The aims of the Moroccan educational programme is yet far from
being accomplished. The literacy rate is still low, the access to public
schools is limited or non-existing many places, and the universities
produce candidates which still have problems finding relevant work.
School was made compulsory for all children between 7 and 13 already in
1963, but according to 1996 figures was only 81% of all boys and 63% of
all girls in this age group attending school. The building of new schools
have over the last 40 years been on a slower scale than during the first 8
years of independence.
Secondary education offers different curriculums, and lasts up to 6 years.
As of 1996, 44% of all boys and 34% of all girls attended this.
Morocco has 8 universities, including one Islamic and one English-
language. The universities had in 1998/99 about 265,000 students.
Morocco is currently opening up to the concert of modern societies, which are
marked by the lightning development of science and technology. This does not go
without raising a number of adjustment problems, especially with regard to the
renewal of the educational system in general and the teaching of science and
technology in particular. The Ministry of National Education is aware of this and
considers the development of basic and secondary education to be a priority.
Consequently, the five-year plans for 1988-92 and 1993-97 promote two types of
qualitative objectives, such as an improvement in science and language
teaching, and the development of training courses and programs. In these
training courses and programs, Education in Population Matters is given a choice
position. These objectives, which apply to basic and secondary education, should
be integrated into teacher training. In 1992, the Head Office for Executive
Training decided to include Education in Population Matters (EPM) in the various
teacher training centers (1). A committee set up in the framework of the Head
Office for Executive Training and called the EPM Central Committee (2), was put
in charge of defining the modalities for integrating EPM into teacher-training
curriculum. The committee went by the definition previously elaborated by the
Head Office for Basic and Secondary Education, according to which "the idea is to
make Moroccan students aware of the importance of the demographic
movements in their country and in the whole world, and of their connection, on
the one hand to cultural, economic, and environmental factors, and on the other
to the requirements of general development." (3) Following the instructions of
the Ministry of National Education, EPM was to be integrated into so-called
"receptive" disciplines, i.e.: Arabic, History and Geography, and Natural Science.
The Central Committee then proceeded to analyze the programs in these three
departments to define the most relevant components for an integration of EPM
concepts. The courses chosen were the Teaching Methods courses in the various
departments, complementary training courses, training sessions, and dissertation
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