<![CDATA[School dropout remains a critical challenge in Morocco, with approximately 300,000 youth annually leaving the educational system without qualifications. This study evaluates the Massarates program, a skills upgrading intervention in Rhamna province designed to prepare young people aged 18 and above for vocational training pathways. Grounded in Human Capital Theory, this action research examines the program's impact on participants' academic performance and engagement. The study employed a mixed-methods approach with 29 beneficiaries participating in foundational courses in mathematics, physics, chemistry, and life and earth sciences. Data collection involved pre- and post-tests, attendance tracking, and satisfaction questionnaires. Paired t-test analyses revealed statistically significant improvements across all subjects: chemistry (mean difference +13.48 points, p < 0.001), physics (+14.21 points, p < 0.001), mathematics (+9.47 points, p < 0.001), and life sciences (+6.63 points, p < 0.01). Attendance patterns showed strong participant engagement, with 76.93% expressing satisfaction with program structure and 84.61% reporting that content facilitated their learning. The findings demonstrate that targeted academic reinforcement combined with socio-professional orientation effectively strengthens foundational competencies and enhances training readiness among disadvantaged youth. The Massarates program represents a promising educational investment strategy for reducing dropout-related inequalities and improving employability outcomes in rural Morocco. Future research should examine long-term professional integration and explore hybrid delivery modalities to enhance accessibility.]]>
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