Educational Reforms in Morocco: Evolution and Current Status

Abstract

Since 1956, the year in Morocco achieved independence, until now, the school system has been the subject of many discussions and controversies in the most varied areas of the country. We provide data on the educational situation. We analyze the reforms from a critical perspective, ending with final proposals. He underlined that the sector was experiencing a number of difficulties and problems due in particular to the adoption of syllabuses and courses that do not meet the needs of the labour market. Managing human resources is a key component of effective management with significant influence on the overall performance of schools. With a highly centralized structure, is structured in a preschool, primary, school, secondary, vocational and higher education with a very different way called Original Teachings rooted in the principles and ideals of the Arab-Muslim civilization. The latter is structured in three main stages of education: basic, secondary and higher education. We concluded by acknowledging the efforts made in recent years in the Moroccan education sector, although there is still a considerable number of clearly important aspects of improvement.

Perceived managerial and leadership effectiveness within a Moroccan Higher Education Institution

“…This research intends to investigate the nature of perceived managerial behaviors in Moroccan HEIs. This study stems from a genuine need to understand the managerial characteristics that lie behind the success or failure of management in Moroccan HEIs, which are experiencing significant changes on how they are organized and managed (Vicente 2014); new educational reforms are being suggested, with the purpose to have a more balanced, coherent and effective organizational and academic management of educational institutions (Vicente 2014). Additionally, education is significantly important for Moroccans who are expecting higher standards for education in order to address the needs of the labor market with regard to social and economic affairs (Sawahel 2009).…”

“…This applies not only to public institutions but also to private institutions that are independent of the Ministry (Vicente 2014). The reforms are not only meant to improve the quality of education, but also to speed the ongoing process to develop the Moroccan society and economy by preparing the future graduates to penetrate the job market, especially in a time of a rising competition, and lower the unemployment rate among the population (Vicente 2014).…”

Morocco’s Experience with Gender Gap Reduction in Education

“…Third, inequalities are also attributed to: the under-representation of women in education leadership positions, the inappropriate school infrastructure, and the misrepresentation of 13 gender in textbooks (Llorent-Bedmar, 2014). Cultural norms and the level of economic development continue to multiply the obstacles facing girls in their educational pursuit, as well as the interaction between a conservative culture and economic structures that have resulted in the country seeing lower levels of women's literacy and enrolment rates compared to other regions with similar income levels (see Boutieri, 2016).…”

“…Around 280,000 students (girls and boys) benefited from this program during the school year 2009-2010, which led to a remarkable increase in the enrolment rates in elementary schools (10.5%) and a 71% fall in the drop-out rates. (Llorent-Bedmar, 2014).…”

The Choice of Schooling for the Next Moroccan Generation

“…A number of studies discussing the reforms of the educational system acknowledges the efforts made to improve the level of education in Morocco. They all agree that many areas still need major improvements [10], [11]. The reforms have not really achieved the desired outcomes as the level of education remains very low, the number of school drop outs is still high, student achievement in science and reading is very low and the number of unemployed degree holders remains high.…”