Undesirable Complexities in Moroccan Public Higher Education

Hassan MAKHAD
Caddi Ayyad University
The Poly-disciplinary Faculty of Safi
July 2016

INTRODUCTION
Adequate education is undoubtedly the most powerful pillar of economic, social, and
intellectual development. It is the medium of obtaining competent knowledge and getting hold
of proper thinking and accurate reasoning. Hence good education is very fundamental for
individuals in societies. In many ways, therefore, improved education leads to success and
progress. However educational development requires well defined strategies and constant
reforms.
The situation in Morocco is somehow unclear. Despite many efforts regarding various
restructurings, the Moroccan educational system is not on the right path yet. Moreover, the
trainings universities provide remain inadequate for youth needs. The taught material and
manner of teaching do not meet educational standards. They do not achieve intellectual and
pedagogical norms. The subsequent question is what makes Moroccan higher education
remain behind the times1?
On the basis of this query, the paper diagnoses the current situation and the typical
problems Moroccan universities face. It is based on personal experiences both as a former
student, a recent administrator and a current professor. It depicts facts that appear to be the
source of crises in the system. In my view, these are centered around enrollment and teaching
staff. It is thus composed of two main sections. Section one presents the common effects of

This paper is part of an ongoing project on Moroccan educational reform. I have benefited from discussions with many
colleagues and educationalists. I have also obtained lots of information from student responses on this issue at PFS. For
many years, I ask students to write about the sort of problems they encounter in their university studies. According to the
collected data, the difficulties are ordered according to their gravity as: 1) Teachers, 2) Crowdedness, 3) Courses, 4) Exams,
5) Administration, 6) Noise, 7) Language of Instruction, 8) Library Resources, 9) Transport, 10) Assaults.
I would like to seize this opportunity to express my sincere gratitude to the students and professors at PFS, as well as many
other colleagues for sharing their stories and experiences about Moroccan University education.
1

It is somehow astonishing that Morocco has the oldest university in the world, Al Qarawiyyin University, yet its educational
system is extremely underdeveloped.

open registration models. Section two deals with the impediments related to professors. Each
section is tailed by particular proposals to save the university2.
1. ENROLLMENT
The principal aims of university admission policies, particularly in the west, are based
on favored preferential criteria. The selective decisions impose choosing candidates with good
academic aptitudes and commitment for educational excellence3. Nonetheless, entrance
procedure may differ in accordance with the overall mission and objectives of particular
academic programs offered by each institution.
1.1. SIGNING-UP PRACTICE
In Morocco, a secondary school degree (Baccalaureate) is enough for registration at a
university program. A baccalaureate allows any student to register in a number of faculties
and specialties4. This practice results in crowded universities.
1. 2. CROWDEDNESS
Many researches demonstrate that crowdedness has a negative impact on learning
(Khan & Iqbal 2012). Personally, I suffer from this phenomenon in my classes. One
immediate detrimental outcome of crowded classrooms is noisiness (cf. Tayeg 2015). Having
too many students in a classroom encourages small talks and motivates casual conversations
among students. In better cases, learning slows down considerably. Sometimes, it even fails to
take place. Constantly, interested students find themselves unable to easily hear lectures and
follow the instructors.
Moreover, lecturers in overcrowded and noisy classes are constantly nervous and
permanently agitated. They feel overwhelmed by pressure and tension, as they cannot control
students5. They get burned out because noise disallows any constructive interaction between
2

It is worth mentioning here that a necessary condition has to be met for the success of any potential Moroccan educational
reform. The prerequisite is political willingness. There is need for a national agreement, regardless of political beliefs, to
resolve the dilemma. Efforts need to be joined together to come to a unified compliance to save the public school.
3

One direct advantage of such procedure is accommodating class sizes, housing and various other facilities.

However, schools and institutes impose entrance tests.

I usually leave the place when noise begins to get uncontrolled and inform them to consider the lesson done.

students and their educators (cf. Tayeg 2015). A chockfull class makes it impossible to
communicate. Teachers find themselves excessively submerged by prevailing inattentiveness
from students. Classes become disorderly wild and students progressively lose concentration,
as they increasingly distract each other. In this way, negligence and carelessness prevail in the
atmosphere (cf. Ijaiya 1999).
Furthermore, crowdedness complicates education (cf. Tayeg 2015). Teachers usually
spend lots of time trying to manage classrooms. In my large classes, I sometimes have to wait
for more than twenty minutes to have everybody settled down. Once the lecture begins some
unexpected disturbances occur. Late people may show up asking me to let them in6. When
they are allowed in, they spend certain time to find a place. Some people may have forgotten
to turn cell phones off. Once it rings, it disrupts the whole class7. Others come in without their
handouts and need to change places to sit near an acquaintance to share the document. All of
this mess affects education very negatively.
These kinds of annoyances consume a lot of time and energy. I usually end up spending
considerable amounts of time trying to organize student behaviors rather than actually
teaching. Frequently these endeavors have dramatic effects on interpersonal conduct inside
classrooms. A great number of students find themselves waiting for the others to calm and
settle down. As a consequence of tightly compact classrooms, academic learning falls below
the very basic standards. The program is never finished on time, if it is ever completed. I thus
eventually find myself trying to give extra hours in order to catch up the delayed sessions.
Accordingly, crowded classrooms extremely hinder meeting educational goals. They
generate a great deal of nervousness in classes. They make student interactions offensively
rude and block their learning needs. Crowdedness causes the relationships between students
and teachers become astonishingly disrespectful. It dramatically holds back knowledge
disseminations. It encourages all sorts of deceitful inclinations and meandering corrupt trends.
1. 3. VIOLENCE

6
They always blame it on the bus. Frequently, it is the fault of the alarm clock or the cell-phone. The amazing thing is that
they even come late to exams.
7

I think the ministry in charge needs to pass a law to completely disallow cell phones inside educational institutions. Some
private schools have adopted this policy and it is working very well.

