Day 2: Fast Moving Agents of Change!

This blog entry is a DOOZIE and contains everything we did and talked about today. It is endlessly fascinating but it will take some commitment! Sophia will be chiming in a little later with some big picture analysis and discussion about some of the issues that were raised today.

Today we began our morning with an absolutely fantastic breakfast spread. Fresh, crispy baguettes, cheese, butter,marmalade,  pastries, eggs, and endless coffee and tea were just what we needed to start the day.

Asumi, Veronika, Julia and Sameera enjoying breakfast.

There was an unfortunate mishap with our bus (it broke down) so instead we were picked up behind schedule in (I kid you not) a preschool bus. Complete with tiny seats, colorful puzzle piece floor decorations, and cartoon print curtains). It was absolutely hilarious to have that as our limo service for the day.

Crammed into the kiddie bus...and LOVING IT.

Once we got to the MoE, we got down to business and participated in a work session with the Director of Curriculum. The presentation was based on a powerpoint presentation that was in Arabic, presented in French, and translated to English by Rita and our translator. It was an incredibly interesting presentation that included a great deal of history about Moroccan education, that brought us up to present day and the role of the curriculum department and current Ministry of Education (MoE).  I will warn you right now that I found this absolutely fascinating as a former teacher, so my description will be exhaustive. If you just want the broader picture, please feel free to jump to Sophia's entry!

Schools in Morocco were created more than fourteen centuries ago, and archaeological research shows that arenas were used (much like those in Greece) for delivering education and exchanging ideas. These schools predate the arrival of the Arabs and Islam in Morocco. As new dynasties developed to govern the nation, there was a focus on creating schools, which were a place for training three specific groups: public employees who would govern the society, judges who would develop and enforce laws, and businessmen who would be in charge of commerce and trade. Another function of schools were necessary, was for military training. However these schools did not follow the same curriculum or have the same content as the previous three types of schools. When we visit Marakkech, we will see a large pool created a long time ago, that was used to train navigators in the old capital city.

When you look back at the history of Moroccan education and the legacy left by their ancestors, you can see a pattern emerge where education is based on three fundamental pillars: language, grammar (which used to be written in the form of poetry), and rhetorical practices (how we use and apply the language). The three pillars are present across the Arab world, which stretches from Morocco to southern Asia. These practices were developed based on the foundation of the Koranic texts, and were used to explain the Koran. They are found in the words of the Prophet and the practices left by Him. In the Islamic region, women and men are both encouraged and supported to learn. In ancient times they were taught in medicine, astronomy, and mathematics, which were used to bring the learner closer to God. The oldest university in the world, created in 1400, can be found in Fez. It is still in operation, and focuses on religious studies. Famous schoars lived throughout Morocco, including a large group in Marakkech, and were trained in divinity, philosophy, law, and medicine.

The Director of Curriculum, his assistant, and our stellar translator and team member, Rita!

We were running out of time, so unfortunately we had to jump about 500 years forward in history. In 2001, there was a major educational reform called the National Charter of Education. It was adopted by national concensus and defined the major roles of education, which were called Levers of Change. We focused on the Lever that discussed the development of academic programs. There are different mechanisms for developing academic programs, and the problems faced by Morocco are common accross the region. The soure of these issues can be found in the history of Morocco, especially the following event. In 1830, Morocco was defeated by France and created a psychological shock for the intellectual elite of Morocco. They had archaic weapons and found that they were at a great technological disadvantage. After this battle, Morocco turned inward, and closed off much of the world. Current problems related to curriculum development can mostly be categorized into seven* areas:

1. Choice of Content: How should content be defined? On what foundations should it be built? Should it be one that promotes Moroccan or Islamic identity, or should it be content that is open to globalization and the rest of the world?

2. Language of Instruction: There has been a historical delay in the recognition of different languages that are used to teach (Arabic, French, Tamazight, etc). Should education be presented only in Arabic, or should schools use the language of the previous colonizers, French?

3. Values Promotion: What values should be promoted? Islamic? Internationally decided upon rights (of children, women, etc)? Cultural?

