The Teaching Profession in Crisis Noureddine Boutahar

The teaching profession today stands at a precarious crossroads—its voice diminished, its  

stature eroded, its burdens quietly multiplied. In Morocco, as elsewhere, the figure of the teacher—once held in near-sacred regard as a custodian of knowledge and a shaper of destinies—has gradually been pushed to the margins, caught in the undertow of shifting values, fragile governance, and a troubling deficit of both material and moral recognition.

This erosion did not occur overnight. It is the slow sedimentation of years of imbalance. The classical image of the teacher rested on a stable triad: the trust of the family, the authority of the institution, and the protection of the state. Today, that equilibrium has fractured. Pedagogical discourses that rightly sought to center the learner have, in practice, often hollowed out the teacher’s authority. At the same time, the creeping language of managerialism has recast education in the vocabulary of the marketplace—where the student becomes a “client,” and the teacher, a cautious provider of services, navigating a terrain where initiative is stifled and missteps are costly.

In such a climate, trust has yielded to surveillance. The worth of the teacher is too often reduced to metrics, reports, and administrative compliance, rather than the quiet, transformative impact he or she imprints on young minds. Creativity withers under this weight, replaced by a pedagogy of survival—measured not in inspiration, but in the ability to endure.

Material conditions only deepen the strain. Education continues to be treated less as an investment than as an expense to be contained. Modest salaries, scarce resources, and taxing conditions—particularly in rural and peripheral regions—have driven many capable educators to reconsider their vocation. This quiet exodus is not a failure of commitment, but a lucid response to a system that asks much and gives little.

Yet, at the heart of this crisis, something essential endures: the human bond between teacher and learner. It is this fragile, resilient thread that sustains the very meaning of education. When the teacher is worn down—mentally, emotionally, professionally—it is the learner, especially the most vulnerable, who bears the cost.

To restore dignity to the profession is not merely a matter of policy; it is a moral imperative. It calls, on the one hand, for structural reforms that reaffirm the teacher’s authority, improve working conditions, and recognize education as a strategic investment. On the other, it demands a renewed professional consciousness—one that enables teachers to reclaim the depth of their mission while setting the boundaries necessary to preserve their humanity.

For in safeguarding the teacher, we safeguard the school; and in safeguarding the school, we secure the very fabric of society.

Saving Public Schools is Saving the Country. Noureddine Boutahar

Public education in Morocco has never been just a place to teach reading and writing; it is the collective memory and the true factory of the nation’s elites. Yet, through years of failed government policies, it has been deliberately maligned and painted as a corpse waiting to be buried—so that the gates of privatization can swing wide open. It is grossly unfair to reduce public schools to a story of failure. These very schools produced the doctors who filled our hospitals, the engineers who designed dams and roads, and the professionals who ran our institutions. They raised Morocco’s name high in international competitions. From their classrooms came the golden generation that built the foundations of an independent state, and their graduates compete in the world’s top universities. How can any government, with a straight face, deny this history and run away from these achievements?
The bitter truth is that successive governments never truly wanted to reform public education; they treated it like a guinea pig for half-baked experiments driven by partisan and electoral interests. Take the so-called “Arabization” policy: a hasty decision, only half-baked—Arabic in primary and secondary, but French still ruling higher education. The result? A deliberate exclusion of poor children, while the wealthy secured their future in private schools and foreign missions. As the proverb goes, “When elephants fight, it is the grass that suffers.”
And then came the notorious “Emergency Plan.” Billions were poured in, only to vanish into thin air. Nothing changed in classrooms, because planning was chaotic and decisions were made behind closed doors, far from the voices of teachers on the ground. Was this not organized chaos? Was this not a calculated demolition of the last bastion of social equality?
The latest brainchild of the government is the “Pioneer Schools” project  مدارس الريادة . The program promises to go back to basics, sharpening students’ skills in reading, writing, and arithmetic through methods like “Teaching at the Right Level” (TaRL). It also pledges ongoing teacher training, better school facilities, and stronger parental involvement.
Yet the scheme seems to have started off on the wrong foot. Just a couple of years in, teachers and parents already fear it is clipping the wings of top students merely to keep everyone on the same page. As a result, many families are flocking to private schools—a costly move at a time when household budgets are already stretched thin by soaring food prices.
Successive governments have pushed public schools to the back burner, even though they are the last line of defense for the poor against a system of privilege. Instead of protecting them, they colluded to weaken them—forcing struggling families into the arms of private education, piling debt on their shoulders. Call it what it is: a deliberate impoverishment of public education to fatten the private market.
What public schools need is not more empty talk, but political courage: to restore teachers’ dignity—long trampled underfoot—, to invest seriously in infrastructure, to modernize curricula with boldness, and to neutralize the power of the greedy lobbies that profit from failure. Otherwise, governments are not simply weakening education; they are burning the very bridges to the nation’s future. And as another proverb reminds us: “You reap what you sow.”

