Transforming Schools Conditions for the Future Challenges and Successes
Main Article Content
Abstract
Do we need to transform our schools? Why and how? We had the opportunity to transform our educational system in 2000 but the transformational opportunities were not adequately mobilised to innovate and drive forward learning experiences in keeping with the needs of the future. The lowest performers in education quality in North Africa and Middle East are Morocco, Iraq, Yemen and Djibbouti. It is neither funding nor political unrest which affect education achievements according to the world results in education. What is behind Morocco low performance, then? Do we lack the will and determination to change the poor quality of education? Do we lack the right policymakers and engineers of education reform? Do we really know and admit with courage and responsibility our weaknesses in education development when we attempt to resolve problems?
To overcome the challenges faced by the education sector, the Moroccan Government embarked on a comprehensive reform of the education and training system, with the promulgation of the 1999 National Education and Training Charter (CNEF). The CNEF, "with strong national consensus, declared 2000-2009 the decade for education and raining, and established education and training as a national priority, second only to territorial integrity." (World Bank, 2010)
According to a UNESCO report in 2010 the Moroccan educational system is in a crisis and its major challenges are equity of the system, low quality of learning, lack of internal and external efficiency of the system, and ineffectiveness of the educational sector. Other problems, according to the UNESCO report, like the high rate of dropouts and the dramatic gap between the graduates and the needs of the labour market are what characterise the Moroccan education system.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
References
[2] Education in Morocco at http://pediaview.com/openpedia/Education in Morocco #cite_note-23
[3] Hddigui, E. (2007). Country Profile commissioned for the EFA Global Monitoring Report 2008, Education for All by 2015: will we make it?
[4] Sullivan, R. (September 1995). The Competency-Based Approach to Training at http://www.reproline.jhu.edu/english/6read/6training/cbt/cbt.htm
[5] Tawil, S. et. al. (2010). Education au Maroc Analyse du Secteur at http://unesdoc.unesco.org/images/0018/001897/189743f.pdf
[6] Tawil, S. et. al. (2007). Literacy Policies and Strategies in the Maghreb: Comparative Perspectives from Algeria, Mauritania and Morocco. Literacy Challenges in the Arab Region
[7] Rudd, T. (2009) Redesigning education: modeling transformation through co-design around BSF. In Transforming Schools for the Future? A collection of provocation papers. Toshiba/Futurelab. Bristol. At http://www2.futurelab.org.uk/resources/documents/other_research_reports Transforming_Schools_for_the_Future.pdf
[8] UNESCO. (2008). Competency standards modules at http://cst.UNESCOci.
org/sites/projects/cst/The%20Standards/ICT-CST petency%20Standards%20Modules.
[9] World Bank. (2007). The Road Not Travelled: Education Reforms in MENA. MENA
Flagship Report.World Bank, Washington, DC at http://siteresources.worldbank.org/INTMENA/Resources/EDU_Flagship_Full_ENG.pdf
[10] World Bank (2010). First Education Development Policy Loan at
http://web.worldbank.org/external/projects/main?menuPK=5244794&pagePK=64312881&piPK=64302848&theSitePK=40941&Projectid=P117838