Primary education in Morocco: Achievements and limits
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Abstract
The question of quality education has attracted critical debates not only in Morocco but the world over in the recent years. Several international surveys and meetings have been done and connected to it in order to comprehend possible dynamics with which it is strongly loaded. Despite the progress made in this field, the impact of measures implemented varies greatly from one country to the other. The perceived dysfunctions show that more avenues need to be explored in order to make a sector that is regarded as the first "nursery" for any human capital capable of tackling the challenges of secure and sustainable development more efficient. This article, however, presents some of Morocco's efforts in terms of quantity and quality at the basic education level. It uses data from a variety of sources, including the High Commission for Planning's reports, the Ministry of National Education's reports, and national and international surveys on student achievement. Mixed methods were used in the data collection while both qualitative and quantitative methods were employed in the data analysis. The main goal was to identify the disparities and fractures in Morocco's education policies, as well as the key dysfunctions that exist at this level.
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