The Progress on Sdg Goals in Morocco: Sustainable Development Classification Essay

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Table of Contents

Introduction
SDG Goals for Consideration
SDGs achievement in Morocco
Works Cited

Introduction

Promoting sustainable development is one of the most relevant global-scale tasks today. A vision of what sustainable development means is set out in a new UN agenda for sustainable development, which aims to meet the targets of poverty eradication, human prosperity, and well-being by 2030 while protecting the environment. The following Sustainable Development Goals (SDGs) are especially relevant: 4) Ensuring inclusive and equitable quality education; 5) Ensuring gender equality; 10) Reducing inequality within and between countries. Moreover, for developing countries such as Morocco, these goals are especially crucial, as achieving them would provide the basis for further sustainable development in the areas of building social capital and protecting the environment.

SDG Goals for Consideration

Goal 4 – Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Source: UN. “The Sustainable Development Goals Report 2019.”

Targets	Indicators
4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes	4.1.1 Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education	4.2.1 Proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being, by sex 4.2.2 Participation rate in organized learning (one year before the official primary entry age), by sex
4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university	4.3.1 Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship	4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations	4.5.1 Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy	4.6.1 Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development	4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all	4.a.1 Proportion of schools with access to: (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities (as per the WASH indicator definitions)
4.b By 2020, substantially expand globally the number of scholarships available to developing countries, in particular, least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programs, in developed countries and other developing countries	4.b.1 Volume of official development assistance flows for scholarships by sector and type of study
4.c By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States	4.c.1 Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country

Goal 10. Reduce inequality within and among countries. Source: UN. “The Sustainable Development Goals Report 2019.”

Targets	Indicators
10.1 By 2030, progressively achieve and sustain income growth of the bottom 40 percent of the population at a rate higher than the national average	10.1.1 Growth rates of household expenditure or income per capita among the bottom 40 percent of the population and the total population
10.2 By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status	10.2.1 Proportion of people living below 50 per cent of median income, by age, sex and persons with disabilities
10.3 Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard	10.3.1 Proportion of the population reporting having personally felt discriminated against or harassed within the previous 12 months based on a ground of discrimination prohibited under international human rights law
10.4 Adopt policies, especially fiscal, wage, and social protection policies, and progressively achieve greater equality	10.4.1 Labor share of GDP, comprising wages and social protection transfers
10.5 Improve the regulation and monitoring of global financial markets and institutions and strengthen the implementation of such regulations	10.5.1 Financial Soundness Indicators
10.6 Ensure enhanced representation and voice for developing countries in decision-making in global international economic and financial institutions in order to deliver more effective, credible, accountable and legitimate institutions	10.6.1 Proportion of members and voting rights of developing countries in international organizations
10.7 Facilitate orderly, safe, regular and responsible migration and mobility of people, including through the implementation of planned and well-managed migration policies	10.7.1 Recruitment cost borne by employees as a proportion of yearly income earned in country of destination 10.7.2 Number of countries that have implemented well-managed migration policies
10.a Implement the principle of special and differential treatment for developing countries, in particular least developed countries, in accordance with World Trade Organization agreements	10.a.1 Proportion of tariff lines applied to imports from least developed countries and developing countries with zero-tariff
10.b Encourage official development assistance and financial flows, including foreign direct investment, to States where the need is greatest, in particular least developed countries, African countries, small island developing States and landlocked developing countries, in accordance with their national plans and programs	10.b.1 Total resource flows for development, by recipient and donor countries and type of flow (e.g. official development assistance, foreign direct investment and other flows)
10.c By 2030, reduce to less than 3 percent the transaction costs of migrant remittances and eliminate remittance corridors with costs higher than 5 percent	10.c.1 Remittance costs as a proportion of the amount remitted

Goal 14 – Conserve and sustainably use the oceans, seas and marine resources for sustainable development. Source: UN. “The Sustainable Development Goals Report 2019.”

