We are in the midst of education reform is very hands, which despite the passage of half a decimal allocated to it, most practitioners and observers in the field of education are still talking about a crisis in education at all levels, but there are those who smell the failure of the hotfix and is not yet complete (?) And it , we note that the history of reform in Morocco is the history of reforms par excellence! Almost shows reform even announce his failure to show another fix and raise attention is the number, but arrived panels successive periods of time "standard" between another fix! Is Moroccan society, this father Inameh large and fast?! Or is it the only, the specificities of structural and functional (of a political and ideological basis) may be static (?) that made the history of education in Morocco is the date and the failure of reforms? !
In this article we will try Tugod Am Historical Approach to the diagnosis of the most important reasons and obstacles that stand behind
The failure of reform / education reforms in Morocco (which stands in the future); in order to devote awareness of the need to overcome, and to explore educational system is more mature, quality and effectiveness, and develop education policy and a true citizen .
So, why fail to education reform in Morocco?
We will try to start racing in the display positions of each of the LLC. Makki Almrona * and d. Aldirij Mohamed **, because we believe that they do not name the most important causes of and obstacles to educational reforms in Morocco:
Give us a Mecca Almrona the causes and constraints of educational reform in Morocco in 1956 to 1964 as follows :
* Repair 56-63: The causes of failure: the low level of education because it (reform) had put forward not convinced by the officials, but he was not under the pressure of public opinion, which called for freeing the educational system of foreign domination and adapt to the realities and needs of the country has its own ...
* Repair 64-72: Almrona constraints due to financial pressures and reduce the pace of schooling, and stop Arabization of education, and purely gratuitous to stop it ...
* Repair 73-83: The reasons for failure: the decline in the growth of education due to economic factors pressing; decline bitter worms are internal to education in terms of funding and supervision, and processing; paralysis almost complete by the officials at the level of action and achievement, despite the clear sense of the need for radical reform of the educational system .
* 83-94 reform: the number of known problems associated with schooling and internal efficiency, and the languages of learning, and appropriate configuration to the needs of the operation. In general, determines the Almrona factors which she played the role of the disabled to the reforms of education in the application only Jtmai strong that you could not the means of state Msajrih, and in the economic factor, as well as the political build up the more raised the issues of localization and standardization, and the historical legacy of the structures and the structures inherited from the under protection, and that produced the phenomenon of bilingualism and cultural, as well as the administrative body ruled vertical relations .
Omaacanutormohamd Aldirij it determines the reasons for the failure of education reform (reform of 85) in: the imbalance in the balance of supply and demand problem of funding, poor form with the "planners" and the succession of the responsibility of the decision and the responsibility of its implementation, swing of the educational system between the two models (and possibly more) national model and the model inherited from the protection of this swing, which turns into a two-torn and conflict between the against the is of mostly for boss contradiction between heritage and modernity, or between traditional and contemporary, the absence of theory of totalitarianism as a result of the absence of form and the absence of theory and swing selections and frequency resolutions ... double bond scientific for reform and the absence of educational research ...
In addition to the reasons and constraints contained in both Mecca and Mohammed Almrona Aldirij we can add and look closely:
The dominance of the political and ideological on the pedagogical education and at the expense of knowledge of scientific and objective, not a democratic education level, but Khttiarat pedagogical and organizational and managerial and relational nature of backward and obstructing the vicinity of socio - cultural school, deteriorating conditions, but social and not economic for most men and women of education and learners alike (where public education is to teach the poor with distinction), not to subject education "to rationalize the future" (planning and direction and outlook in the medium term and long term), and not to link the educational planning schemes and other community according to the perspective of a comprehensive and systemic in the service of a community-based holistic and integrated rather than perspective fractional and Olqtaati to the community, lack of interest in enough dimensions of formative and framing and continuity and compatibility of the developments in science and new technology (as it is located in the hotfix based pedagogy skills where most of the teachers and trainers did not Eetmtheloa good curriculum new educational), not taking into account and how scientific the time dimension of the educational process - learning (cover time of the materials the school, the number of hours teachers' work burdensome, especially in the primary relationship time learning time-psychological, social and ecosystem of the learner, devoted Pedagogy of the quantum, and memory, especially vs. Assessment and examinations at the expense of pedagogy quality, creativity, and intelligence and efficiency - despite the adoption of pedagogy skills in speech education in the valley and located in another valley - not to thread the curriculum worsened at the same level or in the levels of subsequent, not to subject the reform of the studies, the initial trial and evaluation Before working on the circulation to all the national territory, not the final disposition of the question of choice of language for education in Morocco, according to the specificities of cultural and communicative national (still the dominance of foreign languages, especially in the higher levels where you play the language played a crucial role in the future of the learner and the country alike), the deterioration of and declining image of education in society in terms of value and function of social, economic and cultural rights (unemployment, high illiteracy and functional deterioration of social conditions for most workers to education ...) not the lack of real political will and full and bold from the state and especially on the financial level, where we note not meet the 5% increment annually in the education budget (as in the pillar 19 of the National Charter for Education and Training) according to our information, reduction of the positions of financial, voluntary departure ... while the education sector knows devoted significant funds and human resources and processing .. . because of the high number of school attendance regular and irregular, and the challenge of globalization and quality ...(? !)
At last we have the right to ask: Is education reform a new, crystallized in the National Charter for Education and Training, it can exceed all the reasons and obstacles that brewing in the flesh educational historic addition to the challenges of the present and the future, more complex? Although character similarities positive for the Charter of the text, but there is still a lot of pending problems, and from construction sites and the challenges ahead of us on the Mount of fact, when we got off to the deserts and valleys off to the field and applied practical. a lot ahead of us, not only at the level of the educational system, but also at the level of the rest of the systems and other community institutions (political, economic, cultural and spatial ...) so that education is an integral part of this whole community, interact with structurally and functionally, positively and negatively .
Do not reform and does not provide for the educational system, not including this reform, as well, the rest of the other community systems according to the principles of inclusive democracy and true citizenship (the top and base) and not democratic citizenship and demagogic slogans that are not suitable only for cheap political Asthtak ....
التسميات
education