4. Democratization of Schooling: How can school be made available for everyone? Should there be a focus on mass learning (with probable decreases in quality) or should focus be on presenting quality education for a certain group of students? The cost of education is relatively high in Morocco, so it is necessary to find better ways of financing schools. Currently, one quarter of the government budget is dedicated to education, but there are still many students without access to schools, and schools that are attended may be of poor quality. How can schools be made a sustainable institution? This effects curriculum development.

*Sadly we only got to hear about the first four...

The National Charter, defined different ways to work on curriculum development, and tried to address the important questions outlined above. After the charter was adopted, different commissions were created that represented different ways of thought (including religious, scientific, etc) with different types of people subscribing to them. These different ways of thought were incorporated into the manuals outlining current standards for learning, including the content that should be covered for each cycle of schooling, how much time should be devoted to different subjects and skills, how learning should be evaluated, and the materials and training necessary to present lessons effectively in the classroom. This is the first time in Moroccan history that standards/books/manuals are created by and for Moroccans. In the past, much of the curriculum was determined by the French, but now it is Moroccan only which is (rightfully) a great source of pride for the the MoE.

After the adoption of the programs in 2001, a program of textbook creation and evaluation began. Previously, there was one textbook per subject, per grade, that was adopted at the national level. The MoE began to question if this was the most effective way to present materials, or if it was restricting educational growth. They interviewed multiple stakeholders (teachers, students, community officials, school leaders, etc) and the consensus was that having only one book for every Moroccan classroom restricts the pedagogy and progression of learning on a national level. Sometimes the same curriculum needs to be applied in different ways in order to allow regions to present more contextual learning that is applicable for their students. This is made possible by a yearly competition to create new textbooks. Producers are given 12 months to create textbooks that follow specific curriculum content guidelines for one grade level of one subject. After the twelve month period is over, an ad hoc commission evaluates the textbooks and each year 2-5 textbooks are chosen and receive accreditation before being printed. The goal of this strategy is to provide districts the ability to mould common national curriculum to meet the needs to local populations (ie- in rural areas, there may be different situational problems than those used in cities). There is a committee that forms a bank of "Learning by Doing Situations" and works with regional representatives to create locally applicable ways to present the national curriculum. Most textbooks have a lifespan of roughly three years, but there is an option to extend this period if a textbook is found to be effective.

The MoE's curriculum department is in charge of planning curriculum from preschool to graduation, and two years after that. The structure of schools is split into preschool, primary school, secondary school (covering American middle school and high school. Then there is a two-year preparation program, which basically culminates in a technical associate’s degree. This is an intensive scientific preparatory program that prepares you to complete the entry examination for  well known engineering schools. The curriculum department is in charge of creating and influencing the content that will be studied at all levels, the methods that will be used to teach, and all materials that go with classroom instruction (books, computers, labs, etc). They are also in charge of developing training for teachers, and confirming accreditation of the diplomas granted by secondary schools.

The role of the curriculum department is outlined in a text that defines exactly which areas the department is in charge of, and areas where their input is needed. They are involved in the development of various action plans, and determining the skills that students are expected to learn by the end of each education cycle. They participate (along with others in the MoE and society) in the development of academic programs that define what should be taught in the classroom, and how education will develop important skills in students. Constant evaluation of the programs allows the curriculum department to course correct and change the curriculum to meet the needs of students. They are also tasked with organizing textbooks and all related materials. Textbooks are a central tool in the learning process and all schools (both public and private) use books following the same curriculum. Secondary missions of the curriculum department include: participation in strategic planning for teacher training, supervision and research related to academic programs and their content, and defining ways to measure the quality of learning.

Deep in thought, scribbling ferocious notes

During and after the presentation, we were able to ask some of the pressing questions we brought with us to Morocco and discuss some really important issues facing the education system here. Sophia started by asking an interesting question about how Morocco incorporates the Koran and Islam into classrooms. Each week, students take a subject called Islamic Studies that instructs them on the history of the religion. Students who are not Muslim (for example there is a relatively large Jewish population) are exempt from this class in public schools. Islamic values are also present in civics classrooms.

