Education in Mauritania

Mauritania has remained to developing its education sector since 1999, when the government began a structural reform of the education system. The government’s medium-term vision is to achieve universal completion of primary education and to regulate and improve the relevance and quality of post-primary levels.

The education sector has seen significant progress within the last years, particularly in terms of primary schooling access and completion. Between 2000-2001 and 2012-2013, the gross enrollment rates increased from 88% to 97%. The primary completion rates also rose from 53% in 2002 to 71% in 2013.

Blogs and news

GPE Partners
March 04, 2019
From Burkina Faso to Tajikistan, from Niger to Uganda, partners from ministries of education, grant agents, coordinating agencies and civil society give their views on the value that GPE brings to...
Children and teacher raise their hands. Malawi Primary School. Credit: GPE/Tara O'Connell
January 10, 2019
As we start 2019, we share some of our New Year’s resolutions to ensure more children are in school and learning.
Mariam Mohamed Vall, 32, a third year student at the ENI-NKTT (L'Ecole Normale des Instituteurs de Nouakchott) sits in the library. Credit: GPE/Kelley Lynch
March 28, 2018
In Focus: Gender Equality In Mauritania, Mariam Mohamed Vall put her dream of becoming a teacher on hold to take care of her family. Now she is not only realizing her dream but getting the training...

Latest grant

Development objective: Improve quality of pre-service teacher training in primary education and to promote equitable access to lower secondary education.
Grant agent:IBRD

The current GPE-funded program, the Mauritania Basic Education Sector Support Project (BESSP), began in May 2014. The project's objective is to improve the quality of pre-service teacher training of primary school teachers and promote equitable access to lower secondary education. It targets the six most vulnerable regions: Hod Chatghi, Guidi maka, Gorgol, Brakna, Tagan and Adrar.

The BESSP has three inter-related components:

  1. Improving the quality of teaching in primary education by (i) enhancing the quality of pre-service teacher training and (ii) improving the learning environment in primary and lower secondary schools
  2. Promoting equitable access to lower secondary education by increasing access to lower secondary education for girls and supporting equity through measures to promote girls' schooling
  3. Strengthening the management of the education sector by strengthening monitoring and evaluation capacity as well as sector coordination.

The ministry of education leads the GPE supported program with the World Bank as grant agent and the French Development Agency (AFD) as the coordinating agency. UNICEF plays the role of chair of the donor group (Chef de File).

Source: World Bank Project Appraisal Document. February 2014


All amounts are in US dollars.

Grant type Years Allocations Disbursements Grant agent  
Program implementation 2014-2018 12,400,000 12,243,001 IBRD Progress report
2008-2012 13,998,039 13,998,039 IBRD Completion report
2004-2007 4,000,000 4,000,000 IBRD  
2004-2006 5,000,000 5,000,000 IBRD  
Program development 2012 170,000 132,212 IBRD  
  TOTAL 35,568,039 35,373,252    

Education sector progress

The graphs below show overall progress in the education sector in Mauritania. Download this PDF to view the country’s progress on 16 results framework indicators monitored by the GPE Secretariat.


Primary completion rate (%)

Lower secondary completion rate

Out-of-school rate for children of primary school age

Out-of-school rate for adolescents of lower secondary school age

Pre-primary gross enrollment rate

Gender parity index for out-of-school rate – Primary and lower secondary

Public expenditure on education as share of GDP (%)

Students/trained teacher ratio

Teachers trained (%)

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.

Last updated May 15, 2019