Education as a factor in reducing economic inequalities

Abstract

This study analyzes the role of education in reducing economic inequalities in Morocco by adopting a multidimensional approach grounded in the capability theory. In a Moroccan context marked by persistent disparities in living standards, gender, and access to economic opportunities, education is considered not only as an investment in human capital but also as a lever for expanding real freedoms that enable individuals to sustainably improve their living conditions. The empirical analysis is based on data from a survey conducted among 284 individuals residing in both urban and rural areas in Morocco. An ordered Probit model is employed to explain the standard of living, measured on a five-point Likert scale. Several dimensions of education are incorporated, including access to employment opportunities, decision-making autonomy, intergenerational social mobility, civic participation, resilience to economic risks, and the development of productive capabilities, while controlling for socio-demographic characteristics. The results show that, in the Moroccan context, education significantly contributes to reducing economic inequalities through improved labor market integration, strengthened individual autonomy, upward social mobility, and civic inclusion. These mechanisms increase the probability of accessing higher standards of living and limit the intergenerational reproduction of inequalities. By contrast, resilience to economic risks does not appear as a direct determinant of the standard of living, suggesting a role that is more protective than redistributive. The results also highlight the persistence of gender-based economic inequalities in Morocco, while territorial disparities diminish once educational dimensions are taken into account. The study thus emphasizes the importance of equitable and high-quality educational policies to strengthen social justice and inclusive development in Morocco.