Entrance:
Come our contribution this in the context of an approach some Anaasralojobh and debate the questions the value that you would have to put the theme: "Mnahjnaaltalimah .. between realism and theorizing .."; providing the Moroccan experience in Tgdidalmnhaj educational, according to developments and transformations community and knowledge of local and international modern. By offering the Moroccan experience, envisage further enrich educational Arabhalmgarna culture among educators actors, individuals and groups, and extending more bridges Altoaslwaltvaal Albin - Arabic in the field of leadership and decisive in the development of societies, much remains sidelined individual Viahtmamtna and political choices Assembly .
Therefore, we have adopted in Mqarepettnalhma topic on the following diagram methodology :
1 - Definition educational curriculum .
2 - Tkadimanasr Moroccan educational curriculum .
3 - Abstract and a general assessment .
summary and evaluation:
The new reform curricula Alterbahwaltkoan in Morocco, which was introduced gradually in various educational institutions and Altkoanmund 1999, is a quantum leap in the history of the Moroccan educational system, for Thdathtterbuya and value judgment and organizational compared to what prevailed before this new reform. But Rgmbed data and positive dynamics - especially at the level of theoretical foundation and script - Altakhalgaha This reform المنهاجي, and despite some efforts Altnzimiho Moroccan finance Altitbdelha state, it actually kind of level still Tatourah some Almauqatowalslbeat some of which can be summarized as follows:
Not cope adequate financial and Almadahualbharih for real reform and requirements (insufficient budget financial Alm_khasshlltalim, lack of frameworks and financial positions, weak and inadequate structures and quality formative Alvdhaouatalterboah ...)
Insufficient to cope and effective in terms of reform the continuous Altatirwaltkoan, and renewal of the configuration to education and training frameworks .
Not care Alkaviahibmoard human socially educational, administrative, where Almjhodatalsmh remains efforts in this field is not sufficient to the accumulation of problems and administrative Alassaobatallajtmaih afflicting education and training frameworks (taxi and Nzamaltaweidat, housing management, mobility, movement and appointments, conditions Almhennehaldakhalah ...).
Complexity of some data socio - cultural and economic environment Almasshaltalimah which adversely affect them, as there Ola Ge impact and influenced dialectical and mutually Banalmojtma and educational institution, making any educational reform, any reform of the curricula Alterboahertbt structurally and functionally rest reforms community other positive (political, social, economic , cultural ...).
In the latter, we think that Morocco educational tries as much as possible, although there are some obstacles, adapt and change with data Almarafahoagaymah and Almojtmaahaljdidh (local and global) imposed by several data and challenges new substantive, Kalhajhely update knowledge and moral and institutional and community in general, to raise challenges Altnumeihwaltkdm and national cohesion and meet the needs of community basic, and the ability to Djulgmar fierce global competition which has become imposed by the realities of globalization, Bzhvh Alaguetsadewalajtmai and value ... on Arab societies. We think, as is certain, that Albwabhalh to enter into a powerful nation, and the crane fundamental to the progress and development of this nation, is configuration Nzamalterbah, and educational curricula strong and effective community .
References:
1.-D 'Haint.L, 1983: Des fins au objectifs de l'éducation. Ed Labor, Bruxelles et fernaud Nathan, Paris.
2. Chain Science Education, Issue 4, 1990 .
3. The White Paper, the first part, the educational curriculum review committees Moroccan Talimalaptdaúa and lower secondary and qualifying, June 2002 .
التسميات
curricula