Another reality closely related to crowdedness is violence. The connection is expected

because open access enrollment raises the chances for the occurrence of hostilities at
universities (cf. Mahfza (2014)). This anomaly is growing rapidly and taking many forms and
shapes. I have witnessed lots of clashes and collisions between groups of students with
different political and ideological beliefs. Fortunately, this phenomenon is absent in
establishments that impose entrance tests8 on prospective students.
In fact, riots, assaults and insecurity conditions are dreadful events that characterize
Moroccan universities (and secondary schools) today. Many people were killed and many
others have been seriously injured over the years. I believe that, in addition to the enrolment
policy, this is the consequence of absence of security measures that would save lives and
properties9.
Actually, I do understand the feelings of students toward government policies,
university regulations and the decisions of the ministry in charge of education. They get
frustrated by various unmanageable incidents, shocking administrative arrangements,
inaccurate management protocols and a range of other unnecessary and awkward practices.
Yet, I do not grasp reasons for skipping classes. I do not figure out the motives for preventing
people from attending their courses. I cannot empathize with students challenging faculty
members and administration. I despise destroying properties and boycotting studies especially
that they are for free10. I am confident that all sorts of hostilities inside universities are
certainly undesirable and definitely unwelcome.
I suppose that it is imperative to have a law enforcement system in Moroccan
universities. Its main objective is to accordingly ensure security and safety within the
university. One immediate reason for this claim is that lots of uninterested students challenge
the teaching staff, especially during exam periods. I personally have had plenty of tribulations
8

I worked and visited many public institutions that impose entrance standards on students. I also taught in many private
schools. The general atmosphere in such establishments is absence of crowdedness, lack of noise and scarcity of cheating. It
is absolutely the other extreme of the environment that exists at the university.
9

I remember the existence of security precautions during my study years at universities. They provided protection to
students, staff and institutions against violent behaviors.
10
The Moroccan government is apparently planning to put an end to the phase of free higher education (cf. El Jattar (2014)
and http://www.hespress.com/societe/300137.html. This is an open discussion issue because adequate accompanying
substantial conditions are missing. No one disagrees that wealthy Moroccans need to pay for their higher education; likewise
schooling should be offered free for low and middle classes. Otherwise, such a decision will certainly result in the exclusion
of a large community to become educated citizens and contribute to the building of a developed country.

with indifferent and careless people during examinations. I caught many people cheating and
challenged me, as if cheating is a permissible right of theirs. My policy in this regard is to
bring any captured trickster to appear before the council of the faculty11.
1. 4. OVERCOMING ADMISSION COMPLICATIONS
In the context of the national debate over Moroccan educational reform, I propose a
restructuring model of improvement. My recommendations aim at eliminating the
predicaments of classroom congestions and university turbulences.
There are two appropriate solutions to solve the abovementioned complexities. The first
imposes bringing all educational institutions under the authority of universities12. The
university, as a sector of higher education, necessitates the inclusion of all branches of
trainings in one organization. In this view, the university must encompass all faculties, public
schools and community institutions that are concerned with training and education. To do so
all the institutions that make part of different ministerial departments must be brought under
the organizational structure of the university. This strategy allows the university to oversee
academics and standardize trainings.
Such policy is also important for many other reasons. It may possibly unify years of
graduation in higher education. There will no longer be seven years for medical students, five
years for engineersetc. Such unification would impose an amalgamated procedure that
determines the number of schooling years that correspond to each degree. For instance, the
Licence-Master-Doctorat (LMD) system, which groups courses in units and semesters
transversely, could be generalized across higher education.
Furthermore, this approach may result in a positive impact on programs of study. Indeed
the country has launched some initiatives to raise the standards of higher education to meet
the needs of labor market. The most important of these projects is the setting up of the
supreme council for education, training and scientific research in 2014. Moreover, Morocco
has adopted the policy of encouraging students to embark on studies of sciences and
11

Fortunately, since the appointment of the present dean, Professor El Hassan Boumaggard, the administration at PFS is
doing its job conveniently with regards to this issue.

12

Actually the ministry of higher education did significant efforts in this regard by bringing the two Mohamed V universities
in Rabat together as one body. The same is also true for Hassan II universities in Casablanca. I estimate that it would be
more beneficial to have only one department of education in the government. This saves lots of money and makes
educational policy much more cohesive.

technology. Yet learners are not fully motivated to opt for careers in this domain for various
reasons. Similarly, there is a growing awareness both in government and society that the
adoption of French programs is not the right guiding principle toward educational
improvement. This long-run effect of language and training policies deserves more careful
examination than it has been receiving from decision makers. Hence the government needs to
implement adequate mechanisms to promote good educational practices.
In addition political scientists, educational staff and students are aspiring to be taught
curricula that link the university to its environment. People need educational programs which
can connect students with active life, employment and labor market. In this regard, immense
and extensive efforts need to be put forward to revise large bulks of study programs. There is
need for interactive courses that encourage student involvements. Scholars require syllabi
that increment and facilitate innovations and transformations. Researchers advocate sets of
courses which encourage student opinions and reactions. This is so as the system of the
knowledgeable instructor and the mere passive learner is no longer accepted.
To achieve these goals, it is important to start by involving teachers in national
curricula. Indeed qualified educators should be the ones to design programs of study, rather
than be imposed by government administrators from air conditioned offices. Designing
syllabuses requires competent and skilled people whose jobs involve dealing with students. It
heavily relies on human resources who are capable to detect the flaws and imperfections of
educational systems. It necessitates individuals who can benchmark successful experiences. It
demands staff that can innovate, revise existing programs and introduce new ones on regular
basis. Admittedly, such efforts would ensure advancement of educational reconstruction and
development.
In the same vein of thoughts, today, Moroccan universities call for educational
programs that are relevant and coherent. Relevance is very important as it connects the
university with its social and economic environments13. Students need to be trained in the
domains that can contribute to the development of the country. Coherence ensures
improvement of various capacities of thinking and learning. A coherent program makes it
certain to produce well-educated people that are capable of excelling in their domains of
13

