This paper is devoted to outlining the child’s situation in the Moroccan socio-cultural reality through the prism of its marginalization. Various factors such as cultural and religious conditions, the family – its structure and economic status, legislative solutions – Family Code Mudawwana, marriage institution, lack of official status, migration, employment, health care and access to education combine to create a map of influences causing specific consequences in the family, in biographies of mothers and finally their children. The purpose of this paper is to produce this map of the problems of today’s Morocco and to make the reader aware of the tragedy and enormity of powerlessness experienced by marginalized, excluded and invisible children. The analysis was based on studies, the latest thematic reports as well as press reports, excerpts of literary texts reflecting the reality of Morocco, or online publications of non-governmental organizations.

The topic of this paper is the attempt to show the multifaceted activity of a teacher in the current pandemic educational conditions, in which the educator expresses the unconventional approach towards the use of paradigms in planning teaching and research activities. The teachers research activity can explain the educational phenomena occurring in the current situation better than implementing only methodological solutions. It is an element of pedagogical innovation resulting from the organization of the educational process. As a result, the information obtained from the research steps can complement the information obtained during the application of the positivist and anti-positivist paradigms to everyday teaching practice. The activity revealed in these areas can be supported by both well-known and alternative cycles of organizational, didactic and research activities suggested by a teacher. The selected elements are conducive to the diverse activity and consideration of a teacher. They appear in the process of teaching and learning as well as in planned research. The size and quality of this behavior affect the individual style of thinking and tactics. The behavior inspires educational partners to make an effort so that the school routine does not become a source of acquiring theory and benefiting from the normative paradigm. The school can also take advantage of information provided by the interpretive paradigm. Personal experience obtained together with skillfully applied theory and research is the answer concerning the meaning of actions during unstable and rapidly changing conditions favoring further teacher education and development.

The aim of this article is to present the threats and opportunities in the fields of education and the professional situation of Moroccans, especially young people who both try to find their place on the local labor market and emigrate mainly to Western European countries, largely to France, Spain and Italy, seeking stabilization. The recent reforms and unilateral or multilateral initiatives of international consortia, governments, agencies, and non-governmental organizations operating globally and locally are a chance to create a most stable labor market for young people. Often these are micro-scale activities, but the activation and professional support on a micro scale may translate into the effects of improving quality on a macro scale, throughout the country. This article was prepared on the basis of international reports of OECD (Organisation for Economic Cooperation and Development), UNESCO, EU national studies, articles and press reports as well as information on the home pages of institutions and organizations such as USAID (United States Agency for International Development) or NED (The National Endowment for Democracy)