This thesis is aimed at assessing the impact of public policies to support education in Morocco. Morocco is an interesting case study as educational investments are high but inequalities between urban and rural areas persist, repetition rate remains high while the transition to secondary education low. In this study, we assess how two programs (program of school supplies provision "One million schoolbags" and subsidized food provision "Canteens program") affect these outcomes for the main target group of the programs - rural area students of primary and lower secondary levels of education.
To assess the impact of programs, this study makes use of Quasi-experimental research design and Propensity score matching (PSM) to ensure that the found treatment effect is causality and not simply correlation. Certainty in the causality of the observed effect is maximized only if a counterfactual
outcome is approximated well enough by the selected control group, which PSM is aimed at. Treatment effects are found by using logit models and calculating average marginal effects.
We have rejected the null hypothesis of no impact for the effect of One million schoolbags program and both programs on repetition: participation has considerably increased the probability to repeat the grade for program beneficiaries. The ability to benefit from free school supplies and
subsidized meals (even in case of repetition) gives beneficiaries reassurance which might decrease fear of repetition and desire to exert maximum efforts for academic success. Effect of programs on transition to college was positive (participation increased the probability to transit), but estimations were
statistically non-significant most likely due to the small sample size.
Anotace v angličtině
This thesis is aimed at assessing the impact of public policies to support education in Morocco. Morocco is an interesting case study as educational investments are high but inequalities between urban and rural areas persist, repetition rate remains high while the transition to secondary education low. In this study, we assess how two programs (program of school supplies provision "One million schoolbags" and subsidized food provision "Canteens program") affect these outcomes for the main target group of the programs - rural area students of primary and lower secondary levels of education.
To assess the impact of programs, this study makes use of Quasi-experimental research design and Propensity score matching (PSM) to ensure that the found treatment effect is causality and not simply correlation. Certainty in the causality of the observed effect is maximized only if a counterfactual
outcome is approximated well enough by the selected control group, which PSM is aimed at. Treatment effects are found by using logit models and calculating average marginal effects.
We have rejected the null hypothesis of no impact for the effect of One million schoolbags program and both programs on repetition: participation has considerably increased the probability to repeat the grade for program beneficiaries. The ability to benefit from free school supplies and
subsidized meals (even in case of repetition) gives beneficiaries reassurance which might decrease fear of repetition and desire to exert maximum efforts for academic success. Effect of programs on transition to college was positive (participation increased the probability to transit), but estimations were
statistically non-significant most likely due to the small sample size.
Klíčová slova
Treatment effect estimation, quasi-experimental design, propensity score matching, education policies in Morocco, repetition rate, transition to secondary education
Klíčová slova v angličtině
Treatment effect estimation, quasi-experimental design, propensity score matching, education policies in Morocco, repetition rate, transition to secondary education
Rozsah průvodní práce
xiii, 86
Jazyk
AN
Anotace
This thesis is aimed at assessing the impact of public policies to support education in Morocco. Morocco is an interesting case study as educational investments are high but inequalities between urban and rural areas persist, repetition rate remains high while the transition to secondary education low. In this study, we assess how two programs (program of school supplies provision "One million schoolbags" and subsidized food provision "Canteens program") affect these outcomes for the main target group of the programs - rural area students of primary and lower secondary levels of education.
To assess the impact of programs, this study makes use of Quasi-experimental research design and Propensity score matching (PSM) to ensure that the found treatment effect is causality and not simply correlation. Certainty in the causality of the observed effect is maximized only if a counterfactual
outcome is approximated well enough by the selected control group, which PSM is aimed at. Treatment effects are found by using logit models and calculating average marginal effects.
We have rejected the null hypothesis of no impact for the effect of One million schoolbags program and both programs on repetition: participation has considerably increased the probability to repeat the grade for program beneficiaries. The ability to benefit from free school supplies and
subsidized meals (even in case of repetition) gives beneficiaries reassurance which might decrease fear of repetition and desire to exert maximum efforts for academic success. Effect of programs on transition to college was positive (participation increased the probability to transit), but estimations were
statistically non-significant most likely due to the small sample size.
Anotace v angličtině
This thesis is aimed at assessing the impact of public policies to support education in Morocco. Morocco is an interesting case study as educational investments are high but inequalities between urban and rural areas persist, repetition rate remains high while the transition to secondary education low. In this study, we assess how two programs (program of school supplies provision "One million schoolbags" and subsidized food provision "Canteens program") affect these outcomes for the main target group of the programs - rural area students of primary and lower secondary levels of education.
To assess the impact of programs, this study makes use of Quasi-experimental research design and Propensity score matching (PSM) to ensure that the found treatment effect is causality and not simply correlation. Certainty in the causality of the observed effect is maximized only if a counterfactual
outcome is approximated well enough by the selected control group, which PSM is aimed at. Treatment effects are found by using logit models and calculating average marginal effects.
We have rejected the null hypothesis of no impact for the effect of One million schoolbags program and both programs on repetition: participation has considerably increased the probability to repeat the grade for program beneficiaries. The ability to benefit from free school supplies and
subsidized meals (even in case of repetition) gives beneficiaries reassurance which might decrease fear of repetition and desire to exert maximum efforts for academic success. Effect of programs on transition to college was positive (participation increased the probability to transit), but estimations were
statistically non-significant most likely due to the small sample size.
