<p>This article provides an overview of school wastage, namely repetition and dropout in primary and secondary schools in Morocco. It describes how this phenomenon has progressed since school was implemented in the 1960s. It shows that the fundamental principles of the education system established in the aftermath of Morocco’s independence in 1956 did not succeed in providing a clear, stable education program. The article concludes that despite the tremendous efforts made in enrollment, school wastage persists, and the educational system is still trapped in the idealistic principles of the 1960s, causing education to flounder in the dramatic triangle of schooling, generalization, and dropout.</p>
In the last two decades, students’ enrollment in Moroccan higher education has increased, and so has the student attrition phenomenon. To retain students until degree completion, the educational reforms carried out since 1999 have encouraged institutions to provide students with support services but have left institutions free to conceive their support policy. As a result, student tutoring and coaching have become popular in some universities. The purpose of this paper is to investigate these two types of support from the students’ perspective and the student support service they need. First, these types of support are described briefly. Second, it is demonstrated through a survey and a pilot project on students’ perception of the student support services in a higher limited admissions institution that students’ needs go beyond academic tutoring. Coaching, as psycho-social support, is gaining students’ interest.
This article takes stock of the aspects of higher education provision invested in the fight against the phenomenon of dropping out of university. These aspects are exposed from a review of the literature on higher education reforms in Morocco since 1999. Chronologically, they are reviewed in the National Charter for Education and Training 1999, in the Plan of Emergency 2009-2012, in the Action Plan 2013-2016, and finally, in the Strategic Vision of the Reform 2015-2030. It is concluded that despite the efforts made in quantitative retention étudiantsà university until graduation, progress still to make qualitatively.
High student attrition rates at university have become one of the most challenging issues in higher education worldwide in the last five decades. Moroccan universities are no exception. At-risk students drop out of studies for a plethora of reasons, and the attrition rate is increasing despite the efforts made in education reforms carried out since 1999. This article reviews the most important components of the higher education reforms that have been adopted in Moroccan higher education in their endeavor to enhance student retention in university. These components are chronologically reviewed, first in the National Charter of Education and Training (NCET) launched in 1999, second in the Emergency Plan conducted in 2009-2012, and finally in the latest Strategic Vision of Reform 2015-2030. It is concluded that more efforts are necessary to strike a balance between quantity and quality in terms of student retention in university education.
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