Targets	Indicators
14.1 By 2025, prevent and significantly reduce marine pollution of all kinds, in particular from land-based activities, including marine debris and nutrient pollution	14.1.1 Index of coastal eutrophication and floating plastic debris density
14.2 By 2020, sustainably manage and protect marine and coastal ecosystems to avoid significant adverse impacts, including by strengthening their resilience, and take action for their restoration in order to achieve healthy and productive oceans	14.2.1 Proportion of national exclusive economic zones managed using ecosystem-based approaches
14.3 Minimize and address the impacts of ocean acidification, including through enhanced scientific cooperation at all levels	14.3.1 Average marine acidity (pH) measured at agreed suite of representative sampling stations
14.4 By 2020, effectively regulate harvesting and end overfishing, illegal, unreported and unregulated fishing and destructive fishing practices and implement science-based management plans, in order to restore fish stocks in the shortest time feasible, at least to levels that can produce maximum sustainable yield as determined by their biological characteristics	14.4.1 Proportion of fish stocks within biologically sustainable levels
14.5 By 2020, conserve at least 10 per cent of coastal and marine areas, consistent with national and international law and based on the best available scientific information	14.5.1 Coverage of protected areas in relation to marine areas
14.6 By 2020, prohibit certain forms of fisheries subsidies which contribute to overcapacity and overfishing, eliminate subsidies that contribute to illegal, unreported and unregulated fishing and refrain from introducing new such subsidies, recognizing that appropriate and effective special and differential treatment for developing and least developed countries should be an integral part of the World Trade Organization fisheries subsidies negotiation	14.6.1 Progress by countries in the degree of implementation of international instruments aiming to combat illegal, unreported and unregulated fishing
14.7 By 2030, increase the economic benefits to small island developing States and least developed countries from the sustainable use of marine resources, including through sustainable management of fisheries, aquaculture and tourism	14.7.1 Sustainable fisheries as a percentage of GDP in small island developing States, least developed countries and all countries
14.a Increase scientific knowledge, develop research capacity and transfer marine technology, taking into account the Intergovernmental Oceanographic Commission Criteria and Guidelines on the Transfer of Marine Technology, in order to improve ocean health and to enhance the contribution of marine biodiversity to the development of developing countries, in particular small island developing States and least developed countries	14.a.1 Proportion of total research budget allocated to research in the field of marine technology
14.b Provide access for small-scale artisanal fishers to marine resources and markets	14.b.1 Progress by countries in the degree of application of a legal/regulatory/policy/institutional framework which recognizes and protects access rights for small-scale fisheries
14.c Enhance the conservation and sustainable use of oceans and their resources by implementing international law as reflected in the United Nations Convention on the Law of the Sea, which provides the legal framework for the conservation and sustainable use of oceans and their resources, as recalled in paragraph 158 of “The future we want”	14.c.1 Number of countries making progress in ratifying, accepting and implementing through legal, policy and institutional frameworks, ocean-related instruments that implement international law, as reflected in the United Nation Convention on the Law of the Sea, for the conservation and sustainable use of the oceans and their resources

SDGs achievement in Morocco

In recent years, Morocco devoted strong efforts to enable sustainable development in the country and meet some important sustainable development goals. However, evident gaps and challenges are observed, in particular, in meeting SDG4, SDG5, and SDG10.

Meanwhile, achieving the SDG4 targets is critical for economic growth and poverty reduction. Education contributes to a range of social and non-market benefits, such as improved child well-being and health outcomes, increased consumer choice, and better social capital.

Below, the dynamics of three indicators for SDG4 is given:

Net Enrollment Ratio (Primary Education) (%), 2017 (Fig. 1).

Net enrollment ratio in primary education grew 2.44% – to 96.8% as of 2017. In retrospect, net enrollment ratio in primary education in Morocco reached its maximum in 2017 while the lowest value was observed in1971 – 36.9% (Mansouri and Moumine 11). Morocco occupies 20^th place among 80 countries in terms of net enrollment ratio in primary education (Mansouri and Moumine 12).

Dynamics of youth functional literacy (Fig. 2).

Dynamics of youth functional literacy in Morocco and other African countries, 2000-2018

Fig. 2. Dynamics of youth (15-24) functional literacy in Morocco in comparison with other African countries, percentage point increase, 2000-2018. Source: Ennaji, Moha. “Morocco’s Experience with Gender Gap Reduction in Education.” Gender and Women’s Studies, vol. 2, no. 1, 2018, pp. 1-18.

Percentage of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills

Fig. 3. Student Achievement in Moroccan schools. Source: Saoudi, Khadija et al. “Student Achievement in Moroccan Student Achievement in Moroccan Educational Reforms: A Significant Gap Between Aspired Outcomes and Current Practices. Interchange, vol. 51, 2020, pp. 117-136.

