2025/07/04 by TOURABI, IMAD
paper · doi:10.48423/imist.prsm/rmere-v1i13.53930
This article explores the link between the evolution of Morocco's education system and the World Bank's doctrine between 1999 and 2015, based on data from the TIMSS, PIRLS, PNEA, IDH and GINI studies, as well as reports by the World Bank, UNESCO and other international bodies. It highlights the institutional reforms proposed by the World Bank and their influence on students' results, particularly in basic education. The results show a significant correlation between the said reforms, measured through five indicators such as teachers' recruitment, pupil numbers, functional infrastructure and school attainment and drop-out rates.