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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]

Based on data from international surveys measuring learning (TIMSS), this article focuses on the analysis of the academic performance Moroccan students. The results of the econometric model show that the students' characteristics, their family environment and school context are key determinants of these performances. The study also shows that the Moroccan educational system is segmented: urban versus rural and public versus private. This double duality illustrates clearly that the Moroccan education system is a juxtaposition of a "categories" rather than a "unified" market.

Although the quantity of education is widely used to measure the economical and social performances of educative systems, only a few works have addressed the issue of equity in education. In this work, we have calculated two measures of inequality in education based on Barro and Lee's (2010) data: the Gini index of education and the standard deviation of schooling. The sample comprises 15 countries from the MENA region over the period 1950-2010. We used hierarchical clustering to control for the heterogeneity of the sample and identify the existence of cluster of similar value. We applied the Kuznets curve of education over the countries of the region. The findings show a decline in the Gini index within all the participating countries, for men and women and also for all age groups. The results also indicate that the education distribution was more unequal in the middle-income countries than in the higher-income countries in 2010, although they had almost the same level in 1970. The results suggested that the shape of the Kuznets curve depends basically on the measure used to approximate the inequality. Indeed, the Kuznets hypothesis is emphasized once we use the standard deviation of schooling. The Gini index, for its part, has maintained a significant negative relationship within the average number of years of the study.

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]

This paper explores new pathways to women's empowerment, including household structure, family support, satisfaction and self-esteem, and trust in institutions and politicians, and their impact on labor market participation, with a specific focus on gender differences. Using a microeconomic database of 7,860 individuals from North Africa and employing a Probit model, we find that gender significantly influences labor market participation. Surprisingly, our results reveal that education operates in an unexpected direction in the North African region, confirming the "MENA paradox". Moreover, household structure's impact on labor decisions varies by gender, as gender norms prevalent in male-dominated societies hinder women's labor market participation, leading to a "marriage penalty." In a similar vein, our estimations reveal a significant positive correlation between men's belief that "men should have greater job rights than women during scarce work periods" and their labor force participation, shedding light on the influential role of gender norms in North Africa. Our study emphasizes the critical role of networking, social capital, and how North Africans' perception of political life impedes their labor force participation. As for policy implications, our contribution illuminates new pathways for women's empowerment, advocating for comprehensive legislative reforms to promote gender equality and foster inclusive development. [ABSTRACT FROM AUTHOR]

This paper explores the higher education financing policy in Morocco in light of the central issue of equity. First, it surveys the current situation, using a critical approach to the present financing policy, and looking at the three dimensions of adequacy, efficiency, and equity. Second, it describes the principal policy challenges in financing higher education. Third, it presents several public policy proposals likely to bring changes to the financing policy in order to meet these challenges. The analysis shows that the sustainability and the equity of the current financing system are undermined by the dysfunctions introduced by the private/public split in the higher education system and the lack of a clear political strategy pertaining to the medium of instruction.