There exists a vast amount of contributions in the literature of multidimensional poverty, according to which poverty should not be analysed exclusively as a problem of lack of income (Sen (1985)). Indeed, the most recent literature on measurement of poverty has been oriented to provide an appropriate methodology for the estimation of aggregate multidimensional indices (Atkinson and Bourguignon (1982), Bourguignon and Chakravarty (1999), Tsui (1994, 2002)). Following this line of research, a proper analysis of the impact of education on poverty should consider not only its income dimension: other channels of impact on different poverty dimensions are also relevant.