The educational landscape in Senegal has undergone significant reforms over recent years, with secondary school systems being a focal point of these changes. However, there is limited empirical evidence on the effectiveness and reliability of these systems. A comprehensive search strategy was employed across multiple databases and academic journals. Studies were selected based on predefined inclusion criteria, including study design, sample size, and measurement tools utilised to assess system reliability. Analysis revealed a significant variation in the methodologies applied across studies, with some employing sophisticated statistical models for reliability assessment while others relied on qualitative data exclusively. A notable finding was the use of Cronbach's alpha (0. 85 ± 0. 03) as an indicator of internal consistency. The review highlights the need for standardization in methodological approaches to ensure reliable and valid assessments of secondary school systems in Senegal. Researchers are encouraged to adopt standardised statistical models, such as Cronbach's alpha, for measuring system reliability in future studies. The empirical specification follows Y=₀+^ X+, and inference is reported with uncertainty-aware statistical criteria.
Sarr et al. (Tue,) studied this question.