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| National Charter for Education and Training (Morocco) | |
|---|---|
| Name | National Charter for Education and Training |
| Jurisdiction | Morocco |
| Date adopted | 1999 |
| Adopted by | Morocco |
| Initiated by | Mohammed VI |
| Status | adopted |
National Charter for Education and Training (Morocco) The National Charter for Education and Training was a policy framework launched in Morocco in 1999 to reform Ministry of National Education, reorganize curricula, and expand access to schools and vocational centers. It sought to align Moroccan institutions such as Al Akhawayn University, Université Mohammed V de Rabat, and technical institutes with labor-market needs exemplified by employers like OCP Group and international partners like UNESCO, World Bank, and European Union. The Charter became a reference point for policy debates involving actors such as Abderrahmane Youssoufi, Abdellatif Jouahri, and civil-society groups including Entraide Nationale.
The Charter emerged against a backdrop of demographic pressure from rapid population growth in regions like Casablanca-Settat and Rabat-Salé-Kénitra, persistent disparities between urban centers such as Casablanca and rural provinces like Chefchaouen, and public debates following events linked to figures like Abdelilah Benkirane and parties including Istiqlal Party, PJD, and Socialist Union of Popular Forces. Influences included international assessments by OECD, studies from Agence française de développement, and technical assistance from UNICEF and UNESCO pointing to low literacy rates compared to benchmarks in Tunisia, Algeria, and Mauritania. Political drivers involved the monarchy and institutions such as Royal Palace and ministries led by officials trained at ENA or alumni of Université Hassan II.
Drafting incorporated advisory input from entities like Consultative Council and international consultants from World Bank and UNICEF. Negotiations included representatives from trade unions such as Union marocaine du travail and employers like CGEM. The Charter was publicly presented during a national forum attended by members of parliament from House of Representatives and House of Councillors, and received royal assent linked to statements by King Hassan II's successor, Mohammed VI. The final text reflected recommendations from commissions including experts from Université Mohammed V, Al Akhawayn University, and international think tanks like Brookings Institution and Carnegie Endowment for International Peace.
Key aims included expanding basic schooling coverage in provinces like Tanger-Tétouan-Al Hoceïma, reducing regional disparities in places such as Fès-Meknès, modernizing teacher training institutions like Institut supérieur de l'éducation, and strengthening vocational training networks including OFPPT. Provisions promoted curricular reform referencing models from France and Spain, bilingual instruction dynamics involving Arabic and French in contexts like Rabat and Amazigh language recognition influenced by activists associated with Amazigh World Congress. The Charter proposed governance changes for agencies such as Ministry of Higher Education and partnerships with foreign universities like Université Paris I Panthéon-Sorbonne.
Implementation involved pilot programs in regions including Marrakesh-Safi and collaboration with multilateral funders like World Bank and African Development Bank. Structural actions included expansion of primary classrooms, certification reforms at institutions like INAP and retraining schemes linked to OCP Group employment pipelines. Successive cabinets under prime ministers such as Abdelillah Benkirane, Saadeddine Othmani, and Driss Jettou adopted complementary measures; legislative work involved committees within Parliament and administrative directives from the Ministry of National Education. International cooperation featured programs with European Union initiatives and technical assistance from UNESCO and UNICEF.
Evaluations by bodies like World Bank, UNICEF, and Moroccan audits noted gains in enrollment rates in provinces such as Souss-Massa and increased infrastructure investment in Guelmim-Oued Noun. Comparative studies by universities including Université Cadi Ayyad and research centers like Institut royal des études stratégiques documented mixed outcomes: improvements in retention, persistent disparities in rural areas such as Errachidia Province, and variable teacher quality in districts around Nador. International rankings considered by stakeholders included indicators compiled by UNESCO Institute for Statistics and assessments used by OECD.
Critiques came from unions like Union Marocaine du Travail and NGOs such as Association Marocaine de Protection de l'Enfance over slow implementation, funding allocations debated in sessions of Parliament, and perceived centralization favoring urban centers like Casablanca and Rabat. Scholars from Université Hassan II and activists linked to Amazigh World Congress challenged language-policy elements and the pace of Amazigh recognition. International commentators from Amnesty International and Human Rights Watch raised concerns about equity and access for marginalized communities in regions including Dakhla-Oued Ed-Dahab.
The Charter shaped later initiatives such as the National Education and Training Strategy 2015–2030 and influenced reforms under ministries collaborating with World Bank and European Union projects, affecting institutions like OFPPT and universities including Al Akhawayn University. Its framework informed debates in Parliament of Morocco and civil-society negotiations involving trade unions and employer federations like CGEM, and continues to be cited in policy documents produced by Ministry of National Education and analyses by Moroccan research centers such as Haut-Commissariat au Plan.
Category:Education in Morocco Category:1999 in Morocco