Ahmed Boukmakh, a Pioneer in Planting the Seeds of Enlightened Education Noureddine Boutahar

Given the current attacks on teachers, and at this critical moment for education, I have chosen to pause and reflect on a cornerstone of Moroccan heritage that has stood the test of time: the iconic Iqra’ schoolbook series, crafted by the esteemed educator Ahmed Boukmakh. I will begin by offering a glimpse into the historical backdrop of this remarkable series—one that weathered the tides of commercial textbook publishing—and then share brief summaries of a few of its enduring tales, along with the timeless moral lessons they impart.

Although many of today’s younger generations may not recognize his name, Ahmed Boukmakh remains a familiar figure to most Moroccans who attended public school in the early years following independence or during the 1970s. His journey led him from the worlds of theatre to the primary school classroom. There, he made lasting contributions, having laid some of the foundational stones of Morocco’s post-independence educational system.

Ahmed Boukmakh was born in Tangier in the 1920s, during the tumultuous period of the Rif War. His mother passed away when he was just eight years old—a tragedy that marked a difficult childhood. From a young age, he worked in his father’s store, which sold both groceries and consumer goods on one side, and books and novels on the other. It was in that unique space, balanced between labor and literature, that Boukmakh’s character was forged.

At the age of eighteen, he became an active member of the Shoura wa Listiqlal (Consultation and Independence) Party. His political involvement had unfortunate consequences: his father was later imprisoned in Rabat after colonial authorities found pro-independence banners in the family’s store. During that difficult time, young Ahmed found himself the de facto head of the household, tasked with caring for his younger siblings and managing the store.

His creative spark was lit even before the Iqra’ series, as he began writing plays in the 1940s. These early works are still referenced in the literary collections of the renowned scholar Abdullah Gannoun, who was Boukmakh’s mentor, teacher, and spiritual guide. Boukmakh’s plays, often performed at the historic Cervantes Theatre in Tangier—a beacon of translated works by Shakespeare and Molière—sought to instill patriotism and civic values in the youth and theatregoers.

After one of his friends was abducted, and as political tensions plagued the party he had joined, Boukmakh eventually chose to withdraw from political activism. His marriage around the same time gave him reason and space to focus on a new mission: writing and publishing educational books. With the invaluable guidance of the eminent Abdullah Gannoun, he embarked on a creative journey that culminated in the legendary Iqra’ series, skillfully weaving together narratives adapted or translated from the works of great international novelists from both East and West.

The idea was born out of a desire to provide Arabic-language textbooks that could be easily taught in primary school classrooms. At that time, nearly all available educational materials were in French—the language of the colonialist. The first edition of Iqra’, printed in 1954, became one of the earliest foundational texts for the primary education system in Tangier—and later across Morocco.

The Iqra’ series comprised five textbooks designed to be taught over five academic years. Upon completing the final volume, students would earn the highly regarded Shahada—a "Certificate Diploma" that often brought honor to families and even access to civil service jobs. Boukmakh later expanded the collection to include Fus’ha (Classical Arabic) in five volumes, as well as Arriyadiat (Mathematics) and Al-Qiraa Liljami’ (Reading for All), a literacy education series. These books combined captivating stories with vivid illustrations and images to stimulate student curiosity and strengthen their visual memory. He collaborated with leading Moroccan artists such as painter Ahmed Chabaa and caricaturist Ahmed Chentouf.

Boukmakh's writing was defined by short, impactful sentences and a concise style. This directness made his schoolbooks perfect for young learners. He knew that to speak to a child’s mind, you don’t knock on the door—you slip in through the window. His language was simple but never shallow. With a few well-chosen words, he managed to light up young imaginations while slipping in a moral or two when no one was looking.

Although his textbooks were gradually phased out in the early 1980s and replaced with newer materials, editions of Iqra’ continued to be reprinted until 2013—and perhaps even today—for use in literacy programs.

We owe a great deal to the stories from these books—stories that students from the ’60s, ’70s, and ’80s still remember as though they learned them just yesterday. Boukmakh’s work helped shape what many now nostalgically call the "golden generation" of Moroccan education. The writings of the late teacher Ahmed Boukmakh emerged at a significant turning point in Morocco’s history: the transition from colonial rule to national independence. His texts consistently promoted values of citizenship, patriotism, respect, and ethical living. His stories were both moving and timeless.

Who among us doesn’t remember the cumulative tale of Uklat Albatatis (A Potato Dish)? It's a shining example of how the author understood the value of this storytelling form—a genre built on repetition that not only makes understanding and memorization easier, but also sharpens memory and encourages children to anticipate what comes next. Echoing classics like This Is the House That Jack Built and The Gingerbread Man, the rhythm of Boukmakh’s cumulative tales makes young readers or listeners feel clever and confident, as if they’re reading the storyteller’s mind.

