Morocco Case Study

United Nations Development Programme

ARAB KNOWLEDGE REPORT 2010/2011

EVALUATING THE READINESS OF FUTURE GENERATIONS FOR INTEGRATING INTO THE KNOWLEDGE SOCIETY

MOROCCO CASE STUDY

into theknowledge society tobuildingandeffectively integrating generationsisthebasicapproach future Preparing Systems for instillingvaluesSystems for schools inMoroccan assessmentresults International withspecialneeds children Caring for future generation for theknowledge society generationfor future Family culture and preparation of the future generation thefuture Family and preparation culture of PREPARING FUTUREGENERATIONS THE ROLE OFUPBRINGING INSTITUTIONSIN CHAPTER 3-3 Conclusion levels different across theprivate educationsectorindeveloping educationandtrainingsystems of efforts The Enabling systemsavailable education generationsthrough future for Teaching Between andtheexpectation thereality methodology: intheeducationandtrainingsystem andtrainingteachers Preparing Teaching andbuildingstudents’knowledge capital methodology efforts Educational reform educationsystemanditsobjectives Moroccan The Prevailing educationalsystems FORPREPARINGTHE SYSTEM FUTUREGENERATIONSINMOROCCAN SOCIETY CHAPTER 3-2 skills,values andenabling triadof The the humandevelopment societyanditsimpactonpreparing inMoroccan of reality The knowledge inMorocco situationof The knowledge, anddevelopment freedom triadof The Knowledge andtheknowledge society:conceptandcontext General introduction GENERAL FRAMEWORKS OFTHESTUDY CHAPTER 3-1 CONTENTS CONTENTS inMorocco andidentityproblematic Language h ttsadepwreto women society inMoroccan of statusandempowerment The onraisingchildren andtheireffect families Moroccan socialandcultural situationsof Economic, Results oftheevaluationstudyNationalProgrammeforacademicachievementassessment Reading andcomprehensionassessment(PILS2007) Results ofmathematicsandscienceassessment(2007) Continuous training Basic trainingforteachers The EmergencyProgrammeandreformingtheeducationtrainingsystem The NationalCharterofEducationandTraining(CNEF) Human development:Broaderframeworkoftheknowledgesociety

420 418 418 417 419 415 416 413 412 411 410 409 409 409 409 407 406 404 403 401 398 398 397 397 397 395 395 394 394 391 390 389 389 389 C

MOROCCO CASE STUDY Media culture 421 Religion and customs and their effect on the preparation of the future generation 421 Social culture 422 School culture 422 Culture of civil society organisations and associations 423 Conclusion 424

CHAPTER 3-4 ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 427

Political freedoms 427 Freedom of opinion and expression 428 Economic freedoms 428 Accountability and responsibility 429 Rational planning and management through good governance 429 The reality of political reform and its manifestations; aspects of transparency and good governance 429 Reality of economic development and its impact on enabling and reform plans 430 Reality of social development and its impact on the population 431 The status of health (indices and their relation with the situation of the future generation) 432 The most signiÀcant developmental challenges in Morocco and its position in terms of achieving the Millennium Development Goals and The World Fit for Children goals 433 Conclusion 436

CHAPTER 3-5 ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULT 437

Introduction 437 Moroccan Àeld study samples 437 Random sample of students 437 Sample description 437 Sample of teachers 438 Experts and decision-makers 438 Results of the Àeld study 438 Skills 438 Cognitive skills 438 Results of detailed cognitive skills 439 Students’ readiness in terms of cognitive skills 440 General discussion of the results of the three cognitive skills 441 Conative skills 442 Results of detailed conative skills 442 Students’ readiness in terms of conative skills 443 General discussion of the results of the three conative skills 444 Social skills 445 Results of detailed social skills 446 Students’ readiness in terms of social skills 446 General discussion on three social skills results 447 Values 448 Values detailed results 449

D Conclusion Enabling environments Opinion ofstudents,teachersandworkshopparticipantsonenablingenvironments Impact ofenablingenvironmentsonskillsandvalues General discussionofvaluesresults Students’ readinessintermsofvalues Social environment School environment CONTENTS Table 3-5-7:Resultsofaggregate values Table 3-5-6:Detailedresults ofsocialskills Table 3-5-5:Resultsofaggregatesocialskills Table 3-5-4:Resultsofdetailedconativeskills Table 3-5-3:Resultsofaggregateconativeskills Table 3-5-2:Resultsofdetailedcognitiveskills Table 3-5-1:Resultsofaggregatecognitiveskills Table 3-4-5:Crowdednessrate Table 3-4-4:Developmentofinternaloutputindices Table 3-4-3:Healthanddemographicindices Table 3-4-2:Economicindices Table 3-4-1:Fluctuationsineconomicgrowth Table 3-2-5:Assessmentofqualitativeknowledgecapitalbyagegroup(2005) Table 3-2-4:Totalpercentageofacademicachievementbysubjectandschoolgrade Table 3-2-3:Teachers’unexplainedabsenceratebynumberofdays Table 3-2-2:Resultssincetheintroductionofnon-formaleducation(numberbene Table 3-2-1:Budgetallocatedfortheeducationandtrainingsector Table 3-1-1:HumandevelopmentindicatorsinMorocco TABLES LIST Box 3-2-1:Trainingonhumanrightsandcitizenshipintheeducationaltrainingsystem Box 3-1-1:Theworldsummitontheinformationsociety:Declarationofprinciples,Geneva2005. BOXES LIST Appendix REFERENCES ANDBACKGROUND PAPERS General conclusion Securing actionrequirements movingMethods for towards theknowledge society AbilitytoacttowardsThe theknowledge society positive willingnesstoactfor intotheknowledgeThe society integration ACCESS THEKNOWLEDGE SOCIETY PREPARING MOROCCO’S FUTUREGENERATIONTO CHAPTER 3-6 Appendix 4:EducationalquantitativedevelopmentindicesinMorocco Appendix 3:Moroccoquestionnaireresults Appendix 2:ThenamesofschoolsparticipatinginMoroccosurvey Appendix 1:ListofnamesRabatworkshopparticipants À ting students). 448 446 445 443 442 439 438 435 435 433 430 428 411 410 408 403 400 394 401 392 493 483 481 479 471 465 464 463 462 461 461 458 455 454 454 452 452 450 450 E

MOROCCO CASE STUDY Table 3-5-8: Results of detailed values 449 Table 3-5-9: Teachers’ opinion on the level of availability of values among students 451 Table 3-5-10: Teachers’ opinion on the level of availability of values among students 451 Table 3-5-11: Values of students on school and their relationship to its importance (%) 454 Table 3-5-12: Views of students on school’s health enabling environment (%) 454 Table 3-5-13: Views of students regarding freedom of choice (%) 456 Table 3-5-14: Students’ views on government run media (%) 457 Table 3-5-15: Students’ views on non- government run media (%): 457 Table 3-5-16: Students perception of their legal and social enabling environment (%) 457

FIGURES LIST Figure 3-2-1: Number of teachers in the profession 407 Figure 3-5-1: Comparison of the average (arithmetic means) of cognitive skills for the total sample (males and females) 439 Figure 3-5-2: Students readiness in terms of cognitive skills 440 Figure 3-5-3: Comparison of the average (arithmetic means) of conative skills for the total sample (males and females) 443 Figure 3-5-4: Students’ readiness in terms of conative skills 444 Figure 3-5-5 : Comparison of the average (arithmetic means) of social skills for the total sample (males and females): 446 Figure 3-5-6: Students’ readiness in terms of social skills 447 Figure 3-5-7: Views of participants in the workshop about the importance of skills and their availability among the youth 448 Figure 3-5-8: Comparison of average (arithmetic means) of values for the total sample (males and females): 449 Figure 3-5-9: Students’ readiness in terms of values 450 Figure 3-5-10: Views of participants in the workshop about the importance of values and their availability in the students 452 Figure 3-5-11: Views of students regarding political participation 455 Figure 3-5-12: Students’ expression of opinion within and outside the family 456 Figure 3-5-13: The importance of environments and the extent of their availability according to views of workshop participants 458 Figure 3-6-1: Stages of action for accessing the knowledge society 464

F for the welfare and dignity of the Moroccan citizen. theMoroccan anddignityof for thewelfare progress theirfreedoms, managingchangeandachieving of thehorizon human capabilitiesandbroaden andauthority, newpower toexpand holdsfrom theconcept byknowledge, witheverything that ispowered involvementinthenewknowledgesociety andeffective should alsoapplymechanismsthatfosteractive generation.Thisfoundation thefuture thatcanbuildthecapacityof process and manageadevelopment build theknowledgesocietyandtoaccessitsvast domains. generationsto future preparing theestablishedto identifythebasisandmechanismsforachieving goalsof À invested inforthebene thatshouldbefurther potentialandopportunities itholdsalotof asacountry Furthermore, and growth. during thelastdecade, hastaken inthe manyinitiatives which, forintegrationyouth intotheknowledgesociety. isoneArabcountry inthesecountriesare Morocco with Jordan, theUnitedArabEmiratesandYemen, the tobecasestudiesinassessinghowprepared and development. theobstacles thatcanhinderprogress byremoving Thiscanbeachieved future. build apromising allcountries seekingto thathascaughttheattentionof horizon knowledge societyisauniversal engagement andpositive intheknowledgesociety. foractive The theirreadiness in ordertodetermine Arabyouth theknowledgecapitalof istosurvey thesecondArabKnowledgeReport The aimof PREAMBLE l uvy nasml fschoolstudentsintheir onasampleof eld surveys Through its theory and itstheory Through inMorocco, andthrough thatmonitorshumandevelopment various studiesandresearch Through thefourselectedArabcountries, together was chosentobeoneof Morocco thisframework, Within À fthenation. t of À eld work the report willestablish thebasicfoundationsre thereport eld work À nal year of secondary education, this report attempts education,thisreport secondary nal year of À eld of human development to achieve prosperity prosperity toachieve humandevelopment eld of T uired to direct todirect uired 387

MOROCCO CASE STUDY 388 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 3-1 GENERAL FRAMEWORKS OF THE STUDY

as: a set of data, information, instructions GENERAL INTRODUCTION and ideas, or a set of symbolic structures that are carried by individuals or acquired Over the past few decades, the world has by society in a speciÀc indicative and undergone radical changes which have been a historical context. In addition, it is Tualitative leap in the history of the development a tool for human behaviour on the of human society. This has had a notable individual and institutional levels in all effect on several levels of the global economy Àelds of activity. Knowledge may be Knowledge may be and human culture in general. The features of explicit or implicit, and its production explicit or implicit, this new universal social reality have not been is not limited to traditional forms of and its production clearly deÀned. +owever, its new features and scientiÀc research, but also includes varied future outlook indicate that profound myriad literary and artistic expressions is not limited to changes have occurred in production methods, and production belonging to national traditional forms of lifestyles and social relationship networks. and international culture. Moreover, it scientiﬁc research, This undoubtedly establishes new human and should be emphasised that knowledge is but also includes cultural principles that are founded primarily a human state which means more than on knowledge factors. just obtaining information. Like wisdom, myriad literary and The effect of the ‘knowledge society’, the it requires a commitment to high moral artistic expressions term given to this new event, has been felt values, such as freedom, justice and human and production throughout the world. This society derives dignity. Over the past two decades, the belonging to its existence and power from the knowledge concept of knowledge has been linked technology revolution, which differs from previous to many other concepts which have national and technological transformations that accompanied become commonplace, especially that of international the industrial revolution and were exclusively ‘society’. The meaning of the knowledge culture related to speciÀc products or industrial sectors. society is not completely clear, as it is ,n fact, this revolution cannot be conÀned to still in an evolutionary phase. However, the knowledge technology revolution, as it also the ambiguity of such a concept does extends to include other aspects that form not prevent us from deÀning its basic CASE STUDY the concept of the knowledge society, namely features by saying: It is the society that MOROCCO technology, economy and knowledge. Thus, we those who took signiÀcant steps towards Ànd ourselves facing knowledge technology, a development and prosperity have already knowledge based economy, and a knowledge reached. Particularly, it is the society society’.1 which depends on the dissemination, production and efÀcient investment of KNOWLEDGE AND THE knowledge in all Àelds of social activity, KNOWLEDGE SOCIETY: including the economy, civil society, CONCEPT AND CONTEXT politics and private life, as knowledge plays an intensive role in the daily life of It is not easy to accurately deÀne such a society’s members and institutions, knowledge, however it can be referred to interacting with technology, the economy

MOROCCO CASE STUDY: GENERAL FRAMEWORKS OF THE STUDY 389 and society. Such a society has enabling and abilities, achieving their freedom and and encouraging environments which welfare, as well as overcoming poverty and include legislations, institutions, openness, building prosperous societies. Moreover, freedom, and global intercommunication it is the cornerstone for realising overall via information technology and mass human development (Arab Human media. To sum up, the knowledge society Development Report, 2003). The Arab should produce, share, and use knowledge Knowledge Report for the year 2009, to ensure the welfare and progress of its points out that “knowledge means freedom members. and development, and no knowledge or development occurs without freedom, THE TRIAD OF KNOWLEDGE, though such a link does not emphasise FREEDOM AND that they are mechanically interrelated.” In DEVELOPMENT this context, the same report indicates that “when we talk about the relation between The Arab Knowledge Report 2009: human development and knowledge, ‘Towards Productive Intercommunication we recall the teleological side that makes for Knowledge’ considers knowledge to be knowledge serve development. When Knowledge is an uncontroversial human right that should we talk about freedom, we think of the considered a tool be made more democratic and therefore social and political frameworks that help for expanding available to all members of society. It nurture knowledge and innovation, given human beings’ further regards knowledge as both a tool the existing and creative interaction and product of development. between expanding freedoms and building options and In fact, knowledge acquisition is not an knowledge.” abilities, achieving inherent right of human beings just because Based on these concepts, skilled human their freedom and of their humanity, but it is also a method resources are required to achieve optimum welfare, as well as of human development across all its Àelds. exploitation of nature, capital management Thus, knowledge is made by human beings and mobility, and technological overcoming poverty who are its main target and core. However, development for commodities production and building acquiring knowledge is governed by the and commercial exchange all need skilful prosperous societies speciÀcities of each society, namely history, human resources in our world which is culture and institutions, as well as the witnessing development in different Àelds. organisational context of its production Integration into such a world requires and dissemination. development and progress, making it Development is associated, in all its essential to acquire creative and innovative aspects, with the human being. But, it is knowledge, which is the method of not achieved in circumstances that restrict knowledge competition in a harmonious human beings and their freedom in society framework in all aspects of life. Knowledge and suppress creativity and innovation. cannot be separated from social This is because production will remain development. Knowledge development in limited in a climate that hinders freedom society cannot be isolated from achieving of thought, work and production and one overall development as a whole. that discourages initiative. “Democracy Thus, preparing human resources in its broad sense cannot be separated equipped with knowledge and who can from the democracy of knowledge which take creative initiatives should top the includes opportunities for involvement priorities of developmental policies and and communication in particular. The strategies. The human being is the most latter cannot be achieved independently important factor for production which from the former” (Arab Knowledge can contribute effectively to achieving Report, 2009). Knowledge is considered a economic, social and Ànally overall tool for expanding human beings’ options development.

390 ARAB KNOWLEDGE REPORT 2010/2011 THE SITUATION OF school early, low schooling rate of girls KNOWLEDGE IN MOROCCO and children in rural areas, limited linguistic ability, mismatch of graduates and the The relation of knowledge to society’s labour market, and the low quality of basic environment, culture and heritage is education necessary for the development of multidimensional and controversial. abilities and skills. Knowledge is a strong lever for development These modest results occurred in spite and improvement in life, and so any positive of efforts and resources allocated for development in cognitive performance will education and training, which constituted reÁect on development and its causes. The nearly 27.1% of the state’s budget during progress and development of any society the period 2002 – 2005 (United Nations The progress and in the present world is measured by its Development Programme, Mohammed development of exposure to an environment which fosters bin Rashid Al Maktoum Foundation, 2009). knowledge, contributes to its production, Such resources improved the literacy rate any society in the and develops a creative and innovative among citizens 10 years old and above, present world is foundation for enriching scientiÀc research raising it from 45.6% in 1994, to 60.3% measured by its and generating solutions for the various in 2009. Furthermore, the net schooling exposure to an issues that pose challenges for the human rate among children aged 6 to 11 rose environment which being’s existence and welfare. If this is the from 52.4% to 97.5% on the national level case, what is Morocco’s share in that? To and increased nearly three times in rural fosters knowledge, what extent can it possess knowledge that communities, and four times among girls contributes to its is unmatched in the world today by any of the same communities. Thus, the ratio production, and other power? What is its position on the of females to males in primary education develops a creative global knowledge map? What is the nature increased from 66% to 96% (The Ministry of the incentives and obstacles that hinder of National Education and Directorate of and innovative its pursuit in this global competition? Strategy, Statistics and Planning, 2011). foundation The research undertaken by the Institute However, other channels of generating for enriching of Economic Analysis and Prospective and transferring knowledge, such as scientiﬁc research Studies-IEAPS, (Al Akhawayn University scientiÀc research and cultural production, 2004), showed that Morocco recorded a have not formed a real priority for the and generating strong deÀcit in the Àeld of knowledge. This state. Although the government authorities solutions for the is mainly attributed to the lack of accessing, declare they are convinced that scientiÀc various issues that producing, transferring and spreading research is the best method for overcoming pose challenges knowledge in all forms, including education the challenges of development, the budget for the human and training, illiteracy elimination, cultural allocated for it has not yet reached the production and scientiÀc research. The level set forth in the National Charter being’s existence indicators of the World Bank’s Knowledge for Education and Training, which is and welfare Assessment Methodology (KAM) showed 1%. However, it increased from 0.3% in CASE STUDY that the Moroccan knowledge economy 1993 to 0.8% in 2005. Efforts were also MOROCCO index for 2007 amounted to 3.54, while the made in structuring scientiÀc research in information technology index for the same universities, within 982 approved units year reached 4.37. Moreover, the education that include research laboratories and and human resources index for that year research centres. 36% of research units recorded 1.95 (without measuring the level are dedicated to the humanities and social of development and change in the education sciences, 28% to the exact sciences, 29% and human resources Àeld in general while to life and natural sciences and 10% monitoring the implementation of the to engineering sciences.2 With all what Emergency Education Programme). The has been mentioned, scientiÀc research educational system is still suffering from suffers from many shortcomings. Most several issues, such as students leaving of its projects are of an individual nature,

MOROCCO CASE STUDY: GENERAL FRAMEWORKS OF THE STUDY 391 and its output is not evaluated. A study In its Ànal report, the Higher Council submitted during the National Meeting of Education recommended expanding for studying and evaluating the results of the researchers’ base to include Moroccan research in the Àeld of the humanities researchers in Morocco and abroad, revealed shocking results regarding the participating in national projects, as well status of researchers. This will certainly as encouraging creative initiatives in vital have an effect on revising the scientiÀc Àelds (biotechnology, energy, electronics, research policy in Moroccan universities, food industries and health). It further thus helping academics dedicate their recommended establishing channels with efforts to scientiÀc research as one of the international scientiÀc research centres. In most signiÀcant bases for development order to encourage scientiÀc research, the (Ministry of National Education, Higher state decided to grant tax exemptions of Education, Professional Training and 18% to companies participating in scientiÀc ScientiÀc Research, in French, the National research. Such exemptions will reach 1% of There are many Meeting for correcting the Àndings of the net domestic product at the end of the scientiﬁc research the assessment study for research in the ten years in relation to the current rate of institutions in Àeld of humanities and social sciences in 0.8%. It is also expected to set up a national Morocco, 2009). fund to support research and creativity. The Morocco, but they fund will be Ànanced by state donations, as are not linked. Such The Ministry of National Education, High well as by contributions from public and institutions belong Education, Professional Training and Scientific private contracting companies. It should Research in Morocco conducted a two-phased to different sectors, national research project. The first phase addressed issue an assessment report every two years scientific research and production assessment in under the auspices of the government thereby exceeding the field of sciences exactes, biology, geology and authority concerned with scientiÀc research university research engineering. Its results were submitted in 2003; the 3 second phase was related to scientific research and and technological innovation. institutions production assessment in the field of humanities There are many scientiÀc research and social sciences under the scientific supervision institutions in Morocco, but they are not of the Moroccan Sociologist, Mohamed El- Sharqawy, it began in 2005 and ended in April 2009 linked. Such institutions belong to different in the overall assessment framework of the national sectors, exceeding university research research system approved by the Permenant institutions; which, and in according to Law Ministerial Committee for Scientific Research and Technological Development in its meeting 01-00 relating to university independence, on 16 July 2003. The above mentioned research which formulated an ambitious project provides an accurate vision about the scientific production since the independance of Morocco. for scientiÀc research for each university It also addresses its general trends and subjective over many years. This recorded a notable and objective institutional impediments as well as rise in the research projects conducted the characteristics of the university research and teaching staff through two approaches, the first via partnerships (Higher Council of is quantitative (bibliometric study for scientific Education, 2008d). However, despite the production; national field research) and the second efforts exerted in scientiÀc production, is qualitative (thematic meetings; and a national meeting for reviewing results). Moroccan scientiÀc research is still low on the international level, recorded as

BOX 3-1-1 The World Summit on the Information Society: Declaration of Principles, Geneva 2005 “We, representatives of the peoples of the world… declare their full potential in promoting their sustainable development our common desire and commitment to building a people-centred, and improving their quality of life, premised on the purposes and inclusive and development-oriented Information Society, where principles of the Charter of the United Nations and respecting fully everyone can create, access, utilise and share information and and upholding the Universal Declaration of Human Rights.” knowledge, enabling individuals, communities and peoples to achieve

Source: http://www.itu.iny/wsis/docs/geneva/ofﬁcial/dop.html.

392 ARAB KNOWLEDGE REPORT 2010/2011 0.87% in 2004, compared to South Africa for commercial and industrial contracting which recorded 3.49%, and Chile and companies inside and outside the country.4 Thailand which reached 2.07% and 1.65% Therefore, Morocco has allocated funds respectively for the same year.3 of MAD 5 billion and 200 million Regarding integration into the world (USD 24,390,243). of information and communication Morocco is also preparing to launch technology (ICT), or what is known as services for government ministries, ‘the network society’ - the most signiÀcant including e-government, which is expected phenomenon of the knowledge society - to start operating as of 2013, with a budget Morocco has realised the importance of of around MAD 2.2 billion. In this respect, such facilities and the necessity to interact the government will provide citizens with other facilities and factors that with 89 projects and services remotely. constitute the knowledge society. This is These will include 15 model projects, intended to effect development and rapid which include updating civil status, online growth with the purpose of achieving contracting and online invoice payment, in In order to quality accomplishments and improving addition to other electronic services which generalise the performance in administrative services. help people’s daily lives by improving beneﬁts of using Thus, we Ànd that Morocco seeks to administrative dealings and making them enable younger generations to understand more transparent.5 digital technology and master the use of such facilities at Undoubtedly, the lack of knowledge in different ﬁelds an early age; according to Article 10 of in any society reÁects negatively on of life, Morocco the National Charter of Education and human development, hinders economic is establishing a Training (Mohammed Abu Tag El Din, in modernisation and reduces the country’s ‘Digital Morocco’ Arabic, 2007). productivity, competitiveness and confrontation of globalisation challenges. strategy for the “We should realise that the use of the most Moreover, knowledge inadequacy stands digital economy advanced technologies is not a sign of prosperity as an obstacle to the spread of the values for the world’s poorest countries. However, it is and information such countries that should take great steps in this of modernisation, citizenship, openness society which field.” and progress, as it reduces the citizens’ involvement in basic public affairs. extends from Mahdi El Mandjra quotes Mohammed Abu Tag El Din, 2007. Today’s useful and efÀcient knowledge 2009 to 2013. is not just a tool for reÁection and In order to disseminate the beneÀts of interpretation of the world, but also a using digital technology in different Àelds tool for changing the welfare of human of life, Morocco is establishing a ‘Digital beings. Thus, it relates and interacts with Morocco’ strategy for the digital economy the political, social, economic and cultural and information society which extends aspects of life in society as well as its from 2009 to 2013. This strategy is aimed at climate of freedom. Moreover, knowledge CASE STUDY making digital communication technology at present differs according to the nature MOROCCO one of the principal underpinnings of of advanced technological equipment and the economy and general management. channels that circulate it across the globe. Further, it intends to help citizens access the The new dynamic in Morocco in the internet, encourage knowledge exchange, Àrst ten years of this millennium seeks to and facilitate access to management create an appropriate climate for achieving requirements. At the same time, the strategy human development. This is done through aims to make such technologies an effective providing a new deÀnition of power, tool for socio-economic development, nationalism and citizenship, liberalising as well as a means of communication for the national economy, and reforming the some remote rural areas. It also intends education and training system, in addition them to be a means of communication to establishing a new family code, Àghting

MOROCCO CASE STUDY: GENERAL FRAMEWORKS OF THE STUDY 393 illiteracy, rehabilitating political parties, from many Àelds since its introduction and focusing on human rights. These are in 1990. The concept was used by the all basic mechanisms for realising human economist and Nobel Laureate Amartya development and accessing the knowledge Sen in his studies related to human welfare. society, modernisation and democracy, The Arab Human Development Report that aims to prepare the youth in the best for 2002 deÀnes ‘human development’ as way possible. “the process of increasing options. Every day, people exercise many options, some THE REALITY OF HUMAN of which are economic, while others are DEVELOPMENT IN THE social, political and cultural. Since the MOROCCAN SOCIETY AND ITS human being is at the core of human IMPACT ON PREPARING THE development activities, such activities FUTURE GENERATION FOR should be directed to broaden the scope THE KNOWLEDGE SOCIETY of choices for human beings in all human The concept Àelds to the beneÀt of all.” The Human of human HUMAN DEVELOPMENT: Development Report for 2010 deÀnes BROADER FRAMEWORK OF human development as “expanding the development is THE KNOWLEDGE SOCIETY true freedoms of the human being for him regarded as rich or her to live his or her desired life”.6 The and distinguished, The concept of human development human development guide arising out of as it comprises is regarded as rich and distinguished, these concepts is made up of knowledge theoretical as it comprises theoretical and practical and health indicators, in addition to dimensions and components. For this, it income indicators, which together form and practical has gained the attention of researchers the determinants of human development. dimensions and components TABLE 3-1-1 Human development indicators in Morocco

Indices Value Reference year 67.9 1994 Life expectancy at birth (year) 72.9 2009 57 1987-1991 Infant mortality rate (per 1,000 live births) 32.2 (+) 2008-2009 332 1985-1991 Maternal mortality rate (per 100,000 live births) 132 2004-2009 2,933 1994 Number of people per physician 1,611 2008 3.28 1994 Fertility indicator (number of children per woman) 2.36 2008 45.0 1994 Literacy rate among the population 10 years and above (%) 60.3 2009 60 2 1994 Net schooling rate of children aged 6-11 years (%) Ȇ 90.5 2009 51.3 2001 Activity rate of the population aged 15 years and above (%) 49.9 2009 12.5 2001 Unemployment rate (%) 9.1 2009 Percentage of households connected to an electricity network National (%) 92.4 2009 Urban (%) 97.4 2009 Rural (%) 83.9 2009 51.5 1994 Urbanisation rate (%) 57.3 2009 Source: Ministry of Health and HCP, 2009 - 2010

394 ARAB KNOWLEDGE REPORT 2010/2011 Based on that, table 3-1-1 shows some generation is regarded as the cornerstone of of the most important indicators of establishing the desired knowledge society. human development in Morocco, as this is The report seeks to serve as a ‘compass’ the broader framework of the knowledge which directs individuals and society society and one of the most signiÀcant with its different institutions to invest in approaches to forming the needed human the coming generations starting from an capital. The table reveals the signiÀcant early age. The aim of this is to establish developments of these indicators during a strong base of human capital required the last ten years, which are intended by knowledge for technological, economic to develop the society and serve future and social development, according to generations. the developmental requirements of the country. This can be achieved by providing PREPARING FUTURE them with their various health, education, GENERATIONS: THE BASIC housing and social needs, in addition to the Today, the system APPROACH TO BUILDING appropriate enabling environments. This of preparing future AND EFFECTIVELY will help them become productive citizens generations faces INTEGRATING INTO THE who are capable of adapting to innovations, great challenges. KNOWLEDGE SOCIETY especially as the learning capabilities of younger generations are greater than those Young people need Effective knowledge is founded by of older ones; every child is regarded as to be equipped preparing future generations and an expected genius. It is to be noted that with skills and providing them with intellectual insight childhood in general opens a world of abilities, as well to enable them to participate effectively knowledge that should be accessed early as personal and in building the knowledge society in by high quality education. Building the terms of production and application. The future generations’ capacity is considered behavioural values, knowledge society requires people who are the true foundation of establishing and which enable capable of making clear-cut decisions and integrating into the knowledge society, them to make and effectively penetrating new environments, especially as young people represent the generate ideas which can only be done by preparing them majority in Arab societies. appropriately. Future generations who are prepared for the knowledge society should THE TRIAD OF SKILLS, be able to anticipate the future through VALUES AND ENABLING rapid and successive changes. This requires enhancing their adaptive ability to enable Today, the system of preparing future them to plan for the future and respond to generations faces great challenges. Young its requirements. people need to be equipped with skills and abilities, as well as personal and behavioural Neither the knowledge of the past helps values, which enable them to make and CASE STUDY in understanding the present, nor does today’s generate ideas. This can only be done by MOROCCO knowledge help in anticipating the future. The present rapidly disappears, and so we have to freeing their thinking and developing it in prepare future generations in a way that enables a way that helps them to overcome new them to calculate and anticipate the rate of global challenges. change. We should further help them create successive images of the future, i.e. enable them ‘The International Commission on to anticipate the types of professions and skills Education for the Twenty-Àrst Century,’ which will be needed in society in the next twenty report for 1996, highlighted four pillars or fifty years. that underlie the education requirements Ahmed Auzi, 2005 of the new millennium: ‘learning to know,’ ‘learning to do,’ ‘learning to live’ together In the Arab Knowledge Report for and ‘learning to be.’ The commission 2010/2011, the building of the next further considered life-long education the

