The Moroccan Foreign Language Teaching experience cannot achieve its objectives in the absence of (i) a clear national policy as to the merits of such a teaching, (ii) an agreement of all stakeholders on the vision lying behind such a policy, and (iii) a teaching environment providing all the requirements for the success of such a policy.
The statement above highlights three focal points that must be satisfied before one can talk about a teaching experience that is capable of reaching its objectives. Hereafter are the reasons why I support this statement.
When the Finnish decided they wanted an effective and fulfilling educational system, they opted for CLEAR policies. These policies emphasized the role of the teacher as a guide and a role model, and the role of the student as an active participant in the teaching and learning processes. The results now speak for themselves; Finland’s experience is currently regarded as the world’s leading and most effective educational system.
If we are to gain any insights from the Finnish model, we should work on a general consensus over a policy that generates the dedication of all active actors towards the achievement of its goals. Depending on serendipity and the personal efforts of some teachers and schools would not yield the positive results we are longing for. Hence, the necessity for such a policy.
However, a general policy does not necessarily mean a unique and unified vision of how education should be, how teachers should teach, or how learners should learn. In fact, A general policy might be even more fruitful if teachers are given the chance to practice teaching according to their own teaching philosophies rather than following a set of fixed criteria and guidelines. This would give teachers more room for innovation and would eventually lead to a more independent and engaging teaching and learning experiences.
Understandably, such a shared vision requires the agreement of all stakeholders. Therefore, all our decision makers, teachers, parents and students alike must agree to take an active role in the implementation of such a policy. A “national policy” is not national unless all categories of stakeholders are involved in its drafting and, later on, implementation. We have been trying top-down policies for decades, and there is no doubt left for their uselessness.
The most problematic point however, is the third one. Providing a teaching environment that satisfies the needs of the students and their teachers is a real challenge. Nevertheless, it remains a compulsory condition for the success of such a policy. No success whatsoever will see the light unless the state is willing to invest in education. It has actually been proven that we do not lack ideas, nor do we lack the necessary human resources, but that the real shortage is in providing a positive and stimulating teaching and learning environment. Moreover, we must make sure that the policy encompasses the values of fairness, justice and equity to all stakeholders, and that it does not favor a single category over the others.
To cut a long story short, the road to a better educational system in Morocco is a bumpy one. However, if there is a real willingness to solve this problem, and if the ministry stops sweeping our problems under the rug, things will advance.
You don’t simply go from this: (Education in Morocco)
To this: (Education in Finland)