Who among us can forget Hikmat Bustani (The Gardener’s Wisdom)—the tale of the elderly man, eighty years old, still planting date palms beneath the fiery sun? When the king, astonished, asked him, “Do you expect to eat from their fruits?” the gardener responded with the quiet conviction of a man committed to sustainability: “Others planted, and we ate; now we plant, so others may eat.”

Is there a more profound metaphor for generational honesty and responsibility? Have we ever truly stopped to think with such long-sightedness? To safeguard our nation’s treasures—its fertile land, its abundant seas, its vast and infinite skies—not just for today, but for generations to come? To sow trees in the earth, fish in the waters, and dreams in the heavens—dreams powered by science, technology, and innovation?

And who could forget Allah Yarana (God Is Watching Us)—the story of the thief who, under the cloak of night, climbs into a vineyard with his young son to steal grapes? “If you see anyone,” the father warns, “whistle, so I can hide.” As he begins picking the fruit, the boy lets out a piercing whistle. Alarmed, the man jumps down, only to find no one in sight. “Why did you whistle?” he demands. “Did someone see me?” The boy answers, simply and succinctly: “Yes—God, who sees everything.” A heavy quiet descends upon the father, then repentance.

A story as clear as a whistle, sounding through time—a reminder, then and now, to those entrusted with public duty: serve with integrity. Do not loot the nation’s coffers; do not squirrel away fortunes in local and faraway banks. For even in the depths of our withdrawal, God sees all.

Assarrar wa Namla (“The Cricket and the Ant”) is the kind of story that cannot fade into the mist of forgetfulness. In this parable, a carefree cricket fritters away the golden days of summer, strumming his tune and dancing in the sun, while the diligent ant toils from dawn to dusk, stockpiling grain for the lean months ahead. When winter's chill finally bites, the ant sits snug in her burrow with a full larder, while the cricket, cold and famished, comes knocking. But the ant, unmoved by his plight, reminds him that he sang through the harvest—so now, perhaps, he should dance to keep warm. The story delivers its lesson with a sting in the tail: that hard work and foresight are the keys to weathering life's inevitable storms.

And more and more stories of this kind—those that teach and enlighten without preaching—are urgently needed today. They etch values and morals into young minds, gently but firmly. As the old saying goes, “Youthful learning is etched in the mind like stone.” These stories do more than entertain; they shape character, cultivate empathy, and sow the seeds of wisdom early—and etch them deep within young hearts.

Today’s Iqra’ generation—once the rightful heirs of a golden age of learning—now looks with a lump in its throat at what so often passes for education. What was once a sumptuous banquet of stories, rich in meaning and morals, has dwindled into bland fare: lessons stripped of depth, starved of spirit. In days gone by, it was those stories—and the steady, watchful presence of conscientious parents—that shaped young minds. They raised us with the wisdom of old and guided us onto the straight and narrow from our earliest days. So much so that, at the mere sight of a teacher approaching from afar, we would instinctively snap to attention, stifle our laughter behind cupped hands, and freeze mid-play—as though time itself held its breath in their presence. Yes, we feared them—but not with dread. It was a reverent awe, the kind that made our hearts swell when a teacher gently patted our heads, whether in praise or quiet affection. It was both a crown and a blessing.

 

 

In Defence of Teachers Noureddine Boutahar

In recent times, an unsettling trend has emerged, casting a shadow upon the noble profession of teaching and eroding the integrity of educators. Detractors paint a portrait of teachers as indolent, indifferent, and driven solely by financial motives. These allegations not only lack merit but are also a distortion of reality.

Teachers, like guardians of an educational sanctum, strive for dignity, justice, and equality. Their mission transcends the boundaries of a classroom, reaching towards a vision of a Moroccan society where public schools stand as bastions of quality education and equal opportunities for all.

Teachers, akin to luminaries guiding the path from ignorance to enlightenment, go beyond the mere dissemination of facts. They toil tirelessly to nurture critical thinking and creativity in their students, sowing the seeds of ethical values grounded in justice and responsibility.

Beyond the classroom, teachers are architects of societal and economic progress. They not only elevate the standard of education and prepare students for the challenges of the job market but also actively participate in sculpting a generation of innovative and educated youth, poised to drive economic development.

Teachers, serving as exemplars of outstanding citizenship, distinguish themselves through remarkable ethical conduct. They stand out as individuals demonstrating an unparalleled commitment to integrity and are among those least prone to corruption. Not only do teachers exhibit unblemished moral character, but they are also among the least likely to engage in tax evasions. Furthermore, their steadfast adherence to legal norms surpasses that of the general populace with respect to laws and rules. By embodying these virtues, teachers go beyond the mere transmission of knowledge, becoming pillars of ethical strength that fortify the very foundation of a just and law-abiding community. 

Regrettably, in our society, teachers find themselves unfairly caricatured, labeled as miserly individuals fixated solely on strikes, protests, and salary increments. Yet, it is these very educators who have earned prestigious awards for excellence in teaching on the global stage. Their dedication surpasses the superficial criticisms, reflecting a commitment to shaping not only the minds of students but also the future of our nation.