As to SDG10, some important steps were made regarding reducing inequality in Morocco. The following results were achieved (Dadush and Saoudi 3):

Poverty rate of $ 1.9 per day 0.9%
Poverty rate at $ 3.2 a day 7.3%
Poverty rate at the national poverty line 4.8%
Share of total income of the poorest 10% 2.7%
Share in total income of the richest 10% 31.9%
Some indicators related to SDG10 are presented below (Fig. 4 – Fig. 6).

Proportion of people living below 50 per cent of median income.

Fig. 4. Proportion of people living below 50 per cent of median income. Source: Dadush, Uri, and Hamza Saoudi. Inequality in Morocco: An International Perspective. Policy Center for the New South, 2019.

Recruitment cost borne by employee.

Fig. 5. Recruitment cost borne by employee, 2018. Source: IMF. Country Report No. 19/230. Web.

Labor share of GDP.

Fig. 6. Labor share of GDP in dynamics. Source: Ali, Abdelaaziz, and Uri Dadush. “Deindustrialization and Employment in Morocco.” OCP Policy Center Policy Brief, November 2018, PB-18/34.

As to SDG14, in Morocco, one can see how the nationwide electrification achieved in 2015 is helping to increase water availability. Integrated water and energy initiatives here began to be implemented even before the SDGs were adopted (). While different agencies are responsible for developing water and energy policies, some of these programs involve coordinated activities.

Coverage of protected areas in relation to marine areas

Fig. 7. Marine protected areas (% of territorial waters) in Morocco. Source: Moutchou, Najat Ei. “Sustainable Marine Aquaculture in Morocco: Siting Guidelines, Monitoring Standards & Environmental Models for Coastal Finfish Aquaculture.” Project Development of Siting, Modeling and Monitoring Guidelines for Coastal Finfish Aquaculture in Morocco, 2019.

Progress by countries in the degree of implementation of international instruments aiming to combat illegal, unreported and unregulated fishing. Morocco is among African countries with the highest level of such implementation (Fig. 8).

Fig. 8. Progress by African countries in the degree of implementation of international instruments aiming to combat illegal, unreported and unregulated fishing. Source: Finley, Carmel. All the Fish in the Sea: Maximum Sustainable Yield and the Failure of Fisheries Management. University of Chicago Press, 2019.

Progress by countries in the degree of application of a legal/regulatory/policy/institutional framework which recognizes and protects access rights for small-scale fisheries (Fig. 9).

Fig. 9. Progress by African countries in the degree of application of a legal/regulatory/policy/institutional framework which recognizes and protects access rights for small-scale fisheries. Source: Finley, Carmel. All the Fish in the Sea: Maximum Sustainable Yield and the Failure of Fisheries Management. University of Chicago Press, 2019.

Works Cited

Ali, Abdelaaziz, and Uri Dadush. “Deindustrialization and Employment in Morocco.” OCP Policy Center Policy Brief, November 2018, PB-18/34. Web.

Dadush, Uri, and Hamza Saoudi. Inequality in Morocco: An International Perspective. Policy Center for the New South, 2019.

Ennaji, Moha. “Morocco’s Experience with Gender Gap Reduction in Education.” Gender and Women’s Studies, vol. 2, no. 1, 2018, pp. 1-18.

Finley, Carmel. All the Fish in the Sea: Maximum Sustainable Yield and the Failure of Fisheries Management. University of Chicago Press, 2019.

IMF. Country Report No. 19/230. Web.

Mansouri, Zoulal, and Mohamed El Amine Moumine. “Primary and Secondary Education in Morocco: From Access to School into Generalization to Dropout.” International Journal of Evaluation and Research in Education (IJERE), vol. 6, no. 1, 2017, pp. 9-16. Web.

Moutchou, Najat Ei. “Sustainable Marine Aquaculture in Morocco: Siting Guidelines, Monitoring Standards & Environmental Models for Coastal Finfish Aquaculture.” Project Development of Siting, Modeling and Monitoring Guidelines for Coastal Finfish Aquaculture in Morocco, 2019. Web.

Source: Robbins, Michael, and Kathrin Thomas. “Women in the Middle East and North Africa: A Divide between Rights and Roles.” Arab Barometer – Wave IV, 2020.

Saoudi, Khadija et al. “Student Achievement in Moroccan Student Achievement in Moroccan Educational Reforms: A Significant Gap Between Aspired Outcomes and Current Practices. Interchange, vol. 51, 2020, pp. 117–136.

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