MOROCCO CASE STUDY: GENERAL FRAMEWORKS OF THE STUDY 395 key to the twenty-Àrst century, because it generations for the knowledge societies, reÁects on the learning community which while Chapter 3 tackles the general is the knowledge society (Jacques Delors, social situations and their role. Chapter 1996, Learning: The Treasure Within, in 4 expands on the enabling environments French). The education and training system which embrace all processes of forming is considered a means of developing and the future generations. Chapter 5 includes changing society, but it also reÁects, in a Àeld study to learn more about the skills many cases, the society’s structures and and values of the future generation in institutions that can positively or negatively Morocco and how appropriate they are for contribute to the formation of the system. the integration into the knowledge society. This requires active and effective enabling To that end, methodological tools were environments that support the goals of used to study a sample of students in the growth and the societal development Ànal year of secondary education from desired by the education and training different scientiÀc and academic specialties system. available in our educational institutions, If such components of skills, values whether public or private.7 Tests and and environments are all essential to act questionnaires were administered to the in order to catch-up with progress and students to assess the availability of their development, and step with conÀdence skills and values. Furthermore, a survey into the knowledge society, how far are was conducted among the teachers such components available for our future working with the sample of students in generations? To what extent does the order to understand their perception of education and training system contribute to themselves and their profession, as well forming the knowledge capital of younger as the available capabilities in the enabling generations? What kind of knowledge environments provided to them and their has been acquired by secondary school students. Chapter 6 of the report presents graduates at the end of their education? To a proposed vision of four mechanisms what extent do they develop the abilities that pertain to the basic axis of action, and values necessary to facilitate their including ‘the ability to act’, knowing ‘how integration into the knowledge society? to act’, dealing with the ‘willingness to act’ The following chapters from the Morocco and securing ‘the necessary requirements case study will attempt to answer these to act.’ This is intended to prepare the questions. Chapter 2 provides an analysis of future generation in Morocco for the the education situation in Morocco, which desired knowledge society. is the cornerstone for preparing future

396 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 3-2 THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY

For the young generation to face the future of practical daily life, along with resuming and its various requirements they must be their education if they meet the required prepared in the best way possible. This conditions and skills. It should further give can be done by exposing them to a set them the opportunity to demonstrate their of upbringing and training systems which excellence and gift whenever their skills consider the educational and learning and capabilities qualiÀes them to do so, systems tackled in this chapter as one of to provide the society with qualiÀed and its basic pillars. efÀcient groups who can contribute to the sustainable building of their country PREVAILING EDUCATIONAL at all levels. Moreover, society expects SYSTEMS the educational system to provide it with the best scientists capable of achieving For the young The attention given to education and development via scientiÀc, technological, generation to training is a national strategic option economic and cultural progress. face the future from which stems the major directions These are some of the objectives and its various for the educational system in Morocco. defined by the National Charter of The National Charter of Education and Education and Training which for requirements Training is a reform document which aims preparing future generations for effective they must be at “making the educated person in general, integration into the knowledge society. prepared in the and the child in particular, the core of To what extent did authorities manage to best way possible thinking, interest and action during the achieve such objectives? Reviewing the education and training process. This is different aspects of the education situation done by meeting the requirements and in Morocco through its accomplishments opening the way for Moroccan children to and deficiencies reveals an existing enhance their abilities in order to be open- knowledge gap between the reality and the minded, qualiÀed and capable of life-long aspiration. This gap will be monitored by education.” assessing the knowledge capital produced Achieving such goals requires dealing by the education and training system as CASE STUDY with many concepts and issues, including well as the knowledge, skills and values MOROCCO awareness of the children’s aspirations and given to future generations (see chapter 5 their physical, emotional, psychological, of Morocco case study). cognitive and social needs. It further entails an educational behaviour in harmony with THE MOROCCAN EDUCATION such awareness, in the family, daily life and SYSTEM AND ITS OBJECTIVES school. The education and training system should perform its full duties towards Following the country’s independence in individuals and society in order to offer 1956, the educational system in Morocco was individuals the opportunity to acquire deteriorating in terms of basic equipment, the values, knowledge and skills which the number of students at school, qualify them to integrate into the realities educational and administrative groups and

MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 397 funding. This made the system unable to discourse in total across different political respond to the increasing requirements of and academic establishments, together education with the rising developmental with some international institutions, which needs of the country. However, the country unanimously described it as a ‘crisis’. This was able to achieve substantial progress gave rise to radical reform in the late 1990s. during the early years after independence, The ‘Committee of Education and Training’ when the enrolment rate in the primary was formed, comprising of scientiÀc, stage rose from 17% in 1956-1957, to economic, social, union and political 46.7% in 1963-1964. Moreover, Morocco activities, with the purpose of studying the witnessed a series of multi-goal and multi- reform of the educational system across all mechanism educational reforms. However, levels, starting from pre-school education immediately after independence these to higher education. The work of the efforts followed a sectarian movement with commission resulted in the drafting of the the slogan ‘Moroccanisation, Generalisation, ‘National Charter of Education and Training The ‘Committee UniÀcation and Arabisation’. Moreover, which aims at comprehensive reform based of Education and instability was a feature of all those who on a new philosophy to Àll the gaps of Training’ was successively headed the Ministry of previous reforms. The project started its formed, comprising National Education. This post witnessed activity gradually from the beginning of the 38 consecutive ministers, state secretaries academic year 2000/2001. of scientiﬁc, or deputy state secretaries from 1955 until Thus, we Ànd that for the Àrst time economic, social, 2005. The approach to education during the education and training sector has union and political this time was not always homogeneous (The gained national accord and has become a activities, with the Possible Morocco, Fiftieth Anniversary societal project which requires true reform Report, 2006). with contribution from many aspects of purpose of studying society. It has turned out to be an initiative the reform of the Due to the exacerbating defects of the of paramount importance, in terms of educational system educational system, there were intensive calls planning, accomplishment and assessment. for urgent rescue for the school, and demands The sector has gained the greatest attention across all levels, to address the “crisis” of education (whether starting from pre- on the level of syndicates, politics, academics, of the state and local groups, along with and the international organisations reports). educational and training institutions and all school education to Though the critical conditions of education were concerned partners. Thus, 2000/2009 was higher education risky, they contributed to launching a dynamic reform programme that made good advances declared the national decade for education in the late 1990s. The peak of these efforts was and training during which full attention drafting reference documents that define the would be given to public education, as coordinates guiding reform initiatives. Amid these movements, a movement was launched for well as overcoming the challenge of the a legal system update, institution development, rapid generalisation of education. In pedagogy system reform, curricula review, and addition, special efforts would be made rationalisation of financial and human resources. to encourage girls in rural communities to Source: Ahmed Edali, background paper of the report enrol in school, and improve the quality of education and its appropriateness for the requirements of the labour market, the EDUCATIONAL REFORM reality of daily life and the new millennium. EFFORTS The important reform mechanisms for achieving high quality in the educational THE NATIONAL CHARTER OF system include: EDUCATION AND TRAINING Restructuring pre-primary, primary, (CNEF) secondary and higher education in a way that allows the latter to integrate The problematic situation of the educational general, or academic and professional system, in the late 1990s, produced a uniÀed structures and build bridges among

398 ARAB KNOWLEDGE REPORT 2010/2011 specialties;8 for accelerating the pace of the system, Reviewing school programmes, curricula necessary resources were allocated for and school books, and setting up a establishing an integrated project to permanent committee for programmes. encourage talent and excellency. In this Since the beginning of September context: 2003, higher education has undergone - Conducting a new accurate scientiÀc a thorough review of its curricula and study about the map of skilled students goals in a way that achieves a high quality throughout the country, beginning of content; from the primary education, with the Modifying the school timeline so that aim of receiving them and coping with the academic year in primary, secondary them through special structures; and tertiary school includes at least - Establishing excellence secondary 34 full weeks, or approximately 1,000 schools and reference secondary to 1,200 hours. This can be modiÀed schools for receiving students with high to match the characteristics of the qualiÀcations to continue study in the educational institutions’ region; qualifying secondary schools. Teaching the Arabic and Amazigh - Supporting and expanding the languages as well as mastering foreign infrastructure for preparatory sections languages. The status of the Amazigh in high schools, as well as providing all language changed in the new constitution conditions that provide people who The nurturing of (2011), as it became an ofÀcial language attend these centres with the proper distinguished and for the country, given that it is known conditions for achievement and talented students by all Moroccan without any exception. preparation for passing competitions is also evident in A regulatory law determines the stages for accessing the best high schools in of effecting the ofÀcial feature of the Morocco and France. the establishment Amazigh language, and methods of - Establishing incentive dynamics that of new model integrating them in education as well as encourage excellence based on rewarding institutions public life Àelds of priority, so as to be distinguished students in school exams for secondary able to perform its future function as and various competitions prepared by education an ofÀcial language (Chapter 5 of the the Ministry in different cultural, artistic, Moroccan constitution, 2011). and sport Àelds. Using new information and - Encouraging scientific and communication technology (ICT); technological research and increasing Encouraging excellence by setting up a public funds allocated for it to 1% of comprehensive scheme which monitors the gross domestic product at the end high achieving students to reward of 2009. A national fund is expected and motivate them.9 The nurturing of to be set up to support research and distinguished and talented students is innovation. The fund will be Ànanced CASE STUDY also evident in the establishment of by state aid, contributions from public MOROCCO new model institutions for secondary and private contracting companies, education. Despite the measures that donations from prominent people, and accompanied effecting the National grants from international cooperation. Charter For Education and Training, Undoubtedly, these new directions they have not in general gained their will reÁect greatly on the educational due attention in terms of coping with reality, affecting the preparation of future necessary quality infrastructures, so generations for integration into the that the country can beneÀt from the knowledge society. These reforms have human capital able to face current and covered several educational system levels future problems of the society. Along and have been accompanied by other with approving the urgent programme achievements in schools. Attention has

MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 399 been given to rural communities which have and training Àeld were established. Below an extremely low enrolment rate, especially are considered the most important: for girls. The school food network has been expanded to cover 46% of community Mohammed VI Foundation for schools with 1,135,107 students 556,527 the Promotion of Social Works for of them females. Moreover, dry foodstuffs Education and Training: have been distributed to the families of This is an establishment which seeks to students in order to encourage them to set up programmes and take measures to educate their girls. This comes within the correct the accumulative social deÀciency Besides public ‘Tayseer’ programme whose beneÀciaries for males and females in education.12 efforts, there was rose from 74,000 families to 162,000 also a national families in 2010. Also, school books and Mohammed V Foundation for mobilisation 4.04 millions bags have been recently given Solidarity: to generalise to the children of poor families across the Among its activities, this institution kingdom. In addition, the school transport encourages training and qualiÀcation as a schooling and rate increased to more than 600% in terms means for the social integration of youth. overcome problems of the number of students beneÀting posed by it from it (Summary of education statistics, National Initiative for Human 2010/2011). Development (NIHD): Besides public efforts, there was also This ambitious initiative aims to bridge a national mobilisation to generalise social gaps and alleviate poverty and schooling and overcome problems posed by marginalisation, particularly in rural and it. Different local authorities and groups, as Urban communities. well as a number of contracting companies contributed to the project’s success Higher Council of Education: (Abdullah Saef, 2005). Moreover, the It was founded as part of efforts to number of scholarships granted to students foster and accelerate reform. It provides by the Ministry of National Education, its opinion on education and training Higher Education, Professional Training related issues. The council has also issued and ScientiÀc Research increased to an assessment report on the education 144,350 scholarships during the 2009/2010 and training system. Furthermore, it has academic year.10 conducted several studies to evaluate Thanks to such reforms, the schooling students’ education. rate of the category (6-11 years) in 2011, according to authorised statistics was The Children’s Parliament: 97.5% The importance attached by the It was established to enhance citizenship state to the training and education sector is and democratic practices, as well as create evident from the increasing funds allocated an appropriate climate for training future to it (table 3-2-1). generations on positive citizenship and In order to support and structure concern for public issues. educational reform efforts, a group of We have referred to the different new institutions supporting the education reforms set up to renew the Moroccan school system and establish its foundation TABLE 3-2-1 based on the ‘National Charter of Budget allocated for the education and training sector.11 Education and Training , but what are the objectives of the education and training Years Allocated budget system regarding new curricula? What 2008 MAD 37.43 billions types of efÀciencies, skills and human 2009 46 MAD billions values does it seek to cultivate in the 2010 Around MAD 49.5 billions future generation? The Àrst section of

400 ARAB KNOWLEDGE REPORT 2010/2011 the ‘National Charter for Education and BOX 3-2-1 Training’ refers to the foundations of Training on human rights and citizenship in education and training, which are Islamic the educational and training system doctrine, constitutional monarchy, cultural diversity, devotion to originality and “Responding to the transformations - Accepting cultural differences; integration into the modern culture. The witnessed by Moroccan society and - Exercising critical and systematic second section emphasises the major goals desiring to help future generations thinking; adapt to those transformations, it was - Training on cooperation and of reform, which include equipping future necessary to review school programmes, responsibility; generations with the knowledge, skills curricula and books from the perspective - Solving and approaching issues and values that secure their integration of being open to critical understanding from an international perspective; of the self, the other, as well as national - Mediation and amicable settlement into daily life. Such goals further include and international changes, and preparing of disputes; forming groups of the best scientists and the citizen to possess the following - Active participation in political life; improving efÀciencies through supporting values (school education sector, 2007): - Changing lifestyles to protect the - Defending human and citizen’s environment. the ability for self-learning, communication, rights; enhancing openness, encouraging creativity and disseminating its culture. Source: Abdullah Al Khiary, background paper for the report However, many questions remain unanswered. To what extent did these Despite opportunities provided by reforms help in achieving quality education developments and radical transformations matching the requirements of teachers experienced by the world, Higher education and the labour market? How far did the also faces many pressures and challenges, educational and training system manage on the quantitative or qualitative level. to equip students with the abilities, skills and values to prepare them for active THE EMERGENCY integration and engagement in the PROGRAMME AND knowledge society? REFORMING THE EDUCATION Despite The current situation in the education AND TRAINING SYSTEM opportunities and training system shows that it is still provided by suffering from the effects of issues The Emergency Programme is based on the developments resulting from the problem of illiteracy National Charter of Education and Training among people aged 15 years and older, and aims at reviving reform and accelerating and radical and the focus of efforts on providing its pace. To this end, the Ministry of National transformations educated people with a solid skills base. Education, Higher Education, Professional experienced DeÀciencies also resulted from the Training and ScientiÀc Research formulated by the world, sustained problem of early school leavers, this ambitious programme for a period of Higher education the limited knowledge and skill level of four years (2009-2012). Supported by senior graduates and the mismatch of training decision-makers, the Ministry formulated also faces many for the requirements of the labour the programme using multiple resources, pressures and CASE STUDY market. This paradox refers to a large gap including the “Fiftieth Anniversary Report” challenges, on the MOROCCO in the nature of the knowledge capital. issued in 2006, and the Àrst ‘National quantitative or It further suggests the complex nature Report on the Status of the School and its of the challenges faced by the Moroccan Prospects’ issued by the Higher Council qualitative level education system. In this case, the system of Education in 2008. It also capitalised has to overcome past challenges which on the reports of the board of directors’ have accumulated over decades, and meetings held annually by academies and the current challenges of meeting the the assessment reports of ministries and requirements to move to the knowledge academies. society. This makes the proposed tasks According to ministerial documents, more complex and difÀcult (Abdullah Al the Emergency Programme is founded Khiary, background paper for the report). on a fundamental principle: “Making

MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 401 the educated person at the core of the initiatives over the past decades have not education and training system” by inÁuenced the authors of economic and providing supporting elements through: social development plans to respond to Education that is based on the principle orientations of the plans, then the reform of knowledge and skills which allow plans face, in light of the Charter of the student opportunities for openness; Education and Training, some problems; Teachers working in convenient the effect of some of its clauses is poor, conditions and acquainted with the other clauses have not activated, and its pedagogical methodology needed for quantitative gains have not translated into performing their duties; qualitative achievements. Perhaps this is The preparation of good quality evident in the failures witnessed by the educational institutions. Emergency Programme and the many Conforming to the trends speciÀed by defects of its 6 projects. What it called the Higher Council of Education for 2008, ‘a deep change of measure methods’ and the Emergency Programme for reforming the adoption of a ‘management system’ education and training systems seeks to to allow the rapid diagnosis of problems The National focus on four principal areas: and reaction clearly reÁects the volume Charter of Implementation of compulsory of obstacles and difÀculties. Therefore, Education and education until the age of 15; the Emergency Programme is neither a Encouraging initiatives and excellence in new reform nor an indirect declaration Training has secondary schools and universities. This of the death of the National Charter of achieved many requires developing and encouraging Education and Training. However, it is a gains which aim performance in the qualifying secondary new attempt to achieve and activate the at improving the school, strengthening performance content of the latter. in higher education and preparing its Furthermore, it contributes to establishing education and graduates for the labour market, as well the “project culture” i.e. approving deÀnite training system, as enhancing the value of scientiÀc goals and time frameworks, and active whether at the research. mechanisms for monitoring and assessment. quantitative or Overcoming the problems of the The Emergency Programme includes qualitative level educational system (supporting the many projects, and the ‘School of Success’ qualification of its participants, is one it seeks to achieve. This effort was rehabilitating the reputation of supervised by the Ministry of National the teaching profession, resuming Education in the 2009/2010 academic decentralisation and defining year which provided the school with all the responsibilities, mastering languages resources needed to achieve productivity. and educational guidance); It is a national school that keeps up with Providing the resources necessary for international innovations in science, the programme’s success. technology, literature and art. It seeks to The National Charter of Education develop the education system and achieve and Training has achieved many gains a national Moroccan school that is capable which aim at improving the education and of severing relations with the previous training system, whether at the quantitative deteriorating status of primary education or qualitative level. However, the positive which does not provide students with the results which it has achieved over the education speciÀed in the curriculum. It also past ten years since its implementation, seeks to become a school based on activity, have not shielded it from criticism. These self-learning and dialogue, in addition to criticisms tackle the slow pace of action involvement, teamwork and cultivating on the charter’s different clauses, thereby positive values in the minds of students. precluding the achievement of its declared Moreover, it intends to foster training on goals and intentions. In fact, if the reform citizenship, as well as positive and effective

402 ARAB KNOWLEDGE REPORT 2010/2011 communication with oneself and others. education according to this policy and The ‘Second Chance School’, on the strategy have achieved the results shown in other hand, is a programme launched table 3-2-2 on the quantitative level14 and in during the 1997/1998 academic year in terms of the beneÀciaries of non-formal order to give a second chance to children education, it is noted that the difference who have received little or no education or was in favour of girls, who represent 51% who left school early. It intends to eradicate of beneÀciaries, and rural communities illiteracy and secure the right to education, which constitute 56% of beneÀciaries.15 stipulated in the constitution of the The reason for this is because these two Kingdom of Morocco, and is supported sectors of society are the most at risk in by the National Charter of Education terms of leaving school early or not going and Training which considers illiteracy altogether. elimination and non-formal education its second pillar. CARING FOR CHILDREN The number of pupils out of school in WITH SPECIAL NEEDS addition to not generalizing schooling, is approximately two million children aged Caring for children with special needs Caring for children 8-16 years in Morocco. Statistics show and promoting their rights is a multi- that 22% aged 8-16 years are not currently dimensional issue which should not be with special needs attending educational institutions. In limited to a speciÀc social sector. The issue and promoting addition, around 200,000 students leave concerns the health, education, training and their rights is a school annually before completing their recruitment sectors, as well as the transport multi-dimensional primary education (HCP, 2004). However, and means which help them move and the dropout rate decreased signiÀcantly in communicate with others. It is necessary issue which should recent years as it decreased from 5.7% in to unite the efforts of the state and various not be limited to a 2005/2006 to 3.1% in the year 2009/2010 other social components, especially local speciﬁc social sector in the primary schools, and from 13.6% groups which can contribute greatly to to 10.8% in secondary and elementary mobilising society to take care of this special schools.13 This worrying situation has given category of people. Disabled children with rise to non-formal education initiatives special needs in Moroccan society constitute for such children who are not school 5.2% of the total population. On 11 March, students. They aim to integrate them into 2010, draft law 62.09 was submitted to the normal education or professional training, government council. It contained legislation as well as enhance their involvement and that upholds the human rights of people mobilisation in civil society associations with special needs through accommodating to realise the goal of education for all. most of them in specialised centres, and The efforts and initiatives of non-formal incorporating some in formal schools. CASE STUDY MOROCCO TABLE 3-2-2 Results since the introduction of non-formal education (number of beneÀting students)

2008/ 2007/ 2006/ 2005/ /2004 /2003 /2002 /2001 /2000 /1999 1998/ Years Total 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000 1999

Second 33,177 32,419 36,518 34,294 34,950 23,822 26,229 46,754 29,676 34,859 35,855 368,553 school Reducing dropouts 166,901 142,420 154,423 133,000 Ȯ Ȯ Ȯ Ȯ Ȯ Ȯ Ȯ 596,744 rate

Source: Ministry of National Education, Higher Education, Professional Training & Scientiﬁc Research

MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 403 For the advancement of disabled children TEACHING METHODOLOGY and ensuring basic conditions for achieving AND BUILDING STUDENTS’ the same on 1 April, 2006, a quadripartite KNOWLEDGE CAPITAL agreement was signed by the Ministry of National Education, Higher Education, The use of modern teaching methodologies Professional Training and ScientiÀc in Morocco has created a lot of experiences Research, Mohammed V foundation for which are worth reÁecting on, especially solidarity, The Ministry of Health and in relation to building knowledge capital. the Department of family, childhood and Regarding the teaching methodology and disabled people. All these parties work in building the knowledge capital of students, the framework of this agreement to provide the Genie 1 and Genie 2 programmes appropriate educational conditions for allowed the use of ICT in some basic subjects ensuring integrated or specialised education of the curriculum. The establishment for disabled children, the four parties also of CITI (Centre for Innovation in seek enhancing social and health services Communication Technology) for human provided for them, through employing development in Al Akhawayn University The use of available material, human and institutional was designed to contribute to strategies to modern teaching capabilities. Such trends were interpreted integrate information and communication methodologies to 10 real procedures with the aim of technology in education.17 The results of in Morocco has facilitating the education of children with the Àeld study conducted for this report special needs in private and public schools. showed that 88.6% of the respondent created a lot of Furthermore, the Urgent Programme teachers possess the methods and means of experiences which 2009/2012 developed only for the Ministry using technology for educational and other are worth reﬂecting of National Education, Higher Education, purposes. Despite their recent generalisation on, especially in Professional Training and ScientiÀc to educational institutions, teachers manage Research, was a special project for justifying to use these new technologies as a result relation to building children and groups with special needs of their training in this vital Àeld (see table knowledge capital to ensure equal access to the educational m3-1 in the appendix). system. Among basic procedures taken The time speciÀed for teaching subjects for this project is conducting a study helps us form an idea of the pedagogical for counting types of disabilities and distribution of the subjects which are determining the special needs of each most important for students, and other category. subjects which are complementary and less The new constitution (2011) indicates important for the knowledge, scientiÀc and clearly the importance of qualifying and re- social formation of future generations. We qualifying this social category. Authorities see from the charts of the distribution of develop and effectuate policies for these data for time allocated to teaching subjects persons and categories with special needs. for basic education in 2006, that Arabic For this reason, it works hard for: language classes occupied 25% of the total Requalifying who suffer physical, kinetic time (compared with the Arab rate of 28.8% or mental disability, and integrating and international rate of 32% allocated them in the social and civil life as well as for mother tongue languages in primary facilitating their enjoyment of recognised school), foreign languages occupied 19%, rights and liberties for all (The Moroccan maths 18%, Islamic education 10%, Kingdom, 2011 constitution). science and technology 10%, arts 9%, Moreover, the Ministry earmarked a social studies 5% and physical education sum of MAD 578,461,200 (about USD 5% (Abdullah Al Khiary, background 68,054,258) to improve the requirements paper for the report). The educational of disabled children’s access to regular criteria must be taken into consideration departments.16 when formulating a timetable of subjects

404 ARAB KNOWLEDGE REPORT 2010/2011 which play to students’ differences, and reading (PIRLS)18 and science and maths their strengths and weaknesses. (TIMSS),19 (the Ministry of National To sum up, the above information Education, Higher Education, Professional shows that there are many subjects and Training and ScientiÀc Research, 2008). intensive educational contents which focus The low educational output can be only on the quantitative side. The time attributed to the lack of a clear vision of the allocated for science and technology is not teaching methodology that is appropriate sufÀcient; it is below the international rate to the requirements of the knowledge and does not allow students to possess the society and difÀculty of applying them. principal scientiÀc qualiÀcations that help This is emphasised by the Àndings of the them continue with scientiÀc subjects at Àeld study of the Arab Knowledge Report university. We need also to point out that for 2010-2011 which includes a teacher languages (national and foreign) occupy survey. The survey showed that there is 44% of the total classes. This is a good no deÀnite trend towards teaching and rate, but the paradox is that this was not its methodology among the respondent reÁected in the students’ command level Moroccan teachers. It further indicated that The time allocated of languages, which remained low and teaching practices combine both traditional for science and points to one of the basic problems of the and modern methods. Traditional teaching education and training system (Abdullah Al methodology, such as depending on the technology is Khiary, background paper for the report). explanation of theoretical concepts, is not sufficient; Regarding whether or not the still widely practiced (55% in all classes, it is below the educational system assists in developing 21.7% in most classes). This is also the international rate the abilities and skills which help build the case with writing the lesson on the board and does not knowledge capital of students, the reality (45.3% in all classes and 22.7% in most reÁects an extremely low level of the classes). However, this does not negate the allow students quality of educational and acquired skills. use of modern pedagogical methodology, to possess the Excluding some excellent institutions, such as training students on problem principal scientific the Moroccan school does not provide solving (37.1% in all classes and 39.4% qualifications education which meets the required quality in most classes) and concept discussion criteria. This results in approximately two with students (65.7% in all classes and that help them hundred thousand early school leavers 27% in most classes), (see table m3-2 in continue with annually because of academic failure, with the appendix). However, the combination scientific subjects 17% repeated cases occurring in the Àrst of traditional and modern methodologies at university year of primary education. It is difÀcult may not be a negative practice if the to attribute this to personal factors that teacher manages to employ them well to pertain to the child’s mental abilities or the serve the aspired goal. familial or social status (Higher Council of The educational system approved Education, 2008b). However, this does not new pedagogical methodologies that CASE STUDY mean that there are no exceptional cases of were proved to be effective in developed MOROCCO some excellent students. Such cases are not educational systems and other systems statistically indicative and are limited to similar to the Moroccan Education certain sectors, such as private education, and Training System. In the framework and certain specialties, such as mathematics of completing the approach, the (Abdullah Al Khiary, background paper integrating pedagogy was approved as a for the report). methodological framework for founding Thus, despite notable development, efÀcient approaches which contributed to pedagogical methodology and tools suffer instilling real dynamics and pedagogical from severe shortcomings that affect the dialogue inside educational institutions quality of education. This is evident in should be, and which encouraged and recent results in the international tests of framed for explaining choices, although

MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 405 such educational new methodologies in enough time (more than 5 hours weekly) general almost cause a state of confusion is devoted to activities that raise their for practitioners. performance, such as reading specialised However, what leads to optimism articles (see table m3-7 in the appendix). is that a considerable number of the respondent teachers in the survey stated PREPARING AND TRAINING in all their answers that it was essential to TEACHERS IN THE equip students with the abilities, skills and EDUCATION AND TRAINING learning methods necessary to integrate SYSTEM into the knowledge society. These include training students on critical thinking EfÀcient teachers are considered the (79.3% say it is very necessary while 16.4% true key to developing and modernising say it is ‘somewhat’ necessary). Regarding education. There is no doubt that highly teaching social principles (83.2% see it qualiÀed teachers possess effective is very necessary and 16.1% consider it pedagogical methods that enable them to Since the ‘somewhat’ necessary) and also motivating inÁuence their students and help them effectiveness students to interact with the teacher develop the abilities which provides of education (87.1% see it is very necessary and 10.1% them with a good education. From this and training see it is ‘somewhat’ necessary), (see table end, the issue requires professionalising m3-3 in the appendix). Furthermore, teaching to the level of other respected is linked with most teachers adopt the prevalent ideas professions in society. It entails making the assessment of society, such as cultivating a passion the profession attractive for highly skilled conducted by for knowledge in the minds of the future and efÀcient young people who can teachers, most generation (78.9% completely agree and modernise the teaching methodology, 19.5% somewhat agree). They further realise the developing and changing needs of them said that realise the characteristics of this society of society and keep up with international they combine both as 91.6% stated that knowledge is the key innovations with creative, analytical and traditional and to human development. However, 54.8% critical thinking which make the students modern methods of the respondent teachers still focus on more capable individuals. the technological features of society at Teachers constitute the majority of the expense of human sciences (see tables the education sector’s employees. The m3-4 and m3-5 in the appendix). total number of teachers in the different Since the effectiveness of education stages of school education in 2011 was and training is linked with the assessment around 279,933 male teachers of which conducted by teachers, most of them 120,724 female teachers (73,343 of which said that they combine both traditional 26,966 female teachers in the preparatory and modern methods. 90.9% of them and secondary stage, and 55,113 of them indicated that regular attendance is 16,483 female teachers in secondary extremely important, and at the same vocational education, and 151,477 of which time 88.4% stressed the great importance 77,275 female teachers in the primary of active involvement in the classroom stage (Summary of education statistics, (see table m3-6 in the appendix). The 2010/2011). As for the number of higher limited efÀciency levels of students can be education professors, this number reached interpreted as teachers not having enough approximately 9,867 in 2007, distributed time to develop their knowledge and between 15 Moroccan universities. upgrade their professional performance. Regarding the educational and 42.2% of teachers said that all their time administrative framework,20 it witnessed a is dedicated to activities pertaining to their kind of stability, as the number of students daily work, such as correcting students’ per teacher was between 20 students in homework, while only 15.2% stated that the secondary vocational education, 25

