School completion remains a significant challenge in global education policy, particularly in Sub-Saharan Africa, where access to education does not always guarantee graduation. In this MA dissertation, I examine how socio-economic factors such as wealth, gender, region, and location impact school completion rates in The Gambia, utilising Amartya Sen’s Capability Approach as a framework for analysis.

Using data from the 2019–2020 Demographic and Health Survey (DHS), I employ logistic regression to analyse disparities across primary, lower secondary, and upper secondary school levels. My findings reveal stark inequalities: children from wealthier, urban households are significantly more likely to complete school, whereas those in rural or poorer regions consistently face disadvantages. These disparities highlight structural inequalities that current education policies often neglect.

The paper calls for targeted interventions, including expanded cash transfer programmes, rural infrastructure development, and gender-sensitive education policies, to ensure every child has a fair opportunity to complete their education.

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