The Socialist Republic of Vietnam benefited from a diagnostic assessment by the CONFEMEN Programme for the analysis of education systems (PASEC) during the 2011/2012 school year.

The assessment consisted of two data collections (in December 2011 and May 2012) in the second and fifth years of primary education in 180 schools. The data collected concerned the pupils, teachers and head teachers, as well as the in-school and out-of-school learning environment. The language of instruction (Vietnamese) and mathematics were assessed during this study.

The second cycle of collective assessment of learning outcomes conducted by CONFEMEN’s Programme for the Analysis of Education Systems (PASEC), which resulted in this report, benefited from the political support of the ministers of education and the effective involvement of the national teams of the 14 participating countries. This report present the results of the PASEC2019 assessment.

This report present the results of the 2019 PASEC evaluation that was held in 14 countries.

CONFEMEN has reflected on the role, relevance, articulation and future of the various assessment mechanisms in use in Francophone sub-Saharan Africa. The issue was to determine to what extent these mechanisms produce adequate, regular and quality information and if the results thus achieved and analyzed allow ensuring a sufficient link with the steering of educational systems faced with serious problems of equity and quality, as well as the development of new policies. The quality and relevance of assessment information have several impacts on the development of education systems overall. PASEC has wished to highlight the stakes and opportunities of a better production and use of assessments to develop more effective measures for quality and equity improvement

The Lao People’s Democratic Republic (Lao PDR) benefited from a diagnostic assessment by the CONFEMEN Programme for the analysis of education systems (PASEC) during the 2011/2012 school year. The assessment consisted of two data collections (January 2012 and May 2012) in grade two (2nd grade or P2) and grade four (4th grade or P4) classes. The data collected concerned the pupils, teachers and head teachers, as well as the in-­school and out-­of school learning environment. Lao as the language of instruction and mathematics were assessed during this study. This synthesis presents the main conclusions of the assessment.