Another question addressed the issue of language policy in Moroccan classrooms, which was the subject of much pre-trip research and discussion. There is much disagreement about what the main language of instruction should be, whether French or Arabic. Tamazight, a traditional Berber language spoken by roughly 40% of the Moroccan population with high concentration in rural areas, was only recently recognized as a third national language (more on this later), and the country is struggling to figure how this should be incorporated into the educational system. Debate has been sparked (partially by us, haha) about what role Tamazight should have in classrooms. The director talked about how the current language policy issues were really started during French colonization. There were two types of elites in Morocco at that time: those who spoke French and were educated in France, and those who spoke Arabic and were educated in countries like Iraq. One of the first policies put in place after the French left, was the Arabization of the curriculum. Parents did, however, have the choice to put their children in schools that had not participated in Arabization (and therefore spoke French).

It is now the role of the ministry and national population to determine if they would like students to be trained in only one language, and if so, what language. French is commonly spoken and Spanish could be another option as Spain is very close to Morocco. Many higher education institutions provide instruction at least partially in English, and some provide all instruction in English. English is introduced at a basic level in secondary schools, which gives students the ability to develop the foundational skills necessary to succeed. Recent policy dictates that Tamazight should be introduced at the primary level nationally; however there is a shortage of trained teachers and currently coverage is at roughly 15%.

The 2001 National Charter stated that children from Tamazight regions, or those who speak only Tamazight, should be put in schools with a transitional language program that begins with the first year of instruction in Tamazight before slowly introducing them to Arabic (which is the language of instruction for primary school). The King decided to create an institute to study Tamazight called IRCAM. They examined the three Berber languages (Tamazight, Tashelit/Tasoussit, Tarafit) and standardized all three into the current Tamazight language (including the creation of a standard common alphabet). This was what was to be incorporated into the curriculum. New manuals and guides were created, and teacher training was employed. 98% of Moroccans recognized Tamazight as an official language of Morocco and voted it in as part of the new constitution in 2011. The difficulty is how to incorporate it into the education system, and what the timing should be for Tamazight introduction. There are many challenges to increasing implementation of Tamazight in classrooms, included increased budgeting, material development, and teacher training. Regions are tasked with recruiting teachers who are trained in the language and can implement it in class. A major struggle with the combined language is that although it borrows from each of the Berber languages, it has many differences that make it difficult for teachers to adequately present it and teach students. In many ways it is like a student having to learn a whole other language that is similar but not the same as their native tongue. Much like we discussed yesterday, the policy is in place but the problem is putting it into practice and making it operational. It is also important that decisions are made regarding the impact, drawbacks, and advantages of introducing three different alphabets at a young age (each language has its own alphabet). There are many questions that still need to be addressed before policy will be changed and practice will truly reflect these changes.

Unfortunately, our first meeting ran over-time and we had to reschedule our work session with the Director of Quality. Fortunately, the morning was incredibly interesting so it was hard to feel sad.

After a short discussion about schedule changes and research that we completed, we boarded our preschool bus and headed downtown to grab a DELICIOUS couscous lunch. We got so full gorging on the fluffiest and tastiest couscous I've ever had. We also had the opportunity to drink a tall glass of buttermilk, which was........interesting. Not something I want to consume every day or really even ever again (unless it is baked into a delicious biscuit or pancake or Mark's fried chicken). 

Gaaah, so good! Couscous with beef, chickpeas, potatoes, pumpkin, carrots, squash and other tasty goodness.

A short ride on the preschool bus later we found ourselves at a meeting with the Director of Staff Training in the Department of Human Resources. Before the meeting started we had the opportunity to look through some of the English textbooks that we were provided by the curriculum department. They were AMAZING. Seriously, so good. They covered really diverse topics that were applicable to the real world and interesting for students. I was very impressed.  During the meeting, Rita had her work cut out for her as the director delivered long soliloquies in French before she was allowed to translate to the Harvard students whose eyes had now glazed over.

This division of the ministry is in charge of training not just teachers, but also ministry staff, principals, trainers, and project managers. We met with them to learn about the department's mission. They are involved in three different levels of staff training: pre-service or foundation training, in-service or continuing training, and pedagogical research. The system employs about 300,000 teachers, roughly 140,000 of whom teach primary school and about 70,000 more who teach secondary school (which, as we stated yesterday, covers both middle school and high school). Most of the people who start as teachers in Morocco have the potential for upward mobility and can become managers, principals, or trainers. This department focuses on the goal of increasing/reinforcing the competencies of personnel and staff, as stated in the strategic plan.

