Education in Senegal
The Senegalese government has demonstrated a strong commitment to education, working with multiple partners to support the implementation of the country’s education sector development plan.
The government recognizes that a strong educational system has positive effects on the country’s economic and social development.
Senegal accomplished laudable progress in terms of access between 2000 and 2013. In elementary school, gross enrollment rates went from 67.2% to 93 % and the gender parity index went from 0.87 to 1.1 (source: Conseil Présidentiel sur les Assises de l’Education et de la Formation; Introductory Report, July 2015).
Despite progress over the years, Senegal’s education system faces significant issues and challenges. These include regional disparities in school enrollment and completion, low levels of learning achievement, outdated curricula and pedagogical methods, and poor learning conditions.
To address these challenges, the current Sector Program for Quality, Equity, and Transparency Improvements in Education (PAQUET) focuses on providing all children with access to education, adapting to different learner needs and contexts, and adequate staffing resources.
To achieve these goals, the PAQUET has 8 priorities:
- Pursue universal basic education for all citizens
- Adapt vocational and technical training to meet the needs of an emerging economy in partnership with the private sector
- Improve the quality of teaching and learning
- Promote and develop the teaching of science, technology, and innovation
- Decentralize the management of education programs for more effective, efficient, and inclusive governance
- Strengthen the education sector’s efficiency
- Enhance the productivity of teaching and administrative staff
- Develop the use of national languages in the education system.
The government has prioritized these objectives to meet the goal of developing competent human resources in line with the requirements of sustainable development.
All amounts are in US dollars.
Source: World Bank - Education Data
Data on education are compiled by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics from official responses to surveys and from reports provided by education authorities in each country.
Primary Gross Enrollment Rate (%)
Primary Completion Rate (%)
Lower Secondary Completion Rate (%)
Out-of-school Children Rate (%)
Public Expenditure on Education as Share of GDP (%)
Public Expenditure on Education as a Share of Public Expenditure (%)
Public Expenditure on Primary as a Share of Total Education Expenditure (%)
Teachers Trained (%)
GPE in Senegal
The current GPE grant of US$46.9 million complements the funds provided by the government and other donors to implement a program focused on improving quality and equity of education basic education.
The three main components supported by GPE funding are:
- Improving the quality of basic education through performance-based education grants, school quality and management, developing the sciences and mathematics, and improving pre-service teacher training.
- Strengthening equity in access to education through the construction and rehabilitation of schools, and grants for results in selected Koranic schools (known as Daaras in Senegal).
- Supporting project management and capacity building through the development of a monitoring and evaluation system, and support to the decentralization of the education sector management.
While previous GPE funding had focused primarily on access, the current GPE program is focused on increasing quality. The funding has begun contributing to progress in the education sector through the following results:
- 98% of schools now have quality improvement plans and have received grants for their implementation
- 98% of schools have functional school management committees that are fully trained and involved in school governance, compared to 10% in 2012
- 190 new schools have been constructed to improve access in remote areas.
Note: data on primary gross enrollment rates used in this profile have been extracted from government documents. They are more recent than what is reported to UIS, which explains the difference in data between the two sources.