Classroom Democracy and Learning Outcomes in Primary Schools in Francophone Africa
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Abstract
Inspired by the UN Charter on the Rights of the Child, educational policy makers in Africa are requesting schools to implement democratic practices in the classroom. This study attempts to shed light on the effects of classroom democratic practices on cognitive and non-cognitive learning outcomes using cross-sectional data from Francophone African countries. To simultaneously account for endogeneity and the nested nature of the data which are issues inherent in the schooling process, use is made of the error components-two stage least squares estimator. The results confirm the endogenous nature of learning outcomes and indicate that teachers and parents are the most important stakeholders in the process of having children internalize democracy in the classroom. It is recommended that teachers develop skills to assign and supervise pupils work in small groups in the classroom. Education stakeholders should take measures to preserve and promote indigenous cultural values because they facilitate learning achievements.
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