Socioeconomic and locational disparities in primary education completion in Burkina Faso

Purpose This study aims to investigate regional disparities in primary education completion in Burkina Faso, focusing on rural-urban and socioeconomic inequalities and gender-based differentials. Design/methodology/approach Using a quantitative, non-experimental approach, the study analyzes nationally representative secondary data using hierarchical linear modeling, binary logistic regression and propensity score matching (PSM) to assess correlational patterns in completion rates. Findings The results indicate significant regional and urban-rural disparities in completion rates, with urban students showing markedly higher odds of completing primary education than their rural peers. Logistic regression results demonstrate that urban residence is positively associated with completion (OR = 1.107, 95% CI [1.103, 1.111]), while gender was not statistically significant after adjusting for covariates. PSM suggests that the observed disparities are primarily attributable to underlying socioeconomic factors rather than location alone. Hierarchical modeling reveals that most variation occurs at the individual level, although some regional-level variance remains. Research limitations/implications These findings suggest that addressing socioeconomic inequalities and improving educational infrastructure in rural and underserved regions are essential to enhancing completion rates. The study offers context-sensitive policy recommendations grounded in empirical analysis and supported by comparative international examples. Practical implications The study contributes to the broader discourse on educational equity, providing policymakers with actionable recommendations to enhance educational outcomes in Burkina Faso’s most vulnerable regions. Social implications The disparity in academic achievement between the rural and the urban may hinder national development and attainment of related sustainable development goals. Originality/value This study offers a novel, context-sensitive analysis of regional disparities in primary education completion in Burkina Faso by integrating multilevel modeling and localized qualitative insights. It departs from national-average approaches by quantifying rural-urban, gender and income-based differences and decomposing variance into regional and individual components. By embedding statistical findings within the country’s socio-political realities, especially conflict-affected regions, the study provides actionable insights and tailored policy recommendations rarely addressed in prior research on education in fragile sub-Saharan contexts.