The Moroccan education system, dilemma of language and think-tanks
The challenges of social development for the North African country
Bibliographic Data
| ID | 3978967 |
|---|---|
| Authors | Omar Ben Haman (0000-0001-8593-9284, University of Tasmania, corresponding author) |
| Year | 2021 |
| Volume | 26 |
| Issue | 4 |
| Pages | 709-732 |
| Publication date | 2021-07-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of North African Studies (JOURNAL) |
| Journal identifiers | ISSN: 1362-9387 • E-ISSN: 1743-9345 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13629387.2019.1711061 |
| OpenAlex | W2998492612 |
| Language | EN |
| Citations received | 10 |
| References cited | 5 |
This article looks at three fundamental issues pertaining to Morocco. Firstly, it discusses the current context of Moroccan education and its challenges. Secondly, as the language of instruction has today become a controversial subject in Morocco, this article aims to provide a critical review of the issue of language of instruction in Moroccan education. Finally, think-tanks and their contribution to shaping national development policies are critically discussed. The writing of this article was based mainly on up-to-date annual and regular reports, especially those published by the World Bank, United Nations, etc. Despite the fact that such efforts are being made to improve the Moroccan educational system, indicators show that Moroccan education is structurally weak, whether at the primary, secondary, or tertiary level. While the state has recently showed its strong support towards bolstering the status of the French language, it was argued that adopting the English language in Moroccan education is urgently needed. The article concludes with discussing that think-tanks and their contribution to shaping the national development policies remain poor in Morocco – this is due to the reluctance of the state to support scientific research, as well as lack of academic environment in Moroccan universities. The significance of this article boils down to the providing a critical review on issues still holding back the pace of development in Morocco, through up-to-date data and certain recommendations, most notably to the improving of such policies regarding the education system, the language of instruction, and the contribution of think-tanks towards national development
Context (archaeology · Dilemma · Economic growth · Economics · Geography · Inclusion (mineral · Pace · Pedagogy · Political science · Public relations · Social science · Sociology · State (computer science · African Studies and Ethnography · Computer Science · Educational Methods and Analysis
The spread of English in Morocco
The Reality of Youth Unemployment and Unsuitable Development Models in the Global South
How Should the Cities Without Slums Programmes Be Viewed? A Critical Analysis of the Villes Sans Bidonvilles in Morocco
English-medium instruction (EMI) in Moroccan higher education
Parallax language planning and policy’ as a theory for navigating (con)(diver)gent interpretations of English Medium Instruction (EMI)
English as a subtle technology of distraction in postcolonial contexts
English medium instruction in Moroccan universities
Are Conditional Cash Transfer Programs the Answer to Social Inequalities in Rural Education? Insights from Morocco’s Tayssir Program
Women and intersectional barriers in social exclusion
Higher education in North Africa
| Citations per year | 2 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |