Global Journal of Human Social Science, E: Economics, Volume 22 Issue 4

VII. C onclusion The reunification of Cameroon in 1961 brought about profound reforms within its school system, the most striking of which is the organisation of the latter according to two educational subsystems which coexist despite their specificities. Attempts to harmonise these two educational subsystems have always ended in failure, and this has had repercussions on the performance of the education system in general and on pupils in particular. In this context, this article has set out to compare the academic performance of students in the francophone and anglophone education subsystems and to identify the factors that may explain this gap in academic performance. Using data from Programme d’Analyse des Systèmes Educatifs de la Confemen (PASEC 2014), the two-step econometric strategy first shed light on the factors that determine students school performance according to language attendance subsystems; and secondly, decompose the school performance gap using the Oaxaca and Blinder (1973) decomposition method. With regard to the estimation of the educational production function, the results show that at the end of primary schooling in mathematics, the environmental characteristics of the household in which the child lives, and the school conditions are both considered to be more important factors in determining the academic performance of pupils in Cameroon in mathematics. Subsequently, the decomposition of the difference in school performance made it possible to identify the factors that are responsible for this gap. The results showed that more than 100% of this gap is due to observable factors attributable to both the out- of-school and in-school environment, notably, the household's standard of living, the teacher's level of education, vocational training and the level of equipment in the classroom, for mathematics. For language performance, these same factors explain the differential explained in addition to age and location of the school. Policy recommendations can be made to education policy makers on the basis of the results obtained. Emphasise the policy of distributing school equipment both at the level of classes and at the level of geographical areas of schools by providing schools in rural areas with various forms of school support to guarantee a favourable school learning environment for pupils. Also, strategies to fight inequalities must be based on the policy of improving the living conditions of households. 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The Determinants of Mathematics Performances of Moroccan Secondary Volume XXII Issue IV Version I 50 ( ) Global Journal of Human Social Science - Year 2022 © 2022 Global Journals E Does the Academic Performance of the Francophone Education Subsystem Exceed that of the Anglophone Education Subsystem at Primary Level? Evidence from Cameroon