Abstract

Morocco has made major advances in the education in primary and secondary levels, mainly because of targeted public policies that had placed the generalization of Education at head of their concerns since independence. However, despite the efforts made, many studies reveal the persistence of important problems, related in particular to the increase of regional disparities and importance of inequalities in access to school between boys and girls. However, the Moroccan education system still has a low student performance, with high dropout and repetition rate and moderate level of secondary schooling. This can be partially explained by several factors including household income, the characteristics of the labor market, rural and urban distribution, parental education, etc. Public policy could also be the cause of the problems plaguing the country’s education system. This study aims to test the validity of the effects of three public policy instruments (basic infrastructure, management, and direct aid) on the enrolment rate for pre-school, primary, secondary and college levels.

To conduct this study, we retained 27 variables which concern three categories: product, result and impacts. A principal component analysis (PCA) had been carried out from 2002 to 2012, in order to identify the most statistically correlated variables with enrollment rates. Then, a regression models with panel data were used to test the relevant effects of public policy on enrolment rate by level. The results indicate the presence of statistically significant effects of the basic infrastructure on increasing enrolment rate, especially the number of classrooms and the staff.

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