The limitations of civic education in the Moroccan context: The need for a reconceptualization

Since 2003, all education stakeholders have begun to appreciate the growing need for the construction and implementation of programs of civic education in primary and middle schools in response to local events, ever-expanding globalization and a fast-changing geopolitical landscape. Over the years, however, implemented initiatives have demonstrated that there is much to be desired in such programs in terms of conceptualization, implementation and assessment. Accordingly, the current position paper aims to discuss these three pillars of civic education curriculum design and development in the Moroccan context. At the conceptualization level, the paper particularly seeks to argue against the suitability of the age at which Moroccan students are exposed to civic learning. In this early episode of the learners’ intellectual development, it is hardly conceivable that they would show any interest in such issues as the constitution, democratic processes and institutions as well as civic rights and duties. At the implementation level, the pedagogy utilized in raising learners’ awareness of moral and civic learning is teacher-centered and mostly, if not exclusively, confined to the textbook. At best, such pedagogy amounts to an exercise in rote learning which is liable to forgetfulness with passage of time. At the assessment level, it logically follows from the pedagogy employed that learning is assessed based on timed, pen-and-paper examinations. It can therefore be argued that such form of assessment falls short of determining students’ civic motivations and interests and identifying their civic skills and abilities. Several implications are discussed for a more effective civics curriculum.