Organizational change and continuing training of educators in Morocco

Abstract

The Moroccan education system regularly undergoes a range of organizational and pedagogical reforms in order to meet not only the needs and expectations of society, but also the requirements and challenges of technological, economic and social change. In this respect, education policy is faced with the question of the quality of the education system, hence the need to question the training policy adopted by the Ministry of National Education. Indeed, improving the quality of education and training system necessarily in volvesup grading teachers through initial and in-service training with the aim of improving their skills and teaching practices.

At the beginning of this decade, the Ministry of National Education initiated an organizational change with the establishment of 12 AREFs (regional education and training academies) and also the creation of 12 CRMEFs (regional centers for teaching and training). This has contributed to the implementation of managerial and pedagogical reforms through the adoption of continuous training for administrative and teaching staff.

In this context, the Ministry of Education has opted for a process of reforms starting with the National Charter of Education which is updated by the Strategic Vision. This being said, it is indeed a colossal and grandiose project that aims at innovation, creativity and also professional promotion.

Keywords: In-service Training, Education System Reform, organizational change, National Education Charter, Strategic Vision, Initial Training, Moroccan teachers.

JEL Classification: O15, P36

Paper type: Theoretical Research