The reform started by aligning student needs with international standards (based off of the European standards). Current practice is to provide training through universities, but also provide in-service training as well. There are two main goals:

1. Providing new structure for teacher training (creating more high schools for teacher training that are linked directly to universities).

2. Creating a link between the regional and provincial centers for primary teachers so that there is a more uniform training for teachers throughout Morocco.

Universities use high schools for teacher training to initiate potential teachers to the job, and then the students continue learning how to become a teacher post-baccalaureate. For primary teaching, you must complete three years after graduating high school (earning a bachelor's degree). For secondary teaching, you must do at least five years (earn a master's degree).

On new initiative for pre-service training, is to exchange the initial training for qualifying training, which is practical and theoretical. You learn on-site and at the university, so there is field experience involved as well as student teaching. New pedagogy had to be developed in order to implement the updated strategies and methods for teaching. This office is in charge of developing the strategy, implementing it, and evaluating it. Professional development is administered by the sixteen regional offices. Each region elaborates the content (based on national standards) in order to best meet the needs of their region. They all work on a common national project as well.

The Director of Staff Training (in the middle) and his two associates with whom we spent most of the meeting.

I was very interested in the process used to assign teachers their placements, and I was glad when Rita brought it up in the meeting. When teachers complete their degree, they are at the "mercy of the ministry" and are assigned to districts all over Morocco. Each year a teacher works, they earn points which can be used to "earn" the ability to transfer from one district to another. Beginning teachers are often placed in the areas considered less desirable, namely remote and/or rural placements left vacant by teachers transferring to the cities or closer to their families. Teachers may first submit requests to transfer after they have been teaching for three years at the primary level or five years at the secondary level, but they are not guaranteed the opportunity to switch placements. The Moroccan system is based on the French system, which was very centralized. The current movement is towards decentralization, but it will take time for human resources to catch up to it. In the future, local areas will be in charge of recruitment, training, and placement, which will alleviate this problem somewhat. It is also worth noting that this issue is common amongst helping professions and public service positions in Morocco, and doctors are also randomly assigned when they begin their careers.

Kana questioned the representatives regarding how technology is used during teacher training, especially for those stationed in rural areas. The ministry uses technology in different teacher training projects. One such project is GENI, which is a government-wide strategy that is used to introduce technology at two different levels: during teacher training (using technology to improve teaching) and integrating ICT into schools. Currently there is little focus at the national level on teacher training specifically targeted towards rural teachers. Some areas use long-distance teaching technology to implement teacher training.

Afi asked about whether teaching training includes retention strategies that could be used to keep students in school. The division does try to address student drop out by teaching strategies for psychological support of children at risk, but much of it depends on what the teacher actually does in class and is out of the MoE's hands. It is also hard to address all of the many reasons for students dropping out through teacher training, but the MoE is doing their best to support teachers and students and encourage them to remain in school. By this time we had to run off to catch a lovely, new little tram towards our next meeting with the Director of the Promotion of the Private Sector of the Education System in Morocco.

Rachel explaining all things Morocco to Veronika

The private education system in Morocco is present from preschool through graduation at traditional schools as well as technical schools. It first emerged in the 1920s, and developed more in the 1960s when it was institutionalized within the Moroccan political framework. Education provided through the private sector is considered acceptable on all levels. However, the private sector was/is never intended to replace the public sector, only serve as a complement to it and increase opportunities and choice among schools.

Private schools use the same curriculum (or supplemented curriculum) and prepares for the same diploma as public schools. There were 3,168 private schools serving 641,000 students in 2011. Within the National Charter, there is a regulatory chapter regarding private schools, cementing their position in the national education scheme. There are three ways in which the private sector is encouraged in Morocco: private schools currently in existence are held to a high standard and evaluated, new models for structure and management of private schools are created that help the sector move towards future goals, and providing proper regulation and monitoring of the private education sector.

