Previous Page  76 / 277 Next Page
Information
Show Menu
Previous Page 76 / 277 Next Page
Page Background

Education of Disadvantaged Children in OIC:

The Key to Escape from Poverty

66

it has not been left behind as has been observed in many other countries”.

214

Nonetheless Fig. 1

shows the large gaps between the GERs of primary school, lower secondary and upper secondary.

This suggests that large numbers of students may drop-out at the end of each education cycle.

Worsening trends

215

:

The repetition rate

in the lower secondary averaged a steady increase from

16.4% in 2012 to 21.6% in 2014. The drop-out rate also increased between 2012 and 2014 from

9.1% to 10.2%, and the pass rate for the examination of the Medium-term Study Certificate

(BFEM) saw a decrease between 2012 and 2015 from 59.6% to 43.2 %. At the (upper) secondary

level, the repetition rate increased steadily between 2012 and 2014 from 19.5% to 23.1%. It is

higher in girls (23.5%) than in boys (22.7%) in 2014.

Determinants of Access to Schooling

216

Similarly to other OIC countries and global trends, the disparities in access to education in

Senegal are linked to income poverty, rural areas, geographical location, gender, disability,

language and minority.

However, Fig.5 and Fig.8 (Chapter 2) show that Senegal is experiencing

higher than OIC average disparities in net attendance rates between poorest/richest wealth

quintiles and between urban/rural populations.

Low access is also linked to deficiencies in learning processes, problems with the devolution and

decentralization processes, weak coordination between public/private and non-profit sectors,

inadequate budget efficiencies, uneven distribution of population, and religious background in

some of the districts with lowest access to school.

Using DHS data, this

section will provide an overview of the main determinants of access to

education and how indicators and correlates have evolved between 2005 and 2015

217

. It is worth

noting that many of the indicators/determinants are often inter-related with one another, for

example poorer households are more likely to be living in rural areas and have a head of

household with no education.

Attendance Rates:

In 2015, in spite of relatively high Gross Enrolment Rates (section 1.3),

attendance rates for 6-11 year olds and 12-15 year olds remain low at 54.9% and 63.5%

respectively.

218

The latter have increased since 2005 but attendance rates for 6-11 years old have

remained largely stagnant over the last 10 years (according to the analysis comparing DHS 2005

with DHS 2015).

214

World Bank (2013) Senegal – Quality Improvement and Equity of Basic Education Project

215

Online “Profile: Senegal” (2015) Education, UNESCO Regional Office - Dakar

216

Based on 2005 and 2015 DHS data analysis

217

In 2008 a few new regions were introduced and as such some of the 2015 data actually covers additional regions (for eg

Kaolack has been divided in Kaolack and Kaffrine. In our graphs, the 2015 ‘Kaolack’ region covers the data for both Kaffrine and

the new Kaolack, the 2005 Kaolack is the old/undivided region pre-2008)

218

These rates are obtained through authors’ micro data analysis using DHS 2015 for Senegal