Klíčová slova
Treatment effect estimation, quasi-experimental design, propensity score matching, education policies in Morocco, repetition rate, transition to secondary education
Klíčová slova v angličtině
Treatment effect estimation, quasi-experimental design, propensity score matching, education policies in Morocco, repetition rate, transition to secondary education
Zásady pro vypracování
According to UNESCO, in 2018 there are around 258 million children without access to school. Moreover, as UNICEF reports in 2018, approximately 58% of primary and lower secondary school-age children and adolescents do not reach minimum reading and mathematics proficiency levels. There are numerous projects implemented in order to improve education outcomes, and numerous studies that evaluate impact of these interventions. Programs' results and the effectiveness frequently depend on the period of implementation, modalities of execution, country-specific characteristics, and social context.
This study aims to analyze the impact of several public policies implemented in Morocco to support the educational system. Morocco is an interesting case-study as the expenditure on education has been increasing lately and is rather high for a developing country (6.5% of GDP in 2019), however the education outcomes (i.e. dropout rates, results of the TIMMS tests etc.) still show the need for considerable improvements.
Among the prospective programs for this case study are Tayssir (Cash Transfer program); Dar Taliba (construction of boarding houses for girls to support them in continuing education); "1 Million School Bags" initiative (for kids from poor households) among others. The data sources will be national surveys (such as ONDH) and databases as well as from international databases such as UNESCO UIS Statistics. The study will mostly rely on quantitative methods for data analysis. Prior to utilization of various econometric techniques for modelling, we plan to use descriptive statistical tools such as cross-tabulation. The study will attempt to approximate the effects of each program, analyze the results for in-depth explanation and comparison of programs considering the specificity of Moroccan context. Our research is "policy-oriented" as it will use the results to formulate recommendation regarding the impact of current programs and the possibilities for programs' performance optimization for students.
Zásady pro vypracování
According to UNESCO, in 2018 there are around 258 million children without access to school. Moreover, as UNICEF reports in 2018, approximately 58% of primary and lower secondary school-age children and adolescents do not reach minimum reading and mathematics proficiency levels. There are numerous projects implemented in order to improve education outcomes, and numerous studies that evaluate impact of these interventions. Programs' results and the effectiveness frequently depend on the period of implementation, modalities of execution, country-specific characteristics, and social context.
This study aims to analyze the impact of several public policies implemented in Morocco to support the educational system. Morocco is an interesting case-study as the expenditure on education has been increasing lately and is rather high for a developing country (6.5% of GDP in 2019), however the education outcomes (i.e. dropout rates, results of the TIMMS tests etc.) still show the need for considerable improvements.
Among the prospective programs for this case study are Tayssir (Cash Transfer program); Dar Taliba (construction of boarding houses for girls to support them in continuing education); "1 Million School Bags" initiative (for kids from poor households) among others. The data sources will be national surveys (such as ONDH) and databases as well as from international databases such as UNESCO UIS Statistics. The study will mostly rely on quantitative methods for data analysis. Prior to utilization of various econometric techniques for modelling, we plan to use descriptive statistical tools such as cross-tabulation. The study will attempt to approximate the effects of each program, analyze the results for in-depth explanation and comparison of programs considering the specificity of Moroccan context. Our research is "policy-oriented" as it will use the results to formulate recommendation regarding the impact of current programs and the possibilities for programs' performance optimization for students.
Seznam doporučené literatury
Garcia, S., & Saavedra, J. E. (2017). Educational impacts and cost-effectiveness of conditional cash transfer programs in developing countries: A meta-analysis. Review of Educational Research, 87(5), 921-965
Liouaeddine, M., Elatrachi, M., & Karam, E. M. (2018). The analysis of the efficiency of primary schools in Morocco: modelling using TIMSS database (2011). The Journal of North African Studies, 23(4), 624-647.
Llorent Bedmar, V. (2015). Dysfunction and educational reform in Morocco. Asian Social Science, 11 (1), 91-96.
Saoudi, K., Chroqui, R., & Okar, C. (2019). Student Achievement in Moroccan Student Achievement in Moroccan Educational Reforms: A Significant Gap Between Aspired Outcomes and Current Practices. Interchange, 1-20.
UIS. UNESCO Institute for statistics. http://data.uis.unesco.org/#
Seznam doporučené literatury
Garcia, S., & Saavedra, J. E. (2017). Educational impacts and cost-effectiveness of conditional cash transfer programs in developing countries: A meta-analysis. Review of Educational Research, 87(5), 921-965
Liouaeddine, M., Elatrachi, M., & Karam, E. M. (2018). The analysis of the efficiency of primary schools in Morocco: modelling using TIMSS database (2011). The Journal of North African Studies, 23(4), 624-647.
Llorent Bedmar, V. (2015). Dysfunction and educational reform in Morocco. Asian Social Science, 11 (1), 91-96.
Saoudi, K., Chroqui, R., & Okar, C. (2019). Student Achievement in Moroccan Student Achievement in Moroccan Educational Reforms: A Significant Gap Between Aspired Outcomes and Current Practices. Interchange, 1-20.
UIS. UNESCO Institute for statistics. http://data.uis.unesco.org/#
Přílohy volně vložené
CD
Přílohy vázané v práci
grafy, tabulky
Převzato z knihovny
Ano
Plný text práce
Přílohy
Posudek(y) oponenta
Hodnocení vedoucího
Záznam průběhu obhajoby
Student presented the results of the diploma thesis Evaluation of public policies to support education: the case of Morocco. Student at first of all introduced objectives, methodology and the econometrics model used in her Master Thesis. Student mentioned also background of the education in Morocco, education program in Morocco and the literature review. In the second part of the thesis defence, she presented the results, limitations of the research and answered the research questions. Committee was familiarized with both reviews from supervisor and reviewer. Discussion followed - student answered the questions mentioned in both reviews and the questions from the members of committee.