Today's ongoing teacher strikes are indicative of enduring frustration and a loss of confidence in the ineffective and failing reforms, much like those of 1985 and 2003. Today, these educators are not asking for opulence; rather, they seek fair compensation to execute their responsibilities with utmost effectiveness. Their plea centers around securing reasonable working conditions, providing the fertile ground necessary for the cultivation of their noble profession.

In the lively dance of education, teachers are the choreographers, twirling through criticism with grace. Let's give a standing ovation to these maestros of inspiration, orchestrating a future filled with boundless potential!

 

Secrets to Educational Triumph! Noureddine Boutahar

In my exploration of successful education systems across the globe, encompassing countries like Finland, Singapore, Germany, and Iceland, a consistent theme emerges: success isn't just a happy accident; it's the result of deliberate and strategic brilliance. These nations have artfully crafted a mosaic of practices and values, working in perfect harmony to yield extraordinary educational achievements.

A cornerstone of these successful systems is the emphasis on having high-quality educators. Teachers within these systems typically come from esteemed colleges and universities, a deliberate choice aimed at ensuring a sustained high standard of pedagogical expertise. Recognizing the pivotal role educators play, these successful systems go the extra mile to ensure fair compensation, acknowledging the significant contribution teachers make in shaping the future generation.

Moreover, these cultures place an undeniably significant value on education, recognizing it not merely as a means to personal development but as a crucial tool for broader economic advancement. This societal mindset fosters a deep-seated commitment to the pursuit of educational excellence.

In these systems, equality stands as a guiding principle, with nearly all students attending public schools, effectively minimizing the disparities that often characterize the schism between private and public education. Complementing this commitment to equality are the deliberately small class sizes, averaging around 20 students. Furthermore, up to three teachers may be present in a class, with one dedicated specifically to assisting struggling students, thereby providing personalized support.

An additional testament to the commitment to nurturing relationships is the prolonged interaction between teachers and students. Teachers often remain with the same group of students for up to five years, ensuring a sense of continuity and familiarity. This extended relationship allows teachers to intimately understand the strengths and weaknesses of each student, contributing to a more tailored and effective learning experience.

Formal education in these countries takes a departure from conventional practices by commencing at the age of seven. This intentional delay allows ample time for play and exploration during a child's formative years, recognizing the importance of holistic development beyond academic pursuits.

Another distinctive feature is the limited emphasis on testing, with formal exams deferred until the age of 16. This aligns with a pivotal juncture where students undergo assessments to guide their career or college choices. This intentional approach alleviates the pressure of testing, providing students with the freedom to develop holistically without the burden of excessive assessments.

The well-designed and balanced daily schedules in these systems, extending from 8:00 to 14:30 with a 30-minute lunch break, lay the foundation for an optimal learning environment. Firstly, they promote active involvement in extracurricular activities and the pursuit of personal interests, contributing to a more comprehensive and enriching educational experience. Secondly, by preventing students from spending the entire day at school, the schedules mitigate the risk of developing a disdain for the learning environment, preventing it from turning into a snoozy, prison-like scene that nobody wants to be in.

Streamlining education programs and curricula is a hallmark of these successful systems. By concentrating on essential subjects, knowledge, and skills while minimizing unnecessary complexities and workload for students, these systems guarantee a well-rounded and meaningful education.

Last but not least, the commitment to state support for teachers in these successful systems is palpable through various initiatives that ensure favorable working conditions. For instance, comprehensive professional development programs are offered to educators, equipping them with the latest teaching methodologies and tools. Additionally, the provision of modern classroom resources, such as interactive technology and up-to-date textbooks, exemplifies the dedication to supplying teachers with the necessary materials to facilitate effective learning environments.

In stark contrast to our education systems that commodify and devalue teachers, successful and ideal educational systems recognize the profound significance of quality educators, equal opportunities, and a holistic approach to student development. Without these key elements, our dream of a successful and nurturing educational environment for the future is just a whimsical fantasy. Without genuine reform, we will persist in passing the blame like a game of hot potato, tossing responsibility between us until the day when everything inevitably crumbles!

Desperate and Angry, Moroccan Teachers React: Noureddine Boutahar

Poor students! They are trapped in an oscillation, back and forth like a pendulum between home and school. This daily commute has become a routine part of their life all due to the justified strikes by their teachers. These strikes are a result of the pigheaded Education Minister's misguided devotion to his failing Fundamental System, treating it like a treasured relic. 

In response, teachers have decided to go on strike to voice their complaints after years of unparalleled patience and false façade peace. But why, you ask? Well, it's quite simple: The darn mountain put in all that effort, and what do we get? A measly, pathetic mouse, as the Arabic saying goes. 

Teachers have finally had their fill of the government's ingenious reforms in the educational system. The government, in its boundless wisdom, decided to take a bulldozer to the existing educational system. They went all out and tore it down completely with this baleful Fundamental System.