Recently the law expanded to allow foreigners to create schools in Morocco, however the curriculum and pedagogy implemented in the schools should still be those mandated by the Moroccan government. The exception to the rule is the existence of schools such as the French or American school that is governed by an organization in the home country and awards that country's diploma. Through the free trade agreements, Americans can also invest in schools here.

Gearing up for an argument with the Director of the Private Sector in Education.

Sameera and Jane kicked off a really interesting discussion about teacher training and the possible future privatization of the Moroccan school system. Teacher training is different in private schools, where training is not compulsory like in public schools. Trainings are open to private school teachers, however, if they wish to seek them. Sometimes the MoE will also send representatives to train teachers on-site in private schools. On-site training is part of the MoE's commitment to providing support to the private sector. Separate projects are also developed to address specific needs and help struggling teachers meet standards.

As far as school privatization, the director views privatization of schools as an opportunity for parents and the ministry; it could greatly reduce the cost incurred by the government to provide students with education. Rita questioned whether attendance at private schools would simply be for families fleeing the public schools where quality is not the best. The director expressed his belief that families are not leaving because the quality of public schools displease them, but rather because they are offered more opportunities in private schools, including specialized instruction or extra-curricular activities. Since both public and private schools use the same curriculum, the difference is mainly in the areas of delivery, infrastructure, and extra services that are offered. One major motivating factor for families to put their students in private school is the fact that private schools provide transportation for students. Public transportation is only available in areas where the school is not near homes, including rural areas, and is not provided in major cities. Some NGOs provide transportation such as bicycles to students or buses to communities to help students get to schools.

Brian brought up the question of cost, both direct cost of tuition in the average private school and indirect costs of public schools for families. The director reported that private schools greatly vary in their cost, based on services provided and extracurricular activities. The cost will also depend on the reputation of the school. The success rate of the baccalaureate may be used as an informal indicator of how good the school is, however a project is currently in the works to develop a system that will look at various indicators of private schools and produce a national ranking. Costs associated with public schools are minimum, roughly equivalent to $1.50 per year per student. Uniforms and books are also an associated cost, which are sometimes covered in rural areas in hopes of attracting more kids and reducing drop outs.

I must say that this director, who also happened to be the oldest, seemed most concerned with saving face and seemed to have the most practiced answers that glossed over some of the problems. Every other person we have talked to has seemed extremely open, frank, and well versed in the problems that the system must address in order to succeed and improve in the future. We have had a REALLY good track record with ministry officials!

Local mosque at sunset.

We walked to the next building where our final meeting of the day was being held, and we were greeted by a huge group of representatives from the Division of Non-Formal Education. They employ 40 staff members and collaborate with many other departments.  One of their main projects is opening schools in rural and underserved areas, including literacy and mathematics as well as vocational training. A major challenge in the rural areas is losing students from school during the harvest season. Heritage program provides materials and transportation for students who aren't participating in formal education. Another program targets students who have recently dropped out of school in hopes of providing them with a short training that allows them to go back into formal education. Organizations involving multiple stakeholders are convened in different areas to identify the local problem causing drop-out and strategies to counteract it. Basic items associated with school (including clothing, supplies, and transportation are provided to students in need, as well). Counseling centers are also opened in schools in order to address psychological issues that may cause students to drop out.

The department was formed in 1998, so it is fairly new to Morocco. This was the first time that the country realized the huge number of students out of school. Though they had focused on democratizing formal schools, they had done little to implement non-formal education. They realized that they needed to provide students who had dropped out with multiple chances to reenter schools. There was a great deal of coverage in the news about the issue, but people cared much more about what was actually being done. There are lots of things that prevent students from being in school: social reasons, economic difficulty, psychological barriers, etc. In order to make a real impact, the division must work in the field, forming partnerships with different members of civil society and organizations that can help the government achieve the goals of non-formal education.