Lots of programs of study do not promise employment. They are accordingly a waste of time and efforts, as students find
themselves graduated with degrees that serve nothing in the job market.

interest. If these two features are unified, they guarantee bringing about a great change in
education.
Second, it is primordial to have a system of enrollment in higher education based on any
or all of the following insights:
a) Application consideration;
b) A department /specialty test;
c) An interview.
The requirement in (a) is very necessary so that applicants prove that they have the
necessary educational background to continue their studies in the chosen field. An application
is a precious device to convince the selection committee that a given students does fulfill
assessment considerations positively. The selection panel bases its decisions upon the
information provided in the application. Thus considerable efforts should be involved to make
the application stand out. It equally may consist of any practical and rational evaluation that
can reveal candidate aptitudes. This process comprises a scrutinous assessment of each
candidate on the basis of his or her previous school years. All provided information must be
honest and accurate. It must be presented clearly and concisely. It has to expose skills and
abilities of students and should show their merits and potentials. Applications are required to
be free of grammatical and spelling mistakes.
In case the applicant is an outstanding person, he/she may be admitted
straightforwardly. Likewise each application needs to explain reasons why he/she has chosen
the department and subject of study. The objectives of the enrollments are probably very
important as they demonstrate that students know what they are doing14.
In addition, when members of the jury are unsatisfied with the (a) condition, or unable
to make a final decision for whatever reasons, the student is then obliged to take the (b)
requisite. In fact, there is urgent need for this sort of university admission tests. It is useful to
measure student skills and evaluate their aptitudes in the chosen domains of expertise. One
reason is that although higher education offers roughly the same program objectives, training
remains different from one institution to another and from one department to another.

14

See footnote 5.

Learning and its environment differ depending on a number of qualifications ranging from
staff abilities, predisposition, experience and professionalism.
A test may consist of a check-up examination. For example, in language departments
candidates have to take a placement test15. It may also be something equivalent to that
consideration depending on established entrance policy adopted by each department. This is
so because each educational program has actually its own specific objectives, constraints and
obligations. Thus test scores are incredibly significant for admission. Together with high
school transcripts, they enable staff to select well-prepared candidates as prospective students.
Within this particular way of thinking, the interview, (c) constraint, is obviously
important to find out more about candidates, their abilities and whether or not they meet
admission requirements. It may be needed for branches that have an annual limited number of
students. Such a method is an adequate way to reasonably select the best candidates. It needs
to focus on verbal abilities and language use competencies of candidates. They can also vary
depending on the chosen subjects. However students need to prove that they are genuinely
passionate for the chosen options and specialties. They should also show diligence and
acceptable knowledge to do well in the preferred fields of studies. The importance of (c) lies
in the fact that it exposes student abilities, interests and motivations to embark on the process
of learning.
In addition, the conditions above are probably very required as they make interviewers
demonstrate that they are serious about studies. For instance they need to show that they are
taking the appointment seriously. They can do so by dressing up appropriately and by being
on time. It is very inappropriate to make members of the jury wait. Certainly, candidates are
needed to express effective use of the language of instruction as well as other communication
techniques such as body language, sharing information, decoding messages and giving
feedbacks. These behaviors are imperative because they display that candidates are careful
and engaged in the interchange of information and quest for knowledge.
Likewise these enrollment conditions have immediate positive consequence on
university schooling. They make students focus more on their education. If thus applied
15

Large numbers of students, for instance, join language departments (English, French, etc) without having the required
linguistic knowledge in those disciplines. They consequently face many difficulties in their studies and keep on failing tests.
They thus most likely give up studies earlier.

appropriately, these constraints can fairly and objectively compare the capabilities of different
candidates16, thus allow efficient objective evaluations of applicants.
As far as violence is concerned, it is imperatively urgent to put an end to the
phenomenon. I claim that there are two possible solutions to defeat university hostilities in
Morocco. The first way out is introduction of extra-curricular pursuits in the programs of
study, such as reading groups, students associations, athletic clubs, etc. Undeniably, there is
urgent need, especially, for sports facilities and entertainment activities in Moroccan
universities. These supplementary occupations have to be part of the duties of university
students as they help shape talents and have positive effect on practical expertise. One
immediate consequence of sports, for example, is that it teaches discipline (cf. Massoni
(2011)). Another reason for extracurricular activities is that they make students develop and
advance their passion for education. They make them increase their concentration on
schooling. They also instigate them to improve their various interests. In general, they provide
experiences that can complement academic trainings. Such things make the university world
more appealing. They attract all types of students. They even make them be more careful not
to lose the opportunity of being a university student17.
The second solution is taking prompt disciplinary measures against acts of disturbance.
The objective is to ensure security and safety within the university. Institutions of higher
education must remain the domain of learning and academic achievements, rather than
political and ideological rivalries. Indeed, the ministry of higher education, scientific research
and professional training (HESRPT) has adopted a joint agreement with the ministry of
Interior in 2014.

The accord is based on security approaches to eliminate violence in

Moroccan universities. Similarly, the current minister of HESRPT has promised to expel

16

Some people may ask: what about those who fail the selective restrictions? the logical answer is certainly: They can try
again. They can go to some other training establishments, pursue other instructive goals, get jobs, etc. There are lots of
things to do in life.

17

The late director of Souissi II dormitory in Rabat, Mr. Fouad Hssissen, used this strategy of attraction by making the
establishment more appealing to everybody studying in Rabat. The method consisted of providing hot water all the week
through. The restaurant offered decent foods sufficiently recognized as high-quality cuisine. The dorm also made many sports
facilities available and seven days a week. It provided a library and a reading room that opened until two oclock in the
morning. When exams draw near, the large dining rooms were turned into a reading space once dinner was served. He also
used to make provision for all sorts of cultural activities. Many politicians and famous figures of all disciplines came and
gave lectures and many plays were performed there. He also made medical checkup available for residents and used to offer
glasses for people suffering from vision problems. There were many other benefits and everybody was so careful not to make
any faults and lose the available advantages of living in Souissi II.

violence from Moroccan universities and warned to send away anybody that might behave
aggressively toward administration, teachers or students.
Third, a control system must be set up immediately to bring educational establishments
under control. One very advantageous way is to have security cameras installed in common
university locations: entrances, halls, library rooms and recreational areas, etc. This strategy
helps secure university resources. It protects both students and staff from hostilities. It also
prevents vandalism and theft. It facilitates regulation of access to various university facilities.
Video surveillance in this regard is very effective in increasing public safeguard. Likewise, it
is compulsory to disallow individuals who are not students to roam through university
locations18. In addition, every student must have identification and reveals it on demand by
security or staff. It is also likely for students to be subject to body search19 to disallow drugs
and weapons inside the university.
Indeed, no one can deny that violence should be eradicated from universities20. The
reason is that people go to universities to learn and develop their skills and thinking.
Academic world is the domain of intellectual interactions so that people can learn from each
other. Unhealthy relationships should therefore stay outside the educational circles. I have
great faith that rigorous and severe punishments are needed to put an end to any type of
obstructions and obstacles that hold back academic institutions to fulfill their missions.
It seems that there is much of updates that Moroccan universities need to apply and
implement. The mentioned legislation proposals are in line with human rights and equal
opportunity policies adopted by the country. If they are practically implemented, they
18

Visitors must obtain permits or budges for that purpose.

19

Adequate arrangements for this purpose should be ensured. For example, men should only search other men and the same
thing for women.

20

Violence must also be wiped out from cities and all public spheres. There is a lot of violence persisting in the Moroccan
society. Aggression is very common in all major cities. Lots of people lost their belongings under threats of white weapons.
Large numbers of citizens ended up with scars on their bodies especially the faces. So many people suffer permanent
disability today as a consequence of assault. Violence is hiding in every corner. Citizens feel unsafe in bus and train stations,
in the streets, on the roads and highways and in their dwellings. Today, there are places that are considered black spots, to the
extent that lots of people avoid them particularly in the evenings or when the streets are empty. So many people were
harassed and assailed just while waiting in red lights or stop signs. I think the Moroccan state needs to take immediate
measures to put an end to the endurances of the population from violence. The most effective solutions for this issue are: a)
order the police to shoot anyone threatening public life, b) the execution of anybody who caused the killing, disfiguring or
threatens peoples life, c) employ forced labor principles instead of putting criminals in jails to enjoy their lives there.
I wish to refer here that, in fact, Moroccan citizens suffer silently a great shortage and enormous deficiency in three areas:
education, health care and public security (police and justice).

10

guarantee protection both of individuals and properties. Certainly, they will reduce, if not
eliminate, criminal conduct, noise interference and other similar inconveniences.
Unquestionably, they will safeguard educational learning and ensure provision of
assiduousness and care duties to students. I hope the above suggestions will lead to the
establishment of guidelines and directives that center around the welfare of students, staff and
institutions.
2. PRECEPTS OF TEACHING REGULATIONS
The teaching job is essentially very decisive in any educational development. Progress
or decline of a state depends heavily on educators. The reason is that achievements in any
profession rely much heavily on teachers jobs to persistently instill knowledge and skills into
student minds. They provide learners with erudition and facilitate education. They explain
difficulties and clarify ambiguities. They constantly supervise study progression. In total,
teachers are of great assistance in making students learn and become reliable and accountable
citizens in their societies.
2. 1. TEACHING QUANDARY
According to a large number of students, a significant quantity of colleagues and a
considerable mixture of people, the most difficult problems Moroccan universities face are
associated with the teaching staff. However, this fact is incredibly muffled both in the
academic and public scenes. This concealment is the outcome of the popular and glorified
belief that professors have knowledge that surpasses everybody else in the society. They are
therefore elevated to the highest respectful regard possible among the population. Yet the
debate about reform requires a more adequate understanding of this phenomenon.
Particularly, teachers need to be managed to productively contribute to the success of any
sought educational reform. The intention of capturing instructive activities so as to improve
the field requires consideration of three major difficulties where university professors are
directly involved: attendance, curricula and examinations.
2.1. 1. ATTENDANCE21

21
Class attendance should be and remain mandatory both for students and staff. It should be registered and controlled
regularly and adequate sentences should be taken against any failure to abide by the regulating rules.

11

Instruction at Moroccan Universities is very flexible and compliant with the desires and
requirements of instructors. Professors have too much freedom. Realistically, they are almost
out of control. They may be absent for a number of sessions and life goes on perfectly in an
unquestionable fashion. If ever they are asked about a missed session, they usually promise to
give an extra lecture sometime in the future. In most cases, the compensatory class never
takes place. I believe it is high time for control system to be inaugurated at Moroccan
universities. It may consist of three elements: attendance control, extra-hours prohibition and
regular evaluations.
2.1.1. 1. PRESENCE MANAGEMENT
It is undeniably true that absenteeism both on the part of students and teachers affects
learning very negatively (cf. Finlayson 2009). However staff absences are worse and cause to
weaken learning dramatically. Therefore universities must place high magnitude on the
instruction responsibilities so as to ensure that appropriate arrangements are in place to
prevent unauthorized absences. In this regard, all absences should be justified even those
beyond ones control need to be supported by concrete evidence.
One of the best attendance checking system is to have professors register their presence
for each and every session. The registration book must be controlled by departments and a
monthly report should be sent to the administration. Similarly, absences for reasons beyond
control need to be announced to the administration with provision of detailed supporting
evidence. In the same way, even short time absences like ten and fifteen minutes delays
should be recorded and considered22. By the end of each academic year departments, under
the supervision of deans, may hold meetings concerning attendance records.
This way is efficient as it guarantees the completion of scheduled classes. Actually,
such a system was adopted in high schools during the 70s and 80s. It is also possible to use
a more modern approach, as is the situation in many ministerial departments in Rabat. The
method consists of implementing electronic management of personnel through the use of e-

