Preschool, Primary and Secondary Education

This chapter discusses the accumulation(s) of planning(s), policies and projects that may have given rise to the conditions and the intricacies shaping preschool, primary and secondary education in Morocco today. It weaves multiple analyses spanning across different dimensions within preschool, primary and secondary education to deliver profound readings that problematize the epistemic and pedagogical groundwork underpinning the education system in the country. It also argues that any reform that endeavours to ameliorate the scope and quality of education needs to start from the early years to sustain a strategic and long-term impact. This chapter goes beyond mere description to probe into the rationales, workings and frustrations within the design and implementation of agendas, plans and projects in preschool, primary and secondary education. The discussion is enriched with insider experiences of the author as a previous student and teacher in private preschool, primary and secondary education. Central questions in this chapter are “What kind of students that preschool, primary and secondary education should aim to develop?” and “What contributions may preschool, primary and secondary education offer toward the country’s development and progress?”