The Moroccan education system, dilemma of language and think-tanks: the challenges of social development for the North African country

Abstract

ABSTRACT This article looks at three fundamental issues pertaining to Morocco. Firstly, it discusses the current context of Moroccan education and its challenges. Secondly, as the language of instruction has today become a controversial subject in Morocco, this article aims to provide a critical review of the issue of language of instruction in Moroccan education. Finally, think-tanks and their contribution to shaping national development policies are critically discussed. The writing of this article was based mainly on up-to-date annual and regular reports, especially those published by the World Bank, United Nations, etc. Despite the fact that such efforts are being made to improve the Moroccan educational system, indicators show that Moroccan education is structurally weak, whether at the primary, secondary, or tertiary level. While the state has recently showed its strong support towards bolstering the status of the French language, it was argued that adopting the English language in Moroccan education is urgently needed. The article concludes with discussing that think-tanks and their contribution to shaping the national development policies remain poor in Morocco – this is due to the reluctance of the state to support scientific research, as well as lack of academic environment in Moroccan universities. The significance of this article boils down to the providing a critical review on issues still holding back the pace of development in Morocco, through up-to-date data and certain recommendations, most notably to the improving of such policies regarding the education system, the language of instruction, and the contribution of think-tanks towards national development.