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Evaluation of Public Policies to Support Education: the Case of Morocco
Title statement Evaluation of Public Policies to Support Education: the Case of Morocco [rukopis] / Elizaveta Rusakova Additional Variant Titles Evaluation of public policies to support education: the case of Morocco Personal name Rusakova, Elizaveta, (dissertant) Translated title Evaluation of public policies to support education: the case of Morocco Issue data 2021 Phys.des. xiii, 86 : grafy, tab. + CD Note Ved. práce Jaromír Harmáček Oponent Tereza Němečková Ved. práce Fouzi Mourji Another responsib. Harmáček, Jaromír, 1981- (thesis advisor) Němečková, Tereza, (opponent) Mourji, Fouzi, (thesis advisor) Another responsib. Univerzita Palackého. Katedra rozvojových studií (degree grantor) Keywords Treatment effect estimation * quasi-experimental design * propensity score matching * education policies in Morocco * repetition rate * transition to secondary education * Treatment effect estimation * quasi-experimental design * propensity score matching * education policies in Morocco * repetition rate * transition to secondary education Form, Genre diplomové práce master's theses UDC (043)378.2 Country Česko Language angličtina Document kind PUBLIKAČNÍ ČINNOST Title Mgr. Degree program Navazující Degree program Geography Degreee discipline International Development Studies book
Kvalifikační práce Downloaded Size datum zpřístupnění 00274226-687919346.pdf 12 2.5 MB 31.05.2021 Posudek Typ posudku 00274226-ved-437949161.pdf Posudek vedoucího 00274226-opon-984461819.pdf Posudek oponenta
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.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.
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