Morocco

Some children attend non-compulsory, two-year preschool programs. Students begin Morocco's nine-year basic education program at age seven. The basic education program consists of five years of primary school (K1-K5) followed by four years of primary secondary school (K6-K9). The basic education program is followed by three years of general secondary or technical education (K10-K12) leading to the baccalaureate degree.

Prior to 2000, students wishing to enter a university took the baccalaureate examination, a national test that required three to four days to complete. This test was very competitive; approximately 10 to 20 percent scored high enough to enter a university with a national governmental scholarship that pays full tuition and provides a quarterly stipend to cover board, room, books, and incidental expenses. Since 2000, the national exam has been replaced by a correlating of the students' averages in the final year of secondary school with admittance into certain college programs.

The language of instruction at most elementary and secondary schools is formal Arabic, but at the university level French is the primary language of instruction. Approximately 40 percent of the elementary population is Berber and speak a Berber dialect (tachilhet, Tamazight). Non-Berbers often speak Berber or a Moroccan dialect that is a mixture of Arabic, French, Berber, and Spanish. When children are enrolled in schools, they must learn one or more foreign languages, including classical Arabic. This language barrier causes some children not to attend school. Parents who can afford to usually enroll their children in private schools where classical Arabic, French, English, and Spanish are taught. A high percentage of these private school graduates are admitted to universities.

Morocco is keenly aware of the critical value of education to national socioeconomic development. In 2000, 50 percent of the Moroccan people were illiterate. Only 40 percent of the men and 30 percent of the women could read and write.

Education is the responsibility of the Supreme Council for Education (Conseil Supréme d'Education). This council occupies a central position, along with the Supreme Council for National Development and Planning (Conseil Supréme du Développement National et de Plannification), in the national government of the country. The king is at the top of the political hierarchy, followed by the Regency Council, the Council of Ministers, the Prime Minister, 2 Ministers of State, 12 Ministries, and the Supreme Council for National Development & Planning. Parliament is comprised of the House of Representatives and the House of Counselors and is responsible for legislative matters. The Morocco judiciary system is comprised of the Supreme Council of the Judiciary, the Supreme Court, 15 Courts of Appeals, and regional and local tribunals.

When Morocco became independent from France, the country's leaders recognized the need to place education at the center of its socioeconomic and political future. In 1956 there were approximately 2 million children in Morocco, but only 10 percent were enrolled in elementary schools (education primaire), and only 15,000 boys were enrolled in secondary education. There were no girls enrolled at the secondary level in 1956. Only 350 students were enrolled at the university level.

In 1956 liberated Morocco had to develop a comprehensive education policy. First, anti-analphabetism schools (madares muharabat al umiya) were set up. Second, the nine year basic education system was developed. At the end of the 1990s, primary education received 35.5 percent of the total education budget, secondary received 46 percent, and higher education received 18.5 percent. In 1968, these amounts were 49 percent for the elementary, 40.5 percent for the secondary, and 10.5 percent for higher education.