New Perspectives in Science Education

All the reform attempts have been adopted by the Moroccan ministry of Education since the nineties of the last century have not seen a glimmer of success due to neglecting the importance of quality training, in general, and continuous training, in particular. Morocco has for long strived to develop school performance through creating several teaching training programs for the different cycles of the Moroccan school, yet the quality of education  is still limited in terms of learners’ achievements and teaching practices. Whenever the World Bank (WB) forwards a report about Morocco’s education being ranked low in education quality hierarchy, the ministry, students, as well as the civil society fingers are pointed towards teachers as the main reason of this failure. Teachers, in turn, react to their blame by complaining about the lack or rather absence of continuing professional development (CPD) trainings, in addition to the absence of facilities that would render their profession more productive. Indeed, a quick reading of the National Charter for Education and Training (NCET) and the strategic vision (ST), would make anyone optimistic about the future of training programs in Morocco, chapters with heavy words and lengthy paragraphs are devoted to talk about the importance of teaching training programs, the seriousness of the ministry about offering continuous training, the call for adopting modernized pedagogical models are all signs for the desire to renovate the sector and improve its overall performance. 

Key words: Continuing Professional Development, Charter for Education and Training, Strategic Vision.

References:

Collin, S., Karsenti, T., & Komis, V. (2013). Reflective practice in initial teacher training: Critiques  and perspectives. Reflective practice, 14(1), 104-117.

Creemers, B., Kyriakides, L., & Antoniou, P. (2012). Teacher professional development for improving quality of teaching. Springer. 

Saeed, M., Ahmad, I., Salam, M., Badshah, R., Ali, S., & Haq, S. (2013). Critical analysis of problems of school teachers in Pakistan: Challenges and possible solutions. Journal of education and practice, 4(4), 169-175

Milhem et al. (2014).Training Strategies, Theories and Types. Journal of Accounting – Business & Management vol. 21 no. 1 (2014) 12-26

Mincu, M. E. (2015). Teacher quality and school improvement: what is the role of research? Oxford Review of Education 41(2): 253-269