Social stratification in primary school in Morocco: Quantitative analysis of PIRLS 2016 data
DOI:
https://doi.org/10.58256/ects.v3i1.824Keywords:
inequality, primary education, quality, social stratificationAbstract
Primary education in Morocco is characterized by a stratification of their students: first, according to social, economic and cultural characteristics, in particular, the employment and education of parents, then, according to the diversified educational offer. Indeed, students from poor or deprived social strata do not objectively have the same chances of access to establishments offering favorable teaching conditions. They are condemned not only by their social origin but also and above all by a faltering education system which facilitates unequal treatment and the development of a marginalized school for children from poor families. The socioeconomic disparities of student families and the duality of the education sector most likely combine to explain the educational stratification of students in Morocco. This text analyzes the manifestation of this double duality in the primary education cycle through the analysis of the distribution of pupils according to the types of schools and their locality, showing to what extent the segregation of pupils is very marked, whether because of place of residence, economic factors or selection in the school system.
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