Les inégalités dans le domaine de l’éducation au Maroc: Une approche spatial

Jabrane Amaghouss () and Aomar Ibourk

The European Journal of Development Research, 2016, vol. 28, issue 5, No 1, 783-807

Abstract: Abstract This article explores the spatial disparity and convergence of education in Morocco. We identify the type of autocorrelation and spatial heterogeneity in the Moroccan education system, and test whether its performance converges due to one of these factors. Three types of education indicators (quantity, quality and inequality) are used in the study. Using multi-dimensional analysis, we build a summary indicator that provides us with an overview of the system. Our sample includes 61 Moroccan provinces, studied between 1994 and 2004. Using spatial econometric techniques, our results show that whichever the indicator used there is strong spatial disparity in education in Morocco. The results confirm the validity of the centre–periphery model used in the education sector. The results also confirm the hypothesis of β-convergence of the performance of the Moroccan education system. Consequently, the need for policies to reduce the unfair inequalities between different areas is apparent.

Keywords: education; development; spatial econometric; convergence; inequality (search for similar items in EconPapers)
Date: 2016
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Citations: View citations in EconPapers (1)

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DOI: 10.1057/ejdr.2015.43

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