22

A couple of years ago, a group of students at a department where I intervene contacted me complaining about a colleague.
They stated that they had class with the person from 8:00 to 10:00. The teacher never gets to class before 8:20. The instructor
used to spend around 10 to 15 minutes to get started. On the whole, the class begins habitually by 8: 40. About 9: 10 or 9: 15,
the lecture is over and after some 10 minutes discussion and chatting, they become free to go. In fact, the Moroccan
university is full of examples, more or less, like this person. I have even seen professors who teach four to six hours per
semester. This is unbelievable, but it is true.

12

cards. This technique is very efficient and ensures well-organized control of all staff and
students.
Of course, it is indisputably true that teacher absences can severely delay student
achievements. Thus a good attendance policy guarantees quality of learning (Rogers and
Vegas (2009)). It forces professors to be there for their students, as they become obliged to
fully meet the requirements of the approved accreditations. It makes them do their jobs
conveniently. A confirmation of this idea comes from the existing conditions in other
establishments. For instance, schools and institutions impose mandatory attendance for staff.
Thus professors are less likely to be absent in restricted access enrollment and private
institutions. The reason is that these institutions are regularly inspected and absence is
controlled. That is the reason why teaching proceeds successfully in those establishments.
Accordingly, excessive absences must be done away with in Moroccan universities.
Since the great part of this behavior is mostly discretionary, it indicates weak management
abilities on the part of presidents, deans and vice-deans. They therefore should be held
accountable for not fulfilling their missions adequately. Given that this phenomenon affects
student achievements by means of discontinuous instructions, I suggest that such conducts
should be recorded and considered in the career evolution of teachers.
2.1. 1. 2. DISALLOWING INTERVENTION IN PRIVATE SECTOR
One of the reasons that enhance academic absences is working (extra hours) outside
ones original institution, especially in the private sector. This activity overloads professors
and thoroughly affects the duties undertaken at the university. This causes the academic world
become badly under-resourced in the service it provides, especially that the success of
learning is primarily contingent upon the crucial role of instructors.
Unlike universities, institutions and private schools impose certain quality procedures
that oblige teachers to do their jobs in a perfect manner; otherwise they get fired. For that
reason public sector instructors happen to be more active and caring in the private sector.
However, once in their original institutions, they become weary, inattentive and even sleepy.
The university, in this sense, becomes a kind of a break session for the professors to rest. This
indeed is a serious cause that affects Moroccan universities. Along these lines, these
uncontrolled interventions in the private sector should be done away with immediately.
13

Furthermore, I have occasionally noticed that some professors have completely lost
their sense of educational responsibilities. Some of them are more preoccupied by managing
their various business projects or running companies on behalf of relatives. Others are busier
taking active parts in political pursuits. It is essentially true that these people consider the
profession of public teaching as an additional regular and stable source of revenue. It does not
matter whether work is done or not as the salary is anyway assured to be received by the end
of the month.
This unhealthy situation in the educational system imposes a reconsideration of the
facts. I suppose that, if necessary, public sector teachers can only work outside their sector
under a written approval and for a limited period of time. Yet this sort of activity must not
affect ones job in the original department, otherwise it should be disallowed. The only
reason, to a certain extent, why professors must not be banned from getting supplementary
income in the private sector is that sort of practical experience exchange that may actually
enrich the teaching profession.
It is not immoral or incorrect for professors to earn more money outside their primary
occupation. However, the concern or apprehension is about the terrible consequences of such
engagement. It results in inefficient and unproductive missions at the university. Most of the
coursework is undone. Exams may not be corrected in their standard modes. Getting in touch
with a supervisor for assistance, orientation and clarifications may be practically impossible.
These inadequacies complicate the daily work life of students, as they are the ones affected
mostly by such casual complexities of indifference.
2.1. 1. 3. TEACHER EVALUATION
For improvement purposes many western universities impose teacher evaluation
practices. Professors are evaluated by students and colleagues on course material, content,
delivery, assignments, and exams among other responsibilities. Indeed, the true adequate
Moroccan educational reform needs to enhance assessment methods for teachers as they are
held accountable for making matters worse in higher education.
Teacher evaluation procedure is of utmost importance for the quality of education
faculties provide. It makes instructors effectively complete their jobs in light of lesson plans,
goals and strategies. The immediate effect of such process is making fair and acceptable
14

decisions about faculty members. Thus to successfully master the concepts of teaching
imposes students and colleague evaluations of teachers. Moreover, it is true that different
disciplines need different methods and criteria of evaluation. Thus it is possible that they vary
from one department to another.
The central objective of teacher evaluation is to efficiently assess the quality of
classroom instruction23. It encourages operational teaching and improves student learning. It
verifies whether or not a faculty member makes information available clearly and
methodically. Unquestionably, students learn if and only if they are properly taught. Teachers
hence are required to use instructional methods that help students understand concepts and
present material in pleasing and comfortable styles. Therefore teacher evaluations help
maintain good teaching practices.
Another important consideration in teaching evaluation is professionally obliging
instructors prepare for class sessions. This condition is almost totally excluded in the
academic life of Moroccan universities. To encourage and help maintain this requirement,
evaluation intensely imposes itself here. One of its most sought objectives is bringing teachers
into the light of the topics to be instructed. It is shockingly true that a large number of teachers
lecture while they are unprepared. I had the experience of attending talks where the professor
does not know much about the theme. The meeting usually ends up with bad communication,
unorganized course, overlooked details, and forgotten notes and discussion points.
It is indisputably true that teaching effectiveness requires staff to demonstrate
distinguished knowledge in their subject area. At least, a teacher must be familiar with the
intellectual content and theoretical developments of the lecture or discussion topic under
debate or examination. They are supposed to show pedagogical expertise and artistic
instructive abilities in information treatment and delivery. This is extremely essential as these
qualifications make classroom learning very effective and exceptionally valuable to students.
In view of that vision, the Moroccan government is incredibly urged to put forward
endeavors to introduce teacher evaluation procedures in Moroccan universities. Together with
professional development programs, this course of action will definitely resolve the various
and tremendous challenges and demands aiming at reforming the teaching profession.
23

Practically, this process is absolutely absent in Moroccan institutions.

