Education of Disadvantaged Children in OIC:
The Key to Escape from Poverty
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 Ethnicity seems to have a negative impact as well on education outcomes and for some
groups the negative effect increases from 2005 to 2015.
 Negative effect of living in poorer households is decreasing for school attendance but
this improvement is not observed for finishing 5 or 8 years of education.
 When it comes to gender, boys not girls seem to be the disadvantaged group in Senegal.
A detailed analysis of the results for each indicator can be found below:
Attendance in school for 6-11 year olds
Living in rural areas (as opposed to living in urban areas), living in regions Diourbel, and Louga
(as opposed to living in Dakar), having a household head that has no education (as opposed to
having a household head with a higher education degree), living in a household with 5 children
or more (as opposed to with 1 or 2 children), living in a household that is in the 1 st, 2nd , 3rd or 4th
wealth quintile (as opposed to being in the 5th – the richest- quintile), being Wolof, Poular,
Mandingue or non-Senegalese (as opposed to being “other”) and lastly being a boy are all
significantly and negatively associated with attending school for 6-11 year olds in 2015.
 Compared to 2005, in 2015 the negative marginal effect of living in rural areas have
increased. In 2005, children living in rural areas were 5.9 percentage points less likely
to attend school which became 14.7 percentage points by 2015.
 The negative impact of living in Louga became significant in 2015. In contrast, negative
impact of living in Diourbel decreased, while for Thies it became insignificant.
 Living in a household with a household head that has no education (compared to a
household head with higher education degree) decreases the likelihood of school
attendance more in 2015 as opposed to 2005. In contrast, living in a household head
with some degree of education while lower than higher education does not have a
significant impact on attendance in school.
 Living in a household with 3-4 children used to be negatively associated with school
attendance in 2005 while the significance of this effect disappeared in 2015. But the
negative effect of living in a household with 5 children or more persists.
 Low levels of household wealth are still negatively associated with school attendance
but it’s the marginal effect decreased over time. For instance children in the poorest
quintile were 33.3 percent less likely to attend school as opposed to children in the
richest quintile in 2005. This value dropped down to 24.7 percent in 2015.
 Ethnicities Wolof, Poular and being non-Senegalese continue to have a significant
negative correlation with school attendance (compared to ethnicity category “other”).
Furthermore their marginal effect is higher in 2015. Ethnicity group Mandingue which
did not use to have a significant effect in 2005 have a negative effect on attendance in
2015.
 In 2005, being a girl did not have any significant effect on attendance while by 2015 it
was significantly and positively associated with attendance. Being a girl increases the
likelihood of school attendance for 6-11 year olds by 3.1 percentage points which
actually means that being a boy decreases the likelihood of school attendance for
children aged 6-11 years old.