On the other side, educators, in their stubborn insistence on having a well-functioning system, have the audacity to demand better working conditions, fair pay, and resources for their students. Is it too much? Are they asking for the moon?

For decades, these educators have been making sacrifices they see as acts of dedication, willingly offering extra hours, extending their efforts beyond their job descriptions, assuming additional responsibilities to enhance their institutions, and even dipping into their personal resources to procure teaching materials, from pens and beyond. Unfortunately, those in positions of authority have misinterpreted these acts of commitment as signs of submission and vulnerability. The government took an inch for every mile the teachers gave it.

Initially, the Fundamental System was implemented discreetly and fell significantly short of teachers' expectations. It also entailed an increased workload for teachers, provided no salary raises, and introduced an extensive list of punitive measures that seem more fitting for dealing with bandits than dedicated educators! Moreover, it slapped teachers with a whopping 38 percent increase in income taxes. In addition, extra responsibilities were added to teachers' already demanding roles, making their workload even more overwhelming. Furthermore, the system made the already challenging path to career promotion even more torturous, to put it mildly. Lastly, and to add insult to injury, the system provided salary increases to administrators, while leaving teachers out in the cold!

This shows that our government has a very different vision for reform, one that avoids tackling the root issues and devising creative approaches to fix an education system in shambles. One such vision involves applying a fresh coat of paint, labeling it as 'reform,' and hoping that everyone will be fooled. The other is embracing an attitude dripping with arrogance, provocation, and intimidation instead of trying to put out the fire of a heated battle. Another one is unabashedly churning out one infuriating memorandum after another in record time, adding fuel to the blazing fire of discontent.

For surely, in the minister’s pursuit of his educational utopia, he decided to fly solo. This decision is set to cause a meteoric rise in discontent among the educators. The reckless wasting of invaluable instructional time will be elevated to an art form, and the utter ruination of the futures of those despairing students from humble backgrounds will be the crown jewel in Ben Moussa’s grand opus.

In conclusion, we can only hope for a collective awakening of conscience regarding the ongoing crisis in the Moroccan education system. It is crucial to prevent further damage to our own national interests. However, it is noteworthy that this is a pivotal moment for reform, and seizing this opportunity is very imperative. Failure to do so could have undesirable repercussions for generations to come.

The challenges Facing 9/4 Elections in Morocco Noureddine Boutahar

The king of Morocco Mohammed VI's intervention in his last speech to remind both

political parties and the voters of the purpose and spirit of elections is a clear and solid proof of the failure of our political parties and our system of education in the formation of ‘good’ Moroccan citizens. For decades now, both – parties and education – have been wasting taxpayer money and time without achieving the desired results. So, here we are again, preparing to start from scratch, with the big question in mind, “can we make it this time?”
I, personally, don’t think so because of the poor educational and cultural level of the people who vote. Bear in mind that the well-educated, the elite class, and the intelligentsia do not usually make it to the polls. So, the remaining poor and less educated who cast their ballots are prone to be deceived, cheated, or even bought because they often lack the protection and power of good education and knowledge to save them from the trickery and intrigues of politicians to make the right and best choice in the election of their representatives.
It's noteworthy that this section of society includes two subdivisions: one population is completely and hopelessly illiterate and the other population is in unenviable semi-illiteracy. The semi-illiterate has received a low-quality education that has made it ‘neither fish nor fowl’. However, both are vulnerable politically and economically because they suffer from a basic knowledge deficit to improve their political awareness in areas like democracy and the workings of political institutions. This is because our Moroccan Makhzen (ruling elite) doesn’t want quality education for all as it is a dangerous force for change which puts its interests at stake. Sadly, a couple of ministers in this government recently blamed the Moroccan people – who are the real victims in our political system - for the problems we have at present instead of the real original obstacles.
The severest and most pressing of these obstacles is education. All the education reforms in this country since independence have been a flop and have produced the kind of people that policy makers and officials are blaming and complaining about. Our education system has hit the skids because there is no real, strong political will to reform it. Reforming it would hurt the advantages and interests of the ruling elite. Consequently, our schools are sending out into the world a generation of young men and women whose majority can ‘neither fly nor walk’ for themselves but who can only follow the crowd. It should be no surprise, then, that people are more selfish than ever before; that our moral standards are rock bottom; that foul language and swear words are filling our streets; that sword-wielding thugs are roaming our streets and raiding people’s homes; and that good manners and right conduct are things of the past. Therefore, it will come as no surprise to anyone that the 9/4 elections, under such circumstances, will fail to achieve their purpose and will fail to have the desired results.
The second contributor in this puzzle is the political parties themselves. They are in a real crisis and cannot activate the citizens or train the candidates. People have grown increasingly frustrated with them because they are too weak to tackle their own perennial internal party problems, let alone the country’s. The major factor that fritters away their credibility is their exaggerated and unrealistic promises in the run-up to the elections: These soon break and decay when they hit the brick wall of reality and Makhzen resistance. Also, people are fed up with political parties bickering and never ending battles. Many of our political parties waste their time - and ours - calling each other names instead of focusing on our priorities. In addition, political parties, admittedly, “base their political action and election program on an ideology”, however, many of our political parties do not have a unifying ideology or principles or ideals; they emerged or were made from a vacuum to serve individual or a group of individual interests.

