· Students are very engaged in class (especially with a good teacher)
· Willing to attend classes despite hardship evidenced by distanced travelled, willing to board, willing to leave nomadic lifestyles
· They note the extreme differences between teachers in terms of quality and want a voice to change standards.
· No free time; extreme dedication to test preparation
· Recognize stratification: traditional education over vocational, math/science over the arts
· Desire higher education but wonder if it is meaningful or attainable
· Number of students in the classes-high! (40-50 at public level)
· Many students talk about the amount of studying they do.
· Students value education but are frustrated with their school. Students don’t like the system, particularly the way the system works concerning the arts/letters and math physics. Education is devalued in the arts/letters stream.
· Moroccan universities- not that prestigious...
· Teachers value education and talk about educating the students out of their poverty.
· Teachers did not assign papers; did not assign homework. Helping students pass the regional and national exams was high priority.
· Some schools have a high rate of sending students to the university: success rate varies...
· Teachers supplement lessons with materials and are often highly creative in their methods (I witnessed teachers using poetry, singing and other interactive methods to engage students and assist them in learning material).
· Teachers are not compensated for extra time or ongoing education.
· Many teachers are excellent and highly motivated.
· Planning and grading are not a primary concern.
· Teachers don’t feel valued: everyone is treated the same, no economic benefits for professional development.
· Willing to sacrifice to pay for private school if possible
· Value tracks that lead to university and a job
· Push for informal education
· Teachers/students not generally valued individually
· Math/Language/Science valued above all
Culture and Education
· By 2016 the government wants private education at a level of 20% enrollment.
· Teachers placed all over the country or have long commutes. This goes against the family and cultural values in Morocco, and often creates psychological distress for teachers.
· No longer under the French protectorate, but still very much a French system
· Religion in school supports the work ethics and history: religion and civics are intertwined.