La chronologie de la réforme éducative au Maroc dès l’Independence Jusqu’ Aujourd’hui: Bilan d’étapes et perspectives stratégiques

Abstract

Since Morocco has gained its Independence to the present day, its educational system has undergone several reforms to achieve high-quality education, but despite this calendar of changes taken and progress in this area, we have to make more efforts to achieve the desired goals. This study aims mainly at reviving the educational memory of the rising generations of educational and administrative professors, and those related to the educational field in general, by informing them of the various educational reforms that the Moroccan educational system has known since the era of independence to the present day and answers various questions related to its obstacles and future prospects. In this study, we have relied on two approaches: the first is the descriptive approach, which we have adopted prominently, because the nature of this subject obliges us to do so. It is a descriptive approach to the process of education reform in Morocco, firstly by introducing the most important concepts of this subject, describing them accurately, secondly by collecting, summarizing and classifying information and data related to it. The second approach we made use of is the historical one, which is defined in scientific research as: the method used to obtain certain data and facts, by looking at the information that have been recorded in the past periods, and revising and criticizing it impartially and objectively, to ensure its correctness and quality.

The importance of this approach lies in this study by addressing the stages of this reform in chronological order. This study has had a set of results, which we can summarize in: Highlighting the most important stages of educational reform according to their chronological sequence, identifying the most important obstacles to these reforms and identifying ways to overcome these imbalances, and perhaps the most important recommendation in my humble opinion lies in the fact that educational reform in Morocco requires us to make great efforts with the participation of all the active participants in society. In addition, it is necessary to involve teachers and administrators in every desired change, to raise the level of continuous training in all Moroccan institutions, and to provide the necessary financial resources.