Let’s not forget also that people are tired of seeing political parties who make it to power spend most of their time wooing the Makhzen and trying to please the deep state. They dare not initiate any kind of real reform or approach the big corruption files lest they get their fingers burned. And because there are too many political parties - more that 30 – means that no one party ever wins an outright majority, and the ‘winning’ one always needs the help of small parties who have their own interests and agendas. This way, the government always ends up with too many spokes in the wheel, which renders it inefficient and impotent to effect any fundamental reform.

In brief, I am steadfast in my belief that the outcome of the September 4th elections will not, once again, yield desired results because our education is bastardized and plagued by failed policies and shortsighted decisions. Our political parties are weak, disorganized, lack strong roots in society and fail to get the support of thinkers, theoreticians, and influential academicians. However, the main takeaway for me is that if the ruling elite do not get off their high horse and make necessary concessions, both political parties and education will remain mired in their problems, which is not in the interests of the country as a whole.

Teachers Give Life Noureddine Boutahar

There has been a scorched-earth campaign against teachers and public education in Morocco recently. Teacher-bashing has become a national pastime that selfish corporates have been encouraging and propagating to further hidden agendas and vested, narrow interests which are none but the privatization of the sector. In fact, blaming teachers for the failure of the Moroccan education is totally ridiculous and misplaced, and it is meant to distract us from the real causes and expedite the process of privatization.
There is not a dollop of truth to the accusation that teachers are responsible for all that ails our schools. Our education is sick because of top-down, corporate-driven, for-profit reforms. Even well-intentioned plans and projects of reform on the part of the governments have often been infected with proverbial wolves in sheep’s clothing that lurk for opportunities to wring out personal benefits. In addition to complicated corruption cases, there is the problem of privatization whose proponents are working at full throttle to take control of our national education. They spare no effort to persuade the public and policy makers that the nation’s public schools are failing - and teachers are to blame.
There is not even a modicum of truth in the allegation that teachers are responsible for the failure of our schools. Our education fails because our schools are ill-equipped, our teachers are poorly-trained, and our curricula are dull and irrelevant. For schools, most of them are really dilapidated, overcrowded, and lack appropriate equipment for both physical and educational needs – unless they call the hand-me-down scrap from China equipment. As regards teachers, they are the making of the system’s Universities and teacher training schools. So, if there is anyone to blame here, it is the system itself not the teacher-victim. Finally, our curricula have always been top-down scriptures that focus on quantity at the expense of quality. These curricula are meant to create semi-literate, malleable, and robotic citizens.
There is not a shred of truth in the claim that teachers are responsible for the deficiency of our educational system. Teachers have always gone above and beyond for their students. Many teachers routinely spend money out of their own pockets on photocopies and other supplies for their students. I know of teachers who bought clothes and school supplies for students. I know of others who painted their classrooms and fixed cracks and electrical plugs in their classrooms out of their own money. In addition, teaching not only takes a toll on teachers' pockets but also remains "the only profession where you steal supplies from home and take them to work". I think, no other professional can claim to have done so.
There is not a grain of truth in the incrimination of teachers as the cause of all Moroccan educational problems. Teaching is one of the most humane professions on earth and teachers are saints and heroes and paragons of virtue. They are the shoulder-to-cry-on for most students who bring not only their ignorance and different learning styles to school but also their fears, worries, and family struggles. Whenever there is a family problem, a death, or a tragedy, it is usually the teachers who discuss it with the children first. It is the teachers who brood them under their wings until they get over their difficult period. For this reason, teachers are obliged to know every one of their students’ names (more than a hundred each year), their learning styles, their unique personalities, their performance, their challenges etc. They play multi-faced roles including that of educators, disciplinarians, psychologists and psychiatrists, advisors, and much more.
There is not a particle of truth in the claim that teachers have it cushy. Teachers are often envied for long summer breaks and other holidays. However, there is more than meets the eye here: Teachers work 24/7 and juggle between different responsibilities. In fact, teachers work nights, days, and weekends sacrificing time with their family to correct mounds of papers, prepare lesson plans, make quizzes, tests, and exams, and do administrative work and so on. Also, teachers often have poor and disturbed sleep because they are haunted by the students they didn’t reach, the violent unruly kids they didn’t understand, and the lessons they taught wrong. In short, teachers are worn-out, over-worked, and underpaid but they keep on serving selflessly, patiently, and modestly.
There is not a seed of truth in the indictment of teachers as the root problem in education. The truth is there are great and bad teachers just as there are great and bad doctors, lawyers, politicians, businessmen and so on. So, it’s not fair to single out teachers and judge them with biased wrong standards when there is usually a bad apple in every bunch. It is undemocratic to condemn the majority with the sins of the minority. It is true that there are individuals who do not belong in education, who abuse their profession, and who misbehave, but these individuals should remain a strange anomaly and not the norm. Allowing such micro-fraction of bad teachers to cast a negative shadow on the rest is a grave injustice against this profession.
There is not an iota of truth to many of the accusations targeting teachers and public schools because they are mainly meant to manipulate public opinion to accept privatization as an antidote. However, it is worth mentioning that education is more than a right and much more than a service delivered to a consumer. Education is essential to life and nurtures the mind as food nurtures the body. So, handing it over to businessmen and foreign organizations puts the health (and mind) of Moroccan citizens in jeopardy and threatens the very existence of this country and its legacy. More to the point, teaching is the profession that makes all other professions and should be free, compulsory and accessible to everyone.
Yes, there is a jot of truth in the Minister of National Education’s statement that “good teachers are a rare commodity” because good teachers are lost in the chaos created by corruption, conspiracies, impunity, unaccountability, and other social ills that eat away at our society. There are great teachers, good teachers, and bad teachers as well. The latter have to be weeded out once the recruitment is fair and non-discriminatory, appropriate good training is afforded, working conditions are provided, salaries are raised to match teachers’ workload, and teachers are considered partners rather than adversaries.
To conclude, what we need, so far, is a radical paradigm shift in thinking about education including the way teachers are trained, treated and looked at. So, let’s start where the best performing education systems like Finland and Singapore started: high-quality pre-service and in-service training for teacher, deeply thoughtful relevant curricula, and quality teaching and learning materials. Let’s not commit such huge moral mistake of throwing our kids into the gaping mouths of businessmen because, “Democracy’s sacred mission is to protect and empower everyone equally by the provision of public resources, what we call the Public.” I rest my case.

