On August 20, 2013, His Majesty King Mohammed VI delivered a speech to the nation, addressing the challenges facing the Moroccan education system and setting clear social goals for education. The Sovereign emphasized that the education sector faces multiple difficulties, particularly with curricula and programs that do not align with labor market demands. He also highlighted the dysfunctions related to changes in the language of instruction, shifting from Arabic in primary and secondary schools to foreign languages in technical fields and higher education. He stressed the need for linguistic upgrades for students to effectively engage with the educational material.

His Majesty also praised the positive results achieved in vocational and technical training, recognizing that these sectors provide candidates, with or without a baccalaureate, with specialized training that offers graduates better chances for direct and quick access to employment and integration into professional life. He emphasized the need to strengthen this training by encouraging citizens to learn and master foreign languages alongside the official languages outlined in the Constitution, to complete their qualifications and enable them to work in Morocco's emerging sectors that suffer from a significant shortage of skilled labor.

In this speech, King Mohammed VI outlined a political commitment to improving the inclusivity and equity of the Moroccan educational system. By acknowledging the challenges faced by students from disadvantaged backgrounds and emphasizing vocational and technical training, the King advocates for an education system that offers equal opportunities for success, regardless of one's social origin.

However, it is essential to closely monitor the concrete measures that will be implemented to achieve these goals. The substance of this speech lies in the recognition of social inequalities and the commitment to combat them through education. These intentions need to be followed up by effective actions and public policies aimed at reducing educational achievement gaps and promoting true equality of opportunity.

In my view, considering the Moroccan context and the vision set by King Mohammed VI, the right pedagogical approach should be a blend of authentic and transformative pedagogy, with a strong incorporation of e-learning. While didactic education has its place, it is the authentic and transformative models that can better respond to the King’s call for inclusivity, accessibility, and equity in education.

Authentic pedagogy, when combined with e-learning, creates a learning environment that is not only flexible and personalized but also engages students in real-world problem-solving, rather than focusing solely on rote memorization. This is particularly crucial in the context of Morocco, where diverse learners with varying needs must be addressed through inclusive and practical educational methods.

E-learning, with its ability to provide individualized learning experiences and facilitate active, student-centered learning, can make education more accessible, aligning with the goal of equity for all students. Moreover, authentic assessments that focus on real-world applications of knowledge rather than just theoretical exams would ensure that education in Morocco is both relevant and meaningful, equipping students with practical skills for the future. This approach, centered on active learning, is aligned with the societal transformation that King Mohammed VI envisions for the country.

To deepen this theme, here are some complementary resources:

References and Resources:

National Charter for Education and Training
A foundational document defining the principles and values of Morocco’s education system, aiming to guarantee equal and fair access to education and training.
(csefrs.ma)

Education Policy and Financing in Morocco
An analysis of Morocco's educational policies and their financing, shedding light on the challenges and opportunities to improve the educational system.
(unesdoc.unesco.org)

Reform of the Education System, a National Priority under the Impulsion of HM King Mohammed VI
An article detailing Morocco's efforts to reform its education system, focusing on the priorities set by King Mohammed VI.
(mapnews.ma)

Human Rights Education in Morocco
A study on the integration of human rights values in the Moroccan education system, emphasizing the importance of education for democracy and human rights.
(journals.openedition.org)

Education and Culture at the Heart of the Struggle for Democracy in Morocco
A reflection on the central role of education and culture in strengthening democracy in Morocco, amid political and social challenges.
(lapenseeetleshommes.be)

These resources provide an in-depth perspective on the social goals of education in Morocco and the efforts being made to achieve them.