Page 36 - Contributed Paper Session (CPS) - Volume 4

CPS2109 Khalid S. et al.
Blur poverty index of the subset P is determined from the relationship:

∑ n μ (a )n
μ = i=1 B i i (6)
B
∑ n n i
i=1
The multidimensional index for each dimension or variable is determined as
follows:

∑ n x n
i=1
ij i
μ (X ) = (7)
j
B
∑ n n i
i=1
Step 4: Indices of multidimensional poverty according to the Alkire and
Fooster method
By construction, ICP summarizes all the hardships experienced by children.
By classifying them according to the degree of deprivation, this index allows
to assess all the indices of multidimensional poverty, including the indices
which are the most recognized by Alkire-Fooster, namely:
- Headcount ratio of Multidimensional poverty (H): it gives the proportion of
poor children, that is to say, children who accumulate a number of
deprivations greater to the poverty line -at least 30% of dimensions
deprivation of well-being;
- The deprivation intensity (A): This index provides information on the gaps
faced by poor children in a simultaneous manner. It has the merit to account
for the deprivation acuity in children in multidimensional poverty situation;
- The Multidimensional Poverty Index (MPI): It’s a generalization of the
intensity of deprivation among all children, whether in poverty or not;
- The index of severity: it gives the proportion of children in situations of
deprivation which at least 50% of the spatial dimensions of well-being of the
child. It provides information on the share of the poorest children;
- The index of vulnerability to poverty: it gives the share of children whose
level of deprivation oscillates in a range between 20% and 30% of well-being
dimensions. It provides information on the non-poor children’s risk of falling
into poverty.
Throughout this work, we will calculate, analyze and compare over time all
of these indices (CDI, H, A and MPI).

4. The key results from this study are available in:
1- Composite index of children’s social well-being
Between 2001 and 2014, the situation of children in Morocco has
experienced a significant improvement in all areas. It is characterized by a
tendency to generalize the education of young children aged 6-11 years in
primary school, by improving net enrollment rates in other levels: preschool,
secondary college and qualifying secondary by a narrowing of the urban / rural
and boy / girl disparities in children's access to education, by improving their

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