The Moroccan Baccalaureate in French Section: Neocolonialism! Noureddine Boutahar

It is perfectly evident from the recent agreement between the Moroccan and French ministers of education to implement the 'Moroccan Baccalaureate in French Section' that top-down decisions is the rule governing education reforms in this country. It seems many of the de facto rulers of this country who pull the strings from behind the curtains push their own agendas and advance their interests with little or no regard at all of what Moroccan pupils need, want, or think.
The first question that sprang to mind when I heard the news was: who really needs the other, Morocco or France? French education is in a crisis and Moroccan officials are clutching at a drowning man to save them. French education system is not even among the top ten and “what’s taught in French classrooms is not particularly interesting or relevant to most pupils”. This means the French system is lagging behind major industrial countries and does not deserve to be a model for countries – like ours – wanting to build an educational system that will prepare young people for the challenges of a fast changing world. So, it’s not a surprise anymore that our system of education has gone awry. We have been betting on the wrong horse since ‘independence’, and it's high time we took off the blinders and looked for better working education systems that leave no student behind.
Having experienced both the Francophone and Anglophone systems, I think I am in a good enough position to judge the French system of education as a failing one. It is an elitist system whose objective “since Napoleon, has been about producing brilliant elite who will run the country, and to hell with the rest”. It is, in addition, a system too theory-oriented and rarely includes discovery and hands-on learning. Its survival, though, is insured only by the dependency of Francophone countries, and particularly ex-colonies. So, the establishment of the so-called ‘Moroccan Baccalaureate in French Section’ is yet another French tactic to ensure the supply and the flow of the best cadres from Morocco to France because of the fierce international competition to gain the brains of the world. On the other hand, the Francophone students who come back home are prospective securers and protectors of long-term French interests in Morocco. They will defend French interests, bring more soccer coaches, favor French companies, buy villas and chalets in France, spend their holidays and free time in France, and marry French blondes and so on.
Another reason in support of the claim that it is France that needs Morocco is that the Moroccan-French partnership has never been a win-win one. Economically, the scale of partnership has always favored the old colonizer. Politically, France has often straddled our national issues and causes. In the field of education, which is the main focus of this post, France has usually been the biggest winner – brain gain – though “they eat our salt and lead the assault” as recent events testify: At a time when the Moroccan and French ministers of education, Rachid Benmokhtar and Vincent Peillon were signing three agreements that would benefit France more than Morocco, the Ambassador of France in Washington was describing Morocco as a “mistress with whom we sleep every night and, though we are not particularly in love with her, must defend.”
Also, this Moroccan Baccalaureate in French Section will certainly discriminate against average and struggling students and students from economically and socially disadvantaged families. That is to say, French famous Grandes Ecoles doors will be shut to the 'ordinary' Moroccan students. And once successful students are divided between the private school and the French school, public school will then be a laughing stock and a shameful place to go to.
As a reminder to those who need to be reminded, a whole slew of newspaper and website articles, the World Bank, and the Royal speech of August 2013 all admitted that our educational system is in a state of catastrophic collapse and needs serious reforms. However, the Moroccan Baccalaureate in French Section is not a serious reform but a zero-sum game where Morocco loses and France wins. Worse still, it is an exacerbation of the crisis because it will discriminate against students from poor backgrounds and against national public school, and will strip our public school from the little remaining value it has left.
All in all, the best performing education systems worldwide are those that give priority to public rather than private or elite schools and those that take public opinion into account. Conversely, less performing systems perpetuate social differences through elitism, disregard public opinion, and practice top-down bureaucratic management. So, which of the two diverging roads do the new education bosses want to lead us down? Wait and see.

