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

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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.

Abstract

Cet article explore les disparités et la convergence spatiales dans le domaine de l’éducation au Maroc. Nous identifions la nature de l’autocorrélation et d’hétérogénéité spatiales ainsi que tester la convergence des performances du système éducatif marocain. L’étude mobilise trois types d’indicateurs éducatifs (quantité, qualité et inégalité). Pour porter un jugement global, nous construisons un indicateur synthétique en utilisant les techniques de l’analyse multidimensionnelle. L’échantillon étudié comporte 61 provinces marocaines étudiées entre 1994 et 2004. En s’appuyant les techniques de l’économétrie spatiale, les résultats montrent la très forte disparité spatiale dans le domaine de l’éducation entre les provinces quel que soit l’indicateur retenu. La validité du modèle centre-périphérie appliqué dans le domaine de l’éducation est ainsi confirmée. Les résultats obtenus tendent également à confirmer l’hypothèse de β-convergence des performances du système éducatif marocain. Dès lors, la mise en place des politiques d’équité destinées à lutter contre les inégalités injustes entre espaces s’impose.

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Notes

  1. Toutes les données relatives au système éducatif marocain proviennent du Ministère de tutelle sauf indication contraire.

  2. Rappelons ici que le modèle centre-périphérie est transposable à toutes les échelles géographiques, du local au mondial.

  3. De nombreux travaux cherchent à vérifier l’existence de modèles monocentriques et multicentriques. Par exemple, Baumont et al (2003) analysent spatialement la densité de l’emploi et la population dans l’agglomération de Dijon en France. De leur côté, Amara, Kriaa et Montacer (2010) examinent la configuration spatiale de la centralité des activités dans la région urbaine de Tunis en Tunisie.

  4. Nous avions aimé utiliser d’autres indicateurs pour mesurer la qualité de l’éducation (Résultats TIMSS, PIRLS) mais nous ne disposons pas de données désagrégées par province.

  5. Pour rendre l’indice synthétique de l’éducation comparable entre les provinces, nous avons utilisé le complément à un de l’indice de Gini pour la construction de l’indice synthétique.

  6. On distingue d’autres statistiques C de Geary et G de Getis et Ord.

  7. Le sigma convergence se réfère à la baisse de la dispersion, elle s’appuie sur le calcul et la comparaison de l’écart type ou du coefficient de variation du revenu ou PIB par tête à la date initiale et finale de la période considérée. On dit qu’il y a sigma convergence lorsque ces écarts diminuent.

  8. Pour une matrice de poids non standardisée, une troisième statistique est calculée: la statistique G de Getis et Ord.

  9. Les valeurs élevées du nombre moyen d’années de scolarité constatées dans les provinces du Sahara doivent être interprétés avec prudence en raison d’une éventuelle surestimation pour améliorer l’image du Moran auprès des instances internationales concernées par le conflit sur le Sahara.

  10. L’analyse de la convergence s’est portée sur 60 provinces puisque la province de Driouch n’est créée qu’en 2009.

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Authors and Affiliations

  1. Cadi Ayyad University, Faculty of Law, Marrakech, Morocco

    Jabrane Amaghouss & Aomar Ibourk

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  1. Jabrane Amaghouss
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  2. Aomar Ibourk
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Correspondence to Jabrane Amaghouss.

Annexe

Annexe

Tableau A1

Tableau A1 Résultats de la construction de l’indice synthétique par la méthode de l’analyse en composante principale
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Tableau A2

Tableau A2 Statistique de Geary
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Tableau A3

Tableau A3 Estimation de modèle de convergence, par MCO
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Tableau A4

Tableau A4 Diagnostic de la dépendance spatiale
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Tableau A5

Tableau A5 Liste et codes des provinces
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Amaghouss, J., Ibourk, A. Les inégalités dans le domaine de l’éducation au Maroc: Une approche spatial. Eur J Dev Res 28, 783–807 (2016). https://doi.org/10.1057/ejdr.2015.43

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