15

2. 1. 2. CURRICULUM
Perhaps the most ambitious task of any educational reform is re-envision of programs of
studies. The reason is that curricula are the substantial part of the learning experience. Thus
success or collapse of schooling is intrinsically contingent upon their distinctive
characteristics. To this extent, Moroccan educational program of studies require a major
comprehensive reconsideration. There is need for designing an instructive reform that
promotes training in every discipline. I insist on this fundamental axis of educational sector
reform that guaranties desirable professional conduct and permit the expected social and
economic progress.
The best strategic renovation of a curriculum is certainly benchmarking and the
conception of an adequate syllabus that matches the specificities of the nation. This is a
rational methodology that ensures examination of successful experiences in the domain of
educational reform. Such inspection allows comparison of available empirical practices so as
to select or conceive ones own system of education.
The truth about the Moroccan university is characterized by a mismatch between the
reality of education and needs of students and society. There are lots of field of study that
simply do not contribute much to the professional life of learners (cf. Vicente Llorent-Bedmar
2014). Worse than that, a number of subjects just impede student progress and evolution. For
this reason every subject matter must be judged on its own merits and on how much worth it
has. In doing so, the reform ends up keeping what is positively needed and discarding
whatever delays or obstructs learning progression.
In view of that, the Moroccan university requires a steering committee to produce solid
and coherent national curricula that allow enrichment and improvement of student
instructions. The content of which should be progressive and incremental leading students in
their learning endeavors. It must be inclusive of quality of learning, in the sense of lesson
planning, delivery of instructions, classroom management and continuous follow-up and
meticulous assessments. These prerequisite, taken into consideration, can direct the reform
process and renovate curricula to sustain intellectual standards. They may perhaps guide
professionals re-examine and critically reflect upon study programs in order to renew
educational material and develop knowledge of students.
16

The committee must include in its panel of members active professors, education
specialists, qualified instructors and experienced staff involved in the schooling business both
in the public and private sectors. It also must consult with teachers, students and
administrators working at universities. It has to seek advice from deans and university
presidents to find out about the real problems and difficulties the sector has been enduring. It
needs to get hold of data through questionnaires and illustration interviews with representative
public engaged or concerned with education, most principally students and teachers.
Moreover, it is essentially true that courses have to be of two types: compulsory and
elective. Compulsory modules are the obligatory part of each discipline. The student has no
choice not to complete them. They make up the area of expertise he/she specializes in. The
elective units are less mandatory in the sense that students may choose to study any subject at
any faculty that interests them. These courses are transversal so as to give students the choice
to experience themes in different fields24. However, a course needs the approval of either an
advisor or the administration. Furthermore, it is preferable that elective subject marks may be
considered to help students who need little push to succeed in their exams.
A promising syllabus must ensure the existence of teaching manuals for every subject to
be taught. Teachers are responsible to prepare handouts for their students. These are
referential documents that students need to consult in learning and information verifications.
They have central roles in revisions and discussions. They are also very important in checking
assignments, especially exam answers. For such reasons, instructors have to have course
documents prepared25 for each subject they teach. Moreover, an evaluation system for
teachers is highly recommended. Just as is the case in most US universities, students need to
fill in an anonymous evaluation of each teacher by the end of every semester. This strategy is
reasonably crucial for upgrading the quality of education. It is very beneficial for instructors
as it shows their strengths and weaknesses.
Students need to consult teachers for advice on how studies are conducted. Advisors
need to provide guidance to students to avoid getting lost in the process of university
24

It should be noted here that the same subject can be compulsory for a group of students and optional for others depending
on their specialties and majors.

25
With absence of handouts and manuals, a teachers task remains ambiguous. Nobody can tell whether or not the person is
fulfilling his/her assigned duty. I know professors who go to class without carrying a single document in their hands: no
briefcase, no folder, no paperetc. The truth of the matter is that an instructor without lesson records and lecture documents,
as references and reading orientation, is simply not doing his/her job.

17

education. They also have to assist students in their learning endeavors. If they are not helped
and counseled they may not understand how the system works26. The role of advisors is very
important. They help adjust irregularities of classes and studies.
In addition, curriculum modifications need to be accompanied by teaching staff
preparations (cf. Zouhir 2015). It is definitely evident that Moroccan universities suffer from
an enormous shortage of well trained staff (cf. Vicente Llorent-Bedmar 2014). Teaching
skillfulness is mostly overlooked in recruitments. A degree is far enough for getting the job27.
This absence of qualified professors causes an outsized quantity of problems. They engender
negative communication effect within classrooms. This fact results in obstructing progress
towards educational goals. Students become inconsistent with schooling objectives and fail to
meet the standard specific competencies of higher education.
In this regard, the government needs to adopt a policy of continuous training at the
university as is the situation in other governmental agencies. This sort of procedure
guarantees the constant professional development of staff. The reason for this kind of practice
is that the teaching job is not that simple as many people believe. Teachers have an enormous
impact on the learning process. They directly, either positively or negatively, influence the
quality and quantity of knowledge students receive. That is why they should be qualified
pedagogically to instruct. Pedagogical training is of an outstanding importance for education.
Undeniably, such training enhances learning achievements and sustains educational
improvements. Its absence results thus in critical instructive breakdown and awful informative
collapse.
Another domain where teachers need a high priority consideration is the use of
information technology (IT). Since there are many professors who are still computer illiterate,
the HESRPT ministry needs to launch an obligatory training program for all university
personnel to disseminate IT familiarity28. This is not a choice. It is a compulsory commitment,
26