406 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 3-2-1 Number of teachers in the profession

160000

140000

120000

100000 Total 80000 Females 60000

40000 The teaching

20000 profession in Morocco faces 0 Primary Preparatory Vocational secondary many problems such as a low Source: Education statistics overview 2010/2011 interest in the students in the secondary and preparatory However the lack of attraction is not profession education, and 27 students in the primary attributed to what has been said, but to low and teachers’ education in the year 2010/2011. wages compared to those professions that preference for However, the administrative framework require the same level of training. bright students, inside the educational institutions is not at the required level, as the number of BASIC TRAINING FOR in addition to the students per each administrative employee TEACHERS insufﬁcient criteria was 260 students in the primary education, to allow detailed 104 students in the secondary and The total number of educational training assessment of the preparatory education, and 65 students in centres is 55, of which 34 are for training pedagogical and the secondary vocational education. primary education teachers, and 13 for The teaching profession in Morocco preparatory education teachers, in addition communicative faces many problems such as a low to 8 high schools for training secondary skills of candidates interest in the profession and teachers’ vocational education teachers. These to help them preference for bright students, in addition centres have managed to train a total of integrate into to the insufÀcient criteria to allow detailed 273,237 teachers since the founding of assessment of the pedagogical and the Àrst training centre in Morocco in training and CASE STUDY communicative skills of candidates to help 1957 (Ministry of National Education, teaching MOROCCO them integrate into training and teaching. Higher Education, Professional Training Such problems further involve the lack of and ScientiÀc Research, in French tools that help explore personal motives 2008/2009). However, the teachers’ basic and incentives. Moreover, joining the training suffers from several imbalances teaching profession for different social and shortcomings, including the vague sectors and generations is not based on conditions of joining these educational the same qualiÀcations, certiÀcates and training centres. These shortcomings specialties. The concerned authorities further involve the lack of frames of made getting a licence is a requirement reference for efÀcient training in the for accessing these centres, in the new institutions, and the absence of clear and conception of regional training centre. accurate professional references for the

MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 407 teachers’ speciÀcations, tasks and functions teachers from performing their required to serve as a foundation of basic training. role in society which has resulted in a low Furthermore, the training curricula are regard for the profession. More than half irrelevant to the professional reality and of the teachers who participated in the do not meet the teaching requirements. Àeld study conducted for this report said There are no tools or indicators to assess that they are no longer respected or held in the skills acquired during training. The high esteem (58.5% ‘completely agree’ and conditions of the teaching profession 33.8% ‘somewhat agree’), and that today’s do not encourage teachers to fulÀl their students do not respect their teachers duties to the quality level required. The (56.3% ‘completely agree’ and 35.9% infrastructures are old and maintenance ‘somewhat agree’), and that students is not available. There are no educational continued to suffer from low interest in tools or methods, or information or learning (see tables m3-8 and m3-9 in the Despite the audio visual facilities. Moreover, several appendix). Most of the teachers surveyed ambitious reform schools have overcrowded classrooms indicated that the teaching profession efforts, it can creating tense educational relationships as makes them feel that they have a social be said that the a result of tough working conditions, and and human mission to achieve (86.5% the students’ low level of determination ‘completely agree’ and 12.1% ‘somewhat educators who and discipline. There is a lack of training agree’). However, the Àeld study results lead the education of teachers to face these situations and showed that nearly half of the sample process have not these factors have caused a high rate of teachers are ready to leave the teaching been given their absence among teachers, especially since profession if they Ànd other jobs which 2005, with a high percentage mainly in generate a higher income (26% ‘agree due rights, whether the preparatory stage. Table 3-2-3 shows completely’ and 23.6% ‘somewhat agree’), on a ﬁnancial the rates of unexplained absence for the (see table m3-10 in the appendix). or social level period 2004-2007 by the number of days. These results reÁect the disorder in the Working conditions in rural and remote education and training system. Moroccan areas are even more difÀcult. This creates society has held a negative image of a state of instability for teachers, thereby teachers who represent the cornerstone of recording a considerable rate of absence the educational system, and whose image as well as relocation requests. The reason is partly associated with the deteriorating for this is the fragile infrastructures of status of schools. Despite the ambitious schools in rural areas as well as the lack reform efforts, it can be said that the of accommodation for teachers there; educators who lead the education process in addition to transportation difÀculties have not been given their due rights, whether and the absence of support needed to on a Ànancial or social level. This has not help teachers feel settled. These reasons helped improve their image in society or in addition to others have discouraged keep pace with the desired change. The

TABLE 3-2-3 Teachers’ unexplained absence rate by number of days Secondary Year Primary Preparatory Total (vocational) 2004 15,357 8,720 3,525 27,602 2005 21,344 11,326 5,776 38,446 2006 45,721 80,221 23,647 149,589 2007 12,921 85,224 27,517 125,662 Total 95,343 185,491 60,465 341,299 Source: Higher Council of Education, 2008 E

408 ARAB KNOWLEDGE REPORT 2010/2011 Emergency Education Programme seeks Moroccan students in the assessed Àelds to correct this deÀciency by enhancing (the Higher Council of Education, the status and abilities of those involved 2008C). The most important results were in the education profession, and especially as follows: teachers, through the process of reform. RESULTS OF MATHEMATICS CONTINUOUS TRAINING AND SCIENCE ASSESSMENT (2007): The year 2010 witnessed the highest rate of continuous training days that reached In primary education: The results of the The inability to around 2.621 million continuous training fourth primary grade in the international improve the life of day for the beneÀt of teachers, headmasters, TIMSS, 2007, placed Morocco 31 in teachers renders headmistresses and supervisors with the mathematics and 34 in science out of 36 aim of effecting the projects of the urgent countries participating in the assessment. them unable to programme. However, there are some The average national performance was 159 enhance the level shortages in determining basic needs for points lower than the international average. of their students beneÀciaries in a way that the continuous Comparing the results of Morocco training can achieve aspired goals. with those of the other six participating The results of the teachers’ survey Arab countries at this level shows that stressed this shortage. Teachers stated that Moroccan students in the fourth primary opportunities for them to resume their grade ranked second after Algeria in education and develop their academic mathematics and fourth in science. skills and knowledge during their service Regarding performance development were unavailable (14.3% ‘completely agree’ between the 2003 TIMSS and the 2007 and 42.9% ‘somewhat agree’). In addition, TIMSS for the fourth grade students, we private training centres were rarely located notice that Morocco’s score decreased 6 close enough for them to attend them or points that is by 1.7%. make use of them as necessary. Although In secondary and preparatory education: the respondents’ answers were not The performance of eighth grade Moroccan identical, we can deduce that continued students in mathematics was 119 points training and development of teachers in below the international average. Morocco order to live up to students’ expectations was ranked eighth out of 13 Arab countries was not available as required (see table with an average performance lower than the m3-11 in the appendix). This undoubtedly Arab average.22 weakens the educational system. The inability to improve the life of READING AND teachers renders them unable to enhance COMPREHENSION the level of their students. We should ASSESSMENT (PIRLS 2006): CASE STUDY not be surprised then, by the low marks MOROCCO scored by students in the international Moroccan students scored 323 points, assessments of some academic subjects as lower than the international average (500 shown below. points). Moreover, 74% of Moroccan students did not achieve the PIRLS INTERNATIONAL deÀned performance rate. The students’ ASSESSMENT RESULTS scores also differed according to their community. 363 points were recorded for The results of the assessments in which urban communities, 334 points for semi- Morocco participated, especially TIMSS urban communities, and 296 points for (2007) and PIRLS (2006), reflected rural communities. the limited cognitive performance of These results placed Morocco 40th out

MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 409 of 45 countries in TIMSS, 2003, and 44th or less than half at best. The data further out of 45 countries in PIRLS of 2006. indicates that the results are not clustered, The students’ results were below not only especially in maths and science, as their the international averages but also the results were slightly higher in the fourth Arab average (which are also lower than and sixth primary grades but declined in the international averages), (Abdullah Al the second and third preparatory grades. Khiary, background paper for the report). Regarding Arabic and French, their results revealed slight improvement in the two RESULTS OF THE EVALUATION preparatory grades and decline in the STUDY OF THE NATIONAL primary grades. This may not reÁect the PROGRAMME FOR ACADEMIC true status of languages in Morocco. ACHIEVEMENT ASSESSMENT One obstacle facing the Moroccan (2008) school is its inability to build high level competencies and enhance them in academic The low scores of the international subjects through cross-curricular knowledge assessments raised questions about the and contents (compétences transversales), output of the Moroccan education system, and allowing the possibility of transferring The challenge thereby creating discord among ofÀcial, them from one Àeld to another. Moroccan will be in the professional and media circles. education is still biased to the end of ‘learn However, Morocco didn’t hesitate to to know’ at the expense of the other three educational participate in international assessments ends: ‘learn to do’, ‘learn to be’ and ‘learn to system’s ability to and interact positively with these results share with others’. Therefore, the challenge adopt alternative and getting beneÀt from them. will be in the educational system’s ability to pedagogical In this context and as a response adopt alternative pedagogical options which to the need for regular examination produce higher knowledge competencies. options which of students, as well as the adequacy of This is because such competencies are the produce higher the acquired knowledge and skills for tools of forming human resources capable knowledge economic, social and professional needs, a of producing innovative information and competencies national assessment study was conducted knowledge used for overall development to measure the academic achievement and the knowledge economy as well as of Moroccan students at the end of the international competition around governing 2007/2008 academic year. knowledge production (Abdullah Al Khiary, The results of the academic background paper for the report). achievement shown in Table 3-2-4 show In terms of the qualitative knowledge that the programme’s objectives are not capital of age groups who can understand achieved, [and] by a percentage of a third most of the requirements of the

TABLE 3-2-4 Total percentage of academic achievement by subject and school grade23

School grades Subjects Fourth Sixth Second Third primary primary preparatory preparatory Arabic 27% 36% 42% 43% French 35% 28% 31% 33% Maths 34% 44% 25% 29% Sciences 39% 46% 23% 29% Physics and chemistry - - 34% 35% Source: Higher Council of Education, 2008d

410 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 3-2-5 Assessment of qualitative knowledge capital by age groups (2005) Expected knowledge Knowledge capital of Knowledge capital of General capital of children % youth % adults % average %

73 39 43 52 Source: United Nations Development Programme (UNDP) and Mohammed bin Rashid Al Maktoum Foundation, 2009. knowledge society and are qualiÀed to integrate into it in the short or medium A. Reviewing school books: Responding term, we notice that the category of to the changes witnessed by Moroccan children is the most prepared. The reason society and desiring to help future for this is that children go through the generations adapt to such changes, school education cycles which prepare them to books were revised to meet the directives gain basic knowledge after no less than of the National Charter of Education nine years of schooling. Since this age and Training. The revision also takes group is nearing saturation level, they into account that books should contain Responding to the will have more opportunity to access the new ideas in the Àelds of human rights, changes witnessed knowledge society than other age groups citizenship and civil behaviour values. Thus, by Moroccan in Morocco, if we take into account the the new books stated the necessity of the society and desiring qualitative criterion (see table 3-2-5). As critical understanding of the self and the for the youth category upon which society other, as well as national and international to help future usually depends on as an effective source changes which intend to produce a citizen generations adapt for change related to innovation and equipped with the values of defending to such changes, modernity, their qualitative capital does not human rights, accepting differences, school books were exceed 39% (UNDP and Mohammed bin exercising critical thinking, solving revised to meet the Rashid Al Maktoum Foundation, 2009). problems, cooperating with others and settling disputes, as well as participating in directives of the SYSTEMS FOR INSTILLING political life and environmental protection National Charter VALUES IN MOROCCAN (School Education Sector, 2007). of Education SCHOOLS and Training B. Establishing Values Committee Accessing the knowledge society does within the Permanent Programme not only require gaining information, Committee: This committee was entrusted knowledge, competencies and applied skills, with examining curricula in terms of but also forming the future generation’s internationally recognised human rights personality and providing them with values values as well as national and cultural values that complement knowledge. (School Education Sector, 2007). CASE STUDY Values can be approached from angles MOROCCO related to learning, personality, social C. Intersection Committee: This was set life and good manners. This requires up within the Textbook Evaluation and monitoring the presence or absence CertiÀcation Committee. This committee of such values in their three forms in is responsible for checking all initially educational programmes and curricula. It certiÀed school books to see how far the also entails investigating the efforts made speciÀcations and standards of human by the education and training system with rights values are met. the aim of consolidating such values in the minds of future generations. To that end, D. Introducing the subject of citizenship: we will show the most signiÀcant activities The general objective of citizenship is and efforts in this Àeld. building a conscious citizen who is able to

MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 411 exercise his or her rights and duties to him objectives of educating children about or herself and the group which he or she democratic practices. It further seeks to belongs to. provide the conditions to train the future generation on positive citizenship and E. Integrating the values and principles concern for public issues. of a new family code: The school education sector deliberately incorporated I. Education Equality Cells: These cells into school books the values of change, aim to support and promote a culture justice, equality and restoring the respect of human rights. In the context of the of the Moroccan family which were dynamism witnessed by Morocco in the included in the new family code. This code late 1990s within the framework of the is helping Moroccan women achieve their National Action Plan for Integrating ambitions in the Àeld of gender equality in Women in Development, cells for equality terms of family care, restricting the right and justice education emerged to serve of divorce, polygamy and the regulation as a foundation for gender equality and of guardianship and spouse Ànances, in development. addition to other principles needed for The previous achievements highlight the regulation of personal affairs. The the attention given to integrating a culture The ﬁeld study education sector incorporated these values of values into curricula as well as the daily conducted for the into school books and programmes which practices of students. The curriculum Morocco case study have a philosophical, religious and social contents are varied and comprehensive dimension, with the aim of familiarising and therefore help to build the students’ showed that the the future generation with the changes in personality with different intellectual future generation social and legal status in Morocco. dimensions. The Àeld study conducted for possesses the Morocco case study showed that the satisfactory levels F. Including principles of International future generation possesses satisfactory Humanitarian Law: Morocco initiated a levels of values, in terms of their readiness of values, in terms pioneering experience of publishing and to integrate into the knowledge society. The of their readiness to disseminating the principles of humanitarian survey showed that 47.2% of respondent integrate into the law. It has prepared documents for this students are ‘ready’ in respect of the knowledge society purpose entitled ‘Exploring International required aggregate values. Additionally, Humanitarian Law’ in a number of 51.5% of the students are nearly ‘ready’ academies. and no student is ‘not ready’ (see chapter 5 of Morocco case study). G. Values monitor: Its general objectives include enhancing the values of Islamic TEACHING METHODOLOGY: doctrine, promoting Moroccan cultural BETWEEN REALITY AND identity, strengthening the values of EXPECTATIONS modernity, and integrating values into the educational institution. Its objectives also There is no doubt that effective pedagogical involve establishing values as the base of methodology establishes a bridge of the educational system across all levels, and constructive communication with students. monitoring the educational institution in the This methodology also enables them to course of its incorporation of values in its build their competencies and abilities in educational practices. The monitor will also a way that helps form their personalities watch and evaluate value related behaviours and satisÀes their needs to prepare them in school (School Education Sector, 2007). to integrate effectively into the desired knowledge society. Nevertheless, the H. Creating the Children’s Parliament: education and training system is currently The parliament was founded to realise the suffering from many gaps. The report of

412 ARAB KNOWLEDGE REPORT 2010/2011 the Higher Council of Education stated into account students’ training in terms of that, “as for pedagogical methodology, different sides of their personality, namely, concrete procedures have been taken to their cognitive, conative and social sides establish the competency-based approach. (25.4% ‘completely agree’ and 53.1% However, such an option has not turned ‘somewhat agree’), (See table m3-12 in the into a reality due to the lack of application appendix). measures and mechanisms on the level of deÀning and designing curricula as well as ENABLING SYSTEMS reviewing the assessment methodology. AVAILABLE FOR FUTURE Moreover, teachers were not trained and GENERATIONS THROUGH prepared as required in order to effect EDUCATION such large-scale changes.” Thus, teaching methodologies are scattered and disparate, Some students stated in a recent Àeld far from the concept of a competency- study that the buildings of several public Most of the based approach as deÀned by the charter, schools, “look like a prison.” They respondent (the Ministry of National Education, pointed out that such buildings should teachers in the Higher Education, Professional Planning be harmonious, with beautiful sturcture ﬁeld study stressed and ScientiÀc Research, 2008). which attract students and contain large The structural report of the Emergency areas including an information hall and the importance Programme (2009-2012) emphasises the green spaces. They should also be open of teaching determination and resolution of ofÀcial to the community and institutions, and methodology in authorities to work towards developing be provided with facilities and equipment preparing future the learning system as well as achieving that meet the requirements of the time, generations scientiÀc and technological development, creating an atmosphere of comfort for and developing handicraft. The report students and motivating them to learn also proposes adopting new pedagogical (Rashida Barada, in Arabic, 2009). methodologies which focus on selecting Regarding teachers, the study indicated the knowledge acquired by students that schools should have, “teachers who as well as their scientiÀc analysis and receive training, making them different thinking methods, in addition to their from older, more rigid teachers who adoption of critical scientiÀc methods in cannot be developed.” It also indicated analysing phenomena. This new approach that teachers, “should be close to their will give them more opportunity to help students, support them and provide them develop their sense of experimentation, with knowledge and kindness.” According accountability and proof. to the study, teachers “should also be Most of the respondent teachers in highly competent and especially familiar the Àeld study stressed the importance with the Àeld of education and guidance.” of teaching methodology in preparing As for the curricula, the study CASE STUDY future generations. They expressed, some concluded that it does not satisfy the MOROCCO emphatically, their relative satisfaction with future generation’s needs or prepare the reality of dealing with this. The surveyed them for the labour market as required. teachers considered the curriculum a tool One student said: “Curricula neither that helps students acquire necessary skills meet the youth’s interests nor answer (34.6% ‘completely agree’ and 51.5% their queries or explain the phenomena ‘somewhat agree’). They also indicated which surround their society”. Today’s that the curriculum prepares students students require the developing of to overcome future challenges (44.2% educational institutions including their ‘completely agree’ and 38% ‘somewhat buildings, curricula and human resources, agree’). Moreover, they said that the in addition to architectural space and educational programmes and curricula take pedagogical facilities. Furthermore, they

MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 413 express their need for curricula which the Àeld of training and education in all enhance their intellectual faculties and Moroccan schools, they are based in the enable their openness to the modern age heart of the reform of the educational (Rashida Barada, in Arabic, 2009). system in the framework of the urgent Today’s schools must go beyond their programme under the name E1P10 traditional roles and duties to enliven (Integrating ICT and Renewal of the their curricula and programmes. This Educational Field). It has been already requires drastic change in their activities launched in 2006; However, for ensuring to be able to adapt to the new situations a good offer for the educational system, of the modern era. Hence, we Ànd that the strategy approved at the end of 2008 the Ministry made efforts in developing was updated and the programme was curricula including: rescheduled for a period of 5 years (2009- Re-division of the secondary education; 2013). In this regard, focus was given to Approving six input agreed upon on the preparation model and training, as well the national lever, which are education as priorities in acquiring digital resources based on values, communication for ensuring achieving 2 important goals: Today’s schools competencies, cultural competencies, Improving the quality of education and must go beyond self-development competencies, professional development of teachers; their traditional methodological competencies, Developing ICT-related skills among roles and duties technological competencies, learners. Bridging similar divisions; It is worth mentioning that the to enliven their Expanding schooling in technological, programmes ‘Injaz’ & ‘Nateza’ enabled curricula and scientiÀc and professional divisions; approximately 15,000 students and programmes. This Organizing classes and educational 150,000 men and women working in requires drastic pace in the vocational education; the education Àeld to beneÀt from the Founding the common roots subsidy offered by the Telecommunication change in their Re-organizing educational assessment; Infrastructure fund to cover parts of activities to be able Adopting new technologies for the costs of computer acquisition. The to adapt to the modernization of education. number of ‘Injaz’ programme beneÀciaries new situations of One of the important procedures is expected to reach 50,700 students by the 24 the modern era within the framework of equipping end of 2014. educational institutions and generalising ICT is the kick-start of “GENIE”. This THE EFFORTS OF THE program is an embodiment to the national PRIVATE EDUCATION strategy for generalisation of ICT in SECTOR IN DEVELOPING EDUCATION AND TRAINING SYSTEMS ACROSS DIFFERENT In fact, the fast-paced changes which the world has witnessed recently make the educational LEVELS content acquired by students useless in solving recent problems in real life. This has led the The contribution of the private education American psychologist Carl Rogers to say that it is ridiculous to ask what should be taught to future sector increased from 4.2% in 2000, to generations due to the fast pace of change taking 7.1% in 2007, at a percentage of 8.4% place all over the world. He said that educational in primary education and 4% and 6.3% content does not benefit future generations after their school graduation. According to him, there in preparatory secondary and vocational remains only one useful thing – that is developing secondary education respectively. But, the creative thinking that equips the future generation with the skills and competencies the target contribution of 20% remains which enable them to overcome new or existing unattainable. It is also noted that this problems they encounter in real life. sector has no contribution in rural or

Ahmed Auzi, 2000 unstable economic areas. This explains why Casablanca and Rabat represent 20% of the

414 ARAB KNOWLEDGE REPORT 2010/2011 primary education level. “It seems that the and the international competitive market private education contribution decreases which necessitate providing students as we move to a higher educational stage. with efÀcient training that enables them Moreover, the contribution of the private to integrate into the knowledge society, vocational secondary education surpasses meeting its needs and requirements as well that of preparatory secondary education as its scientiÀc, knowledge and personal (the Higher Council of Education, efÀciency. 2008A). The Àeld of higher education Projects in Morocco are carried out has witnessed the establishment of in different sectors related to economy, several training institutions, and more governance, education and training, health, international universities were set up this housing, transportation, elimination of year in some major Moroccan cities.25 poverty and marginalisation, and gender Private higher education managed to equality, aiming to create a modern, double its share of students over 7 years, democratic Moroccan society. This receiving 6.4% of the total number of makes it necessary for the education and students in 2006/2007, against only 3.4% training system to improve its contents, in 1999/2000. This sector’s dynamism methodology, conceptions, objectives is attributed to the diversiÀcation of its and philosophy. This new philosophy specialties, in addition to its adaptation will raise the Moroccan society’s hope to economic demand and the qualitative to overcome weaknesses and difÀculties improvement of its curricula (the Higher and enable it to get out of this cultural Council of Education, 2008C). crisis. Such opportunity will be enhanced if the educational system’s philosophy CONCLUSION moves from the traditional to becoming rational, modern, serious and Áexible. It The Moroccan education and training should also be guided by the international system faces major challenges. On human experience and be equipped with one end, it is facing the long-standing knowledge, technology, culture and problems of illiteracy and high rates of appropriate humanitarian ethics. It should pupils leaving school early, in addition also entail cultural openness and possess to the growing number of unemployed the tools and skills of the modern era graduates whose education does not meet which underlie the culture of creativity with the labour market’s requirements, and innovation of the future generation. as well as the need to reform and equip educational institutions. At the other end, the education and training system also faces the pressures of globalisation CASE STUDY MOROCCO

MOROCCO CASE STUDY: THE SYSTEM FOR PREPARING FUTURE GENERATIONS IN MOROCCAN SOCIETY 415 416 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 3-3 THE ROLE OF UPBRINGING INSTITUTIONS IN PREPARING FUTURE GENERATIONS

The upbringing process goes beyond school’s partner in preparing children. It school education and training to include is the Àrst educational institution which an integrated system of institutions in prepares children for life before joining Moroccan society which contribute to school, and therefore teaches them a preparing the future generation for the set of behaviours and ways to deal with desired knowledge society. The upbringing others, in addition to other values which institutions in Morocco involve family, children need in everyday life. language, and general economic and social When children join school, “they conditions, along with media, religion, enter the classroom with everything they customs and the dominant social culture. have learnt at home” (Georges Mauco). These are supported by civil society Therefore, the kind of life, interpersonal The attitudes and institutions as well as the status of public relations within the family as well as the values related to and private freedoms. dominant relationship climate (democratic, domineering…), especially between parents learning, a passion FAMILY CULTURE AND and children, plays a major role in providing for knowledge as PREPARATION OF THE the future generation with certain types of well as diligence, FUTURE GENERATION values and attitudes that determine and persistence and direct their behaviour in society. openness to The family is considered a vital The Moroccan family has developed in intermediary between the child and structure, as it became more diversiÀed and development are society. In the family, children develop tends to the nuclear family model. Data prominent issues their personalities and acquire the from national family research demonstrates in upbringing cultural models of their society. Thus, the that there are 282 kinds of families with family is considered the most prominent compound structures, including 183 with social institution that is concerned with at least three consecutive generations. upbringing and preserving a society’s These extended families are found more culture. In fact, it is difÀcult to speak often in rural communities rather than CASE STUDY about the Moroccan family in a singular urban ones (The Possible Morocco, MOROCCO form, as there are urban and rural families Fiftieth Anniversary Report, 2006). each with different economic, social and The attitudes and values related to cultural backgrounds which reÁect on learning, a passion for knowledge as well their upbringing methods. Moreover, we as diligence, persistence and openness should refer to the demographic, social and to development are prominent issues cultural transformations which Moroccan in upbringing. This is attributed to society has undergone over the past Àfty increasing parental awareness of the years, because these transformations importance of knowledge acquisition as have greatly changed family relations and a prerequisite for integration under the their relevant values. It should also be changes witnessed by, and the challenges noted that the family is regarded as the facing Moroccan society. The higher the

MOROCCO CASE STUDY: THE ROLE OF UPBRINGING INSTITUTIONS IN PREPARING FUTURE GENERATIONS 417 economic and education level of parents, ECONOMIC, SOCIAL AND the more interested they are in educating CULTURAL SITUATIONS OF their children and encouraging them in MOROCCAN FAMILIES AND hard work and persistence. In order to THEIR EFFECT ON RAISING achieve this, parents exert tremendous CHILDREN efforts on material or moral levels. This is particularly reÁected in their choice of The process of preparing the future suitable educational institutions, private generation and providing young people tuition and learning facilities which help with suitable learning opportunities inside children achieve success and excellence or outside school is linked with the general (Kholoud Al Sebaie, background paper for economic and social conditions of their the report). families. The living standard of most Today, parents have become aware that Moroccan families is moderate. However, knowledge increases human capabilities, it has developed signiÀcantly from half a Families are no enriches their imagination and develops century ago as a result of changes in the longer valued and their sense of innovation. In addition to general consumption pattern of households honoured for the the inherent value of knowledge itself, it which has recorded an improvement in performs an important and objective role the spending level per individual. But, it number of their in increasing other freedoms. Knowledge should be noted that this level is especially children as much helps human beings protect their interests affected by the proceeds of agricultural as the kind of and defend against exploitation. It also crops in rural communities. The HCP education, scientiﬁc raises their awareness of how to avoid indicators show that the poverty indicator specialism and jobs threats to health and helps them live in Morocco has improved, dropping from a longer life in good living conditions. 28.5% in 2004, to 11.1% in 2007.26 The secured by their Knowledge also enables people to secure change in the consumption pattern of children. Today, the a better job with a higher income. Parents the Moroccan people, even with a relative ‘successful family’ is who have not had an education appreciate percentage, was a signiÀcant indicator for one whose children the value of learning, as it helps their the advancement in living conditions and children avoid the hardships of life which lifestyle. However, other expenses related have succeeded their families have faced (UNDP, 2010). to acquiring equipment and entertainment both economically Thus, families are no longer valued doubled. The improved general living and socially and honoured for the number of their conditions which were accompanied by an children as much as the kind of education, increased schooling development have led, scientiÀc specialism and jobs secured especially in cities, to a reliance on types by their children. Today, the ‘successful of consumption. Furthermore, nutrition, family’ is one whose children have health, clothing, transport, accommodation succeeded both economically and socially. and other aspects of social life have Parents now derive their social status undergone profound changes. This has from their children’s achieved academic been reÁected in the family’s increasing and professional development (Kholoud demand to educate their children and select Al Sebaie, report background paper). schools which can guarantee them a high Given the pressures of the new world quality education and that can also take of technology, a considerable number of care of their health. middle and upper class parents do not only push their children to succeed but insist on THE STATUS AND them achieving excellence and high scores, EMPOWERMENT OF WOMEN qualifying them to join institutes that IN MOROCCAN SOCIETY ensure more opportunity for professional growth. There is no doubt that women are considered the primary care-givers in

418 ARAB KNOWLEDGE REPORT 2010/2011 the family and society. They have a The issue of women imposes itself substantial effect on developing children’s strongly in the Moroccan society which personalities which are guided in the early has witnessed enormous changes in years by the family’s educational system various urbanisation Àelds, as well as in and culture, in which women and especially education and integration of women into mothers play a principal role. Therefore, different business sectors. The Moroccan development and modernisation efforts woman has managed several achievements in developing societies which aim to of empowerment. The state has also given eliminate underdevelopment have sought great attention to women’s societies which to educate women and enhance their have set up many developmental social “Society is like a status, enabling them to be activists in the projects. Moreover, “the parliamentary bird which cannot process of human development. “Society elections held in 2007, saw a qualitative is like a bird which cannot Áy without both leap in female representation. Women ﬂy without both wings. Paralysing the wings of women is have gained 35 seats in parliament out of wings. Paralysing an obstacle to the progress of the entire 325 members. Thirty women joined the the wings of society” (Abdel Hadi Bu Taleb, in Arabic, House of Representatives via national women is an 2000). lists, while 5 women accessed it via obstacle to the local lists. Thus, female representation Men and Women enjoy equal civil, political, in parliament grew from 0.6% to 10.8% progress of the economic, social, cultural, and environmental rights and liberties, stipulated in this chapter of (this percentage placed Morocco 69th entire society” constitution, as well as in international pacts and instead of 121st, thereby topping the conventions as approved by Morocco, and in the Arab countries in terms of female framework of the provisions of the constitution 27 and principles and laws of the Kingdom. representation in the legislature”. The The state seeks to achieve the equality percentage of Moroccan women holding principle between men and women. For this high university degrees increased to 35%. end, it introduced an authority for equality and struggle against discrimination. Women further represent 28% of the active work force in society. They also The Moroccan Constitution, Chapter 19, 2011 constitute 30% of civil servants.28 Despite these gains, the outlook for many women The Moroccan Constitution provides in Moroccan society is still bleak, and complete gender equality in social, their status has not drastically changed. economic and political rights. The Àfth Thus, what has been achieved is only one article of the Kingdom’s Constitution step in a long journey. which was amended in September 1996, Today, the Moroccan woman is enables gender equality at voting age. generally more empowered than in Additionally, the twelfth article of the previous decades. The progress in her modiÀed Constitution stipulates that all status is expected to reÁect her ability to citizens are entitled to apply for all public contribute more effectively to preparing CASE STUDY jobs under the same conditions. Moroccan the future generation on a cultural and MOROCCO law also guarantees gender equality in the Ànancial level. The improved economic right of work and pay, especially in public conditions help women contribute more jobs. In pursuit of gender equality, the to funding better learning opportunities Moroccan Personal Status Law or ‘Code’ for the family’s children. In addition, the which was executed in the form of a decree high education and cultural level of women in 1957 was revised in 1993. Moreover, allows them to respond more effectively Morocco has adopted many human rights- to social and global developments related related international charters and laws. This to developing the future generation for has facilitated decisions which guarantee accessing the modern and knowledge full rights for women in society (Khadija El societies. Madamad, in French, 2000).

MOROCCO CASE STUDY: THE ROLE OF UPBRINGING INSTITUTIONS IN PREPARING FUTURE GENERATIONS 419 LANGUAGE AND IDENTITY Generally speaking, it is not possible to PROBLEMATIC IN MOROCCO talk about bilingualism in Morocco which seemingly includes Arabic and Amazigh, The relationship of language with identity as well as the common Arabic dialects (Al poses several problems, whether in terms Hassania).29 There is also formal, classical of its relationship with the system of Arabic which is used in education as well education and values cultivation, or its as some administrative correspondences relationship with authority in its different and the media. It is also the country’s knowledge, political and economic formal language as stipulated by the aspects. constitution. In addition, French has Language is considered the vessel of become the functional language in the culture which reÁects its contents and Àeld of economy and global openness, conveys its effects on conscience and as well as the language of scientiÀc feelings. This matter poses a problem specialisms at universities and institutes for Morocco with its matrix of versatile of higher learning. We should not also languages. This matrix goes beyond the exclude other languages learnt by the various daily dialects or languages spoken future generation, such as English and Given the by the population, to languages which Spanish among others. importance of the are used for communication in formal Thus, we notice that the Arabic Arabic language managerial dealings and the modern language in Morocco is not in a good and its close knowledge by students and young people. position; the language is fraught with Multilingualism in Morocco is not linguistic interference. The disjointed relation with the a product of the modern age, but has linguistic position as well as linguistic culture, its position a long history. The strategic position insecurity may reflect negatively has become a of Morocco - close to Europe and on the individuals’ latent potential, focus for study overlooking the Mediterranean Sea, in thereby reducing the level of human addition to its African roots made it a development (The Possible Morocco, and research target for many invaders. The Amazigh Fiftieth Anniversary Report 2006). Given language of indigenous Moroccans was the importance of the Arabic language exposed to various cultures of different and its close relation with the culture, its nations, in addition to the Arabic which position has become a focus for study came with the Islamic conquest. French and research. The Higher Council of colonisation has heightened the language Education has made it one of its major issue in Morocco, due to its economic concerns which should be decisively and cultural sovereignty, since it assumed acted upon, especially after the students’ protection over Morocco’s interests. knowledge revealed a large deÀciency in Thus, we have a linguistic scene in which this Àeld. In addition, students have low different languages conÁict with their linguistic competence reÁected in their cultural and civilisational contents. daily communication by moving quickly from one language to another. “Colonisation has caused separation in the Moroccan linguistic field by using the French language in the fields of education, Language and identity economy and management at the expense of “It is possible to handcuff peoples, take their the Arabic language, whose role has diminished clothes off and muzzle them, but they will still and become limited to the production and be alive. It is possible also to steal their works reproduction of religious knowledge in Al- and take their passport, dining tables and beds, Qarawiyyin University and Al Yussufiyah but they will remain rich. Peoples are enslaved University (Ben Youssef University). Arabic when their ancestors’ language is eliminated and language teaching was also reduced to a large thereupon they will be lost forever”. extent in colonial schools. Source: Ignazio Buttitta (Sicilian poet) Source: Mohamed Fawbar, 2000.

420 ARAB KNOWLEDGE REPORT 2010/2011 MEDIA CULTURE It may also extend to the political Àeld and ideological mobilisation. Thus, religion Law No. (77.03) on Audio-visual is a social and political factor that affects Communication and the recent decree and guides efÀciency and daily behaviour. issued by the High Authority of Audio- Where do Moroccan youth stand in terms visual Communication (2002), are aimed at of religious culture? How does it direct and consolidating the principle of freedom of structure their conduct and behaviour? communication to serve society. They also The relative mainstreaming of intend to keep up with the political and education has changed the social fabric. A social projects chosen by Morocco. Both considerable number of educated youths also aim to disseminate its culture and be focus on religion compared to their parents open to cultural diversity, and eliminate after political independence. The youth state monopolisation in this Àeld. Several have revised their parents’ religious culture procedures have been implemented to and concepts and tried to re-establish them develop public media in order to prepare on new bases and modern knowledge them to overcome the competition obtained through education and the challenges in the media sector. media (The Possible Morocco, Fiftieth Cultural and linguistic diversity has Anniversary Report, 2006). Generally, it The general concern been a principal input of Moroccan social may be said that the levels of the religious with regards to the life since ancient times. This rich input awareness of the youth differ according to religious aspect is not only included in educational plans their upbringing, as well as their social and as stipulated by the National Charter family environment. does not prevent us of Education and Training, but is also We would also not be wrong if we say from saying that the supported by the media which is broadcast that religious education lately has become problem of today’s in local, national and foreign languages. the main focus of education and upbringing youth generation Thus, the culture communicated by in general. This has been triggered by this media and absorbed by the future contemporary international changes and is the lack of generation creates “a state of integration events in which religious awareness of sound religious between diversity and unity, history and some young people is accompanied by education, as well future prospects, as well as local, regional religious movements and organisations that as bewilderment 30 and universal elements”. threaten the international system. These between To sum up, the media contributes, via movements seek to change systems and its various channels, to cultivating cultural impose their opinions through so-called original religious diversity in the personality of the future ‘religious violence’. They have moved from afﬁliation and the generation and exposes it to multi-faceted individual behaviour to group behaviour developments of the creative human thought. This helps it with the aim of affecting political and social knowledge societies exceed the country’s local and cultural systems and threatening social security boundaries. (Abeer Amin, in Arabic, 2006). CASE STUDY The general concern with regards to MOROCCO RELIGION AND CUSTOMS the religious aspect does not prevent us AND THEIR EFFECT ON from saying that the problem of today’s THE PREPARATION OF THE youth generation is the lack of sound FUTURE GENERATION religious education, as well as bewilderment between original religious afÀliation and Religion to Muslims does not only mean the developments of the knowledge spiritual saturation and piety which appears societies. In such an atmosphere, the family through practicing religious rituals, but neglected its role, especially families that also directs Muslims’ life and behaviours ignored the effective role of religious and and determines their identity, as well as moral guidance, together with conscious acting as their cultural and social reference. following-up of their children, and left this

MOROCCO CASE STUDY: THE ROLE OF UPBRINGING INSTITUTIONS IN PREPARING FUTURE GENERATIONS 421 role to the freedom of media consumption Undoubtedly, human beings’ with its differing ideas and religious trends personalities are the product of interaction (Mariam Ayat Ahmed, background paper between their biological structures and the for the report). different cultural effects of diverse cultural The conclusion is that “Moroccan upbringing institutions. These include society’s relationship with religion is not formal institutions, such as the family and immune from international impact, the school, or informal institutions, such as increasing forms of universal extremism, the media, peers, religious establishments, as well as the effect of the free religious political organisations and cultural clubs, product market which includes books, audio among other large institutions in today’s tapes, websites and television programmes. world. Despite the apparent scarcity of Therefore, Moroccan religious policy and Àeld research in this area, and taking reference to religious tradition are no into account Morocco’s social, cultural longer concerned only with the religious and linguistic complexities, the thorough The upbringing structuring of citizens. However, religion researcher cannot overlook the signiÀcant process and its is being restructured and this is evident in role these different social institutions mechanisms the different concepts which are formed play in forming the future generation’s in any society by certain interpretations of Islam” (The personality and determining its features Possible Morocco, Fiftieth Anniversary either on the individual or group level. This are considered Report, 2006). Interest in religious has led some researchers to talk about the the means by structuring is also clear in the meetings distinguished Moroccan personality with which the future and training forums held occasionally by its deÀnite cultural, linguistic and religious generation the Ministry of Endowments and Islamic identity. Affairs with the purpose of increasing develops a social understanding and awareness of religious SCHOOL CULTURE self-esteem and culture. turns them from School culture can be regarded as a system mere biological SOCIAL CULTURE of values, standards, beliefs, principles and practices which are established through time beings into social The upbringing process and its mechanisms as a result of the interaction of the school beings capable in any society are considered the means community, including the administration, of participating by which the future generation develops a teachers and students in order to solve the in new life social self-esteem and turns them from mere problems and challenges facing them. This situations which biological beings into social beings capable system consists of expectations and values of participating in new life situations that shape the way people think, and require constant which require constant interaction. This their feelings and behaviours in school. interaction enables them to be active participants in a Such effects form the school’s internal society which cooperates with its members environment and make it an integrated and conforms to its standards. This is done unit with its objectives, structure, curricula, through the components of social culture and educational system, as well as distinct which are common among upbringing programmes and activities. School culture institutions that seek to develop such also involves the beliefs of teachers, components in the future generation. This students and administrators who represent requires questioning the cultural roles of models of values, beliefs and traditions upbringing institutions and their agencies established through school’s history. in Moroccan society to understand whether School culture is inÁuenced by or not the culture they produce helps the general culture of society and an develop the future generation’s personality educational philosophy which originates in a way that prepares them to positively from its educational objectives, as well integrate into the knowledge society. as the goals deÀned by the authorities

422 ARAB KNOWLEDGE REPORT 2010/2011 concerned with the school’s education and interwoven fabric of relations between training issues. As previously indicated, society’s members on the one hand and the National Charter of Education and the state on the other. The cultural roles Training has determined the content and undertaken by civil society organisations objectives of school culture in Moroccan and associations in developing countries, society. like Moroccan society, include adopting School culture is important because it and promoting the principles of democracy is associated with the students’ activities and human rights. However, such roles in terms of academic attainment, cannot be performed unless the state achievements, and teamwork, in addition establishes independent and just civil laws to the democratic interaction between and institution-based governance regimes, teachers and students and between in addition to true political pluralism and administrators and teachers. A viable sound mechanisms of power transfer. and stable school culture reÁects on These will help the sector grow and the achievements and motivation of Áourish given the freedom which will The concept of civil teachers and students. School culture reÁect its growth and development. which Moroccan schools seek to instil Promoting the society’s culture and society involves into students’ minds, according to the strengthening its foundation is not limited individuals as educational and training system, originates to the efforts of the state and its formal well as informal from school life, which is a microcosm of channels. This role is also performed by institutions which social life. This culture is concerned with civil society organisations and associations the full upbringing of students through which believe that public issues are not only serve as active various interactive activities which are conÀned to the state, but that they are also elements in most supervised by teaching staff and the responsible for providing different, ready ﬁelds of education, administration and supported by different solutions to societal problems. They also economy, family, societal partners. According to this system, believe that all parties should participate health, culture, school life can be deÀned as the life in social development. The development students spend at school for the purpose of and modernisation of Moroccan society charity and others. their education through the programmed requires the engagement of civil society It is an interwoven religious, educational and training activities organisations in spreading the value of fabric of relations which take into account the knowledge, initiative, as well as consolidating the between society’s emotional and motor sensor aspects of concept of cooperation and independence the students’ personalities. In this regard, instead of relying on the government. members on the active and effective participation of all Morocco has an estimated 30,000 civil one hand and the stakeholders is needed (students, teachers, society associations and organisations. state on the other the administration, educational guidance The foundation of these associations is groups, parents and institutional partners), regulated by Law No. 1.58.376, issued on (The Ministry of National Education, 15 November, 1958, which was amended CASE STUDY Higher Education, Professional Training by Law No. 75.00.31 Over the past two MOROCCO and ScientiÀc Research, 2008C). decades, the number of associations has grown substantially. These associations CULTURE OF CIVIL SOCIETY undertake cultural development work ORGANISATIONS AND and activities and contribute, along with ASSOCIATIONS the state’s efforts, to eliminating illiteracy, informal education, and empowering The concept of civil society involves women and enhancing their skills, in individuals as well as informal institutions addition to organising cultural awareness which serve as active elements in most activities. The NIHD has had a great Àelds of education, economy, family, effect on activating and developing the health, culture, charity and others. It is an social work undertaken by civil societies

MOROCCO CASE STUDY: THE ROLE OF UPBRINGING INSTITUTIONS IN PREPARING FUTURE GENERATIONS 423 to defend against different aspects of knowledge, experience and skills to their marginalisation and exclusion of some homeland.32 social categories, especially women and children. CONCLUSION

Civil Organisations and NGOs shall be We cannot deny that there is a crisis in the founded and practice their rights freely, within the dominant culture of Moroccan society framework of respect for the Constitution and Laws. within its institutions and structures, These societies and organisations can’t starting with differing models of familial be dissolved or detained by general authorities, culture. The Àrst model adheres to unless by a judicial decision”. long standing traditions and resistance The Moroccan Constitution, Chapter 12, 2011 to modernity, while the second adopts western culture to the extent of alienation. School culture also swings between The civil societies’ efforts are not tradition and modernity in content as well limited to the above mentioned cultural as in curricula and educational methods. side. It has also implemented development Moreover, the media lacks original and projects in areas that suffer from a lack of distinguished cultural material, due to There is a strong electricity and potable water and medical the absence of production methods of need for a culture services, supported by governmental knowledge and the negligence of its role which encourages sectors, international organisations, in today’s world. Additionally, language is development and and donations and aid from Moroccan suffering from a crisis and its utilisation communities abroad. It is to be noted that faces problems. Language is the vessel for not stagnation, such communities have had a remarkable culture and its primary tool. It is also a so that young role in development in recent years. They natural approach to cultural development people can make have helped strengthen the social fabric in and a catalyst for developmental trends. use of science many Moroccan regions and established This requires developing language in order partnerships and developmental projects to understand changes along with deÀning and technology with overseas institutions and groups. language options relating to the Arab and while adhering Thus, some Moroccan communities have Islamic cultural identity under the conÁict to appropriate gained support and cooperation from of economic interests and a clash of morals and values identical overseas communities established civilisations. by Moroccan immigrants in several The concepts and deÀnitions of European countries, especially Spain, culture vary according to its various France and Belgium. Therefore, Moroccan institutions and channels. However, communities abroad are not just a source culture can generally be deÀned as “the of Ànance (their Ànancial contributions accumulated knowledge and a depository represent 20% of the sources of hard of a society’s values, customs, rules and currency for the public treasury, according prevalent concepts which affect all society to the Federal Union of Moroccan members, the educated and ignorant, the Workers and Traders abroad), but they elderly and children, and men and women also play an active role in realising social by different degrees according to their development by focusing their efforts level of understanding. Therefore, culture on transnational networking in order to plays a prominent role in determining an make use of institutional mechanisms individual’s behaviour, reactions and ways based on partnerships and strategies. In of thinking (the Arab League Educational, addition to the Ànancial support offered to Cultural and ScientiÀc Organisation communities by Moroccan communities -ALECSO, 2005). It is necessary to abroad, they also play an important role establish a comprehensive cultural strategy in parallel transfers, such as the transfer of which aims at the overall development

424 ARAB KNOWLEDGE REPORT 2010/2011 of Moroccan society, especially the future generation who have a greater ability for absorbing culture. This will not be achieved unless conscious and purposeful plans and programmes are set up and roles are rationally distributed within the family, school and media with a special focus on the culture that helps develop a normal, integrated and creative personality. There is a strong need for a culture which encourages development and not stagnation, so that young people can make use of science and technology while adhering to appropriate morals and values. This entails reconsidering education systems as well as media messages and content, and keeping pace with global changes. This also requires preparing the future generation in a way that allows them to achieve independence and enhances their ability for innovation and self-development. They should be provided with the facilities that enable them to beneÀt from the knowledge revolution and steadily growing technology to meet the knowledge society’s requirements. CASE STUDY MOROCCO

MOROCCO CASE STUDY: THE ROLE OF UPBRINGING INSTITUTIONS IN PREPARING FUTURE GENERATIONS 425 426 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 3-4 ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY

Enabling human beings means enhancing recommendation of the Advisory Council their ability for constructive work and on Human Rights, and it was approved by positive change in themselves as well as the king. This required making constitutional their surrounding environment. Therefore, and legislative amendments which state the enabling is linked with human development dominance of the International Human which depends on “giving people more Rights Law over domestic laws, as well as freedom to help them live a long life of the right to a fair trial (Previous Source). health and innovation, seek to realise their In any case, Morocco still lives in a desired goals and take part in deÀning stage of political transition, which like all developmental tracks on the basis of justice transitional stages, has its ups and downs. The Moroccan and sustainability for the planet” (UNDP, However, Morocco, which has international constitution seeks 2010). How far do the enabling environments commitments and which has integrated to establish a in Morocco create an enabling climate for into a modern democratic project, can no state based on the next generation? longer be allowed to relapse. Morocco has no option but to promote democracy to political democracy POLITICAL FREEDOMS develop a state of rights and laws whose according to the governance depends on the power of law principle of social Since the 1990s, Morocco has entered and institutions. justice. In addition, a stage of political openness through Following the events witnessed by the the supreme constitutional amendments in 1992 and Arab world, Morocco has managed to 1996, and the subsequent installation of enhance its democratic gains by declaring authority of the the so-called ‘Alternation Government’.33 constitutional reform which responds to state expressed This stage was described as a ‘democratic the requirements of political development, its determination transition’, in which a number of reforms answers all the questions of national and to leave the were made with the strategic aim of moving progressive forces and aims to modernise from an authoritative political system which the state’s structures.34 The constitution past behind CASE STUDY clashes with political parties to a system will be revised in order to motivate the MOROCCO which seeks to integrate into a modern process of comprehensive reform. For this democratic project (Al Hassan Bou Kentar, purpose, the king has installed an ad-hoc background paper for the report). committee to listen to and consult with The Moroccan constitution seeks to parties, syndicates, youth organisations, establish a state based on political democracy social workers and qualiÀed intellectuals.35 according to the principle of social justice. The reform is based on the following In addition, the supreme authority of the fundamental issues: state expressed its determination to leave Dedicating the constitution to the the past behind. To this end, the Equity diversity of the uniÀed Moroccan identity, and Reconciliation Commission was strengthening the rights and institutions, established on December 15th, 2003, at the giving more individual and political freedom

MOROCCO CASE STUDY: ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 427 and guaranteeing its practice, in addition to ECONOMIC FREEDOMS promoting the human rights system, making the judiciary an independent authority, On the economic level, Morocco undertook promoting the principle of separation and several reforms between 1993 and 2005 balance of powers, enhancing institutional to liberalise the economy and open it democracy, modernisation and rationalism, up to international trade. This was done and constitutionalising good governance of through entering into free trade exchange institutions.36 agreements with the EU, the USA and some Arab countries. Morocco also carried FREEDOM OF OPINION AND out banking and collection reforms, and EXPRESSION formulated new laws for anonymous major companies. Moreover, the Hassan II Fund The freedom of the press has been for Economic and Social Development recognised in Morocco since the Press was a public tool which allocated a share Code was enacted in 1958. Despite of privatisation proceeds for setting up the state’s interference in restructuring projects that provide job opportunities and the media sector, the printed press has develop the national economy. The fund accompanied the political scene as multiple has become a major player in the country’s forces and therefore it expressed multiplicity development. The total investments in and contributed to informing readers such programmes are estimated at MAD “The media has about public issues. Since its independence, 150 billion, and they have created 450,000 gained substantial Morocco has not seen an informative job opportunities.37 The fund serves as a freedom and speech on one political trend. “The media catalyst for the national economy, directing has gained substantial freedom and become public and private partners towards its become a guiding a guiding force for the authority and the projects, thereby increasing the volume force for the parties needed for democratic transition” of investments (The Possible Morocco, authority and the (The Possible Morocco, Fiftieth Anniversary Fiftieth Anniversary Report, 2006). parties needed Report, 2006). Additionally, Morocco has started a free The media scene in Morocco has trade exchange with Europe, according to for democratic been widened by the establishment of six an agreement concluded in 1996 which has transition” television channels, with some specialising placed it in an “advanced position” with in sports, education and religion. In Europe. Morocco also ratiÀed a free trade addition, a new channel was founded to agreement with the US, as well as some broadcast programmes in Amazigh. As for Mediterranean countries such as Turkey regional radio stations, nearly every city and Egypt, together with other countries has its own station. The media landscape such as the UAE and Jordan. was boosted by the establishment of an Economic liberalisation, as well as independent specialised entity, the High the different incentives adopted by the Authority of Audio-visual Communication country, has led to the emergence of a (Previous Source). national industry on the regional level

TABLE 3-4-1 Fluctuations in economic growth Growth rate (%) Years 2.9% 1960- 1966 5.7% 1967-1974 2.7% 1988 -1995 4% 1996 -2003 Source: The Possible Morocco, Fiftieth Anniversary Report, 2006

428 ARAB KNOWLEDGE REPORT 2010/2011 which formed organising groups for such as the parliament, Council of Moroccan economic life.38 Despite this, Advisors and the Supreme Audit Council. economic growth in Morocco has not seen much stability over the last half THE REALITY OF POLITICAL century, as indicated in the following REFORM AND ITS Àgures (table 3-4-1). MANIFESTATIONS; ASPECTS OF TRANSPARENCY AND ACCOUNTABILITY AND GOOD GOVERNANCE RESPONSIBILITY Human development cannot be realised In the early decades following independence, unless there is a climate which provides the public planning and policy did not involve necessary enabling environment in order to a systematic method for assessment and grow and Áourish. Undoubtedly, freedom Human accountability. This did not help direct and democracy release the potential of development does reform in different sectors. Several a society’s members who are the tools unproductive educational reforms may and products of development. Political not only entail have been reoriented and re-established, if orientation is responsible for the exercise ﬁghting poverty they had been assessed in time. Therefore, of power in society, and its decisions and eliminating citizens who follow events feel that there are binding upon all society’s members instability, or is neither follow-up nor accountability. and organisations. Integration into the “Since independence, citizens have never knowledge society requires political, reducing social felt that they have a social contract with economic and cultural modernisation in and economic the administration. If they have duties as order to deÀne the major options and differences and citizens, they also have rights which include strategies which can build the society’s empowering demanding public ofÀcials be called to structures according to a clear and women both account” (The Possible Morocco, Fiftieth purposeful vision. Anniversary Report, 2006). Thus, human development does not socially and only entail Àghting poverty and eliminating culturally, but also RATIONAL PLANNING AND instability, or reducing social and economic needs, above all, a MANAGEMENT THROUGH differences and empowering women both political framework GOOD GOVERNANCE socially and culturally, but also needs, above all, a political framework which which deﬁnes The realisation of human development deÀnes the features and trends of social the features and is conditioned by political contexts and infrastructures. trends of social practices, the limits of freedom, the belief Morocco has a royal, constitutional, infrastructures in democratic principles and their practice, democratic and social ruling system,39 and as well as public planning. Rational local the Moroccan constitution guarantees many and public planning under the rule of law basic freedoms in its chapters.40 In 1990, CASE STUDY requires adopting good governance, as well the Advisory Council on Human Rights MOROCCO as the values of modernity and democracy. was founded and some modiÀcations Morocco entered into several international were introduced in 2002. This council has agreements, and this necessitated making played an important role in investigating several reforms on different levels as well human rights violations, as well as making as activating mechanisms to eliminate legislative reforms “for fair trials which bribery, corruption and social class guarantee the integrity of procedures to differences. It also required formulating the interest of litigants. Its role further a policy based on modern planning and involves advising public authorities to good governance in addition to adopting enter into international agreements, control and accountability. These will be in addition to training employees and implemented by Moroccan institutions, educating people on human rights” (The

MOROCCO CASE STUDY: ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 429 Possible Morocco, Fiftieth Anniversary fragile: The Moroccan governance system Report, 2006). In this context, Morocco managed to guarantee and secure order also established a human rights ministry in and stability, but it still has a low ability as 1993 which undertook many tasks in this regards to making changes and adapting to regard. During the period 1999-2003, an transformations (Al Hassan Bou Kentar, arbitration and compensation committee background paper for the report). This has was formed, assigned to process the reÁected negatively on several domains, complaints of victims of human rights especially the education and training Àeld violations. which has not achieved the required reform. In the Àeld of decentralisation and This has led the country now to mobilise regionalisation, Morocco undertook several all its efforts to Àll the gap in this Àeld and experiments, most of which recorded no focus on education and training to prepare success. This drove the state’s supreme the future generation for developing the authority to set up a national advisory country. The country regards education as committee for broad regionalisation.41 the head of all national priorities after the These different reforms were territorial integrity issue. accompanied by attempts to restructure the political Àeld through a new concept REALITY OF ECONOMIC of authority, adopt true political pluralism DEVELOPMENT AND ITS which allows all actors to perform IMPACT ON ENABLING AND The Moroccan their role and at the same time keep the REFORM PLANS governance administration away from the interactions system managed of other actors, especially political parties. Although the availability of economic to guarantee and In spite of the efforts made for good capabilities and Àlling vital deÀcits are governance, some analysts believe that the prerequisites of human development, secure order and Morocco has not yet reached a high level this aspect is not mechanical or one-sided. stability, but it still of public responsibility and that it is still There are other factors, especially human has a low ability as regards to TABLE 3-4-2 making changes Economic indices and adapting to Economic indices Value Reference year 1,099 1990 transformations Gross Domestic Product (GDP) per capita (in USD) 2,811 2009

1.1 1990-1999 Annual growth rate of GDP per capita % 3.6 2000-2009

2.4 1990-1999 Annual growth rate of ﬁnal consumption % 4.5 2000-2009

0.7 1990-1999 Annual growth rate of consumption per capita % 3.8 2000-2009

Annual growth rate of available gross national income (GNI) (at 6.5 1990-1999 current prices) % 6.5 2000-2009

4.5 1990-1999 Annual change of cost of living index (%) 1.9 2000-2009

22.1 1990-1999 Investment rate (% of GDP) 29.4 2000-2009

-2.7 1990-1999 Total balance of treasury (% of GDP) -2.5 2000-2009

Source: Ministry of Health and HCP, 2009.

