Search

Unemployment hysteresis, where joblessness persists even after economic improvement, reveals the lasting impact of initial downturns. We delve into this puzzle in Morocco from 1999Q1 to 2019Q3, using four methods to examine the non-accelerating inflation rate of unemployment (NAIRU) time series for unit root causes. Across all methods, we consistently find a hysteresis effect. We also explore how inflation and NAIRU interact, although results are mixed. This suggests policies focusing on reform, training, and learning could help reduce long-term joblessness. Our findings shed light on unemployment's enduring effects, even during recoveries, hinting at possible shifts in job markets. Our study contributes to global science by examining labor market hysteresis in Morocco, offering insights into policy implications for both Morocco and other developing nations. By examining how economic policies impact unemployment over time, we provide valuable guidance for policymakers grappling with similar challenges. Our research underscores the need to consider local contexts when crafting effective economic policies for developing economies. [ABSTRACT FROM AUTHOR]

This study aimed to unveil the evolving landscape of digital financial inclusion in African countries during the post‐COVID‐19 era. We examined factors influencing the access and usage of digital financial services and identified population segments facing increased exclusion due to the digital divide. First, by applying principal component analysis to data collected at the country level from 39 African countries in 2014, 2017, and 2022, we developed a digital financial inclusion index. Second, the empirical research utilized a microlevel dataset of 29,042 adults from 29 countries, sourced from the World Bank's Global Findex 2021 database, employing the instrumental variable probit methodology. Comparative analysis showed improvements in digital financial inclusion rankings for Kenya, Lesotho, and Botswana, while Egypt, Sudan, Tunisia, and Niger experienced declines, indicating limited access. Our empirical findings suggest that certain groups, such as women and individuals with limited education and lower incomes, encounter obstacles in accessing digital financial services. Factors such as education level, labor market participation and access to technology and internet infrastructure emerged as crucial in promoting digital financial inclusion. Our sample's representative nature enhances the study's practical implications, guiding public policies and international institutions to accelerate digital financial inclusion in Africa. [ABSTRACT FROM AUTHOR]

The gender gap in education has been a significant concern for Moroccan policymakers and researchers, but the quantitative measurement of this gap has often been overlooked. This study specifically examines the gender gap in academic achievement in reading and mathematics at both the national and residential levels. The objective is to identify the factors that influence gender performance differences and their magnitude. To achieve this, micro-level data from 5427 students extracted from the PIRLS 2016 and TIMSS 2015 surveys were analyzed. The Blinder-Oaxaca (1973) decomposition technique was employed to assess the significance of the differences and to break down the performance gaps by incorporating explanatory variables related to schools, teachers, and students' characteristics. The results reveal a significant gender difference in favor of girls in reading, both nationally and in urban areas. In mathematics, the gender gap is not statistically significant and is approximately 3 points at the national level. Only 29% of the reading gap can be explained by the selected variables, while this percentage is around 20% for the math gap. Pre-school attendance, maternal education, schools, and schools' characteristics are identified as significant factors influencing the reading gap at the national and urban levels. In contrast, at the rural level, home conditions and the characteristics of the school and teacher play a more decisive role. [ABSTRACT FROM AUTHOR]

Our study aims to investigate the role of financial inclusion as a mediator in the relationship between contextual factors and entrepreneurial willingness in Africa. While previous research has emphasized the importance of improving institutional and contextual factors to foster entrepreneurship, our study adds a new dimension by highlighting the critical need for tailored financial services that can cater to the unique needs of African entrepreneurs. In light of this, we have employed a robust and comprehensive methodology, leveraging micro-level data that covers 44,129 African adults and using Instrumental Variable Probit estimation. This approach allows us to offer valuable insights into the factors driving entrepreneurship in Africa. Our results suggest financial inclusion as a crucial determinant in the relationship between contextual factors and entrepreneurship in Africa, with the usage dimension being more important than the access dimension. Our findings reveal that the impact of contextual factors on entrepreneurship in Africa is strongly influenced by financial inclusion. By acting as a mediator, financial inclusion plays a pivotal role in shaping entrepreneurial willingness. Moreover, policymakers in Africa should focus on improving the business environment, addressing key contextual determinants of entrepreneurship where most African countries face a significant deficit compared to the world's top-ranking economies. These determinants include institutional quality, infrastructure, Information and Communication Technology (ICT) adoption, health, skills, product market, labor market, and innovation capability. Our study advances the field of research in two key ways. First, it provides empirically grounded evidence on both individual and contextual factors that can stimulate entrepreneurship in Africa. Given the representativeness of our sample, the policy implications of our study are valuable, offering useful insights for international institutions and policymakers working to promote entrepreneurship in Africa. Second, in contrast to previous studies on financial inclusion that use macroeconomic data to quantify the multidimensionality of financial inclusion, our study is unique in that it constructs a financial inclusion index based on microeconomic data to quantify the financial inclusion level of each individual in our sample. • Financial inclusion mediates contextual factors and entrepreneurship relationship. • Entrepreneurial activity thrives with financial inclusion's usage dimension. • Labor market participation is a key determinant of entrepreneurial willingness. • Merely enhancing institutional and business environment is insufficient. • Customized financial resources are critical for entrepreneurial success. [ABSTRACT FROM AUTHOR]

To mitigate the educational disruption, during the coronavirus pandemic, countries work to facilitate the continuity of learning by using mobile technologies for teaching and learning. Despite the development of mobile communication technology and Although distance education has been developed for several years, it is still widely regarded as falling to assure educational equality. Remote learning during this pandemic crisis is challenging. Policy makers, school principals, teachers, students and parents are all juggling unusual responsibilities. This paper reviews the school closures literature, highlights the equality of opportunity challenge and gives some guidance to effectively implement a productive learning programme. [ABSTRACT FROM AUTHOR]

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 FROM AUTHOR]

This work is one of works trying to understand, and to assess the differences of children educational achievement by genre. In fact, this work tries to find answers of two sequential questions: can we accept the hypothesis, often allowed, which stipulates that boys are more performing than girls in science subjects? If yes, how to analyze a possible difference in terms of its determinants? In this regard, we'll try to explain the achievement differences between boys and girls in the 4th year of primary using TIMSS-2011's database. The applied methodology is the decomposition developed by Oaxaca and Blinder (1973), and generalized by Neumark (1988) and Oaxaca and Ransom (1988, 1994). Even if our results confirm that the girls are more performants than boys, the performance of the educational system and Moroccan is still very mediocre in general. [ABSTRACT FROM AUTHOR]

The purpose of the current study is to assess risk in the customs supply chain. A risk assessment model using a combination of the extended fuzzy (EF) analytic hierarchy process (AHP) method with criticality analysis is proposed. EFAHP may be used as an efficient method for determining the importance of risks in the assessment process, but it does not determine whether the risks are at an acceptable level based on their risk points. A risk assessment study was conducted on Moroccan customs, in which threats were determined based on experience. The past 10 years' statistical records were categorized, and each category was prioritized using the EFAHP method. EFAHP is a useful tool that considers the fuzziness of the data involved in determining the preferences for various decision variables. The fuzzy set theory gives a much better representation of the subjective judgments. Thus, it further refines the evaluation problem. The determined risks were also assessed based on criticality. The relation between the assessment of the risk class based on criticality and the fuzzy AHP weights was examined, and the risk class intervals for EFAHP were determined. In the study, an approach was developed based on the fact that the measure of the risk class in criticality risk assessment can be used with the obtained results, using the EFAHP method by comparing the obtained priority weights against the normalized scores of criticality. Therefore, the importance and classes of risks are determined. [ABSTRACT FROM AUTHOR]