In fact, lots of students are lost at the university. They do not know how studies are structured. They do not know what to
enroll in and what to leave. Amazingly enough, a great number of professors do not understand the new organization of the
university. I attended meetings where lots of teachers are completely lost. What shocked me sincerely is the fact that they do
not make the least of efforts to get familiar with the adopted reform and its regulations
27

This is in case of fairness and absence of interventions and corruptive practices of bribery, acquaintances, exchange of
services and suspicious relationships.
28
In 2001, the Ministry of Public Sector Modernization introduced an obligatory IT training program in benefit of its human
resources. The idea was very successful as everybody has learned how to manipulate a computer. I have personally profited
from that occasion and learned a lot.

18

as IT improves the quality of education (cf. Erguig 2009, Zouhir 2015). In fact, the didactic
practice today demands imperative IT knowledge and skills. One domain to mention is
student marks management. Nowadays, all institutions of higher education use applications,
or at least Microsoft Excel, in exam deliberations. Unfortunately, many professors face many
challenges in managing student marks. They usually keep on asking for help from colleagues
in data organization and modifications. This kind of handling typically delays deliberations
and wastes lots of valuable time.
I have specifically insisted that the operative guideline for a successful educational
reform requires reconsideration of current curricula. There is need for the adoption of a
national core curriculum that meets student desires and the challenges and requirements of
business and modern society. Moreover, it is necessary to implement continuous training
programs for professors at the university. It is similarly obligatory to instigate required
measures to make technology affordable in higher education.
2. 1. 3. EXAMINATIONS
The significant magnitude of exams lies in the fact that they force students to focus on
learning and education properly. In this sense, they encourage competition among learners.
Moreover, they improve many useful educational skills. They cultivate recognition of
punctuality and respect of time. They exceptionally upgrade memorization and information
retrieval abilities. They marvelously develop writing skills. Most importantly, they amazingly
increase composition abilities especially in the domain of defending viewpoints and
supporting argumentation. Confidently therefore, exams are very important tools to test the
required students knowledge level and skills. Thus without exams education wouldnt be
interesting.

Although exams are an integral component of learning, they remain chaotic and very
stressful in Moroccan universities. Three features mark university exams in the country.
These are:
a) Exams take long times (at least two months)
b) Cheating: Lots of students do it and yet they get away with it.
c) Teachers have the final word with regards to who passes and who fails.
19

With regards to the astonishing aspect characterized in (a), it is legitimate to ask why do
university exams take much time to be completed? The first reason is the functional absence
of semestrial or annual schedules in the majority of universities. This shortness of
arrangements makes exam periods very stressful and appalling.
In fact, by the end of each semester, professors and department coordinators rush to the
planning and programming division29 to fix exam dates. During these times, the office
becomes constantly crowded and turns out to be the most depressing place at the university.
Everyone seeks to book amphitheaters and large rooms to minimize the number of proctors
and cram as many students as possible in exam areas.
Since the exams happen roughly during the same period of time, it may take the whole
day at the planning office to have your exams scheduled. Yet, in spite of all efforts and pains
of programming exams, accidents come about recurrently. It has happened so many times to
find people taking exams in your scheduled time and location. The usual apology is: Sorry,
we did not start on time. Please bear with us. We will finish soon. Even worse than that,
sometimes, you find yourself alone with hundreds of students and no staff to help you. That is
why I decided to always divide my students in groups and give independent different tests.
I suppose that university presidents and deans are now requested more than any other
time to operationally implement the policy of programming and scheduling all events,
especially exams and deliberation dates30. The procedure is very simple. The administration
need to consult with the teachers, coordinators and heads of departments by the beginning or
the end of each academic year. The meeting needs to produce detailed plans for all the
particular goals for that year. This includes the resumption and closing dates of studies, the
setting of exams, deadline for grades submission and deliberations31etc. Presence of such
planning makes everybody respect their roles and duties. It allows more time to request
additional rooms, material or staff in advance. More importantly, it tells who and who does
not conform to the established schedules.
29

Despite the existence of such branch in the majority of Moroccan universities, its role is subjugated by the wishes of
professors.
30

Schools, institutions and the private sector establishments function on the basis of scheduled charts, thus everything runs
according to its programmed time. In fact, some universities also set up representational graphics that guide their yearly
functioning. Although they are not really respected, but they minimize the sort of trouble witnessed in other colleges.

31

Sometimes, I have to wait more than six weeks to have the deliberations take place.

20

Considering the view in (b), I propose that all educational institutions and governmental
authorities need to take immediate action to eradicate this phenomenon in the Moroccan
educational system32. This condemnable act of cheating has become an intractable increasing
problem at the university. From my own experience of supervising exams, I can convincingly
tell that substantial facts reveal that a greater part of university students cheat habitually.
Some of them do it depending on the circumstances. If an opportunity to cheat is available33,
they just seize it immediately. Only very few students keep away from cheating.
This is so to the extent that cheating has even lost its sense of embarrassment and
shame. There are many students who feel proud of it. They even show off publically to have
become competent and skillful exam cheaters. I suppose this is the result of the general
decline of ethics and righteousness in the Moroccan society. The role of school in this domain
has really deteriorated since mid eighties. It has completely lost its primary role of forming
and producing good citizens. Likewise, parents are no longer providing moral principles and
decent codes of behavior to their children. They only worry about whether or not their child
has excellently succeeded in the exams. The manner or method of the success is not that
important. Similarly, parents have become very busy with the necessities of modern life and
preoccupied by the sudden increase of satellites, internet cell-phones, etc. Thus the moments
of time spent with children have become bare minimum. Moreover, and since the beginning
of the nineties, Moroccans have been massively raided by so many concepts and
representations of human rights and privileges of civil liberties. The open and wrong
interpretations of these notions have triggered more harm than good to the educational
principles of Morocco34.
The unlawful and unfair practice of cheating in the exams is very harmful to the process
of education. It upsets professors and administration distressfully. It therefore needs to be
eliminated from the system. To conceivably cut down this misconduct, it is essential to
32

By the way, I need to acknowledge the efforts put forward by Professor El Hassan Boumaggard, the dean of PFS, with
regards to this outrageous problem. After each semester, he calls for a pedagogical committee meeting to deal with cheating
behaviors reported by professors.

