The roadmap 2022-2026, developed by the Moroccan Ministry of Education, represents the framework for education reform in Morocco. This roadmap aims to achieve three main strategic objectives: increase by a third the number of students who master key academic knowledge, reduce the number of school dropouts by a third and improve student participation in extracurricular activities.
Here we will examine some key strategic choices adopted in the context of Moroccan schools, analyzing them through the prism of the recommendations of the Global Advisory Panel on Evidence in Education (GEEAP[1]). This panel, composed of globally recognized experts, positions itself as a source of innovation.
The mission of the GEEAP is to summarize the best and latest evidence on cost-effectiveness at scale, providing guidance for policymakers. Classifies educational policies and programs into categories ranging from “smart choices”highly cost-effective with a strong body of evidence, a “Bad Choice”which represent ineffective interventions in many past situations or are unprofitable[2].
Among the smart choices adopted in the 2022-2026 roadmap, two stand out. First of all, support teachers with structured pedagogy, which includes lesson plans, learning materials and ongoing support, has demonstrated its effectiveness in Kenya, Liberia and South Africa, particularly improving basic literacy and numeracy. Secondly, targeted instructions based on learning level, rather than at the school levelit has proven effective in contexts where variety in learning levels is important.
The operational implementation of these choices within the 2022-2026 roadmap involves the adoption of explicit teachinga strategy structured in sequential and integrated steps, as well as the approach to TARL (Teaching at the Right Level), grouping students based on their initial level of proficiency in reading and mathematics to address diagnosed deficiencies.
Another strategic choice considered a good investment, according to the panel’s recommendations, is the provision of quality pre-school education (for children aged 3 to 6). Researchers have highlighted the importance of early learning, and many countries are expanding coverage of early childhood education.
On the other hand, the GEEAP believes that some choices are considered imprudent investments, in particular:
- Invest in hardware such as laptops, tablets and standalone computers,
- The provision of only additional inputs, in the absence of addressing other issues, such as textbooks, additional teachers to reduce class sizes, school buildings, subsidies, libraries, etc.
These choices are criticized due to strong and repeated evidence demonstrating their ineffectiveness in many past situations or their lack of profitability. Studies conducted in various contexts have highlighted that simply using additional inputs, without improving their use, does not produce the expected results. Examples include textbooks in Kenya and Sierra Leone, teachers in Kenya and India, flip charts in Kenya, flexible scholarships in Gambia, Indonesia and Tanzania, salaries in Indonesia and libraries in India.
This analysis highlights the crucial importance of the cost-effectiveness approach in the education reform process in Morocco, thus offering valuable perspectives to guide decision makers in their strategic choices.
[1] Advisory Group on Global Education Evidence (GEEAP)
[2] Cost-effective approaches for 2023 to improve global learning – What does recent evidence tell us about “smart shopping” to improve learning in low- and middle-income countries? [K. Akyeampong, T. Andrabi, A. Banerjee, R. Banerji, S. Dynarski, R. Glennerster, S. Grantham-McGregor, K. Muralidharan, B. Piper, S. Ruto, J. Saavedra, S. Schmelkes, H. Yoshikawa]. London, Washington DC, New York. FCDO, World Bank, UNICEF and USAID.
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January 15, 2024 at 10:42 am
Edited January 15, 2024, 10:42 am
2024-01-15 09:42:00
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