Stems curriculum educational Moroccan Mnmarjaah basic namely "National Charter for Education and Training", which is considered as "Dstortrbua" coincided him most vital forces in the country: the parties represented in parliament, trade unions most representative, some civil society groups, scientists, figures actor, contracting .. . The work "White Paper" for Education and Training on the conversation and scrutiny Mahtoyatalmithaq to crystallize the curriculum educational Moroccan, which stems from the educational philosophy of the Mithaqozlk to determine choices educational directed to review (and build) curricula and programs Alterbahwaltkoan, which stem from the following principles and objectives :
Adoption of the interactive relationship community Banalmadrsh, as a key driver of the school of social progress, and a factor of the merged human Awamlalanme .
And clarity of objectives and targets distant from Revising Alterbahwaltkoan curricula, which are reflected primarily in :
Contribute to the formation of independent personal and Mtwaznahumicfathh learner Moroccan, based on the knowledge of the same religion and language, the date of his homeland and Ttoratmojtmah .
Moroccan prepare the learner to represent and accommodate productions of human thought in and levels Mokhtfattmzarath, and to understand the shifts and evolution of human civilizations .
Prepare Almtalmamora to contribute to the achievement of national economic renaissance, scientific and technical, respond to Moroccan Hajatalmojtma and aspirations .
Evoke the most important during the thieves purely educational talk Fimrajah (and build) education and training curricula, the adoption of a holistic approach and integrated Traialtoazin between social and emotional dimension and dimension Olmharrata, and cognitive dimension, experimental Benbad and abstract, also take into account the relationship and facilitate interactive pedagogical Altencitaljmai .
Adoption of the principle of balance in education and training between the different types of knowledge, and Benmokhtlv methods of expression (intellectual, artistic, physical) and the various aspects of composition (theoretical, Ttabiqiamla ).
Adoption of the principle of coordination and integration in the selection of the contents of educational curricula, Tjaozmaat quantitative accumulation of knowledge and teaching materials .
Adoption Mbdaaltgdid Almstmarwalmlaema permanent platforms for education and training in accordance with the requirements of development Almarafewalmojtmaa .
The need to keep up with the basic configuration and continuous for all education and Altkoanlmttlebatt frameworks ongoing review of the educational curricula .
As school room Hakakieltersikh values Alokhalaqaho values of citizenship, human rights and exercise Alehiahaldemqratih (White Paper, 2002 ).
To develop and engineering these choices and principles Amafa curriculum educational Moroccan, was adopted education on values (values the Islamic faith, and the values of cultural identity, morality and cultural, and the values of citizenship, and the values of Hakoukalansan ...) and the adoption of Pedagogy competencies, Kebedagoggio modern and effective, to develop and Ttoiralkvaiat educational and formative, as well as education on the choice and decision-making. was also, from the regulatory perspective, the restructuring of the school year, and adoption Almdzuat system, education and decentralization, and bring about educational institutions and boards regional, regional and local education and training Dakhlmassat ...
التسميات
curricula