EDUCATION EXPENDITURE AND OUTCOME IN SENEGAL

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EDUCATION EXPENDITURE AND OUTCOME IN SENEGAL

• BY
• Aloysius Ajab AMIN
• and
• Tharcisse NTILIVAMUNDA

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OUTLINE

• Introduction
• Objective Scope
• Education Sector in Senegal
• Brief literature Review
• Methodology
• Analysis and Results
• Tentative Conclusion

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INTRODUCTION

• Senegal has about 11.6m people.
• Primary education is compulsory
• Average year of schooling of adults is about 2.6
• education spending is about 3.6 percent of GDP.
• Female enrolment share in primary school is about
  46.5 percent while it is about 39.6 percent in
  secondary schools.
• It is estimated that about 70 percent of the
  primary school aged-girls are in school.

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OBJECTIVE SCOPE

• To analyse the relationship between education
  expenditure and outcomes in Senegal and then,
  draw policy inference.
• Focus is on primary education.
• Study covers the period 1970 To 2008.

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WHAT THE LITERATURE IS SAYING

• The relationship between education resources and
  educational outcome is weak in cross-country
  analysis (Al- Samarrai, 2003).
• Why?
• poor data.
• failure to account for other factors such as
  household spending.
• Intensive use of existing school infrastructure (
  not taken account of).
• Efficiency level of public spending across
  countries.
• Heavy expenditure at general administration and
  not at school level.

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METHODOLOGY DATA

• Descriptive Analysis
• Econometric Modelling
• DATA SOURCES
• Statistical department of Ministry of Finance
• Ministry of Education and studies on Senegalese
  Education
• National household surveys including ESAM III
  and Other Surveys
• The World Bank and other sources

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Trend of Education Expenditure (EE) in GDP and
Government Budget (GB)
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Trend of the Staff and the Equipment budgets
(1970 to 2000)
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Trend of Education Expenditures (EE) as a ratio
of Capital Budget (CB) in the 2000s
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Distribution of recurrent budget by levels
(1983/84 to 1990/2000)
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Distribution of recurrent budget by education
level (1983/1984 to 1990/2000)
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Trend In Enrolment rates in the three levels from
1970 to 2000
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Trend In Enrolment rates in primary and secondary
levels in the 2000s.
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ECONOMETRIC MODEL

• We model expenditure-outcome relationship as
  follows
• Dependent Variable
• Enrolment
• Independent variables
• Expenditure
• DGP per capita
• Enr ? ?1Ex ?2Gdp ?
• Enr enrolment, Ex expenditure, Gdp GDP per
  capita

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Table 1 Estimates on Primary Education
enrolment
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Table 2 Primary Education Enrolment Female
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Table 3 Primary Education Enrolment - male
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Table 4 Completion Rate
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FINDINGS FROM MODEL

• Enrolment significantly depends on previous
  enrolment.
• enrolment significantly depends on public
  expenditures.
• Per capita income does not have much impact on
  enrolment
• Expenditure is more important in the case of
  girls primary education enrolment than that of
  the boys.
• In general an increase in the expenditure in
  primary education of 10 would tend to increase
  primary education enrolment rate by 8.1.
• In the case of girls an increase in expenditure
  of 10 tend to improve enrolment rate of 10.1 as
  against that of boys of 5.7

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FURTHER RESEARCH ISSUES.

• What remains to be done include the following
• Estimating an earning model.
• A complete discussion of the four main outcomes
  (Enrolment, completion, repetition and drop out
  rates) and linking them to education spending,
  including the composition of expenditure- using
  micro and macro data.
• If possible, this would be also examined at the
  regional level of Senegal.
• Updating or completing the data set
• Completing literature review
• More analysis and discussion of the results
• Policy implications and conclusion

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• THANK YOU