Massar: The Software that Broke our Education's Back Noureddine Boutahar

Students are taking to the streets in Morocco these days to demonstrate against Massar software because the proverbial little bird told them that it would hurt them more than help them. Although the Ministry of Education might have acted with good intentions to insure transparency and fairness in testing and grading, its untimely action has awakened a long dormant issue and truth: our education system is failing our students because of a myriad of reasons. This post, however, will cover only the ones which characterize teachers-ministry relationships and, consequently, affect the students and the teaching-learning process.

First, the teachers-ministry relationship has often been one of mutual suspicion and distrust. Both sides have been exchanging accusations for decades over the failure of our education system. Teachers have often pointed an accusing finger at the ministry and its bureaucrats and held them responsible for all the failures and disappointments of our education system. They have also criticized the department as ineffective and unproductive, spinning its wheel aimlessly. Teachers, on the other hand, have been stigmatized and labeled as instigators and education profiteers, and have been blamed for all the problems in education and for everything that goes wrong in schools. They, also, have too often been vilified and depicted as part of the problem instead of partners, experts, and authorities to be respected, consulted, and heard. This cat and mouse game is simply outrageous and has created an atmosphere of mistrust and has had devastating results and a serious negative impact on the teaching of Moroccan children.

Second, the above mentioned chronic, underground conflict is the outgrowth of the Ministry tightening its grip on all aspects of education. So, all the decisions have been made in a top-down fashion with almost no input from teachers who have and are still asking for an honest and open communication as well as a true partnership with the Ministry and other stakeholders. The Ministry, instead, practices the old Moroccan chauvinist saying of “ask for their advice, but never take it.” In fact, reports are regularly written by teachers about the appalling state of our education system and suggest reform strategies and options to improve educational outcomes. However, education officials – wise guys – usually take the propositions, if ever, with a grain of salt so as not to let the voice of hands-on men and women drown out or overpower their own. So, teachers have usually been the last ones to know of these superficial and limited patchwork reforms made at a ‘higher’ level.

Third, teachers have been, for decades, implementers of failed educational policies that they have had no hand or say in creating, and they are almost never partners in the policy development process. The deployment of Massar software a few weeks ago bears out on this claim. It came like a clap of thunder because neither the administrators nor the teachers nor the students were prepared for it. Certainly, the digital school management system will not hurt the students, but it has created a tense and uncomfortable atmosphere and roiled suspicion and fear because of the Ministry’s rashness and arbitrariness in introducing it. If it is natural for students to fear what they don’t know, it is not necessary for the Education Department to rush out the software until those it would affect get familiar and acquainted with it. It would have been better if the Ministry had piloted the software for enough time and allowed all the parties concerned to comment on it and make suggestions. The present version of the software has a few flaws that have to be fixed. These include – at this writing – things like a contradiction with ministerial memos in terms of the number of quizzes and tests and the overlooking of some subjects. So, what soured many is not the software itself, but the Ministry’s modus operandi.

Fourth, and I hope to be wrong on this one, our Makhzen – in general– often creates distractors to occupy people when it feels there is mounting dissatisfaction and/or frustration with substantive issues. Distracting people with side issues is a formula that never fails our de facto rulers (Makhzen). Most probably, Massar is one of these smoke screens used to hide the real and urgent need for a better and fundamental reform in education that involves all the stakeholders in the formulation of the purposes, ends, and means of our education. My last worry, though, is whether this software will survive and live up to the expectations of committed and dutiful teachers or it will suffer the fate of Gally Software, Genie, Programme d’Urgence, and others.

Last, but not least, is the frustrating bureaucracy which pervades every nook and cranny of this sector and hinders initiative, stifles creativity, and impedes innovation. I, myself, suffered the cudgel of bureaucracy time and again. A good – or maybe bad – example that still stands out in my mind happened back in 2006 when I dropped a project for my school that was to be funded by the UME and RELO for the simple reason that I could not cut through the meandering procedure of bureaucracy. Red-tape is not only frustrating and dissuading but also wastes so much time and energy and costs so much money.

To be able to make serious inroads into reforming our education system and into dealing with the current horrible situation, the Government and Education Department need to treat teachers, administrators, supervisors, and parents as true partners for the equal benefit of all. These partners contribution will make work lighter because, as Henry Ford said, “If everyone is moving forward together, then success takes care of itself.”