Economic Research Forum (ERF)

Determinants of school attendance in Mauritania

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What are the determinants of school attendance in Mauritania? This column reports on analysis of data from the country’s 2019 National Household Survey, which highlights how factors like gender, age, residency and access to resources such as phones and national identification influence school attendance. The research findings offer insights into the challenges of ensuring equitable access to education and provide a basis for targeted policy interventions.

In a nutshell

Boys in Mauritania are 1.76 times more likely to attend school than girls, reflecting gender inequality in educational access; the older children’s age, the lower their odds of attending school, suggesting early engagement in the labour market or household responsibilities.

School students in rural areas face fewer chances of attending school than their urban counterparts, pointing to socio-economic, infrastructure and resource challenges.

Possession of a phone and national identification increases the likelihood of attending school, highlighting the role of access to resources in educational inclusion.

Education is recognised as a fundamental human right and an essential driver of socio-economic development. Despite significant efforts by the Mauritanian government to reform the educational sector and to improve school enrolment, substantial disparities in attendance remain. Analysis of data from the National Household Survey 2019 reveals that school attendance rates are affected by a range of socio-demographic factors, including gender, age, geographical location and access to essential resources.

Analysis of the survey data demonstrates that boys have significantly higher odds of attending school than girls. This gender gap reflects broader socio-cultural barriers that disproportionately affect girls, such as early marriage and traditional gender roles.

As children grow older, their likelihood of attending school decreases, a trend commonly associated with early entry into the workforce or household responsibilities. This trend is exacerbated in rural areas, where socio-economic conditions and limited school access further reduce attendance rates.

One striking finding of this research is the positive impact of owning a phone and possessing national identification on school attendance. Access to these resources not only facilitates school enrolment, but also encourages continuing participation by connecting school students and families to necessary information and administrative processes.

Policy implications

  1. Interventions should focus on breaking down cultural and socio-economic barriers to female education, including early marriage, and advocating girls’ enrolment.
  2. Age-sensitive policies should aim to reduce dropout rates by offering alternative educational pathways and supporting families to keep older children in school.
  3. Investments in infrastructure, teacher training and school resources are essential for bridging the urban-rural divide in educational access.
  4. Expanding mobile phone coverage and reorganising national identification processes will improve school attendance, especially in marginalised communities.
Further reading

Nasser Dine, M (2022) ‘Exploring the Determinants of School Attendance in Mauritania: A Logistic Regression Analysis’, Africa Education Review 19(4-6): 47-58.

Chimombo, J, et al (2000) ‘Classroom, School, and Home Factors that Negatively Affect Girls’ Education in Malawi’, UNICEF.

Colclough, C, et al (2002) ‘Gender Inequalities in Primary Schooling – The Roles of Poverty and Adverse Cultural Practices’, IDS Working Paper 78.

Gonsch, I (2016) ‘Determinants of Primary School Enrollment in Haiti and the Dominican Republic’, ZBW Working Paper.

Human Rights Watch (2018) ‘Mauritania: Administrative Obstacles Keep Kids from School’.

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