Schooling and Cognitive Achievements of Children in Morocco: Can the Government Improve Outcomes? World Bank Discussion Papers, No. 264.

Autor/inn/en	Khandker, Shahidur R.; und weitere
Institution	World Bank, Washington, DC.
Titel	Schooling and Cognitive Achievements of Children in Morocco: Can the Government Improve Outcomes? World Bank Discussion Papers, No. 264.
Quelle	(1994), (103 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	0259-210X
ISBN	0-8213-3046-2
Schlagwörter	Quantitative Daten; Stellungnahme; Academic Achievement; Access to Education; Community Characteristics; Economic Factors; Educational Attainment; Educational Economics; Educational Quality; Elementary Secondary Education; Enrollment; Family Characteristics; Females; Foreign Countries; Public Policy; Resource Allocation; Rural Development; Rural Education; Rural Schools; Rural Urban Differences; Sex Differences; Morocco + Suchen Sie Ihr Suchwort? Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Ökonomischer Faktor; Bildungsabschluss; Bildungsgut; Bildungsökonomie; Quality of education; Bildungsqualität; Einschulung; Weibliches Geschlecht; Ausland; Öffentliche Ordnung; Ressourcenallokation; Rural environment; Development; Ländliches Milieu; Entwicklung; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Stadt-Land-Beziehung; Sex difference; Geschlechtsunterschied; Marokko
Abstract	This paper uses data from the Morocco Living Standard Survey in an econometric investigation of the relative effectiveness of supply- and demand-side factors in determining educational outcomes. A wide range of factors are examined that may be responsible for differences in grade completion levels and achievement among sexes, regions, and urban and rural areas. These include household composition and income; parent and teacher education levels; and the presence or absence of schools, paved roads, electricity, irrigation, and convenient water sources. The authors conclude that (1) educational resources are inefficiently allocated in rural Morocco with over 85 percent of resources devoted to teacher salaries as opposed to student resources; (2) there is a need for more public investment in rural infrastructure in order to improve overall educational attainment; and (3) given data showing higher social returns to female education, it may be justifiable for the government to introduce a stipend to encourage parents to send girls to school. The government of Morocco may accelerate educational achievements by furthering investments, especially in rural areas, in complementary inputs such as roads, irrigation, and electrification that raise the rate of return to education. An appendix contains 19 data tables and 16 graphic figures. Contains 14 Contains 14 references. (RAH)
Anmerkungen	Distribution Unit, Office of the Publisher, The World Bank, 1818 H Street, N.W., Washington, DC 20433 ($7.95).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC