Public-Sector Education in Morocco (The Perspective of the Higher Council for Education, Training and Scientific Research

Résumé

This article is a draft analysis of the major institutional features of public education in Morocco. Through a review of relevant scholarly documents and interviews, it seeks to place education professionals at the center of attention by providing information about the constraints and limitations of the education system. Besides, this paper presents the potential opportunities that a re-engineered, reform-minded and teacher-centered education system can offer to learners. In fact, it purports to be more expository than evaluative by showing how the new paradigm of education governance entails novel practices highlighted through renewed teacher-oriented initiatives and actions. Based on a diachronic analysis of education evolution and practice, I shall present a rebuttal of the arguments in favor of the "bottom-line" approach to education management, and explain how educational institutions could advance if human resource development is integrated into their strategies along cultural, gender, identity and sociotechnical lines. It is noteworthy that most facts emanate from both the Higher Council for Education, Training and Scientific Research publications database and key education decision-makers.