430 ARAB KNOWLEDGE REPORT 2010/2011 capital, which are considered the principal purpose, a special programme, the ‘Digital engine of development and production. Programme’ was set up in order to develop Since the 1960s, the Moroccan and disseminate technology. These distinct economy has seen stages of growth during measures have contributed to improving which it alternates between uptrends and some indices. Comparing the last two downtrends based on agriculture and the decades shows that the average economic situation of the public sector which affects growth went up from 2.2% to 4.4%. This its movement either positively or negatively. growth rate, without the primary sector, This unstable situation did not help realise moved from 0.3% to 8.4%. Moreover, human development “especially in terms domestic demand increased by an of its feature of inequality and the weak annual average of 1.5% instead of 4.2%. investments in important social sectors, Additionally, the total investment rate such as education and health (Al Hassan moved from 8.24% to 6.32% in 2009. The Bou Kentar, background paper for the unemployment rate decreased from 13.8% report). This led structural planning policy in 1999, to 9.1 % in 2009. Household in Morocco to enliven the economic consumption expenditures grew by 4.3% sector in order to serve its development as an annual average. Furthermore, the goals for modernising the economy and household purchasing power recorded an reducing social divides. This is reÁected in annual increase of 2.4%, as the income the economic development indices in the per capita increased by 3.4% annually and The goal of ‘Millennium Development Goals Report’ consumption prices grew by 9.1% (HCP, economic and for 2009 (HCP, 2009), which stressed 2009). the qualitative change from the past two Although such results are modest, they strategic planning decades. helped set up numerous projects in social is to achieve The Àgures in table 3-4-2 reÁect modest and educational Àelds. This will certainly development, economic growth. Over the past ten years have a positive effect on preparing the contribute to the Moroccan authorities reconsidered future generation and providing them with improving the lives their calculations to adopt new policies an enabling environment. and plans, and economic planning moved of citizens and to a policy of privatisation which helped REALITY OF SOCIAL guaranteeing them many sectors see substantial growth. The DEVELOPMENT AND social justice and telecommunications sector has generated ITS IMPACT ON THE equal opportunities wealth and contributed 6% to the state’s POPULATION budget (Al Hassan Bou Kentar, background paper for the report). The goal of economic and strategic Moroccan authorities transformed planning is to achieve development, their function to become a guide and contribute to improving the lives of citizens leader of several sectors through a and guaranteeing them social justice and CASE STUDY strategic plan. This helped achieve equal opportunities. This raises the issue MOROCCO industrial development through a number of social justice which is at the core of of off-shoring jobs which output meet the every human development process. In international market’s needs. In agriculture, the past, policies lacked a comprehensive the ‘Green Plan’ which pertains to farming vision to secure social justice on all levels. and food, was introduced. This plan This led to social instability with many ensures food security in good conditions aspects of social injustice whether at as well as environmental conservation. In the territorial or gender level, or on the tourism, the aim was to attract 10 million citizen’s involvement in overall economic tourists in 2012. In addition, adopting new development. Realisation of this fact was technology, especially digital technology, one of the most important advantages was also taken into account. For this of the modern era, and a number of

MOROCCO CASE STUDY: ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 431 projects were carried out to limit social targeted the underprivileged and social injustice and improve Morocco’s position sectors at risk did not increase the quality in the development index. The average of life for Moroccan families that allocate income per capita does not exceed USD the majority of their incomes to their 2,827 annually. This is emphasised by basic needs. According to the qualitative the Human Development Index which indices published by HCP, Moroccan ranked Morocco 126th among countries families allocate 46.1% of consumption of moderate growth (UNDP, 2008). The expenditures to food and clothing, 25% Fiftieth Anniversary Report (The Possible to accommodation and 28% to health, Morocco, Fiftieth Anniversary, 2006) transportation, education, culture and reached the same conclusion as it saw that entertainment. This is considered a the efforts and achievements made were low percentage compared with the not commensurate with the demographic needs necessary for achieving citizens’ transformations in a country whose empowerment and welfare. population increased three-fold. In 2005, development initiatives were accelerated. THE STATUS OF HEALTH About 20 primary Such initiatives included programmes of (INDICES AND THEIR public health educational reform, compulsory medical RELATION WITH THE programmes insurance and retirement system reform. SITUATION OF THE FUTURE They further involved social housing GENERATION) contributed to projects and eliminating shanty-towns improving the programmes, in addition to employment The Moroccan health sector has greatly health indicators, activation programmes as well as the improved compared with the post- especially NIHD. independence period. Public expenditures the National Despite the improved human in the health sector rose from 0.9% of development indices of Morocco (which GDP in 1990, to 1.3% in 2009 (HCP, Immunisation ranked 114 in 2010, according to the ‘UNDP 2009). Morocco has generally achieved Programme (NIP) Human Development Report 2010’), and good progress in the domain of health, whose national the funds allocated for the social sector in with life expectancy at birth increasing coverage rate the state’s budgets, the achievements were from 65.5 years in 1988 to 72.9 years in apparently insufÀcient. 2009 (HCP, 2010). is now 90% The NIHD (National Initiative for Despite the intensive efforts made Human Development), which aims to fuel in this sector, it is still suffering from efforts to raise development levels, reÁects deÀciencies as well as the inability to reduce a method, thought and comprehensive social and other disparities in accessing practice. This initiative helped show the health services. After independence, rural large insufÀciencies in vital Àelds. Its communities were not focused upon and overall vision is to modernise and develop were only provided with primary health different areas suffering from poverty and services in the 1990s. underdevelopment. The new development Today, Morocco has more than policy sought to eradicate all forms of 2,460 primary institutions treatment poverty and illiteracy together with all social institutions compared with 394 in 1960. diseases. The NIHD helped construct The number of physicians and other many housing units to accommodate medical workers increased to 13,955 and the shanty-towns population, in addition 27,644 respectively in 2002. The rate of to several social, educational and health physicians per person was one physician institutions. Again, this initiative resulted in per 12,120 people in 1967, one per 2,933 some 16,000 projects which have beneÀted people in 1994 and one per 1,611 people nearly 4 million people across Morocco.42 in 2008 (Ministry of Health and HCP, However, these positive efforts which 2009).

432 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 3-4-3 Health and demographic indices

Indices Value Reference year

0.9 1990 Investment rate (% of GDP)/ general health expenditures 1.3 2009 1.75 1994 Average annual population growth rate % 1.1 2009 72.9 2009 Life expectancy at birth (years) 65.5 1998 3.28 1994 Fertility indicator (number of children per woman) (+) 2.36 2009 57 1991-1987 Infant mortality rate (per 1,000 live births) 32.2 (+) 2009 -2008 2,933 1994 Number of people per physician 1,611 2008 Source: Ministry of Health and HCP, 2009.

About 20 primary public health THE MOST SIGNIFICANT programmes contributed to improving the DEVELOPMENTAL If we return to health indicators, especially the National CHALLENGES IN MOROCCO the achievements Immunisation Programme (NIP) whose AND ITS POSITION IN of Morocco since national coverage rate is now 90% (The TERMS OF ACHIEVING Possible Morocco, Fiftieth Anniversary THE MILLENNIUM its independence Report, 2006). The child mortality rate DEVELOPMENT GOALS to understand its decreased from 57 in the period between AND THE WORLD FIT FOR rich history, vital 1987 and 1991 to 32.2 between 2008 and CHILDREN GOALS culture, diverse 2009. The maternal mortality rate declined from 332 in the period between 1985 and It is not easy to deÀne the developmental identities and 1991 to 132 between 2004 and 2009 (HCP, challenges in Moroccan society due to varied human 2009). the number of factors involved and capabilities, Morocco was the Àrst country in complicated elements. However, an we will notice the region afÀliated with the Eastern observer cannot deny the many reform Mediterranean Regional OfÀce to be projects which Morocco has initiated since transformations certiÀed for the elimination of tetanus the beginning of the millennium in order and among infants. In 2008, NIP managed to to overcome the obstacles which impede its accomplishments reach a coverage rate of 96% for the BCG development on political, economic, social, in all ﬁelds vaccine, 94% for the measles vaccine and cultural and democratic levels. Thus, the 94% for hepatitis vaccine. In the same goal of such reform projects is overcoming manner, women were immunised thereby challenges, establishing large-scale projects, CASE STUDY protecting 90% of new births. Furthermore, and renewing and updating social projects MOROCCO the Programme for Combating Diarrheal to achieve human development which is Diseases, as well as the National Programme aspired to by any society suffering from for Fighting Malnutrition Diseases reduced the effects of colonisation. If we return the infant mortality rate to a great extent to the achievements of Morocco since (HCP, 2009). its independence to understand its rich These health measures have affected history, vital culture, diverse identities and the life of the future generation and varied human capabilities, we will notice helped them live in improved health transformations and accomplishments in all conditions. Table 3-4-3 indicates some Àelds. But, if we measure its general position health indices. according to new general international conditions, or if we compare its level with

MOROCCO CASE STUDY: ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 433 that reached by some countries which have further given the programmes launched the same or almost the same capabilities, to mainstream children’s education and it can be said that its rhythm of action in keep them in the educational system until the past has not met society’s aspirations. the end of the compulsory schooling This is attributed to complicated factors period (The Possible Morocco, Fiftieth full of contradictions which have hindered Anniversary Report, 2006). Morocco’s use of appropriate methods. HCP stated in the national report Such factors accumulated deÀciencies and of 2009, around the objectives of the deÀcits which now require even more Millennium Development Goals that effort to bridge the gaps which impede the Morocco is too close to approaching year desired human development. 2015. It is noted that Morocco has managed Despite these difÀculties, Morocco to make signiÀcant achievements in the Àeld could overcome many of its challenges, of human development. The comparison starting with profound economic of the past two decades reveals that the transformation to a change in family growth rate rose from 2.2% to 4.4%. The structure. The new legislative framework unemployment rate also declined from Despite these which regulates families has played a 13.8% in 1999, to 9.1% in 2009. Household difﬁculties, signiÀcant role in changing the status Ànal consumption expenditures increased Morocco could of women, as well as the family’s way of by an annual average of 4.3% and 5.6% as life. Since 2004, the Moroccan family has of 2003 and household purchasing power overcome many had a new “code which sets forth equal recorded an annual increase of 2.4%, of its challenges, rights and duties for married couples and since the income per capita increased by starting with protects children” (The Possible Morocco, an annual rate of 4.3%, and consumption profound economic Fiftieth Anniversary Report, 2006). There prices grew by 1.9%. The report added transformation also emerged new channels of expression, that the provision of basic services to the i.e. many communities now comprise population was moving fast. Electricity to a change in local activists from youth and women’s and water services are more common in family structure movements. urban communities, while their coverage In 1998, Morocco underwent political rate in rural communities rose from 9.7% change which gave rise to many reforms in in 1994, to 83.9% in 2009 for electricity, the law, the press and the Public Freedom and from 14% to 90% for potable water. In Law, in addition to harmonising national education, various schooling rates witnessed laws with the requirements of international continuous improvement, due to efforts agreements on human rights, the status to make school more available, as well as of women and childhood protection. various support procedures for keeping Morocco has had a national childhood learners within the schooling system. plan called ‘Inkaz’ which extends to 2015. Enrolment rates of various age This is a national programme which categories during the year 2010/2011 aims at combating the phenomenon of achieved the following results at the child labour, especially the employment national level: of young girls as housemaids. Several - 97.5% for the (6-11) age category procedures were also taken to counter children in general, 96.3% for females this phenomenon by activating the against 87.9% and 85.2% respectively requirements of the national action plan in 2004-2005; ‘Morocco Deserves its Children’. Figures - 79.1% for the (12-14) age category show that the number of child labourers children in general and 73.5% for was 600,000 in 1999, but it has dropped females against 68.2% and 61.9% to 170,000, i.e. 3.4% of the children aged respectively in 2004-2005; 7-15 according to the HCP’s latest data. - 52.8% for the (15-17) age category However, this Àgure should decrease children in general, and 48.2% for

434 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 3-4-4 Development of Internal Output Indices Study completion rates in Repetition rates Average rates of School drop-out educational stages Educational Stage Difference between Difference between Difference between Registered Registered Registered the two academic the two academic the two academic rate rate rate years years years

Primary Education 12.3% -0.3 points 4.6% -0.8 points 76% 3 points

Secondary Preparatory 15.2% -1.2 points 13.1% -0.3 52% 4 points Education Secondary Vocational 19.2% +1.7 points 14.1% -0.4 points 26% 2 points Education Source: The Ministry of National Education, Higher Education, Professional Training and Scientiﬁc Research

females against 45% and 39.9% decreased though not to aspirations. This respectively in 2004-2005. is attributed to weak interest of children in schooling in rural areas and especially In rural areas, the percentage of for girls, due to economical and social schooling for the (6-11) age category reasons, and as well as far schools in some children reached 95.4% in general, and cases. Study completion rate in the three 93.6% for females against 82.8% and educational stages signiÀcantly improved 77.8% respectively in 2004-2005; and in the last 2 academic years, as it reached 59.1% for the (12-14) age category respectively 76%, 52% and 26%, i.e. 2% Generally, study children in general, and 49.6% for in the vocational secondary education, 3% completion rate females against 49.3% and 39.3% in the primary education and 4% in the in the three respectively in 2004-2005; and 22.3% preparatory and secondary education. educational stages for the (15-17) age category children The table (3-4-4) shows development in general, and 14.9% for females of educational output indices: signiﬁcantly against 17.6% and 11.3% respectively improved in 2004-2005. The net enrolment rate The number of crowded classes in in the last 2 of children aged 6-11 years increased secondary preparatory education witnessed academic years from 52.4% to 97.5% at the national signiÀcant decrease by 6.8 points during the level in 2010/2011.43 two academic years 2007-2008 and 2008- The Emergency Programme approved 2009, while the number of crowded classes by the government in this Àeld is intended in elementary and vocational secondary to reduce the school drop-out rate and education witnessed a slight increase by improve access in pre-school education, 0.2 points in elementary education and thereby helping decrease the illiteracy 0.3 points which requires exerting more rate especially in the rural community and efforts for introducing new facilities and CASE STUDY consequently developing human resources. extensions. Table (3-4-5) shows that. MOROCCO The drop-out rate also relatively The educational framework for students

TABLE 3-4-5 Crowdedness rate Educational stage 2007-2008 2008-2009 Difference between the 2 years Primary Education 7.1% 7.3% + 0.2 Secondary preparatory education 23.4% 16.6% -6.8 Vocational secondary education 18.7% 19 % + 0.3

Source: The Ministry of National Education, Higher Education, Professional Training and Scientiﬁc Research

MOROCCO CASE STUDY: ENABLING ENVIRONMENTS AFFECTING THE PREPARATION OF THE FUTURE GENERATION FOR THE KNOWLEDGE SOCIETY 435 also witnessed a kind of stability, as the rate of students per teacher reached between 20 students in vocational secondary education, 25 students in secondary preparatory education and 27 students in primary education. However, the administrative framework for students inside institutional education is not up to the required level, the rate of students per each administrative employee reached 260 students in primary education, 104 students in secondary elementary education and 65 students in the vocational secondary education. The report indicates that all social categories got beneÀt variably from general improvement of income available for families, the relative poverty rate changed from 16.3% in 1998 to 8.8% in 2008. Morocco, for the Àrst time in this decade, achieved the development goal in the interest of the poor and stability of total level of social class differences. The national report, “The Millennium Development Goals 2009”, assures that, according to the pace of such achievements and the projection based assessment method approved by UNDP, Morocco will manage to realise the Millennium Development Goals by 2015.44

CONCLUSION

The previous data shows the current status of development in Moroccan society, and makes it clear that Morocco has ambitions to effectively integrate into the knowledge society. To this end, it has made education, training, governance, health services and the economy the basic pillars and mechanisms for achieving progress and development. If this is the case, how successful have Morocco’s efforts been in preparing the future generation for the knowledge society? To what extent has it managed to provide them with the appropriate enabling environments? The Àeld survey results in the next chapter will address these questions.

436 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 3-5 ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY: FIELD SURVEY RESULTS

INTRODUCTION RANDOM SAMPLE OF STUDENTS This chapter outlines the methods and results of Àeld surveys which aim at measuring the In line with the general methodology skills and values of the youth, represented used with all other country case studies In accordance in the study sample, and to explore their (chapter 5 of the general report), the with the general surrounding enabling environments in order stratiÀed sample was drawn randomly methods of the to ascertain whether or not they possess the from twelfth grade students in the schools report’s ﬁeld reTuired skills to effectively participate of the capital Rabat. The characteristic of in the knowledge society. In addition, the the sample was as follows: studies, which are chapter presents the opinions of a sample The sample was selected according to based on exploring of the students’ teachers regarding their approved data sent by the National Centre the opinions professional conditions and the extent to for Assessment and Examinations. This of students, which these conditions support or obstruct data shows the number of students and teachers and their educational duties. The chapter further their specialist subjects. The data included tackles the Àndings of a workshop attended 38 secondary schools, 11 specialist subjects their surrounding by intellectuals and decision-makers, with the and 9,011 students. The study was limited environments, the aim of exploring their views about the most to Moroccan students only. focus is on three important skills and values of the future The study was also conÀned to twelfth societal categories generation. grade students in the schools of the capital Rabat for methodological purposes. MOROCCAN FIELD STUDY The random sample included twelfth SAMPLES grade students from public and private CASE STUDY schools, but did not involve students MOROCCO In accordance with the objectives of this who are subject to an educational system report, which explore the opinions of which differs from the public education students, teachers and their surrounding system. environments, the focus is on three societal The sample covered all educational categories. The Àrst category is comprised streams in Morocco. of students, representing the central sample. The second category is comprised SAMPLE DESCRIPTION of teachers from the sample students’ schools, and the third category is comprised The sample covered 28 secondary schools of experts, academics and decision-makers in the city of Rabat (see the appendix for concerned with the education sector. school names). The number of randomly

MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 437 sampled students reached 1,574 (725 RESULTS OF THE FIELD male and 849 female students) from all STUDY educational streams. The Àeld study was conducted on SKILLS November 10th and 11th, 2010, under the supervision of, but without direct Due to the pilot nature of the case studies, interference of, the National Centre for cognitive, conative and social skills were Assessment and Examinations. measured in order to gauge the students’ skill levels and their ability to access the SAMPLE OF TEACHERS knowledge society. As previously indicated in the Àfth chapter of the general report, A random sample was drawn from the each skill consists of several sub-skills teachers of the sample students working with a maximum of 25 points each; thus in the same schools, and included all the student has to obtain an average of educational streams. The total number of 12.5 points for any sub-skill. The cognitive teachers in the sample was 147. skill was assessed through four sub-skills with an aggregate score of 100 points EXPERTS AND DECISION- and students were required to obtain a Due to the pilot MAKERS minimum of 50 points to indicate skill acquisition. As for conative and social nature of the A brainstorming workshop was held on skills, they comprise three sub-skills each case studies, November 30th, 2010. The workshop with an aggregate score of 75 points. cognitive, conative was attended by a select group of experts, Students needed to obtain a minimum of and social skills intellectuals and decision-makers with the 37.5 points to indicate their possession of aim of polling their opinions on relevant each skill. were measured issues. The workshop was comprised of in order to gauge some 45 experts belonging to different COGNITIVE SKILLS the students’ skill areas of science and knowledge from levels and their both the public and private sectors. The The skills of information research, written aim of the workshop was to gauge their communication, problem solving and the ability to access the views on the most signiÀcant issues use of technology were used as a pillar knowledge society related to the preparation of the future to cognitive skills. Below is a review and generation for effective participation in analysis of the aggregate and detailed the knowledge society. They were also results of these cognitive skills. required to identify the obstacles which, The data of table 3-5-1 reveals that the in their opinion, hinder this pursuit, and total level of the sample students’ cognitive recommend ways to overcome them (a list skills is still low and has not reached the of the names of workshop participants is minimum level required to access the included). knowledge society. The total arithmetic

TABLE 3-5-1 Results of aggregate cognitive skills (Total score values range from 0 to 100)

Average (Arithmetic mean)45 Standard deviation46 Statistical Standard Lowest Highest differences 47 Males Females Total Males Females deviation score score between males and females*

36.37 36.30 36.33 10.78 10.94 10.86 0 71 No difference

* At signiﬁcant level 0.05

438 ARAB KNOWLEDGE REPORT 2010/2011 mean of the sample students’ scores did Results of detailed cognitive skills not exceed 36.33 points. This means that the average score of the respondents is The comparison of the arithmetic mean about 13.67 points lower than the minimum of the cognitive skills shows statistically required score (50 points), reÁecting a gap signiÀcant differences. Generally, students Students between both averages. It should be noted demonstrated low levels in all cognitive demonstrated that such low skill levels were a trend among skills but to differing degrees. There low levels in all both male and female sample students, are still fundamental differences in skill cognitive skills but who obtained approximate scores with no possession levels. Comparing the scores statistically signiÀcant differences. There of the four skills shows that the written to differing degrees was a large gap between the performance communication skill is the weakest, with level and the average level. The standard an actual total arithmetic mean of 7.21 deviation value (10.86) emphasises this points, lower than the minimum required general weakness in the cognitive skills, as it score to indicate such a skill has been does not reÁect great variation. acquired. Moreover, nearly a Àfth of the

TABLE 3-5-2 Results of detailed cognitive skills (Total score values range from 0 to 25) Standard Statistical differences Average (Arithmetic mean) Standard deviation Lowest Highest deviation between males and score score Males Females Total Males Females females Females scored higher Information searching 10.42 10.95 10.53 3.59 3.28 3.58 0 19.05 than males Written Females scored higher 4.44 6.022 5.29 4.61 4.9 4.84 0 25 communication than males

Problem solving 8.202 8 8.09 4.84 4.62 4.72 0 25 No difference

Males scored better Use of technology 13.3 11.65 12.41 3.58 3.47 3.62 0 20.90 than females

FIGURE 3-5-1 Comparison of the average (arithmetic means) of cognitive skills for total sample (males and females) CASE STUDY MOROCCO The required minimum score

12.41 10.53 8.09 5.29 Students' scores out of 25 scores Students'

Information Written Problem Use of searching Communication Solving Technology

MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 439 questioned students (19.6%) scored zero much dispersion in the students’ scores. in this skill. Large variation is also evident As for skills in the use of technology, the in the scores of the sample students, who general performance level of the sample recorded different levels in the written students was close to the required level, communication skill (poor to excellent). thereby denoting relative skill acquisition. This explains the standard deviation value The minimum required score for the skill of 4.84, close to the total arithmetic mean. was 12.5 out of 25 and approximately Regarding the problem solving skill, 58.8% of the respondents achieved this skill appears to not be possessed or exceeded this score. The standard by the sample students. Their general deviation value reveals the homogeneity performance level was nearly 4.5 points between the sample members. lower than the minimum required level. If we compare the results of males Only 8.4% of the respondents reached the and females in the four skills, we notice minimum required score of 12.5 or above. statistically indicative differences in favour However, the standard deviation value of females in the information research and does show a relative difference between written communication skills. Conversely, If we compare the the sample students’ results. the results of the technology skill were in results of males The information research skill recorded favour of males. In the problem solving and females in an arithmetic mean of 10.53 points, about skill, males exceeded females slightly but two points lower than the minimum with no statistically signiÀcant differences. the four skills, we required score (12.5). This placed it second notice statistically in the cognitive skills of the respondents. Students’ readiness in terms of indicative However, this does not negate the fact cognitive skills differences in that there is an overall weakness in this skill. This is emphasised by the standard The overall results shown in Àgure 3-5-2 favour of females deviation value which does not reÁect reveal that 15.2% of the respondents do in the information research FIGURE 3-5-2 and written Students’ readiness in terms of cognitive skills communication skills Aggregate cognitive skills

Use of technology

Problem solving

Written communication

Information searching

0% 20% 40% 60% 80% 100%

Aggregate Information Written Problem Use of cognitive searching communication solving technology skills Not ready (less than 25% of total score) 13 62.8 44.7 4.3 15.2 In early stages of being ready (25% to 50% of the score) 55.5 27.4 38.9 46.9 73.1 In the process of being ready (50% to 75% of the score) 31 9 12.5 44.5 11.7 Ready (75% or more of the score) 0.5 0.8 3.9 4.3 0

440 ARAB KNOWLEDGE REPORT 2010/2011 not have the minimum required skill levels Training’ and the ‘Emergency Programme’. that prepare them to access the knowledge Regardless of its Áaws and shortcomings society, while almost three quarters (73.1%) recorded in this effort, meeting the goals of are only at the ‘early stages of being these two programmes and gaining beneÀts ready’ of such skill acquirement. 11.7% from them requires a signiÀcant time period of the students are close to preparedness, for reform, action and establishment of this but no student reached the level of full new pedagogical methodology. This fact preparedness for the knowledge society, accounts for the skill deÀciencies shown by although it does seem to be an attainable the sample students. target. The reason behind weak information The detailed results emphasise the research and problem solving skills could above mentioned conclusion, that the be that these are two skills which cannot use of technology is the strongest skill, be acquired under the traditional curricula, with 4.3% of the students reaching full which depends on quantity rather than If we examine preparedness. For further analysis, we quality. the reality of totalled all the students who came under The analysis of the teachers’ results the training and the ‘not ready’ category in all the cognitive regarding their ability to enable students education system skills and found that they constituted 12 to acquire the educational skills which students (0.8%). No student achieved total prepare them for the knowledge society in Morocco, we readiness in all skills at the same time. shows that they don’t possess great abilities. ﬁnd that it has 40.6% of respondents felt their greatest made a qualitative General discussion of cognitive skills teaching ability was related to the skill of leap in terms of survey results memorising the rules and laws of scientiÀc formulating a new materials. Following that was 32.1% who Accessing the knowledge society requires felt their greatest teaching ability was the educational policy a comprehensive upbringing plan with skill of analysing various information that meets the new behavioural patterns and thinking (See table m3-13 in the appendix). This requirements of methodologies and new approaches to shows that teachers have limited abilities this era and the the different facts. Thus, curricula should to help students gain the cognitive tools reÁect an education philosophy that leads needed for integration into the knowledge knowledge society to growth and societal development. This society. Teachers are still preoccupied requires severing relations with traditional with memorisation methods of teaching. teaching methods that rely on instruction This is what new methods of reform are and limit the learner. Traditional teaching trying to avoid by adopting a competency- methods reduce students to devices based approach to teaching, as well as that merely save and store information activating the pedagogy of integration. “banking education”,48 dependent on Such reforms will help students make use one authority Àgure and Ànding only one of the beneÀts of their education and CASE STUDY answer to each question. They are not able develop their competencies and employ MOROCCO to ask questions, criticise, analyse, compare them in everyday life. It should be noted or innovate using logical thinking which that international assessments conducted would enable them to judge and discuss on a sample of students emphasised different ideas and alternatives. deÀciencies in cognitive skills. If we examine the reality of the training Contrary to information processing and education system in Morocco, we Ànd and problem solving skills, the use of that it has made a qualitative leap in terms technology skill has a relative presence of formulating a new educational policy among the sample students. The reason that meets the requirements of this era and is not only that Moroccan schools have the knowledge society. This is evident in introduced information access and the ‘National Charter of Education and application programmes, but also because

MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 441 the use of IT has become an important, and females since it is associated with dominant part of an electronic culture in teaching methodology. However, males the age of globalisation. Young people are outperformed females in the technology deeply embedded in this culture outside skill because they have more opportunities the school gates, and it has attracted to use technology outside school, which them to the use of IT for communication females do not have due to the culture and purposes. traditions of Moroccan society. It seems that electronic communication which is so common among young people CONATIVE SKILLS today has had a negative effect on written communication skills. Standard complex As previously mentioned, conative skills language has disappeared and has been were evaluated through three sub-skills: the replaced by a hybrid language resulting skill of self-awareness and self-esteem, the from a culture of speed and economy: skill of maintaining learning motivation the language of SMS text messages that and the skill of future planning. Standard complex are exchanged via mobile phone or during Table 3-5-3 illustrates that the students’ language has online chat sessions. This new language scores ranged between 0 and 66.27 in the disappeared does not develop writing and linguistic aggregate conative skills, but no student and has been expression skills, since it uses mostly obtained the expected maximum points. Latin letters to express Arabic words or In addition, 146 students (9.3%) scored replaced by a meanings. We should also not overlook the (0). The total arithmetic mean was 37.33 hybrid language impact of bilingualism and diglossia, which out of 75 points. If we say that 37.5 is the resulting from a are common features of the Moroccan minimum required points for indicating culture of speed language. Thus, weak writing skills make it that the student has attained the lowest and economy: the necessary to review the curricula in order level of conative skills, we Ànd that most to promote literacy skills and their teaching. respondents reached this level (73% of language of SMS Comparing the results of males and them scored 37.5 and above) in contrast text messages that females shows that females surpassed with the cognitive skills. The standard are exchanged their male counterparts in the information deviation value shows that the students’ via mobile phone processing and written communication scores are clustered, i.e. there was no great skills. This may be attributed to females’ score dispersion. It was also revealed that or during online ability to focus on analysing input. the arithmetic mean of the female scores chat sessions Furthermore, females outperformed males was higher than that of the male scores in written communication because they with a statistically signiÀcant difference. have more of a penchant for linguistic skills and verbal expression, as compared Results of detailed conative skills with males. With respect to the skill of problem-solving, there was no statistically The detailed results emphasise what significant difference between males was mentioned in the general results.

