Despite the implementation of significant educational reforms in Morocco in 1999, 2009, and 2015, there persists a notable disparity in school enrollment between boys and girls, public and private school students, and urban and rural residents. Consequently, educational inequalities have increased, particularly during and after the global pandemic. Consequently, the advent of the COVID-19 pandemic compelled Moroccan educational systems to adapt to novel circumstances swiftly, precipitating significant challenges about the right to education during periods of crisis. This article aims to analyze the educational losses and inequalities caused by the COVID-19 pandemic and the responses of governments, schools, and teachers, with a particular focus on rural Moroccan areas. To address this gap, this study also aims to propose actions to strengthen education in rural areas, as a common good and a bulwark against inequalities. A quantitative and qualitative survey conducted in rural areas of Morocco revealed that the COVID-19 pandemic has exacerbated existing educational inequalities in these areas. The limited access to technology, the school closures, and the socio-economic disparities were significant factors that affected the educational outcomes. Together, the discourses and practices of teachers and principals demonstrate the intricacy of managing education during and in the aftermath of a pandemic. This illuminates both the difficulties inherent in reform and the necessity of learning from crises. Keywords: Inequalities, education, pandemic, rural, public policy, dropout. JEL Classification: I24 Paper type: Empirical research.

Despite the implementation of significant educational reforms in Morocco in 1999, 2009, and 2015, there persists a notable disparity in school enrollment between boys and girls, public and private school students, and urban and rural residents. Consequently, educational inequalities have increased, particularly during and after the global pandemic. Consequently, the advent of the COVID-19 pandemic compelled Moroccan educational systems to adapt to novel circumstances swiftly, precipitating significant challenges about the right to education during periods of crisis. This article aims to analyze the educational losses and inequalities caused by the COVID-19 pandemic and the responses of governments, schools, and teachers, with a particular focus on rural Moroccan areas. To address this gap, this study also aims to propose actions to strengthen education in rural areas, as a common good and a bulwark against inequalities. A quantitative and qualitative survey conducted in rural areas of Morocco revealed that the COVID-19 pandemic has exacerbated existing educational inequalities in these areas. The limited access to technology, the school closures, and the socio-economic disparities were significant factors that affected the educational outcomes. Together, the discourses and practices of teachers and principals demonstrate the intricacy of managing education during and in the aftermath of a pandemic. This illuminates both the difficulties inherent in reform and the necessity of learning from crises. Keywords: Inequalities, education, pandemic, rural, public policy, dropout. JEL Classification: I24 Paper type: Empirical research.