33

There is a tight link between cheating and the person taking charge of the exam. If the controller is taking his / her job
seriously, cheating diminishes. Otherwise it becomes more intense.
34

It is very common to see students entering classes from windows, breaking tables or chairs by walking on them, disturbing
class sessions, attacking other students or staff, destroying university properties, organizing aggressive protests or
coordinating unlawful behaviors, etc. All of these and other similar acts and conflicts are carried out under the
misconceptions of rights, misunderstandings of freedom and supreme carelessness and absolute irresponsibility.

21

reconsider examination methods at the university. I propose that the idea of exams as mere
assessment endeavors should be done away with. They are required to become a learning
experience as well. One technique serving this goal is to have all assignments corrected in
class. This practice makes students learn from their mistakes. Since I started performing this
method, I observed that a large number of my students have set off studying both smarter and
harder.
Another useful approach to confront cheating is by spreading information about it. The
administration and teachers must explain to students that such behavior is not tolerable. They
should be informed that any related deceitful attempts will be dealt with vigorously and with
no forgiveness. In this regard, once cheating is discovered, a descriptive statement must be
recorded immediately. The report is afterwards sent to the pedagogical and the disciplinary
committee of the establishment. Since cheating acts are serious crimes, they may lead to
expulsion from the university and judicial pursuits when necessary.
A further helpful practical way out is induction of authoritative exam systematization.
For that reason, exam seats need to be assigned randomly to students, as used to be the case in
the past. This is incredibly important as labeling seats with numbers prevents students from
writing any information on tables in advance. Similarly, there is need for intense identity
verifications. This method disallows strangers from taking exams in the place of real
candidates35. At the same time, it is necessary for students to enter their names as well as
student and seat numbers in their exam papers.
Similarly, there is need for a strict regulation to prevent cell phones or any other
comparable electronic devices in exam rooms. Although many institutions have bashfully
adopted this policy, many students manage to unnoticeably sneak their phones into test areas.
In fact, I caught many students using their phones to copy exam papers and send them out to
receive answers from people outside exam rooms. Likewise it is primordial for invigilators
not to leave exam areas during the testing sessions. Their frequent short absences for smoking
give students the opportunity to cheat.
The observation in (c) appears to be normal and expected, as one part of the teacher
roles is to decide who may pass and who may fail an exam. However, the trouble is attributed
35

I have so many times caught strangers sitting for other student exams. All the cases have been dealt with severely unless
the cheater runs away from the classroom.

22

to the absence of justifications and verifications of the teachers decisions. For example, a
professor may, for one reason or another, change the marks of a student and nobody makes
any objection36. This lack of condemnation or criticism has provoked a kind of valor and
audacity to adjust student marks according to ones own whims and vagaries. As a
consequence of this situation, teachers have gained too much power and control that made
them become indifferent to judicial principles and legislative norms of the educational system.
Given this kind of unrestrained freedom, lots of students find themselves victims of the
desires and appeals of instructors. There are lots of outrageous stories about sexual
harassment scandals in many universities. Indeed, a large number of female students suffer
from all sorts of intolerant plain blackmail and nasty threatenings. The reason is that some
professors take advantage of their positions to menace and jeopardize students in exchange for
good marks.
To overcome these difficulties, it is necessary to reconsider the mission of professors at
the university. This reconsideration is crucially indispensable as a number of researchers do
more harm than good to the teaching job. They do not come to their workplaces. When they
do they are always late. A large number of them are not totally engaged in their tasks
sincerely. They give the same lectures every year. No single change or update in their lessons.
They do not show up to control on examination days. They do not correct exam papers in the
approved manners. Sometimes, they take revenge of students by giving them low marks. The
ugly truth is that they do not do their jobs yet receive their pay check by the end of the month.
Given these facts, it is indispensable to reconsider the fundamental concept, meaning
and role examinations. This reconsideration is absolutely necessary in order to promote higher
education. Efforts need to be gathered to cancel all factors that negatively affect the normal
functioning of exams and make the relationship between colleagues and between students and
teachers more instructive and helpful.
CONCLUSION
As I have inclusively expressed, the Moroccan university suffers a great deal from a
substantial number of problems that hinder any meaningful reform of the educational system.
I have deliberately focused on a couple of complications that intolerably affect schooling
36

The reason is that professors are conventionally accepted to be sovereign in their decisions.

23

tremendously. These are university admission policies and the irresponsibilities of certain
faculty members. I have shown that open access registration results in serious complications
of the learning process and generates undesirable consequences in the educational course of
action. At the same time, a number of teachers make matters worse at their working places.
Moroccan professors seem to have absolute command at the university. They appear to be
beyond any control. They may disappear for weeks mostly without justifications and
habitually without compensating the missed sessions. They regularly do not respect schedules
and timetables. They occasionally mistreat students, administrative staff and other colleagues.
They do not make efforts to update their curricula. In addition, and due to corruptive manners,
some unqualified people find way, as professors, to university classrooms. Once approved,
after a couple of years, trouble and conflicts start to begin endlessly.
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