Territorial positive discrimination in education as a pole of economic development

Main Article Content

AïCHA EL ALAOUI

Abstract

Education always remains at the heart of political and economic debates in Morocco. The essential questions that arise for Morocco are: How to generalize and standardize the education system throughout its territory? How to improve the quality and efficiency of education in Morocco?


The level of economic development remains fragile and sensitive, marked by an inequitable development between the 12 Moroccan regions. For this purpose, also treated what supposedly unequal is unfair. We must abandon the principle of equal treatment of pupils across the country. It is obviously a question of compensating for the initial inequalities. Putting this policy in the name of equity seems socially just. Educational justice means not only the same educational policies but having equal access and results. An egalitarian system must focus on improving the quality of the schools that serve the poorest regions of the country and the poorest classes in society. The reason is simple: a well-educated and well-groomed population will be more productive, which is a source of continuous growth that can benefit everyone. For this reason, the starting point is to establish a single school, carrying the ideals of freedom, equality, solidarity, the principles of citizenship, secularism, respect for others, universalism and unit. In addition, it is necessary to introduce digital into the education system and to diversify and encourage the learning of languages ​​(in addition to two official languages) such as English, Japanese, Chinese, we do not know who owns The world of tomorrow ?

Article Details

How to Cite
EL ALAOUI, A. (2018). Territorial positive discrimination in education as a pole of economic development. The Journal of Quality in Education, 8(11), 26. https://doi.org/10.37870/joqie.v8i11.156
Section
Articles

References

[1] Balatchandirane, G. (2007). "Gender Discrimination in Education and Economic Development: A study of Asia", V.R.F. Series; No.426; Mar.2007. Institute of Developing Economies, Japan External Trade Organization. 237 pages.
[2] Becker G. S. (1962), "Investment in Human Capital: A Theoretical Analysis", Journal of Political Economy, 70(5), pp. 9-49.
[3] Becker G. S. (1964), "Human capital: a theoretical and empirical analysis, with special reference to education", National bureau of economic research publications, General series. New York, états-Unis.
[4] Benabdelaali W., Z. Bennaghmouch, S. Cheddadi et A. Kamal (2013). "Disparités régionales de développement humain au Maroc". Région et Développement N° 37-2013. Pp65-93.
[5] Centre International pour une politique de développement d'immigration Migration 'the International Centre for Migration Policy Development (ICMPD)', (2008). "The Benefits of Positive Action". Thematic Discussion Paper On behalf of the European Union Agency for Fundamental Rights (FRA). Vienna, March 2008. Paper realized by Elisabeth Strasser (project manager) August Gà¤chter, Mariya Dzhengozova.
[6] Conseil Supérieur de l'Enseignement du Maroc (CSEM), (2008). "Etat et perspective du systême d'éducation et de formation. Volume1 : Réussir l'école pour tous"--rapport annuel "“ Rabat 2008-107pages.
[7] Convention Internationale relative aux Droits de l'Enfant, (1989). https://www.humanium.org/fr/wp-content/uploads/convention-internationale-relative-aux-droits-de-l-enfant-integral.pdf
[8] Déclaration universelle des droits de l'homme -OHCHR-, (1948). http://www.un.org/fr/universal-declaration-human-rights/index.html
[9] Dion. M., Wolf. D. et al, (2008). Le développement durable : théories et applications au management. Dunod. p 246
[10] ECOSOC (2011). "Implementing the Internationally Agreed Goals and Commitments in Regard to Education". Report of the Secretary General of the United Nations.
[11] El Alaoui, A. (2016(a)). "Impact of women's education on the economic growth: an empirical analysis applied to Morocco, Algeria, Tunisia, and Egypt", International Journal of Social Sciences and Education Research, 2 (3) , 1187-1210.
[12] El Alaoui, A. (2016(b)). "What kind of women's education that affects economic growth?", the Journal of Quality in Education. N°7, 2016, pp. 35-47.
[13] El Alaoui, A. (2017). "Travail de la femme marocaine entre inégalité et protection sociale", https://www.researchgate.net/publication/316457729, Conference Paper, March 2017. Colloque International : Travail, Emploi et Entrepreneuriat Féminin entre le droit et la pratique : quels horizons ? 30 et 31 mars 2017. Faculté de Droit-Souissi, rabat
[14] Férone, G., Debas, D., et Genin, A.S., (2004). Ce que développement durable veut dire. Editions d'Organisation. p.6.
[15] Jandhyala B. G. Tilak., (1989). "Education and its relation to economic growth, poverty, and income distribution: past evidence and further analysis". World Bank discussion papers; no. WDP 46. Washington, DC: The World Bank. http://documents.worldbank.org/ curated/en/357751468739481512/Education-and-its-relation-to-economic-growth-poverty -and-income-distribution-past-evidence-and-further-analysis
[16] Lydie Heurdier, (2014). "La politique d'éducation prioritaire. Un projet conduit hors du champ politique (1981-2001)", Vingtiême Siêcle. Revue d'histoire 2014/4 (N°124), Pp. 155-168. DOI 10.3917/vin.124.0155
[17] Martine Kherroubi et Jean-Yves Rochex (2002)."La recherché en éducation et les ZEP en France : 1. Politique ZEP, objets, postures et orientations de recherche", Revue française de pédagogie, 140, juillet-août-septembre 2002, Pp. 103-131.
[18] McMahon, Walter,. (ND). "The Impact of Human Capital on Non-Market Outcomes", http://www.oecd.org/innovation/research/1825143.pdf
[19] Menegat, R. (2002). "Participatory democracy and sustainable development: integrated urban environmental management in Porto Alegre, Brazil", Local Agenda 21 in Porto Alegre. Environment & Urbanization Vol.14 No.2 October 2002. pp181-206.
[20] Ministêre de de L'économie et des Finances, Direction des études et des Prévisions Financiêres - Maroc, (2016). "Tableau de Bord Social". https://www.finances.gov.ma/depf/ SitePages/publications/en_chiffres/bord_social/social.pdf
[21] Ministêre de l'Intérieur, Direction Générale des Collectivités Locales, Maroc, (2015). La Monographie générale. http://www.pncl.gov.ma/fr/LesCollectivitésterritoriales/Pages/ default.aspx
[22] Moisan Catherine, (2002). "L'éducation prioritaire en Europe: Evaluation des expériences de la France, de l'Angleterre et de la Belgique". Ecarts d'identité, N° 99, printemps 2002, pp. 42-47.
[23] Pacte international relatif aux droits économiques, (1976), A.G. res. 2200A, XXI, 21 U.N. GAOR Supp. No. 16, à  49, U.N. Doc. A/6316, 1966, 993 U.N.T.S. 3, entrée en vigueur le 3 janvier 1976. http://www.unesco.org/education/pdf/SOCIAL_F.PDF
[24] Rapport global sur la compétitivité 2013-2014. The Global Competitiveness Report, 2013-2014. Klaus Schwab, World Economic Forum. http://www3.weforum.org/docs/ WEF_ GlobalCompetitivenessReport_2013-14.pdf
[25] Schultz Theodore W., (1960). "Capital Formation by Education", Journal of Political Economy, 60, pp. 571-583.
[26] Schultz Theodore W., (1961). "Investment in Human Capital", American Economic Review 51(1) March, pp.1-17.
[27] Vandermotten, C. (2002). Le développement durable des territoires. Editions de l'Université de Bruxelles. p45.
[28] UNESCO, (2012), "Education and skills for inclusive and sustainable development beyond 2015", Thematic Think Piece. Pp.1-16