Assessing Inequalities of Opportunity in Education in Morocco: An Econometric Analysis

Abstract This study examines the evolution of inequalities of opportunity in school access and educational attainment in Morocco between 1998 and 2014. It analyses how individual, household and parental circumstances shape children’s educational trajectories using data from the ENNVM 1998–1999 and RGPH 2014. Two econometric approaches are applied: a probit model to estimate school enrolment and a right-censored ordered probit model to assess attainment levels. Focusing on children aged 12–19, predicted probabilities are used to identify the most and least advantaged profiles. The results show that children from advantaged backgrounds are significantly more likely to enrol and progress, while disadvantaged children face higher risks of non-enrolment and early dropout. Although disparities have slightly declined, they remain substantial. These findings highlight persistent opportunity gaps and the need for targeted, equity-oriented policies. Beyond socio-economic implications, educational inequality also affects environmental education and sustainability learning in Morocco. Unequal access to education may limit environmental literacy, climate awareness and the capacity of vulnerable populations to engage in sustainable practices, thereby constraining progress toward Sustainable Development Goal 4.7.