محاولة تفسير ظاهرة الهدر المدرسي لدى التلاميذ المستفيدين من الدعم الاجتماعي: تتبع فوج 2014-2020 بالتعليم الابتدائي العمومي من الوسط القروي بإقليم تازة

Abstract EN

Objective of this study is to describe and explain some of the factors related to the student, the family and the school, on the school wastage of pupils who have benefited from social support in public primary education.

targeting a sample in rural areas in the province of Taza as a model, it was possible to shed light on the inadequacy and limitations of social support programs in the fight against school wastage, particularly in rural areas.

in order to give some credibility to the results of our study, we opted for longitudinal analysis by tracking a cohort of students, from the first year of primary education in 2013-2014 until 2019- 2020, who have benefited from social support programs, especially the «Tayseer» program for conditional financial transfers.

more specifically, we analyzed the path of 340 pupils of both sexes, to record the events concerning their school life (success, repetition and dropping out of school) during the six years of primary education.

the investment of the data was possible through the collection of information via electronic forms addressed to the directors of the establishments, in order to exploit the available databases, in particular 'Massar' and 'Gresa' as well as information on social support.

after the informational and statistical treatment of the available database, the sample was studied as a descriptive study of the variation of school wastage according to individual, family or school variables, before the inference study where we applied the binary logistic regression model to two models, they differ according to the dependent variable: the 1st explains the school wastage in general and the 2nd the school dropout in particular.

the modeling results concluded that some individual, familial and school variables affected the 2 models, with varying proportions of the contribution of these factors in both models; in this respect, 4 variables have retained their impact and statistical significance: the number of students in the 1st year of primary school, the date of availability of health facilities, the father’s profession and the parents' level of education.

as for the individual variable represented by gender, it loses its statistical significance in the 2nd model: that means the probability of school wastage is higher for boys than for girls, but this is not the case for the school dropout.

also, the results showed the significant effect of 2 other school variables within the 2nd model, despite their absence from the 1st model: the distance between the school and the student's residence in addition to the average of school grades at the primary cycle, which may reflect a characteristic of school performance.