TABLE 3-5-3 Results of aggregate conative skills (Total score values range from 0 to 75) Average (Arithmetic Standard Statistical mean ) deviation Standard Lowest Highest differences deviation score score between males Males Females Total Males Females and females

Females scored 36.11 38.34 37.33 17.6 16.03 16.8 0 66.27 higher than males

442 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 3-5-4 Results of detailed conative skills (Total score values range from 0 to 25) Standard Statistical differences Average (Arithmetic mean) Standard deviation Lowest Highest deviation between males and score score Males Females Total Males Females females

Self-esteem 20.48 20.72 20.61 2.91 2.87 2.89 2.68 25 No difference Learning 18.79 18.66 18.73 3.24 3.4 3.33 1.39 25 No difference motivation Future 4.42 4.39 4.41 3.64 3.65 3.65 0 17.86 No difference planning

FIGURE 3-5-3 Comparison of the average (arithmetic means) of conative skills for the total sample (males and females)

25 22.5 20 175 20.61 18.73 Students’ 15 The required minimum score 12.5 performance differs 10 from one skill to 7.5 another: the future 5 planning skill was 2.5 Students' scores out of 25 4.41 the weakest, while 0 Self-esteem Learning motivation Future planning the skills of self- knowledge and esteem, as well There was a tangible progress in the self- actual differences in the levels of skill as maintaining knowledge and self-esteem skill acquisition possession. The students’ performance learning motivation, (with total arithmetic mean 20.61) and differs from one skill to another: the future the learning motivation skill (with a total planning skill was the weakest, while the were the strongest arithmetic mean of 18.73). Moreover, skills of self-knowledge and esteem, as well the standard deviation value reveals that as learning motivation, were the strongest. CASE STUDY the respondents’ scores in both skills MOROCCO are considerably clustered. By contrast, Students’ readiness in terms there was a clear deÀciency in the future of conative skills planning skill (with a total arithmetic mean of 4.44 with high variation in students’ It is noticeable that 16.7% of the scores). Such results apply to both males questioned students do not possess the and females, since they demonstrated no minimum level of the aggregate conative statistically signiÀcant differences across skills which help them access the all the conative skills. knowledge society. On the other side of A comparison of the arithmetic means the points scale, we Ànd that 2.5% of of the conative skills reÁects statistically the students reached the readiness level. signiÀcant differences, since there were Moreover, in contrast with the cognitive

MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 443 FIGURE 3-5-4 Students’ readiness in terms of conative skills

Aggregate conative skills

Future planning

Learning motivation

Self-esteem

0% 50% 100%

Learning Future Aggregate Self-esteem motivation planning conative skills Not ready (less than 25% of total score) 0.5 1.4 75.5 16.7 In early stages of being ready (25% to 50% of 1.9 3.1 20.2 10.3 the score) In the process of being ready (50% to 75% of 19.2 45.1 4.3 70.5 the score) Ready (75% or more of the score) 78.4 50.4 0 2.5

With respect to the skills, most students (70.5%) attained the the knowledge society, except in the case of self-awareness and third level, i.e. they are ‘nearly ready’. the future planning skill, which is severely self-esteem skill, Table 3-5-4 shows that, excluding the deÀcient. The reasons for this may be today’s children future planning skill, most respondents attributed to the upbringing pattern as well reached the third and fourth levels of the as the dominant culture which surrounds represent a social readiness scale. They recorded 78.4% in the future generation, i.e. family, society, value and they the self-esteem and self-awarenes skill and school culture, which will be discussed achieve a certain and a lower percentage (50.4%) in the later. level of satisfaction maintaining learning motivation skill. With respect to the self-awareness and This prepares them to meet the conative self-esteem skill, today’s children represent from their parents requirements for the knowledge society. a social value and they achieve a certain level For further analysis, we totalled the of satisfaction from their parents. Parents, number of students who fell in the ‘not especially in middle-income families to ready’ category in all skills and found that whom most of the sample students belong, this constituted only two students. No seek to cater to their children’s basic needs. student reached the fourth level in all skills Undoubtedly, children brought up in such at the same time. circumstances feel safe and secure and consequently develop a sense of self- General discussion of the results conÀdence and self-esteem, as revealed in of the three conative skills the aforementioned results. This explains the sample students’ mastering of self- The overall results of the three conative knowledge and self-esteem skills, and the skills and the four readiness levels of learning motivation skill. Such percentages each skill, self-knowledge and self- make them ready to respond to the esteem scored 78.4%, the skill of learning knowledge society’s prerequisites. motivation scored 50.4% and the future Regarding the large deÀciency in the planning skill 0%. Thus, it is evident that future planning skill (0%) we would the majority of the sample students are attribute this to the feeling of the young ready to meet the conative requirements of generation that they are the core of

444 ARAB KNOWLEDGE REPORT 2010/2011 interest and care for their parents does developments have only recently been not make them occupy their minds with introduced to the pedagogical practice. the future’s issues, problems and possible Moreover, no sufÀcient procedures have consequences. So, they do not think of been put in place for some of the charter’s crystallizing speciÀc future projects. principles. Therefore, such developments The current reality Nevertheless, modern education have not yet had an inÁuence on the sample of the Moroccan ideology has become concerned with the students, though many schools are applying society shows that importance of future planning for both the this new educational trend. Enhancing individual and society. Moreover, guiding such a trend entails further emphasising women in general students and helping them choose a suitable and encouraging of the adoption of these have been granted specialism and profession is considered a principles to help students gain the kinds many rights that criterion for the education system’s success of skills which will help them integrate their fellow male in performing its duties. Thus, we now live into the knowledge society. in the stage of the educational institution The detailed conative skills did not citizens enjoy, which seeks to adopt a philosophy geared reveal a statistically signiÀcant difference especially in cities towards orientation and project building, between males and females, but the in addition to enabling students of all aggregate conative skills reÁect a statistically educational levels to form their own signiÀcant difference in favour of females. educational projects. It is for this reason The current reality of the Moroccan society that the Charter of Education and Training shows that women in general have been called for the necessity of adopting the granted many rights that their fellow male personal student project and deÀned it as citizens enjoy, especially in cities. This has follows: “Immersion in the future and its enabled women to take part in all kinds of horizons and projecting the self onto its educational pursuits and demonstrate many path through deÀning a desired goal. The abilities; they may also outperform males in project is adopted by the individual in several situations that require self-related order to realise certain goals by anticipating skills. them and providing the means for their achievement” (Al Ghali Ahershaw, 2009). SOCIAL SKILLS Given the importance of the personal student project in helping students acquire Like the conative skill, the social skill was the future planning skill, the National assessed through the results of three sub- Charter of Education and Training includes skills, namely: communication with others, the principles of educational reform team work and public participation. Below which state that teachers, educational is a review of the aggregate and detailed administrators as well as educational and students’ results in the social skills. professional guidance specialists should The statistical indicators show that help students set up their personal projects. students’ scores ranged between 0 and CASE STUDY This is stressed in Articles 99,100 and 101 73.25 points, but no student obtained the MOROCCO of the charter. However, such educational maximum points. In addition, 270 students

TABLE 3-5-5 Results of aggregate social skills (Total score values range from 0 to 75) Standard Statistical Average (Arithmetic mean) Standard deviation deviation Lowest Highest differences score score between males Males Females Total Males Females and females 36.36 36.44 36.39 21.86 22.83 22.37 0 73.25 No difference

MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 445 (17.2%) scored 0. The total arithmetic points for the communication with others mean was 36.39 out of 75. If we say that skill, 13.8 points for public participation 37.5 is the minimum required score which and 12.7 points for teamwork. There shows that the students have attained the was no statistically signiÀcant difference lowest level of the social skills, we Ànd between males and females in any of the that 47.2% of the students obtained the social skills. Moreover, the students’ scores minimum score (37.5) and above. On the were clustered in Àgure 3-5-5. other hand, the aggregate results of the social skills indicate a great dispersion in Students’ readiness in the students’ scores, but do not reÁect a terms of social skills statistically signiÀcant difference between males and females. Regarding the aggregate social skills, almost all students are equally distributed Results of detailed social skills among the four readiness levels. However, the third category includes more students The detailed results show that approximately than the second; therefore students in half of the respondents acquire the social the third and fourth categories represent skills but with varying degrees and levels. nearly 57% of the sample students. Regarding the The total arithmetic mean showed 18.19 The data shows that the students are aggregate social FIGURE 3-5-5 skills, almost Comparison of the average (arithmetic means) of social skills all students are for the total sample (males and females) equally distributed among the four 25 readiness levels 22.5 20 18.19 17.5 15 The required minimum score 13.8 12.5 10 12.7 7.5 5 2.5

Students' scores out of 25 0 Communication with others Team work Public participation

TABLE 3-5-6 Detailed results of detailed social skills (Total score values range from 0 to 25)

Standard Statistical differences Average (Arithmetic mean) Standard Lowest Highest deviation between males and deviation score score Males Females Total Males Females females Communication 17.95 18.39 18.19 4.57 4.67 4.63 0 25 No difference with others Team work 12.79 12.64 12.70 8.3 8.7 8.52 0 24.56 No difference Public participation 13.59 13.99 13.8 21.86 22.83 7.13 0 25 No difference

446 ARAB KNOWLEDGE REPORT 2010/2011 FIGURE 3-5-6 Students’ readiness in terms of social skills

Aggregate social skills

Participation in public life

Team work

Communication with others

0% 20% 40% 60% 80% 100%

Communication Participation in Aggregate with others Team work public life social skills Not ready (less than 25% of 2.6 28.4 18.3 26.1 total score) It is noticeable that In early stages of being ready (25% to 50% of the score) 8.9 11.2 33.3 16.7 males and females In the process of being ready in the Moroccan (50% to 75% of the score) 35.6 22.7 18.7 35.3 society have equal Ready (75% or more of the 52.9 37.7 29.7 21.9 score) rights and duties. However, females outperform males ‘ready’ to participate in the knowledge (52.9%) are ‘ready’ to respond to the social in some social skills, society in terms of social skills more than requirements of the knowledge society with demonstrated in cognitive and conative skills. But, if we respect to the communication with others the professions of compare the percentage of students in the skill. This skill is of paramount importance ‘not ready’ category in cognitive, conative in the educational Àeld and in public nursing, secretarial and social skills, we Ànd that the social skills life, where one may encounter cultural work and social showed the largest percentage of students diversity, because this skill relies on good aid work in this category (26.1%), followed by listening, understanding, interpretation and conative skills (16.7%) and then cognitive criticism. The acquisition of this skill may skills (15.2%). be attributed to Morocco’s geographical It is noticed that communication with position, which is close to Europe and others was the best skill, with most students Africa. By contrast, the research results falling in the ‘ready’ category. While, public reÁected a deÀciency in the teamwork skill, participation was the weakest skill with which revealed that only one third of the the lowest percentage of students in the sample students are in the ‘ready’ category CASE STUDY ‘ready’ category (29.7%). (37.7%). Moreover, the results indicated MOROCCO For further analysis, a search was made that the public participation skill showed on the number of students who came the lowest percentage of students in the under the ‘ready’ category in the three ‘ready’ category, i.e. 29.7%. The reason overall social skills and it was found to be may be that the respondents are affected 137 students, or 8.7%. by the surrounding political and economic conditions, especially the difÀcult political General discussion of three climate in Morocco before the democratic social skills results transformation. The results also revealed no statistically The detailed social skills results showed signiÀcant difference between males and that more than half of the sample students females in the social skills. The reason

MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 447 FIGURE 3-5-7 Views of participants in the workshop about the importance of skills and their availability in students

Skills to be available Highly existing skills

35 30 25 20 15 10 5 0 Pressure Pressure thinking Decision Learning diffusion handling Technical Technical Creativity capacities motivation adaptation change and Negotiation making and Compassion Acceptance of Analytic/critical Self-knowledge and self-control Future planning Future problem solving problem Communication Thought/opinion

It should be noted may be that both of them practice such include communication and technical that when we talk skills in life generally. It is noticeable that skills, while the weakest skills were future about values, we males and females in the Moroccan society planning, decision-making and problem talk about what have equal rights and duties. However, solving. These Àndings are consistent with has been stated females outperform males in some social the results from the surveyed student. skills, demonstrated in the professions of by the students, nursing, secretarial work and social aid VALUES which does work. not necessarily The Àndings of the workshop held Values represent the second item which reﬂect their in Rabat in the context of preparing this the Àeld surveys tried to measure in report, which was attended by a number of order to explore the students’ readiness actual possession experts and decision-makers, are compatible to join the knowledge society. Four kinds or practice of with the results of the students’ skill tests. of values; cognitive, conative, social and such values The workshop participants underlined that universal values were rated on a scale from the future generation should possess critical 1 (minimum) to 5 (maximum). Students analytical thinking, innovative thinking, needed to score 3 points to demonstrate decision-making and problem solving skills their possession of these values. The in order to be able to integrate into the results of the value ratings of the sample knowledge society. Moreover, the experts students are illustrated below. participating in the workshop pointed out The results indicate that the arithmetic that the future generation’s strongest skills mean of the participating students’

TABLE 3-5-7 Results of aggregate values (Total score values range from 1 to 5) Average Standard Standard Statistical (Arithmetic mean) deviation deviation Lowest Highest differences score score between males Males Females Total Males Females and females

Females scored 3.84 4.01 3.94 0.369 0.275 0.33 2.54 4.77 higher than males

448 ARAB KNOWLEDGE REPORT 2010/2011 scores was 3.94 points. This shows that VALUES DETAILED RESULTS most of the respondent students possess all the assessed values. Moreover, the Table 3-5-8 shows that students have a standard deviation value reÁects that the strong presence of values, according students’ scores are greatly clustered. to their statements. Cognitive values However, it should be noted that when topped all the other values with a we talk about values, we talk about statistically significant difference, what has been stated by the students, followed by the conative and universal which does not necessarily reÁect their values which recorded no statistically actual possession or practice of such signiÀcant differences. The social values values. Therefore, these results should ranked last, with the lowest scores for be treated with caution. Moreover, the the sample students. Additionally, the results illustrated that the arithmetic standard deviation values revealed that mean of the females’ scores was greater the students’ scores are greatly clustered. than that of the males’ scores with a It was also found that the females statistically signiÀcant difference. outperformed the males in all values with a statistically signiÀcant difference.

TABLE 3-5-8 Results of detailed values (Total score values range from 1 to 5) Standard Standard Statistical Average (Arithmetic mean) deviation deviation Lowest Highest differences score score between males Males Females Total Males Females and females Cognitive Females scored 3.94 4.08 4.01 0.48 0.4 0.44 2.06 5 values higher than males Conative Females scored 3.9 4.09 4 0.429 0.328 0.38 2.37 5 values higher than males Females scored Social values 3.69 3.8 3.75 0.449 0.388 0.42 2 4.88 higher than males Universal Females scored 3.85 4.09 3.98 0.478 0.378 0.44 2 5 values higher than males

FIGURE 3-5-8 Comparison of average (arithmetic means) of values for total sample (males and females) 5 CASE STUDY

4.5 4.01 4 3.98 MOROCCO 3.75 4 3.5 The required minimum score 3 2.5 2

Students' scores out of 5 1.5 1 Knowledge values Emotional values Social values Universal values

MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 449 STUDENTS’ READINESS IN of the sample students (47.2%) are ‘ready’ TERMS OF VALUES for the knowledge society in terms of possessing the values required. More than Students’ aggregate results on values placed half of the students (51.5%) achieved most of them in the two upper levels scores which reÁect that they are about of readiness: 51.5% of them are ‘nearly to fully possess the values needed for the ready’ and 47.2% of them are ‘ready’. It knowledge society but to differing degrees is clear that such results contrast with the on their four assessed values (they come cognitive skills results. For further analysis, under the ‘in the course of being ready’ we searched for the number of students category). who fell in the ‘ready’ category and found It is worth mentioning that the level that they numbered 194 students (12.3%). of the students’ value acquisition meets No student was ‘not ready’. the requirements of the development Cognitive and conative values showed stages in a normal personality. Cognitive the largest percentage of students in the values came at a high level, since they ‘ready’ category, followed by universal are associated with learning, knowledge Cognitive and values, and Ànally social values. However, acquisition and persistence. Conative conative values the results are better than those from the values came next as a symbol of cognitive skills assessments, in the sense humanity; a being not only composed of showed the largest that all the students, except for a few, a physical, mental or knowledge side, but percentage of possess the minimum level of values, also needing a complementary emotional students in the which places them in the ‘nearly ready’ or side. At the same level as conative values ‘ready’ category, ‘ready’ category. came human universal values, which make human beings universal creatures followed by GENERAL DISCUSSION OF which are open, cooperative, tolerant universal values, VALUES RESULTS and friendly with their fellow beings. and ﬁnally Universal values are followed by social social values The study results showed that nearly half values, which make the human being a

FIGURE 3-5-9 Students’ readiness in terms of values

Aggregate values

Universal values

Social values

Conative values

Cognitive values

0% 20% 40% 60% 80% 100%

Cognitive Conative Social Universal Aggregate values values values values values Not ready (less than 25% of 0 0 0.1 0.1 0 total score) In early stages of being ready 3.4 1.9 5.5 2.7 1.3 (25% to 50% of the score) In the process of being ready 42.3 45.6 67.6 47.5 51.5 (50% to 75% of the score) Ready (75% or more of the 54.3 52.5 26.8 49.7 47.2 score)

450 ARAB KNOWLEDGE REPORT 2010/2011 communicative person. values followed by universal values, social Regarding the gender variable, it is values and Ànally cognitive values, with known that females adhere to values statistically signiÀcant differences among more than males. This is stressed by the all of them. value results which reÁected a statistically Conversely, the comparison between signiÀcant difference in favour of females. the importance of values and students’ In order to further investigate the value acquisition levels of such values according levels of the students, teacher’s opinions to teachers, revealed statistically signiÀcant were surveyed on the importance of such differences in favour of the importance values in building the knowledge society as of the values, which was greater than their well as the value acquisition levels of the level of possession by students. students. The results analysis showed that Based on the comparison with the the teachers expressed their views on the value levels demonstrated by the students importance of all values by approximate themselves (from their point of view) Converserly, degrees. When the statistical tests were (see table 3-5-8), we noticed that students the comparison conducted, it was noted that there was build their values systems outside the between the no statistically signiÀcant difference in arrangement pattern perceived by their the importance level between conative teachers. The comparison revealed that importance and social. On the other hand, there were students’ assessment of values was better of values and statistically signiÀcant differences between than the assessment of their teachers students’ cognitive and universal values. This means who may be governed by other objective acquisition levels that, teachers give great importance to data. While this refers to the existence of universal values, followed by social and two distinct systems, it also indicates that of such values conative values at the same level and then the students make use of other sources according to Ànally, cognitive values. to establish their value systems. It further teachers, revealed Regarding the comparison between shows that students, driven by their self- statistically student’s value acquisition levels as esteem which may be excessive at this signiﬁcant perceived by teachers, the analysis results age, have prioritised cognitive values revealed that according to their teachers, that include persistence, diligence and differences in the students’ strongest values are conative curiosity, as shown in the table of the favour of the importance of the TABLE 3-5-9 values, which was Teachers’ opinions on the importance of values greater than their Cognitive Conative Universal Values Social values level of possession values values values by students Arithmetic mean 3.24 3.45 3.54 3.63 Standard deviation 0.71 0.62 0.67 0.62

Minimum 1111 CASE STUDY MOROCCO Maximum 4444

TABLE 3-5-10 Teachers’ opinions on the level of availability of values among students

Cognitive Conative Universal Values Social values values values values

Arithmetic mean 2.04 2.26 2.11 2.24 Standard deviation 0.68 0.63 0.65 0.67 Minimum 1111 Maximum 4444

MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 451 FIGURE 3-5-10 Views of workshop participants about the importance of values and their availability in students

Values to be available Existing values in the youth

16 14 12 10 8 6 4 2 0 action others Taking Taking Curiosity diligence afﬁliation public life Feeling of and trusts self-esteem Dignity and Openness to of difference Protection of Protection responsibility participate in Willingness to Independence responsibilities responsibilities and innovation of thought and Self-conﬁdence Persistence and and acceptance Spirit of morality Respect of others

Moreover, the teachers’ survey aggregate results of student values (table ENABLING ENVIRONMENTS showed that 3-5-7). students have a The intellectuals and experts who T+E IMPACT OF ENA%LING took part in the workshop unanimously ENVIRONMENTS ON SKILLS weakness in the agreed that the future generation should AND VALUES values of taking have three necessary values to enable responsibility, them to integrate into the knowledge Based on the student survey, the enabling self-conﬁdence, society. These are diligence, curiosity environments were summarised in the and taking responsibility. Such values following variables: independence are basically associated with learning Family structure: an integrated family of thinking and and were strongly demonstrated by the or separate family (absence of father action as well as students. Furthermore, the workshop or mother due to divorce, death or independence participants see the strongest values migration) of Morocco’s future generation as Father’s education level maintaining personal freedom, ambition Mother’s education level and openness to others. The participants Family’s interest in the student’s strongly attributed the acquisition of learning these values to Morocco’s geographical Family’s method of raising children position, its contact with the west and Family’s level of Ànancial welfare other cultures, the future generation’s Educational welfare at home desire to maintain their identity while Educational welfare in the local communicating with others, as well as the environment history of Morocco and its development Educational welfare at school following independence. Moreover, the teachers’ survey showed that students The regression analysis (see table m3- have a weakness in the values of 20) revealed the following: taking responsibility, self-conÀdence, 1. Cognitive skills: There are six independence of thinking and action as signiÀcant variables of the enabling well as independence. environments that affect cognitive skills;

452 ARAB KNOWLEDGE REPORT 2010/2011 the mother’s education level, family’s environment. This means that the families’ interest in the student’s learning, family’s Ànancial and educational capabilities play an level of Ànancial welfare, educational important role in helping children acquire welfare at home and educational welfare at primary skills (dependent variables). In school, and the father’s education level. addition to the variable of family, there 2. Conative skills: The results show are also the variables of the educational that there are two signiÀcant variables welfare in the local environment and the which inÁuence conative skills; the family’s educational conditions in school. pattern of raising children and educational Based on this conclusion, we note the welfare in the local environment. following: 3. Social skills: Three signiÀcant variables If the variables occurring in the models of the studied enabling environments prioritise the family, this is normal and affect social skills. Such variables include necessary as the family is the place which educational welfare at school, educational embraces the respondents and provides welfare at home and educational welfare in them with their basic and educational the local environment. needs. 4. Cognitive values: There are four However, what is really surprising is important variables of the monitored that the local environment comes second, enabling environments that impact preceding the school. This worrisome cognitive values; the family’s method of situation can be attributed to the fact that the raising children, educational welfare at educational services of Moroccan schools The school no home, the family’s level of Ànancial welfare have been deteriorating, especially over longer maintains and educational welfare at school. the last two decades. The school no longer its prestige for 5. Social values: Six signiÀcant variables maintains its prestige for both students and both students of the enabling environments affect such parents, due to its cumulative problems and value; the family’s method of raising inability to solve such problems, despite and parents, due children, the mother’s education level, several attempts at reform. The variable of to its cumulative interest in the student’s studies, the family’s educational welfare in the local environment problems and level of Ànancial welfare, educational ranked second, although this environment inability to solve welfare at home and Ànally, educational lacks information and documentation such problems, welfare in the local environment. centres, cheap book fairs, information 6. Conative values: There are four campaigns and seminars. However, this despite several signiÀcant variables of the studied enabling may be attributed to the availability of attempts at reform environments which affect conative values; infrastructure for accessing information, as the family’s pattern of raising children, emphasised by the workshop participants the family’s level of Ànancial welfare, (see Àgure 3-5-10). educational welfare at home and Ànally, It is worth mentioning that although the mother’s education level. these variables are important, they do CASE STUDY 7. Universal values: These are inÁuenced not explain all the differences observed MOROCCO by six signiÀcant variables of the explored among the students. That is to say, they enabling environments; the family’s method are not the only factors that determine of raising children, the family’s level of the acquisition level of skills and values, as welfare, educational welfare at home, the their effect ranges between 3.4% and 16%. mother’s education level, interest in the This means that there are other factors student’s studies and Ànally, educational which help enable students, including the welfare in the local environment. technology culture and children’s fondness To sum up, we can see that most for its media, as previously emphasised by independent variables that occur in the the research results. It is clear that students models are basically related to the family, interact frequently with the internet and then the local environment and the school social networking websites. Furthermore,

MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 453 the personal project plays an important that students are somewhat satisÀed with The analysis of the role in inspiring the respondents to the dominant relationships in the school teachers’ survey search for other knowledge sources to environment as they can adapt to their showed that help them. Also, we should not overlook teachers and classmates. The results further there is a positive the role of peer communication which is revealed that the students’ educational one of the development features during institutions are somewhat safe and secure, atmosphere in this age period. Despite these attempts at helping the students receive the education most educational explanation, the research results concluded and training which prepare them for the institutions, almost that there are still other independent desired future. entirely free of variables which affect students’ skills The students teachers’ feedback and values. These variables should be somewhat agreed with this result. The any student- investigated further. analysis of the teachers’ survey showed teacher conﬂicts that there is a positive atmosphere in most OPINIONS OF STUDENTS, educational institutions, almost entirely TEAC+ERS AND WORKS+OP free of any student-teacher conÁicts. 37% PARTICIPANTS ON ENA%LING of respondents stated that such conÁicts ENVIRONMENTS rarely occur, while 23.9% stated that student-teacher conÁicts do not take place School environment at all. However, 42.3% of the respondents said that conÁicts occur occasionally The study results (table 3-5-11) showed among the students themselves, which can

TABLE 3-5-11 Values of students on school and their relationship to its components (%)

Completely Somewhat Completely Disagree agree agree disagree A. I can easily understand school subjects 18.2 67 13.1 1.7 B. My school strengthens my desire for learning and excellence 39.3 41.7 12.9 6.1 C. I feel safe and comfortable at school 45.1 36.4 11.5 7 D. I have good relationships with my teachers (we have mutual respect) 70.9 23.6 3.2 2.3 E. I have good relationships with my school friends 70.6 26 2.6 0.8 F. My school prepares me well for the future 43.9 39.9 9.1 7.1

TABLE 3-5-12 Views of students on school’s health enabling environment (%) Completely Disagree Somewhat Completely disagree agree agree A. The school offers periodical medical checkups for students. 29.1 20.7 25.9 24.3 B. The school offers all students medications free of charge. 34.1 25.2 19.3 21.4 C. The school clinic is fully equipped (bed, examination equipment, primary 43.3 20.5 16.2 20 medications). D. The school organises health campaigns to combat unexpected epidemics. 19.4 14.8 32 33.8 H. The school conducts awareness programmes about dangerous diseases. 13 12.8 32.6 41.6 I. The school has a social worker who helps students solve their social 37 19.8 19.3 23.9 problems. J. The school has an educational guide/psychologist to help students settle 40 19.7 16.6 23.7 their psychological problems. K. We study issues related to health education. 20 16.1 33.3 30.6

454 ARAB KNOWLEDGE REPORT 2010/2011 sometimes lead to violence. This could be the Emergency Programme has tried to because the students are at an age when solve these issues (the Ministry of National they are trying to prove themselves among Education, Higher Education, Professional their peers, which can sometimes lead to Training and ScientiÀc Research, 2008B). violent incidents (see table m3-14 in the Regarding the school environment appendix). in terms of health-related issues, the Most of the Teachers’ opinions were negative when respondents did not agree on the availability students have no asked about the environment provided by of such facilities. Students’ answers ranged afﬁliation to a the school to motivate students to learn. from ‘completely disagree’ to ‘completely 52.6% of the sample teachers said that agree’ as illustrated in table 3-5-13. speciﬁc political schools do not provide substitute teachers Educational institutions generally provide party (69%) and when full-time teachers are absent. They them with a satisfactory environment for have no inclination also stated that schools lack a system for health-related issues. For example, schools towards political student evaluations of teachers, and do not occasionally conduct health campaigns to offer regular teacher training courses (see combat unexpected epidemics. They also participation (63%) tables m3-15 and m3-16 in the appendix). offer students awareness programmes All these factors impede students for dangerous diseases. Educational performance and increase school leaver programmes and curricula include subjects rates. Furthermore, teachers agreed that related to health education and human rights. the most important factors affecting However, some educational institutions students are the lack of school’s facilities still lack fully equipped medical clinics and and resources (92.6%), limited material and not all schools provide social workers or professional incentives (89.1%), and the psychologists. low quality of Arabic and English teaching (80.2% and 88% respectively). Other factors Social environment include the multiple competitive sources of knowledge outside the school environment The social environment cannot be (57.5%), and inadequate teacher training separated from the school environment. (69.6%), (see table m3-17 in the appendix). The negative impact of the lack of political Such factors do not help facilitate the education at schools was reÁected in the school’s educational reform and as a result students’ answers. Most of the students

FIGURE 3-5-11 Views of students regarding political participation

Willingness for political participation Do you tend for a political party? Abstention Abstention CASE STUDY

0.4% 0.4% MOROCCO

YES YES 37.1% 30.6%

No 62.5% No 69%

MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 455 TABLE 3-5-13 Views of students regarding freedom of choice (%)

Much freedom Moderate freedom Little freedom No freedom A. Personal options 64.5 30.9 3.8 0.8 B. Academic options 43.4 45 9.2 2.3 C. Intellectual options 59.7 31.1 7 2.2 Teachers feel that they have a high level of have no afÀliation to a speciÀc political after obtaining the general secondary personal freedom party (69%) and have no inclination school certiÀcate (Baccalaureate), as this is towards political participation (63%). This determined by their scores. and intellectual demonstrates that the future generation, Teachers’ results were similar to those freedom, followed like the adults, avoids political issues. This of the students, as shown in table m3- by academic apathy is reÁected by the low participation 18. Teachers feel that they have a high freedom and rate (37%) in the most recent parliamentary level of personal freedom (35% ‘absolute elections. Similarly, according to the freedom’ and 37.3% ‘much freedom’) and finally professional Interior Ministry, the participation rate in intellectual freedom, followed by academic freedom the communal council elections held in freedom and Ànally professional freedom, June 2009 did not exceed 51%.49 which 53.7% of the sample teachers said The research results revealed that they have to a limited degree. The results most of the respondents (64.5%) believe impact teachers’ professional performance; they have ‘much freedom’ to determine the availability of professional, intellectual their personal options. Likewise, they also and academic freedoms help facilitate have ‘much freedom’ to determine their creativity and innovation at work. On intellectual choices undoubtedly related the other hand, the students’ results were to personal choices. However, only 43.4% positive regarding their ability to express of the students said that they have ‘much their opinion, either within or outside of freedom’ to decide their academic choices their family, as shown in Àgure 3-5-12. (Table 3-5-14). The reason is that students 86.6% of teachers stated that they are not able to choose their academic have freedom of opinion (see table subjects at school or their disciplines m3-19 in the appendix). This could be

FIGURE 3-5-12 Students’ expression of opinion within and outside the family

I can’t I can’t 9% 8%

I can express I can express my opinion my opinion within the outside the family family 91% 92%

456 ARAB KNOWLEDGE REPORT 2010/2011 TABLE 3-5-14 Students’ views on government run media (%) Do not Completely Disagree Somewhat Completely know disagree agree agree

A. Audio-visual media convey 4.2 8.2 20 40.6 27 news honestly. Regarding the B. Audio-visual media convey 5 5.1 11.3 45.3 33.3 integrity and different views of society. objectivity of the media, a moderate TABLE 3-5-15 percentage of Students’ views on non-government run media (%) the respondents Do not Completely Disagree Somewhat Completely know disagree agree agree ‘somewhat’ agreed A. Audio-visual media convey news 6.9 7.3 17.8 38.7 29.3 that the audio- honestly. B. Audio-visual media convey different visual media convey 8.1 5.1 11.6 41.3 33.9 views of society. news honestly (40.6%) and because the Moroccan education system honestly (40.6%) and that they present that they present has established institutional councils differing views in society (45.3%). A differing views in to give teachers a voice with the aim of lower percentage of students said they increasing the role of the school.50 ‘completely agree’. The answers for non- society (45.3%) Regarding the integrity and objectivity government-run media were similar to of the media, a moderate percentage of those for government-run media. the respondents ‘somewhat’ agreed that The research results showed that 40.1% the audio-visual media convey news of the students are fully convinced that

TABLE 3-5-16 Students’ perceptions of their legal and social enabling environment (%)

Do not Completely Disagree Somewhat Completely know disagree agree agree

A. Strict laws exist in schools that give rights to individuals. 4.2 5.5 13 37.2 40.1 B. Strict laws exist in society as a whole that give rights to 5.8 8.4 20.5 39.5 25.8 individuals. C. The student thinks carefully before violating the code of ethics 5.7 7.2 18.9 34.6 33.6 due to the school’s laws. D. The person thinks carefully before violating the code of ethics

6.5 10.6 21.2 34.5 27.3 CASE STUDY

due to society’s laws. MOROCCO E. Law is applicable to all people in school, regardless of their 5.9 12.9 20.1 32.2 28.8 capacity or position. F. Law is applicable to all people in society, regardless of their 7.4 20.7 23.2 25.7 23 capacity or position. G. Those that have money have better opportunities for education. 3.1 7.6 10.5 20.3 58.5 H. Jobs are occupied according to candidates’ efﬁciency and not 9.1 14.2 20.5 32.1 24.1 through other considerations (personal inﬂuence, for example). I. Job promotion does not depend on objectivity but personal views. 14.5 6.5 15.2 38.2 25.6

J. Certiﬁcation, employment, promotion and other privileges should be based on objective considerations and not by using personal 18.7 9.7 15 33 23.6 inﬂuence or favouritism.