In the beginning, the department saw few results: only 30,000 students in second-chance schools even though the number of students dropping out of school each year was just growing. There were two different approaches that are being used to solve this problem: addressing it and preventing it. The preventive approach creates a second level of security, aiming to keep students in school. Each year, roughly 140,000 students drop out of Moroccan schools, this directly effects almost every classroom in the country. One strategy to address these high drop-out rates was through teachers, and the creation of a system where they were asked to watch students for signs of possible future drop out. Teachers are also supported at a pedagogical, school, and economic level so that they can incorporate these strategies into their classroom easily and effectively. The preventative approach must be combined with the curative program in order to truly be successful. When applied together, there is a much greater decrease in the number of students outside of school. The curative goal of the program was to bring students back into the formal education system. There is a program called Child-to-Child that encourages teachers and students to look for children who recently dropped out, or were never enrolled in school, and are asked to map these students in their community. Later in the year, this data is used to track children and target them for enrollment in the schools.

Meeting with the Department of Non-formal Edcuation...they were amazing!

Asumi asked the director how they leverage what local NGOs are doing to work more effectively towards getting students back in school, especially in rural areas. The director responded that in the 1990s, the number of non-govermental organizations increased greatly, which was of great benefit to the students. In the beginning, the MoE made use of these organizations because they had already developed deep bonds within communities and had greater access to the students in most need. A request for proposals is sent out on a local level, and organizations respond with their proposed projects. A commission is formed to determine which projects will be funded and put into place, ranging from formal school support to creation of second-chance schools. Budgetary restrictions are taken into consideration, and when projects are selected, the necessary contracts are signed and the project is implemented. Local people are hired and trained to implement the program, and their salaries are paid. The MoE pays trainers to go into the communities and provide the necessary training, textbooks, and materials. The Division of Non-Formal Education also takes care of organizing the re-enrollment of students in schools. In the situations described above, the NGOs working on the ground who have a symbolic contract with the local community usually get all of the credit, although the ministry plays an important role. The division works with over 300 other organizations or other departments within the ministry. This allows them to get deeper into communities and leverage resources. One example is the non-formal education department working with the Ministry of Youth to provide education and training to incarcerated children.

The MoE also supports students indirectly. Schedules are very flexible in the non-formal system, reducing friction within the community as students are able to work or take time off when it is required of them.  Instead of bringing children to a set school, the school is able to conform to meet the needs of the students and their communities. Families from marginalized communities that demonstrate financial need are also provided with support. Currently, the non-formal education department deals only with child literacy, and their programs focused solely on children. There is another department, located in the same building, which addresses adult illiteracy. A new program is being started that will provide education to parents and students at the same time in hopes of having a greater impact on drop-out.

Dropouts occur particularly during the transition to high school. This may be due to financial problems, safety concerns, or a myriad of other reasons. Rural girls are particularly at risk of drop out, as their parents don't send them to schools when the schools are far from their neighborhoods and their families are more likely to experience financial trouble. There are programs that provide transportation (such as bicycles) to students so that they may be more likely to go to school regardless of distance. Other programs provide food, scholarships, stipends, materials, etc in order to make schooling more attainable.

For most of us, the last session of the day was the best. A huge group (including women!) came out to represent the division and provided us with all sorts of materials to take home. We were shown a video (in English!) about non-formal education projects that they work on, given delicious cookies, and just really warmly welcomed. It was wonderful. We were also given incredible Moroccan tea, full of sugar at mint leaves, at nearly every meeting. Just when you were about to crash from the sugar high created by the last cup, they were there with another. SO GOOD. Also, very warm.

Rachel partaking in an offer of Moroccan tea at one of our meetings.

After our last meeting we headed over to the Goethe Institute where we had drinks, played some games, and ate a tasty dinner. Afterwards many headed out for a night on the town and five of us crammed in the back seat of Rita and Amine’s (her wonderful husband) car here we had our own mini dance party on the way home to blog, relax, and go to bed early. Tomorrow is going to be a slower day with a late morning, and we are all excited about that.

Candlelight dinner at the Goethe Institute.

I just want to say, from the bottom of all of our hearts, how thankful we are to have Rita as our guide. She has been endlessly gracious, always helpful, incredibly patient, and an absolute POWERHOUSE of a translator. I honestly cannot begin to imagine this trip without her, as it would have been impossible to have anywhere near as amazing of an adventure. WE LOVE YOU RITA!!! Its really too bad that there isn't a Brazilian and/or Jamaican version of you that could lead those trips as well. We got SO lucky.