Author(s): Moussa, Soufianou; Fall, Abdou Salam; Lô, Codé
Organisation(s): Institut fondamental d’Afrique noire Cheikh Anta Diop (Senegal). Laboratoire de recherche sur les transformations économiques et sociales
Pages: 37 p.
Improving the quality of the education system is one of the main challenges faces by Senegal in its human capital developing strategy. The development of pre-school education is considered as one solution to be implemented. In this context, this article aims to estimate the impact of preschool attendance on the cognitive development of children. Based on data from the citizen survey on the quality of education in Senegal called "Jàngandoo", the impact is evaluated by the validation of a series of tests in reading, mathematics and background studies. The article shows that children who attended preschool are 3 times more likely to pass the reading test absolutely and 1.9 times relatively than the rest of their classmates. The odds are 2.4 and 1.5 respectively for mathematics; and 2.7 and 1.4 for background studies. For the simultaneous validation of the three tests, preschooled children are 3.6 times absolutely and 1.7 times relatively more likely to achieve than the others. The analysis pleads for a generalization of pre-school education, particularly in rural areas, with particular support for public or community offer.