MOROCCO CASE STUDY: ASSESSMENT OF THE READINESS OF THE MOROCCAN YOUTH TO PARTICIPATE IN THE KNOWLEDGE SOCIETY 457 FIGURE 3-5-13 The importance of environments and the extent of their availability according to views of workshop participants

Environments to be available Highly existing environments 30 25 20 15 10 5 0 to all social inclusion dedicates for equal spreads knowledge spreads balanced personality that helps building a An environment that An environment that An environment An environment that An environment An environment that An environment that An environment An environment that An environment that An environment respects the freedom respects Even if not all obtaining knowledge provides the necessary provides incentives for students materialistic/professional materialistic/professional facilitates trust in ofﬁcials responsibilities and duties responsibilities proper family atmosphere family atmosphere proper provides infrastructure for infrastructure provides provides psychological and provides

respondent for sound brain health care an educational base prepares an educational base prepares An environment that provides that provides An environment people for life-long education An environment that provides that provides An environment students are ready that provides An environment to participate in the knowledge society, they are on the the school has strict laws that give rights to attributed this to the efforts of the state cusp of reaching individuals, while they were less convinced and civil society as well as the climate of that such laws exist in society as a whole public freedom in Morocco. By contrast, the readiness level. (25.8%). This result is emphasised by the another group of intellectuals thought the low percentage of students (23%) who opposite. The reason for such disagreement completely agreed that law is applicable between workshop participants is mostly to all people in society, regardless of their due to their diverse cultural and intellectual capacity or position. Moreover, most backgrounds. respondents (58.5%) stated that accessing good education requires a signiÀcant CONCLUSION cost outlay. Only 24.1% of the students completely agreed that the occupation Based on the data gathered from the of high ranking positions in society is respondent students and teachers as well based on competency and not through as the views of the group of intellectuals other considerations. Similarly, only 23.6% and decision-makers who took part in completely agreed that certiÀcation, the workshop, we can draw the following employment and promotion depend on conclusions: objective considerations. There is a progressive movement which The workshop Àndings revealed that the will be promising if it is strengthened, intellectuals and decision-makers disagreed motivated and its weaknesses are Àxed. on the availability of environments that Even if not all respondent students are promote equality and allow people to ready to participate in the knowledge trust ofÀcials. A number of intellectuals society, they are on the cusp of reaching agreed with the students who said that the the readiness level. predominant environment in Morocco is The different respondents, including one that facilitates trust in ofÀcials. They students, teachers, as well as intellectuals

458 ARAB KNOWLEDGE REPORT 2010/2011 and decision-makers had differing opinions over the issues of this research. This is to be expected given their different backgrounds. The differing answers of the respondents will contribute to establishing future educational plans and strategies. We hope to expand on Àndings which have raised questions and understand their causes using deeper research methodology and extending the respondent base to include different social categories which affect the future generation. The two ends of the education continuum, namely, early childhood and higher education, hold great importance in the education and training system. Therefore, studying the conditions of the future generation throughout this educational continuum is important; it helps the future generation realise its full potential and gain maximum knowledge, and consequently helps us form a more complete idea about this issue. CASE STUDY MOROCCO

MOROCCO CASE STUDY: ACTION SYSTEM: PREPARING MOROCCO’S FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY 459 460 ARAB KNOWLEDGE REPORT 2010/2011 CHAPTER 3-6 ACTION SYSTEM: PREPARING MOROCCO’S FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY

“If we set up annual projects, we may grow languages that allow the translation as well wheat. If such projects last for a decade, we may as the transferal and localisation of basic plant trees. But, if these projects last for a lifetime, we just need to educate the human being.” modern sciences and knowledge. Moreover, the development process also reTuires encouraging Chinese Proverb scientiÀc research and supporting its institutions.

AcTuiring knowledge as well as building THE WILLINGNESS TO ACT a knowledge society and integrating into it FOR POSITIVE INTEGRATION effectively in order to achieve development INTO THE KNOWLEDGE Morocco certainly reTuires a strong will to overcome problems, and SOCIETY has the desire to the ability to work industriously. %uilding the move forward, knowledge society does not only entail specifying Morocco’s integration into the knowledge since it has already the gaps and obstacles facing us in reality, but society requires exerting efforts to correct also demands efforts to mobilise all the elements deÀciencies and bridge the knowledge taken important that will work harmoniously and interactively gap. It also entails having an overall steps towards towards building that society. Some of these vision for action which is associated achieving the elements are related with enabling environments, with existing achievements in order to desired goal while others are associated with knowledge monitor, review and analyse its positive localisation as well as establishing an education and effective policies using a thorough and training system that facilitates creativity assessment method which aims to narrow and innovation. the gap to accelerate the process of Taking a serious and courageous political achieving the desired goal. The historic decision may be the most basic approach to the underdevelopment of Morocco in several development process. This reTuires liberating Àelds can be overcome once a strong will the energy of the youth to reach their potentials exists. Morocco certainly has the desire to CASE STUDY and capabilities, through consistent training and move forward, since it has already taken MOROCCO preparation to engage them in the building of important steps towards achieving the the knowledge society. Therefore, such a process desired goal. For example, there has been reTuires opportunities to be made available, a national agreement on reforming the in addition to promoting the rule of law and education and training system since the activating laws which support development beginning of the 21st century. In fact, the policies. It also reTuires encouraging creativity objectives and mechanisms of such reform and innovation through public social activities. have been expressed in the principles of This should be done without prejudice against the ‘National Charter of Education and the national and cultural identity which has Training’ and the ‘Emergency Programme’. Arabic as one of its basic pillars, and without Morocco has made education the overlooking the role of other international second most important national issue

MOROCCO CASE STUDY: ACTION SYSTEM: PREPARING MOROCCO’S FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY 461 after territorial unity, and to this end also decreased from 16.3% in 1998 to allocated resources constituting 27.1% 8.8% in 2008. of the state’s public budget from 2002 Given the pace of such achievements to 2006. The social subsidy for schooling and the projection based assessment is a mechanism aimed at facilitating method approved by the UNDP, children schooling and achieving equal Morocco will accomplish the Millennium education opportunities for accessing Development Goals by 2015 (HCP, 2009). schools and ensuring continuity. Thus This provides evidence that Morocco the number of beneÀciaries of the social has the desire to positively engage in the subsidy of all its components witnessed knowledge society. a signiÀcant increase (See table m3-21 in Notwithstanding all the previous the appendix). gains, there are challenges to be This educational reform helped reduce overcome, such as eliminating illiteracy, the illiteracy rate, as the number of youth unemployment and administrative beneficiaries of illiteracy elimination corruption, as well as achieving more programmes from 301,488 to 629,748 social equality in order to pave the way beneÀciaries of which 527,799 beneÀciaries for reaching the desired goal. during the period 2001/2009.51 Generalization Morocco’s desire of schooling reached in 2010 a percentage THE ABILITY TO ACT for change is of 94.8% and its rate changed from 43% TOWARDS THE KNOWLEDGE also evident in to 30% in 2010.52 Moreover, schooling SOCIETY the remarkable was made more widely available by 94.8% in 2010 according to authorities. Also, The youth in Morocco have innate progress it the Emergency Programme in this Àeld creative abilities and skills which could has made in approved by the government seeks to be facilitated and developed through creating enabling reduce the school leaver rate and improve appropriate enabling environments. environments access to pre-school education, thereby Morocco has demonstrated its ability helping to reduce the illiteracy rate further. to develop through the establishment for the future Driven by its desire to develop education, of major projects over the past decade generation in the educational authorities have been eager in the Àelds of economy, educational many vital ﬁelds to participate in international learning reform, demographic transformation assessments, such as PIRLS and TIMSS, as and social changes in addition to medical well as conducting national tests. insurance and social housing, among Morocco’s desire for change is also others. These projects are capable of evident in the remarkable progress it has eradicating poverty and marginalisation made in creating enabling environments as well as incorporating urban and rural for the future generation in many vital areas in the human development process. Àelds. In the Àeld of health, public Moreover, the economic reform which expenditures increased from 0.9% in took place from 1993 to 2005 has helped 1990 to 1.3% in 2009 (HCP, 2009). There liberalise the economy and opened it up to have also been marked improvements in international trade by entering into several standards of living and in programmes trade exchange agreements with multiple to prevent and Àght diseases, helping to countries. These efforts will help motivate increase life expectancy at birth from 65.5 Morocco to proceed with its political years in 1988 to 72.9 years in 2009. This reforms, and will also improve economic reÁects development in public health and transparency indices and direct the nutrition. Additionally, the consumption national economy towards international expenditures of Moroccan households modernisation and integration. rose by an annual average of 4.3% and The expansion of the media in 5.6% from 2003. The relative poverty rate Morocco has promoted its openness to

462 ARAB KNOWLEDGE REPORT 2010/2011 the modern world and culture. The media economy. This has led to the emergence scene has grown through the addition of a national industry on the regional level. of different media channels which There are also trends towards supporting have contributed to instilling the future scientiÀc research, whose allotted budget generation with openness to cultural rose from 0.3% in 1993 to 0.8% in diversity and intellectual human creativity. 2005 (the Possible Morocco, Fiftieth Furthermore, the High Authority Anniversary report, 2006). The NIHD is of Audio-visual Communication was also considered a tool for development founded with the purpose of promoting on several levels. As a reÁection of the democratic discussion as well as government’s political commitment, its strengthening a culture of responsibility approach to human development is based and transparency. Morocco was also keen on local partnerships as well as prioritising on adopting IT, because accessing the new disadvantaged social sectors. With respect ‘network society’ requires strengthening to the empowerment of women in communication and acquiring its tools Moroccan society, this is closely associated in order to develop and improve the with general cultural, social, political and performance of administrative services. legal conditions. In fact, all development As a reﬂection of Morocco has sought to make digital plans and social development strategies the government’s technology a basic pillar for economic and will fail unless women are enabled and political public administration and enable citizens empowered. commitment, its to make use of internet services. In Moving positively towards building addition, Morocco is preparing to launch the next generation and preparing it approach to human government ministries’ services through for establishing the knowledge society development is e-government which will initiate its work undoubtedly requires monitoring existing based on local in 2013. policies and trends through review and partnerships as All such trends reÁect the ability of analysis using scientiÀc methods. The goal well as prioritising Morocco to build generations that can of this is to assess such policies and trends lead the knowledge society. However, and direct them in a positive and active disadvantaged what is important is the successful manner. Morocco’s underdevelopment social sectors accomplishment and sustainability of in many Àelds can be overcome once the these signiÀcant projects in order to help political will exists. However, this political build the future generation and enable it will should be supported by the allocation to establish the desired knowledge society. of resources required to establish enabling environments and institutions that are METHODS OF ACTION concerned with the development of TOWARDS THE KNOWLEDGE knowledge and the use of its gains in SOCIETY achieving overall development for all of society. All these inputs are capable of CASE STUDY Movement towards the knowledge society providing Moroccan society with the ability MOROCCO requires achieving the pillars of knowledge, to accomplish its plans and effectively freedom and development. This movement integrate into the knowledge society. It also needs to establish plans and strategies is noted that the new political reform which can create a supportive environment initiatives witnessed by Morocco after the for knowledge and help produce and radical changes which have taken place in develop its economic and technological the Arab world have invigorated Morocco, principles in order to overcome new thereby resulting in the establishment of problems facing the knowledge society. the National Human Rights Council, in In this context, we see that Morocco is addition to fundamental constitutional pursuing overall economic reform which amendments. has helped to liberalise and stimulate the

MOROCCO CASE STUDY: ACTION SYSTEM: PREPARING MOROCCO’S FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY 463 FIGURE 3-6-1 Stages of action for accessing the knowledge society

The willingness to act

Quaternary of action Securing action to prepare future The ability to act requirements generations to access the knowledge society

How to act

Even if the current SECURING ACTION which includes interrelated subjective, output of the REQUIREMENTS objective, national and international education and factors. In addition, it is a process that training system is Morocco has witnessed developments requires dealing with the present and the with regards to the economy, governance, future at the same time, since it seeks to unsatisfactory, the education and training, health, housing change the present, aspire to the future, positive results of and transportation, in addition to the but cannot sever relations with its past. The the educational elimination of poverty and marginalisation, Àndings of the Àeld study, especially those system need the achievement of gender equality and which reÁect the weak cognitive skills of the establishment of broad regionalisation, the future generation, should not induce time to emerge which helps in local governance. Morocco pessimism. They should instead help us has changed its function to become a become aware of the current reality on the leader in several sectors and has affected ground, make more serious decisions, and overall reform through institutional formulate action strategies which can yield democratisation, political actions and more positive results. economic openness, as well as guaranteeing Undoubtedly, moving towards social housing. In addition, Morocco preparing the future generation for the has been keen on enlivening the NHID. knowledge society requires ‘building a These efforts are considered important in sound knowledge capital’ in the Àrst place. achieving human development as well as This entails designing curricula according securing the requirements of preparing to a sound educational philosophy and clear the future generation for the knowledge vision, especially in terms of promoting the society. culture of productivity, achievement and Even if the current output of quality, responsibility and accountability the education and training system is and the culture of information and unsatisfactory, the positive results of the decision-making based on reliable educational system need time to emerge. knowledge” (the UNDP and Mohammed Education is a complex and intricate process bin Rashid Al Maktoum, 2009). One of the

464 ARAB KNOWLEDGE REPORT 2010/2011 most important issues is the availability of domains, including: the institutional aspect which pertains to DeÀciencies in the education and the readiness of the educational system in training system which resulted in terms of objectives, purposes, structures educational outputs falling short and content. In other words, there should of society’s aspirations. This system be input, processes and output which resulted in producing large numbers achieve the desired goal. However, efforts of unemployed people lacking the made in this regard still face challenges, cognitive skills required to integrate including the lack of involvement of into the knowledge economy society. some school parties in the thrust towards The school leaver rate was high knowledge, especially some educational and there was a substantial increase administrators, teachers and parents. This in the illiteracy rate among adults. may be attributed to inadequate training, All these factors contribute to the in addition to those parties’ unawareness underdevelopment of society. of the high stakes involved. Nevertheless, Decrease in the expenditure in the we should remember that there are Àeld of health care in general and the Given the positive developments in this domain. inequality between urban and rural deﬁciencies These developments involve the National areas in terms of health services. observed in several Charter of Education and Training, A threat in terms of food security for of society’s vital the Emergency Programme, a curricula a signiÀcant number of Moroccan review as well as the inclusion of new citizens. This was attributed to the ﬁelds, there has concepts, such as human rights, women’s lack of policies and the government’s emerged an rights, citizenship and tolerance. The inability to distribute wealth, as well attempt to form developments further include extending as the imbalance between production a strategic vision the offer of education, encouraging and consumption together with a low with the aim decentralizsation, and controlling and GDP per capita compared with other securing time spent in school, in addition countries. of establishing to improving the school environment by Economic and industrial recession corrective projects providing it with equipment, educational which hindered developmental efforts facilities, pedagogical methodology and and reÁected negatively on the number improved buildings. of job opportunities, thereby raising the unemployment rate. GENERAL CONCLUSION Marginalising youth in society by not utilising or engaging their abilities, and The Àrst decade of the third millennium not listening to their needs or trying is considered an important historic to accommodate them. This deprived turning point. In this decade, Morocco society of the full political participation has witnessed signiÀcant changes and of young people, suppressed their CASE STUDY managed to achieve comprehensive creative abilities, and wasted their MOROCCO development broad enough to cover all efforts in work and production. It also of society’s vital sectors: education and made the youth fall prey to despair and training, politics, the economy, society, pushed them to look for other outlets health, and women’s rights, with the aim which would restore their dignity and of overcoming underdevelopment in these humanity. areas which has accumulated over the past Given the deÀciencies observed in few decades. This underdevelopment several of society’s vital Àelds, there has placed Morocco in a low position on emerged an attempt to form a strategic the human development scale according vision with the aim of establishing to international assessment. Morocco’s corrective projects. Education has been the shortcomings were manifested in several core of reform in any society that aspires

MOROCCO CASE STUDY: ACTION SYSTEM: PREPARING MOROCCO’S FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY 465 to acquire knowledge. The reason for this in light of national and international is that the role of education has a positive developments in order to set a new effect on the role of other sectors in society. philosophy and vision for education Accessing the knowledge society is based on and training that Àts a democracy and human capital and its capabilities. Education rights oriented modern societal project. develops the creative abilities of the younger Linking the education and training generation and helps achieve progress in system with the overall objectives of society. In addition, creativity, innovation sustainable human development with and scientiÀc imagination are considered the aim of developing people and Efforts should the true wealth of a society’s present society in terms of thought, culture, continue in several and future. “If accompanied by positive economy and behaviour. sectors at the economic, political and social conditions, Developing the education system in a a sound, distinguished, open, Áexible and way that makes it an effective tool that same time, due to high-quality education will be one of the helps students develop their creative their interactive most important ways of developing society and innovative skills and possess the and overlapping in terms of culture, thought, literature, arts, ability to analyse and criticise. elements and sciences, technology, structures, institutions, Invigorating educational reforms to lifestyles, relations and dealings” (Abdul penetrate classrooms and include the determinants. Aziz bin Abdullah, 2002). education/learning processes taking Moreover, human It is difÀcult to list the primary issues place in the smallest educational unit, development is an according to their importance in the with the aim of developing them to ever-developing developmental process. Efforts should achieve quality. continue in several sectors at the same time, Developing curricula in a manner that and changing due to their interactive and overlapping helps students build their personality in ambition and elements and determinants. Moreover, terms of knowledge, skills and values, not a ready and human development is an ever-developing and in a way that serves the agreed- ﬁxed idea and changing ambition and not a ready and upon societal plan, satisÀes the needs of Àxed idea. However, a thorough review of the knowledge society, helps students existing developmental plans as well as adhere to tolerant Islamic values as well their ability to meet the requirements of the as national constants and instil in them current situation, and their responsiveness universal human values. to the needs of the future is considered a Adopting effective pedagogical basic approach to arranging priorities. It is methodologies which cherish self- noted that any aspects of development in learning and cooperative learning, different areas should be accompanied by as well as active communication progress in education, because no social or and interaction methods in order economic development can come about to encourage students to establish under a regressive education system or vice personal projects. versa. This requires a structural review of Making the education and training the educational system to enable it to meet system emphasise the two ends of the the conditions of sustainable, renewable education continuum, early childhood education. and higher education, as well as life- Our recommendations at the end of long education. this study focus on the correlated triad of Forming a national vision to build knowledge, freedom and development. the knowledge society and deÀning They are the foundations of societal its current and future basis and development and closely related to the mechanisms, as well as guaranteeing a areas analysed during the study: well-knit plan for its implementation, Reviewing and improving the National assessment and development as Charter of Education and Training necessary.

466 ARAB KNOWLEDGE REPORT 2010/2011 Setting up a national monitor for the Encouraging creative, talented issues of adolescents and youth with the and distinguished individuals and purpose of monitoring their situations researchers who promote development and desires, as well as understanding in different intellectual, cultural and their current and future needs, so that economic Àelds and establishing awards society can always be aware of their of excellence for them. concerns, aspirations and expectations. Providing support by the state and Encouraging students to read more, civil society for the social and cultural beyond the scope of school books, to development of the family, the Àrst increase their knowledge and broaden place where children receive care and their intellectual horizons. upbringing; Disseminating school, district and Promoting and developing the role of neighbourhood libraries in order to the media in Moroccan society with promote the culture of reading for all. the aim of forming a purposeful media Supporting and encouraging the policy which raises public awareness translation of modern scientiÀc and on the issues of development, human knowledge developments in order to rights and democracy; enrich Arab libraries with various types Adopting the participatory method Morocco has of sciences and knowledge that can be with the population to plan their become involved transferred and localised. developmental projects as well as with the human Encouraging printing and publishing enabling them to take responsibility for development as well as all other media to enable planning and implementing their local society’s members to access knowledge projects; project. Educational that forms their minds, reÀnes and Supporting freedom of expression reform has sought, develops their thinking. and strengthening political, social, through its Following up on efforts to eliminate economic, and cultural democracy in principles set forth the school leaver rate by achieving society; in the National high-quality appropriate education and Supporting current efforts in human generalising pre-school education. development and activating such Charter, to qualify Trying to raise the school enrolment efforts by linking them with overall the Moroccan rate in preparatory and secondary developmental projects which citizen and link education, and Ànd mechanisms which have social, cultural and economic education with may keep students in the education dimensions; system until they Ànish their secondary Placing emphasis on the Arabic development and university education. language as a tool for maintaining Giving attention to the intensive Arab and Islamic identity, as well as a professional training of teachers and means of bringing about knowledge guaranteeing them regular training, localisation while remaining open CASE STUDY especially in the Àeld of human rights to international languages and MOROCCO and gender equality. encouraging their acquisition, especially Activating all mechanisms and methods the languages of scientiÀc research and which can bring about the achievement electronic communication. of the millennium goals as well as the Morocco has become involved with the education-for-all goals. human development project. Educational Investing in scientiÀc research; a reform has sought, through its principles strategic option for overcoming set forth in the National Charter, qualifying existing difÀculties and deÀciencies as the Moroccan citizen and link education well as a basic pillar for developmental with development. However, the state’s sustainability. Without it, development plan to reform the education and training loses one of its important foundations. system has not been limited to the

MOROCCO CASE STUDY: ACTION SYSTEM: PREPARING MOROCCO’S FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY 467 provisions of the charter which constitutes the method of reform and its basic reference. It has also set up an emergency programme which activates and acts upon the principles of reform and provides it with a new strong dynamic. Moreover, the NIHD has been a strong inÁuence in eradicating exclusion, poverty and marginalisation of some sectors of society. Therefore, the initiative’s philosophy and sustained activity will be a helpful factor in preparing those urban and rural sectors whose developmental participation was excluded. The initiative intends to engage such sectors in public policy with the aim of developing society and bringing about the desired human development. The challenges faced by Morocco on several levels require the creation of a new vision of public policy. Comprehensive development cannot be achieved by ready-made solutions, but will be the product of public policy and its continued effect. Despite the obstacles facing the desired societal outcome, the initiatives which have emerged since the beginning of the millennium are capable of overcoming all challenges. Thus, it can be said that there is hope that the next generations can realise a dream of a better future.

468 ARAB KNOWLEDGE REPORT 2010/2011 End Notes

1 United Nations Development Programme, Mohammed bin Rashid Al Maktoum Foundation, Arab Knowledge Report for 2009. 2 A statistic issued by the Ministry of National Education, Higher Education sector, pgs.27-28. 103% is attributed to rounded up figures, duality and interrelation in the research units’ specialties. 3 Thomson Scientific Data, OST, Computing. Sited in Country Leaflet-Morocco: Evaluation of Scientific, Technology and Innovation capabilities in Mediterranean countries. Francoise Laville, Jean Theves. Updated version 2007. 4 According to statistics from the International Telecommunication Union which included the communication sector in 233 countries around the world during 2010, Morocco ranked second after Egypt, with regards to Internet, since the number of subscribers reached 13.7 million subscribers. http://press.marcs.net/t1994, dated 17 October 2011. 5 See website http://www.assabah.com/378.html November 9, 2010 6 Human Development Report 2010, UNDP. 7 The field study was conducted among students in Rabat as a pilot. The study may expand to cover the remaining Moroccan schools at a later date. 8 See the mechanisms of Law 01.00 to improve the quality of higher education. 9 See Article 122 of the National Charter of Education and Training. 10 Statement of the Minister of National Education, Higher Education, Professional Training and Scientific Research before parliament on 9 November 2010, case writer Ahmed Auzi. 11 Statement of the State Secretary, Ministry of Education, before Parliament on 13 October, 2010, case writer Ahmed Auzi. 12 Website of Mohammed IV foundation www.fm6-education.ma 13 Card of achievements of the Ministry of National Education and High Education and forming scientific research and framework in the school education sector 2007/2008 – 2010/2011. 14 The Ministry of National Education, Higher Education, Professional Training and Scientific Research, 2008/2009, Literacy and Non-formal Education Sector, Directorate of Non-formal Education (folded). 15 Card of achievements of the Ministry of National Education and High Education and forming scientific research and framework in the school education sector 2007/2008 – 2010/2011 16 Statement by the Minister of Social Development, Family and Solidarity during a press symposium on 3 December 2010, which coincided with the International Day of Persons with Disabilities.Al Alam newspaper 4, 5 December 2010, case writer Ahmed Auzi. 17 This center is a joint cooperation between Morocco and South Korea in the field of scientific research in order to monitor the impact of ICT on educational output. In July 2006, a partnership was signed between the Korea International Cooperation Agency (KOICA) and Al Akhawayn University for this purpose. 18 A comparison-based international test to measure the abilities of fourth grade students in reading skills in their native language. 19 An international test to assess the attainment of fourth and eighth grade students in science and maths. 20 The Ministry of National Education, Higher Education, Professional Training and Scientific Research/School Education Sector “A summary of education statistics” 2010-2011 21 The Ministry of National Education, Higher Education, Professional Training and Scientific Research 22 The Moroccan Kingdom, Ministry of National Education, Higher Education, Professional Training and Scientific Research, 2010, a summary report on the results of national and international learning assessment studies. 23 The Moroccan Kingdom, the Higher Council of Education, 2008, ‘Report on academic achievement assessment. CASE STUDY

24 Website of Morocco News Agengy, 12 July 2010, www.map.ma MOROCCO 25 The International University of Rabat (IUR) and Lebanese International University (LIU) in Casablanca are two universities that have been established and will be inaugurated in the 2010-2011 academic year. 26 According to the multi-dimensional approach of poverty. See the HCP reply to Oxford Report, Al Ittihad Al Ichtraki newspaper, 10 September 2010. 27 Aisha Ghaloum, www.womengateway.com/NR/exerces, dated 9 February 2011. 28 These statistics were given by Amina Al Mariny, a member of the Advisory Council on Human rights in a symposium held by Moroccan Channel One in September, 2003, following the announcement of a draft code. 29 Amazigh is not one language but languages which are used in different geographic regions of Morocco:‘Tachelhit’ in the Sous region in southern Morocco, ‘Tariﬁt’ in the rural area in Northern Morocco and ‘Tamazight’ in the Middle Atlas region. 30 Mohamed Al Medallawy Al Manbhy, Modern Discussion, Issue 2004-2007/8/11, (http://www.ahewar.org/debat/show.art) dated 9 September, 2010 31 Al Wadoud Mohamed Ahmed et al., 2007, the Moroccan Civil Society: Functions, capabilities and challenges: www.almichaal.org on 30 July 2011

MOROCCO CASE STUDY: ACTION SYSTEM: PREPARING MOROCCO’S FUTURE GENERATION TO ACCESS THE KNOWLEDGE SOCIETY 469 32 According to 2007 statistics, the number of Moroccan community members living abroad was approximately 3,292,599. Therefore, the communities’ financial contributions over the last ten years have played a significant role in achieving political, economic, social and cultural development. 33 In 1998, Morocco witnessed the formation of a government led by Abdel Rahman Al Youssefi, former opponent and Secretary General of the Socialist Union for the Popular Forces (SUPF). 34 The referendum on the new constitutional reforms was held on 1 July, 2011, gaining votes from several Moroccan societal sectors. 35 The committee was required to submit the constitutional amendments in June, 2011, to hold a referendum on the amended constitution. 36 Speech of King Mohammed VI on 9 March 2011. See also Al Alam newspaper, issue 21920, Friday 11 March, 2011. 37 The Hassan II Fund for Economic and Social Development has contributed to funding major national projects, such as building roads, ports and railways, in addition to cultivating agricultural lands. It also financed the Tangier-Med project among others. 38 These industries include Morocco Telecom, Moroccan Royal Airways, “L’ONA”, and the Sherif Phosphates Office. 39 See the Constitution of 1996 40 See specifically the ninth chapter of the Constitution of 1996 41 This declaration came from King Mohammed VI when he launched the next phase of the advanced regionalisation process, initiated on 3 January, 2010. He appointed the Advisory Committee on Regionalisation on 10 March, 2011. 42 The assessment conducted by the Moroccan government in its meeting on 20 May 2009, the fourth anniversary of the NIHD, opened a discussion was on the NIHD’s strengths and weaknesses. 43 The Ministry of National Education, Higher Education, Profession Training and Scientific Research - “A summary of education statistics” 2010/2011. 44 http://www.alalam.ma/def.asp?codelangue=23&id_info=28856&date_ar=2010-7-4, dated 04 August 2010 45 A measure which reflects the central value around which the sample data is clustered (a measure of central tendency). 46 This is used in statistical tests and is a function of standard deviation and sample volume. 47 This refers to the degree of data dispersion. A low standard deviation indicates clustering of data. 48 A term used by Paulo Freire to refer to memorization teaching methods. 49 Hameed Bahkak (Thursday, 4 June 2009). 50 See the statute of public education institutions published in the official gazette, issue 5024 on 25 July, 2002. 51 Directorate of Strategies, Statistics and Planning 52 Hespress (www.hespress.com) February 19, 2001

470 ARAB KNOWLEDGE REPORT 2010/2011 REFERENCES AND BACKGROUND PAPERS CASE STUDY MOROCCO

REFERENCES 471 472 References

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Conference of Ministers of Higher Moroccan Kingdom Constitution, 2011). CASE STUDY Education and ScientiÀc Research in Morocco. MOROCCO the Arab World, ALECSO. The Moroccan Kingdom, Higher ---. 2000. (Educational psychology, Council for Education. 2008A. Educational Issues and Situation). (Status and Prospects of the Education Al Najah Al Jadida Printing Press, and Training System, Part 3: Atlas of Casablanca. the National Education and Training System). The Moroccan Kingdom. ALECSO, Science and ScientiÀc Research Department. 2005.(Strategy ---. 2008B. (Status and Prospects of the for Promoting Technological Culture in Education and Training System, Part 1: the Arab World). making school a success for all).

