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Determinants of Educational Achievement in Morocco : A Micro-Econometric Analysis Applied to the PIRLS Study

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  • Aomar IBOURK

Abstract

Based on data from international surveys measuring learning (PIRLS), this article focuses on the analysis of the academic performance Moroccan students. The results of the econometric model show that the students’ characteristics, their family environment and school context are key determinants of these performances. The study also shows that the Moroccan educational system is segmented: urban versus rural and public versus private. This double duality illustrates clearly that the Moroccan education system is a juxtaposition of "categories" rather than a "unified" market.

Suggested Citation

  • Aomar IBOURK, 2013. "Determinants of Educational Achievement in Morocco : A Micro-Econometric Analysis Applied to the PIRLS Study," Regional and Sectoral Economic Studies, Euro-American Association of Economic Development, vol. 13(2), pages 179-190.
    • Handle: RePEc:eaa:eerese:v:13:y2013:i:2_13
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    File URL: http://www.usc.es/economet/reviews/eers13213.pdf
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    References listed on IDEAS

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    Cited by:

    1. Heleen Hofmeyr, 2019. "Performance Beyond Expectations: Academic Resilience in South Africa," Working Papers 19/2019, Stellenbosch University, Department of Economics.
    2. Aomar Ibourk & Karim El Aynaoui & Tayeb Ghazi, 2023. "Exploration multiniveaux des causes de la pauvreté des apprentissages au Maroc : une approche compréhensive," Research papers & Policy papers 1970, Policy Center for the New South.

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