hanushek, E. A., & Woessmann, L. (2012). Do better schools lead to more growth? Cognitive skills, economic outcomes and causation. Journal of Economic Growth, 17(4), 267–321. Holsinger, D. b., & Clune; W. C. (2009) Inequality in Education: Comparative and International Perspectives. Institut National de la Statistique et des Etudes Economiques (INSEE, 2018). Manuel d’analyse spatiale : Theorie et mise en œuvre pratique avec R. Krushke, J. K. (2014). Doing Bayesian data analysis: A tutorial with R, JAGS and Stan. Academic Press. Ladd, H. F. (2011). Education and poverty: Confronting the evidence. Journal of Policy Analysis and Management, 30(2), 418-427. Le Gallo, Julie (2002). Econométrie spatiale : l’autocorrélation spatiale dans les modèles de régression linéaire. Economie & prévision 4, p. 139–157. LeRoux, K., & Wright, B. E. (2010). local political context and the allocation of federal funds: Competing logics of distributive politics and programmatic performance in education policy. Journal of Public Administration Research and Theory, 20(2), 387-410. Lesage, J.P, & Pace,R.K. (2009), Introduction to spatial Econometrics. CRC Press Lubienski, C., & Lubienski, S. T. (2006). Charter, private, public schools and academic achievement: new evidence from NAEP mathematics data. Journal of School Choice, 1(1), 47-71. Ministère de l’Education de base Cameroun (MINEDUB, 2022). Résultats aux examens officiels 2022. Mourshed, M., Datnowski, M., & Savage, T. (2019). How much is enough? How much is too much? The relationship between school resources and student outcomes. Mckinsey & Company. McElreath, R. (2020). Statistical Rethinking: A bayesian course with example in R and Stan. CRC Press National Association of School Nurses (2016). Framework for 21st century school nursing practice. Nguefack-Tsague, G., Djomo Kamdem, J., & Nguimfack-Ndongmo, P. (2019). Effet du ratio élève-enseignant sur la performance scolaire des élèves au Cameroun : cas des écoles primaires publiques de Yaoundé. Revue Africaine de Recherche en Education, 4(2), 45-58. Nkengne, J. F. (2017). Impact of Socio-Economic Status on Academic Performance of Students in Cameroon: A Case Study of the University of Buea. Nkengne, J.F., Tchouakeu, L.M., & Njikeu, J.N. (2017). Proximity to schools and academic achievement in the Western Region of Cameroon: A case study of Bafoussam II Subdivision. International Journal of Educational Development, 53, 1-9. Nkengne, P. M., & Nkengne, A. M. (2019). Impact des ressources éducatives sur la performance scolaire des élèves du secondaire au Cameroun : cas de la région du Centre. Revue Africaine de Recherche en Éducation, 5(1), 45-62. Nkwi, P., & Nyamnjoh, F. (2004). Education and development in Africa: The case of Cameroon. African Books Collective. Organisation for Economic Co-operation and Development (2021). Education at a glane. Piras, G., & Sarrias, M. (2023). GMM Estimators for Binary Spatial Models with R. Journal of Statistical Software, 107(8). Reardon, S. F., & Portilla, X. A. (2016). Recent trends in income, racial/ethnic, and gender inequality in academic achievement in the United States. Sociology of Education, 89(4), 314-334. Rivkin, S.G., Hanushek, E.A., & Kain, J.F. (2005). Teachers, schools and academic achievement. NBER Working Paper No. 6691. Sirin, S.R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. Sirin, S. R., & Rogers-Sirin, L. (2015). Exploring the relationship between immigrant status and educational outcomes among low-income Latino youth in the United States: The mediating role of parental educational expectations and aspirations for their children. Journal of Youth and Adolescence ,44(5), 1106-1117. Stratégie Nationale de Développement 2020-2030. Tchakounté J., Nkengne-Nkengne, A., & Nguefack-Tsague, G. (2019). Political economy of education resource allocation in Cameroon: The case of the Centre Region. International Journal of Educational Development, 70, 10-25. Tchombe, T., & Mbangwana, M. (2015). The Influence of Teacher Quality on Student Achievement in Secondary Schools in Cameroon: A Case Study of the Centre Region. Journal of Education and Practice, 6(15), 1-10. Tchouassi, G., & Ngwa, E. (2016). Les ressources éducatives et leur impact sur la performance scolaire des élèves au Cameroun : une analyse à partir des données PASEC 2014. Revue Africaine de Recherche en Éducation et Formation, 3(1), 67-82. UNESCO (2021). Rapport Mondial de suivi sur l’éducation 2021 : Inclusion et équité dans l’éducation. Paris 2021. |
URI: | https://mpra.ub.uni-muenchen.de/id/eprint/125149 |