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---. 2008H. (Status and Prospects of the The Moroccan Kingdom, the Ministry Education and Training System, Part 4: of National Education, Higher Teaching Profession and Staff). Education, Professional Training and Scientific Research, School The Moroccan Kingdom, HCP. 2004. Education Sector. 2010/2011. (General Census of Population for (Scoring card of the Ministry of 2004). National Education, Higher Education, Professional Training and ScientiÀc ---. 2009. (Millennium Development Goals Research, School Education Sector). Report) The Moroccan Kingdom, the Ministry ---. 2010. (Millennium Development Goals of National Education, Higher Report, national report). Education, Professional Training and ScientiÀc Research, Directorate The Moroccan Kingdom, the Ministry of Strategy, Statistics and Planning. of National Education, Higher 2010-2011. (A Summary of education Education, Professional Training statistics). and ScientiÀc Research, School Education Sector. 2007. (Human The Moroccan Kingdom, the Ministry Rights and Citizenship Education in of National Education, Higher the Education and Training System). Education, Professional Training and ScientiÀc Research. 2011. (The The Moroccan Kingdom, the Ministry national report for stages output of of National Education, Higher the urgent program with the duties of Education, Professional Training and 2009 and 2010 and the Àrst semester of ScientiÀc Research. 2008A. (Report of 2011). the Emergency Programme (2009-2012). The Moroccan Kingdom, Special ---. 2008B. (The Emergency Programme Committee on Education and for Education Reform in Three Years Training. 2000. (The National Charter (2009-2011). for Education and Training).

---. 2008C. (School Life Guide). Rashida Barada. 2009. (The Moroccan School as Perceived by Adolescents ---. 2009. (Millennium Development Goals and Youth). Publications of Oloum Report: Interim Findings of 1er passage). Al Tarbiya Journal, issue 16. Al Najah Al Jadida Printing Press, Casablanca, The Moroccan Kingdom, the Ministry Morocco. of National Education, Higher Education, Professional Training and Salah Bayoumi. 2002. (Socialization and ScientiÀc Research, “The directorate Personality: the Child between Reality of the evaluation, the organization and Future). Dar Al Maaref Publishing of school life and common training House, Cairo.

474 ARAB KNOWLEDGE REPORT 2010/2011 UNDP. 2002. (Arab Human Development Ministère de l’Education Nationale, Report-2002). Amman, Jordan. de l’Enseignement Supérieur, de la formation des cadres et de la ---. 2003. (Arab Human Development Recherche ScientiÀque. (Recueil Report-2003). Amman, Jordan. statistique de l’éducation 2008/2009). Maroc. ---. 2007. (Achievements of the Arab Countries that Participated in the Trends in International Mathematics and Science Study TIMSS). Al Nool International for Advertising, Amman. LIST OF BACKGROUND PAPERS (AUTHOR NAME; ---. 2008. (The Human Development PAPER LIST): Report). Virginia, USA. Abdellah El Khyari. (School Knowledge UNDP and Mohammed bin Rashid and Knowledge Society in Morocco). Al Maktoum. 2009. (The Arab Knowledge Report 2009: Towards Ahmad Idaly. (Pedagogical reform in Productive Intercommunication for Morocco: strong good will versus weak Knowledge). Al-Ghurair Printing and qualitative performance). Publishing House, Dubai. Al-Hassan Boquentar. (Impact of reform on the education system in Morocco).

Kholoud Al Sibai’e. (Family upbringing and its role in preparing Morocco FRENCH REFERENCES future generation for the knowledge society). Delors J. 1996. (L’éducation: Un trésor est caché dedans, Rapport à l’Unesco de la commission internationale sur l’éducation pour le vingt et unième siècle). Editions Unesco/Odile Jacob, Paris.

Khadija Elmadmad, 2000. (La femme

Marocaine entre l’Egalité et l’Inégalité CASE STUDY des Droits in un Siècle de Femmes). MOROCCO Maroc.

Ministère de l’Education Nationale, de l’Enseignement Supérieur, de la Formation des Cadres et de la Recherches ScientiÀque. (Rencontre Nationale de restitution des résultats de l’étude d’évaluation du système de recherche dans les domaines au Maroc). Juin 2009.

REFERENCES 475 476 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX CASE STUDY MOROCCO

APPENDIX 477 478 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 1 LIST OF NAME OF RABAT WORKSHOP PARTICIPANTS

This workshop was held under the auspices of Mr. Ahmed Akhchichine, Minister of National Education, Higher Education, Professional Training and ScientiÀc Research.

Mr. Adel Al Khiary Dr. Mohammed Al Radi Dr. Mohammed Al Sawali Mr. Said Al Rahouny Dr. Ibrahim Shadaty Dr. Madi Lahssan Dr. Al Tawil Hassan Dr. Mohammed Wakidy Dr. Abdul Aziz Al Ghazi Mrs. Khadija Alimilahy Mr. Mostafa Mohsen Dr. Ahmed Edali Dr. Mariam Ait Ahmad Ms. Rajaa Lahwaidek Mrs. Saida Edrisi Tefrawty Mr. Mostafa Hosny Dr. Mohammed Ahmeed Dr. Mohammed Fatehy Dr. Al Zaki Abdul Kader Mr. Ahmed Rekewy Mr. Abdul Karim Balhag Mr. Khalil Al Edrisi Dr. Al Saadya Ayash Dr. Kholoud Al Sebaie Dr. Mohammed Zakour Dr. Halima Al Gharari Mrs. Yousra Al Omrani Dr. Nadia Al Tazy Mr. Mohammed Al Iraqi Mr. Al Shohob Mohammed Dr. Abdul Latif Kadai Mrs. Fatma Yassin Ms. Safaa Kadoury Mr. Al Kaddam Mohammed Ms. Ghuzlan Al Assry Mr. Ali Badran Ms. Zohour Al Naeem Dr. Mohammed Mo’men Ms. Elham Kusair Mr. Ismail Al Moussawi Ms. Sanaa Al Wahaby Mr. Mohammed bin Gloun Andalusi Ms. Naema Eskerie Mr. Kabash Mohammed Dr. Al Araby Hannan Mrs. Nagah Zahra Mr. Al Araﬁ Hudeya Mr. Mohammed Shakroun Dr. Al Malky Al Hassy Dr. Al Jamei Halima Dr. Bouartis Mulay Ahmed Dr. Omar Binayash Mr. Mawad Nour El Din Mr. Al Mekki Al Marouni Dr. Rashida Barada CASE STUDY MOROCCO

REFERENCES 479 480 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 2 NAME OF SCHOOLS PARTICIPATING IN MOROCCO SURVEY

The Commercial Technical School Al Malki School Ibn Batouta School Abu Bakr Al Sedik School Ibn Rushd School (Rabat) Haman Al Fatwaky Ibn Sina Dar El Salam Al Hassan II School (Rabat) Abdul Karim Al Khattabi Al Sharif Al Idrisi Abdullah Kanoun Al Elmia Private School Omar Al Khayam School Al Laimoon School Lalla Aicha School Mullay Abdullah School Mullay Youssef School Princess Lalla Nezha Hassania Schools Al Moubadara Private Schools Mohammed V Schools Atlas Schools Group Rabat Institute Mulhakat Gibran Khalil Gibran Al Sabeel Instritute Al Manbaa Institute Riad Al Maarefa Institute CASE STUDY MOROCCO

REFERENCES 481 482 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 3 MOROCCO QUESTIONNAIRE RESULTS

Table m3-1: Teachers’ reasons for using technologies (%)

Yes No

Searching for educational resources 88.6 11.4 Preparing lessons 84.4 15.6 Selecting exercises and activities 88.1 11.9 Consulting with other colleagues 68.3 31.7 Communicating with students 54.5 45.5

Table m3-2: Opinions of teachers on the practice of some teaching activities and methodologies (%)

In all In most In some No classes classes classes practice A. Participating in educational/learning activities with students 47 42.5 9.8 0.7 B. Training students on problem solving 37.1 39.4 22 1.5 C. Explaining theoretical concepts 55 21.7 21.7 1.6 D. Writing lessons on the board 45.3 22.7 21.1 10.9 E. Discussing the concepts of the lessons with students. 65.7 27 7.3 0 F. Discussing student achievement relating to the concept of the 7.2 17.4 63.8 11.6 lessons G. Assessing student achievement (tests, exams) 13.8 25.4 60.1 0.7 H. Helping students accomplish scientiﬁc/practical experiments 5.7 14.2 36.8 43.3 CASE STUDY

I. Organising student work in small groups 7.4 18.5 62.2 11.9 MOROCCO J. Linking educational material with the requirements of everyday life 27.7 35 31.5 5.8 K. Keeping silence in the classroom and deterring troublemakers 62.1 26.4 9.3 2.2

APPENDIX 483 Table m3-3: Opinions of teachers on the importance of some teaching practices (%)

Not Somewhat Very Do not necessary necessary necessary know

A. Training students to analyse varied information 3.6 20.7 75.7% 0

B. Training students in critical thinking 2.1 16.4 79.3 2.2

C. Encouraging students to work independently and take the initiative 1.4 22.7 75.2 0.7

D. Helping students conduct research 2.8 41.8 54.6 0.7

E. Training students on problem solving 0.8 22.6 73.7 2.9

F. Helping students memorise rules and laws of scientiﬁc material 4.5 38.1 52.2 5.2

G. Motivating students to interact with the teacher 1.4 10.1 87.1 1.4

H. Following students step by step in all their assigned activities 9.4 47.5 43.2 0

J. Training students on self-evaluation practices 0.7 27.8 70.7 0.8

K. Training students on team work 1.4 27.7 70.2 0.7

L. Teaching students on social principles and values 0 16.1 83.2 0.7

M. Requiring students to memorise lessons 23.4 53.2 23.4 0

Table m3-4: Features of knowledge society as perceived by teachers (%)

Yes No

A. Density of information 73.5 26.5 B. Easy access to information 89.3 10.7 C. Fast dissemination of knowledge 84.1 15.9 D. Competition on gaining information 57 43 E. Possession of knowledge which is the measure of the power of nations 83.1 16.9 F. Production of knowledge which is the measure of the wealth of nations 85.7 14.3 G. Intensive use of the computer and internet 83.1 16.9 H. Growing demand for knowledge 73.1 26.9 I. Associating the labor market with the level of knowledge 74.8 25.2 J. Linking production with the outputs of scientiﬁc research 81.7 18.3 K. Localising knowledge instead of importing its outputs 70.5 29.5 L. Development of technological sciences but not necessarily human sciences 54.8 45.2 M. Knowledge is an approach to human development 91.6 8.4 N. Knowledge is a human right for the whole population 89.1 10.9

484 ARAB KNOWLEDGE REPORT 2010/2011 Table m3-5: Educational trends of teachers (%)

Completely Somewhat Completely Disagree agree agree disagree A. It is necessary to focus on strengthening the 14.5 51.1 22.9 11.5 memorisation ability of students to succeed in their study B. All students can learn and succeed if they are taught by 34.6 51.1 13.5 0.8 efficient teachers C. Successful teachers are those who can accomplish their curriculum tasks in the specified manner and within the 34.1 40.2 19.8 6.1 specified timeline. D. Giving teachers the chance to take the initiative or 11.4 12.1 46.2 30.3 innovate harms the education system. E. Teachers are not required to know all teaching 9.8 39.1 42.9 8.2 methodologies but should have mastered one of them. F. Tests and exams are the best way of encouraging 9 13.4 58.2 19.4 students to concentrate and learn. G. The best way to improve the ability of students to learn 21.2 65.2 12.1 1.5 is to adopt a qualitative evaluation system (without grades). H. Consulting and coordinating with students’ parents is 45.9 45.9 6.8 1.6 part of the teachers’ duties. I. Educational reform processes pressure teachers and 24.8 42.9 27.8 4.5 decrease their outputs J. It is sufficient for teachers to be experts in their specialties 17.3 39.8 36.1 6.8 in order to succeed in their mission K. It is the mission of teachers to help their students have a 78.9 19.5 1.6 0 passion for learning and knowledge L. The important feature of successful teachers is their 60.4 29.9 9 0.7 ability to communicate information related to their specialty M. It is necessary for teachers to be familiar with aspects of 33.8 48.9 15 2.3 other subjects to be able to teach their own subjects CASE STUDY MOROCCO

APPENDIX 485 Table m3-6: Opinions of teachers on some assessment practices (%)

No Little Moderate Much importance importance importance importance A. Regular school attendance(no absence) 2.8 0.7 5.6 90.9 B. Effort exerted in homework 2.8 2.1 12.8 82.3 C. Steady improvement of results 2.9 0 10.9 86.2 D. Good conduct inside and outside classroom 2.1 3.5 12 82.4 E. Effective classroom participation 2.7 0.7 8.2 88.4 F. The ability to innovate 1.4 2.2 36.4 60 G. The ability to think and question 2.1 1.5 16.4 80 H. Taking the initiative 0.7 2.2 31.4 65.7 I. Correct answers on the exam paper 3.6 2.2 23.9 70.3

Table m3-7: Time devoted weekly to some educational, administrative and training activities (%)

Less From one From More None than one to two 3 to 4 than hour hours hours 5 hours

A. Planning and preparing lessons 0 3.6 39.1 34.8 22.5 B. Correcting students’ homework 0 5.9 21.5 30.4 42.2 C. Attending administrative meetings 12.3 39.2 39.2 8.5 0.8 D. Holding meetings with students’ parents 33.6 52.2 9 5.2 0 E. Meeting students (in clubs or private tuitions) 34.4 12.2 38.2 13.7 1.5 F. Undertaking activities for professional development 12.4 18.8 34.8 18.8 15.2 (attending lectures, reading specialised journals, etc) G. Participating in an educational production (authoring 52.6 11.9 14.8 11.1 9.6 books, setting up projects, taking part in an assessment, etc)

Table m3-8: Teachers’ views on themselves (%)

Completely Somewhat Completely Disagree agree agree disagree

A. The society no longer shows respect to teachers. 58.5 33.8 6.3 1.4

486 ARAB KNOWLEDGE REPORT 2010/2011 Table m3-9: Opinions of teachers about students (%)

Completely Somewhat Completely Disagree agree agree disagree

A. Students generally show less respect to their teachers than in the 56.3 35.9 6.4 1.4 past. B. Student interest in study is decreasing day after day. 59.7 30.6 8.3 1.4 C. The current generation of students has strong personality. 14.9 51.8 22.7 10.6 D. The preparation of the current generation of students is better 7.9 23.6 43.6 25 than the preparation of previous generations E. The material values of most students surpass their knowledge 54.9 40.8 3.6 0.7 values.

Table m3-10: Teachers’ relations with the teaching profession and its requirements (%)

Completely Somewhat Do not Do not apply apply apply apply at all

A. I will leave teaching if I find a job with the same salary and 20.9 15.5 44.2 19.4 conditions. B. I will leave teaching if I find a job that generates a higher income 26 23.6 38.2 12.2 C. The teaching profession salary does not make me feel self- 42.1 32.9 21.4 3.6 sufficient D. The teaching profession makes me feel I have a mission to fulfill 86.5 12.1 1.4 0 CASE STUDY MOROCCO

APPENDIX 487 Table m3-11: Teachers’ views on enabling environments

Completely Somewhat Disagree Completely agree (%) agree (%) (%) disagree (%) A. The education system offers teachers facilities to resume their 12.5 23.4 43.8 20.3 education during their career. B. Training centres for teachers exist near the school and I can 12.5 14.3 33.9 39.3 attend them when necessary.

C. The state offers incentives to highly efﬁcient teachers. 15.3 9 31.5 44.2

D. The state provides several training opportunities during work to 14.3 42.9 26.8 16 improve the level of education.

E. The state provides training courses to new teachers. 35.1 43.9 12.3 8.7

F. The selection of candidates for the teaching profession is 21.6 38.8 24.1 15.5 governed by strict criteria. G. There is a gap between the training of teachers and the true 35.7 49.2 8.7 6.4 requirements of the teaching profession. H. The state offers salaries to teachers which guarantee them a 14 20.2 39.6 26.4 good standard of living.

I. There are laws and institutions that protect the rights of teachers. 18.8 40.2 26.5 14.5

J. The state provides teachers with in-service training upon request. 10.9 32 35.3 21.8

Table m3-12: Teachers’ views on curricula (%)

Completely Somewhat Completely Disagree agree agree disagree A. The educational programmes and curricula prepare students to 44.2 38 16.2 1.6 overcome future challenges. B. The educational programmes and curricula help students 34.6 51.5 12.4 1.5 acquire necessary skills. C. The educational programmes and curricula help prepare 30.2 39.5 25.6 4.7 efﬁcient students who are up to external competition. D. The educational programmes and curricula contribute to 37.4 47.3 14.5 0.8 promoting the value of citizenship and civilised behaviour. E. The educational programmes and curricula prepare students to 26.7 43.5 26 3.8 cope with problems in everyday life. F. The educational programmes and curricula provide training 25.4 53.1 20.7 0.8 that takes into account knowledge and emotional dimensions. G. The educational programmes and curricula provide training 28.2 46.6 23.7 1.5 which keep up with scientiﬁc development.

488 ARAB KNOWLEDGE REPORT 2010/2011 Table m3-13: Teachers’ evaluation of their abilities to enable students to acquire multiple skills (%)

Limited Intermediate Great Do not ability ability ability know

A. Varied information analysis 12.2 47.3 32.1 8.4% B. Critical thinking 19.1 53.4 20.6 6.9 C. Taking initiative 18.2 55.3 23.5 3 D. Accomplishing research 15.3 54.2 28.2 2.3 E. Solving problems 13.2 58.1 20.2 8.5 F. Using their knowledge in different situations. 13.4 45.5 29.9 11.2 G. Memorising rules and laws of scientiﬁc material 10.2 35.2 40.6 14 H. Working independently 23.6 44.9 22 9.5 I. Memorising lessons 20.2 42.6 26.4 10.8 J. Life-long education 21.5 35.4 24.6 18.4 K. Team-work 21.6 44 28.4 6 L. Future planning 28.8 34.1 19.7 17.4

Table m3-14 Opinions of teachers on school environment (%)

Always Sometimes Rarely Never

A. Violence occurs in school between teachers 2.1 5.7 19.3 72.9 B. Violence occurs in school between students and teaching and 4.3 34.8 37 23.9 administrative staff C. Violence occurs in school between students 9.5 42.3 39.4 8.8 CASE STUDY Table m3-15: Teachers’ views on support provided to students (%) MOROCCO

Always Sometimes Rarely Never

A. The school helps students who have learning difﬁculties. 24.6 47 17.2 12.1 B. The school provides incentives to distinguished students. 45.3 25.2 17.3 12.2 C. The school has a system for substituting absent teachers. 22.2 16.3 8.9 52.6 D. The school has specialists who help teachers deal with the material, 9.4 13 8 69.6 psychological or social difﬁculties faced by students.

APPENDIX 489 Table m3-16: Teachers’ views on support provided for them (%)

Always Sometimes Rarely Never

A. School has a system for regular evaluation of teachers by students 9.5 10.4 7.9 72.2 B. School has a system for regular evaluation of teachers by management 37.9 16.1 12.9 33.1 C. School helps teachers develop their abilities and skills by providing 11.6 31.1 17.4 39.9 them with regular training courses D. Teacher meetings are held in school for consultation and coordination 19.7 47.9 19.7 12.7 of educational activities

Table m3-17: Factors affecting the preparation of generations (%)

Yes No

A. The weak material resources of the school 87.8 12.2 B. Tense relations between students, teachers and administrators 65.1 34.9 C. Shortage of facilities and equipment in school 92.6 7.4 D. Inadequate training of teachers 69.6 30.4 E. Mismatch between training and the growing needs of teachers 82.7 17.3 F. Low incentives (material, professional, etc) 89.1 10.9 G. Multiple competitive sources of knowledge outside school 57.5 42.5 H. Low learning motivation of students 88.5 11.5 I. Inability of students to master the Arabic language 80.2 19.8 J. Insufﬁcient command of foreign languages 88 12

Table m3-18: Freedom of choice for teachers (%)

Absolute A good deal Limited No freedom of freedom freedom freedom A. Personal options 35 37.3 27.7 0 B. Academic options 15.9 42.4 36.4 5.3 C. Intellectual options 27.1 40.6 29.3 3 D. Professional options 14.2 26.1 53.7 6

490 ARAB KNOWLEDGE REPORT 2010/2011 Table m3-19: Teachers’ freedom of opinion (%)

Yes No

86.6 13.4

Table m3-20: Effect of available enabling environments on student skills and values*

Family’s Enabling The Family’s Educational Mother’s interest Family’s Educational Father’s Educational environments method welfare in education in the material welfare at education welfare at of raising the local level student’s welfare home level school children environment Skills studies and values Standard coefﬁcients

Cognitive skills Ȯ 0.169 0.132 0.134- 0.206 0.097 0.084 Conative skills 0.150 ȮȮȮȮ0.098 ȮȮ Social skills 0.083 0.074 0.098 ȮȮȮȮ Ȯ Cognitive values 0.266 ȮȮ0.232- 0.225 ȮȮ0.102 Social values 0.229 0.131- 0.086 0.123- 0.089 0.060 ȮȮ Conative values 0.241 0.108- Ȯ 0.142- 0.142- ȮȮȮ Universal values 0.249 0.092- 0.073 0.242- 0.175 0.062 ȮȮ

* numbers in the table express the standardised regression coefﬁcient CASE STUDY MOROCCO

APPENDIX 491 492 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 4 EDUCATIONAL QUANTITATIVE DEVELOPMENT INDICES IN MOROCCO

Table m3-21: Development of number of beneÀciaries of the social subsidy

2003-2004 2010-2011

Primary Education 975,085 1,135,107 Beneficiaries of school feeding Secondary Elementary Education 20,915 42,556 Total 996,000 1,177,663 Primary Education 720 1,260 Secondary Preparatory Education 39,750 40,522 Beneficiaries of boarding schools Vocational Secondary Education 43,457 50,279 Total 83,927 92,061 Primary Education 913 1,829 Secondary Preparatory Education 36,837 50,941 Donees Vocational Secondary Education 44,389 51,579 Total 82,139 104,349 Primary Education 2,959,648 Beneficiaries of school tools Secondary Preparatory Education 254,932 Total 3,214,580 Beneficiaries of Dar Talib in the 2 divisions of secondary education 30,687

Source: The Ministry of National Education, Higher Education, Professional Training and Scientiﬁc Research CASE STUDY MOROCCO

APPENDIX 493 Research Table m3-22: Curricula Developing

Achievement 2009 & 2010, and Goals 2009 & 2010, and the 1st Achievement Indices the 1st semester of 2011 semester of 2011 rate

Preparing a methodological Preparing a methodological Methodological framework for framework for rebuilding framework for rebuilding 100% rebuilding curricula curricula curricula

Preparing reference items for Preparing reference items for Current Curricula Assessment assessing different components of assessing different components of 100% primary education primary education

Counting shortcomings and Counting shortcomings and Defining shortcomings and deficiencies that should be deficiencies that should be deficiencies of current education 100% addressed in primary education addressed in primary education programs programs programs

Correction and appropriateness Reviewing school programs for all Reviewing school programs for all of current school curricula to 100% subjects of the primary education subjects of the primary education updates of the urgent program

Updating educational instructions Preparing educational instructions Preparing educational instructions in light of updates of the urgent for all schools subjects in primary for all schools subjects in primary 100% program education education

Preparing speciﬁcation sheets Preparing speciﬁcation sheets Putting a framework for the for preparing school books for preparing school books 100% production of new school books and teacher guides for primary and teacher guides for primary education education

Source: The Ministry of National Education, Higher Education, Professional Training and Scientiﬁc Research

494 ARAB KNOWLEDGE REPORT 2010/2011 Table m3-23: Equipping educational institutions:

Achievement 2009 & 2010, Goals 2009 & 2010, and Achievement Indices and the 1st semester of 2011 the 1st semester of 2011 rate

Number of institutions equipped 4760 6556 73%

Number of institutions equipped with 1464 2332 63% extensions of health facilities or fences

13594 are being overhauled Number of rooms overhauled 40142 79% 18221 overhauled

Number of Available: Fences 908 1257 72% Water Circuits 1730 2510 69% Water tanks 2330 2629 89%

Number of institutions linked to different Networks: Water 2730 2423 80% Electricity 2481 3363 74% Solar Panels 938 1088 86% Decontamination 567 776 73% Decontamination reﬁneries and wells 1009 1100 92%

Number of education institutions beneﬁting from renewing school 2595 4518 75% furniture

Number of boarding schools overhauled 286 295 97%

Number of schools beneﬁting from 5111 10416 49% preventive maintenance

Source: The Ministry of National Education, Higher Education, Professional Training and Scientiﬁc

CASE STUDY MOROCCO

APPENDIX 495 Table: m3-24: Integrating ICT in Education

Achievement 2009 Goals 2009 & Achievement Indices & 2010, and the 1st 2010, and the 1st rate semester of 2011 semester of 2011

Number of institutions equipped with a multi-media 913 1432 63.75% room

Number of training centres equipped with a multi- 49 49 100% media room

Number of institutions linked to Internet 3002 3182 94.34%

Number of teachers beneﬁting from training in TICE 69956 148937 46.97%

Number of inspectors beneﬁting from training in TICE 2752 2752 100%

Number of acquired digital equipments 142605 Cd 100000 CD 142.6%

Number of distributed digital equipments 56844 Cd 100000 CD 56%

Number of digital equipments put on the internet 56844 Cd 100000 CD 56%

Number of digital equipments put in place 85764 Cd 142608 CD 60.13%

The Ministry of National Education, Higher Education, Professional Training and Scientiﬁc Research

496 ARAB KNOWLEDGE REPORT 2010/2011 APPENDIX 497 498 ARAB KNOWLEDGE REPORT 2010/2011