Kenitra – I would like to introduce this article with a discussion I had with one of my friends when he asked me the following, “Do you want to be the headmaster of a private school located in ‘La Ville Haute’ area? There is a guy who just came back from France and wants to start a business here; everyone told him that investing in a school is the most profitable project.” Of course, one is fully aware that this is only a matter of profitability, similar to running a café or a restaurant. What good can be achieved from schools in such a reality?
The current reality of the Moroccan education situation is rife with a disastrous state of schools, an unsuccessful educational philosophy, a fragile education infrastructure, and a negative socio-cultural atmosphere. With all this mess, one cannot help dreading the future.
In a recent speech, U.S. President Obama addressed his people saying, “Let’s also make sure that a high school diploma puts our kids on a path to a good job. Right now, countries like Germany focus on graduating their high school students with the equivalent of a technical degree from one of our community colleges. So those German kids, they’re ready for a job when they graduate high school. They’ve been trained for the jobs that are there.” An examination of a number of Moroccan speeches on the same subject, one discovers hollow political ‘sensationalism.
In the developed world, states make efforts in mapping, controlling and developing their philosophy in order to guarantee quality and effectiveness required to achieve development and superiority. These efforts are usually justified by policy makers’ strong desire to provide all that the educational actors need in order to increase the value, effectiveness, and competitiveness of the educational product. They make working on implementing points the legislators see as the core of the productive educational policy, including its independence, their main focus. This notion can be achieved on three main levels:
On the national level: educational actors should work with freedom and independence while developing the educational process’ general guidelines. The school is a quintessential educational project and not a political one. Educational choices should be determined by researchers and scholars. The role of the politician should be restricted to preparing suitable conditions which will guarantee the quality of the choices made.
On the regional level: heads of education municipalities are liable for the educational institutions subject to their territorial jurisdiction including: drawing general methods to teaching and learning processes, managing the institutions’ human and material resources, setting backing and assessment mechanisms, and developing and enforcing internships and contracts.
On the institution’s level: School directors and their administrative teams should be totally independent in forming and developing the institutions’ methodologies daily life management mechanisms.
Such ideals are absent in our world. The education scene in Morocco is marked by severe misconduct in terms of the essence of the educational decisions and the absence of a clear and constructive education policy. Its implications can be seen on the level of limited competencies, low educational achievements, and violence haunting our schools. The Moroccan school system close to being a real disaster; a disaster that cannot be beautified by any of our official’s speeches or false promises, or by any ‘decorative’ education boards or councils.
This article was originally published in Arabic on Morocco World News Arabic and translated by Najah Elyahyaoui.
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