{"id":6091,"date":"2016-10-03T10:38:21","date_gmt":"2016-10-03T10:38:21","guid":{"rendered":"https:\/\/www.moroccodemia.com\/en\/?page_id=6091"},"modified":"2018-10-26T16:09:11","modified_gmt":"2018-10-26T16:09:11","slug":"research-weak-link-moroccan-higher-education-system","status":"publish","type":"page","link":"https:\/\/www.moroccodemia.com\/en\/research-weak-link-moroccan-higher-education-system\/","title":{"rendered":"Research: the Weak Link in the Moroccan Higher Education System"},"content":{"rendered":"
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Research: the Weak Link in the Moroccan Higher Education System<\/span><\/strong><\/span><\/h2>\n

\"\"<\/p>\n

\u2308<\/span> Research: the weak link in the\u00a0<\/strong><\/span>Moroccan Higher Education System \u2309<\/span><\/strong><\/span><\/h2>\n

By Hassan Bouzidi<\/strong>*
\n<\/span>October 4, 2016<\/span><\/p>\n

\u2308<\/span>\u00a0<\/span>Our Education system is in a permanent state of “emergency”\u00a0\u2309<\/span><\/strong><\/span><\/h6>\n

The word “emergency” rather conjures up images of a comatose patient being rushed to hospital to undergo urgent treatment. The patient under scrutiny here\u00a0is the Moroccan education system knocked out by a never-ending series of misguided reforms implemented since the country gained independence from France in 1956.<\/span><\/p>\n

The emergency plan (2009-2012) put forward by the then Moroccan Education Minister, Ahmed Akhchichine came largely as a response to the disappointing results of the “Education Decade” launched in 2000. Back then, the reforms were hailed as a panacea for the education system\u2019s ills and expectations were high. Today, those expectations have been dampened by the disappointing results. The reforms proved to be mainly \u2018cosmetic\u2019 and failed to address the core issues of \u2018falling standards\u2019, \u2018overcrowding\u2019, and \u2018underfunding\u2019.\u00a0\u00a0\u00a0\u00a0<\/span><\/p>\n

As far as research is concerned, little has changed. Recent international reports (World Bank, UNESCO and others) have awarded Morocco a bad mark for its achievement in this domain. Disgruntled academics blame the lack of motivation to do research on (a) dearth of official funding, (b) absence of accountability, and (c) unpopularity of the \u201cTenure and Promotions\u201d system.<\/span><\/p>\n

\u2308<\/span>\u00a0<\/strong><\/span>Dearth of funding\u00a0<\/span><\/strong>\u2309<\/strong><\/span><\/h6>\n

The proportion of GDP allocated for research in any one country constitutes a significant indicator as to the existence of real political will in this area. Prior to 1998, Morocco never had a separate state funding for research; the funds used to come out of the general public budget for running universities. Today, the government is boasting about raising the research funding from 0.3 percent of GDP in 1998 to 0.8 percent this year. Under the latest\u00a0Emergency Plan, some\u00a0<\/span>570,000,000\u00a0DH\u00a0has been earmarked for research over the coming three years. \u00a0Just over half that amount (300,000,000\u00a0DH) is\u00a0funded by the Ministry of Higher Education\u00a0and the remainder (270,000,000\u00a0DH) funded by the Private Sector. \u00a0<\/span><\/p>\n

This is a far cry from the 6-12 percent the private sector has traditionally contributed to research\u00a0funding, coming mainly from the telecommunications companies which over the years have been\u00a0making huge profits despite the global\u00a0financial crisis. \u00a0The incessant calls on the part of the government to get other businesses to contribute seem to have fallen on deaf ears.<\/span><\/p>\n

Regional authorities rarely ever contribute to research funding in their respective regions. \u00a0Tangier Tetouan Alhoucaima Regional Council has recently broken this rule. \u00a0<\/span>The\u00a0<\/em>Council will provide some 65,000,000 <\/span>DH<\/span>\u00a0in the context of an agreement signed\u00a0(May 25, 2016) by Lahcen Daoudi, Minister Higher Education, and Ilyas Elomari, Head of the region, in support of research in local universities. \u00a0\u201cToo little, too late\u201d, say academics.<\/span><\/p>\n

\u2308<\/span>\u00a0<\/strong><\/span>Absence of accountability\u00a0<\/span><\/strong>\u2309<\/strong><\/span><\/h6>\n

Second, lack of accountability. Academics are not motivated to do research for one simple reason: they receive a research allowance they do not have to account for. A university teacher\u2019s basic salary is for teaching. In addition, teachers receive an\u00a0\u201callowances\u201d package: the first for \u2018supervision\u2019 work, the second for \u2018housing\u2019 expenses and the third for \u2018research\u2019. The research allowance is awarded with the assumption that academics will engage in some sort of research and will publish the results for the benefit of the wider public. No system of verification has been put in place to check if research is being carried out or not. The majority of faculty have come to take it for granted; they see no point in competing for a research \u201cgrant\u201d that has become an indivisible part of their salaries. In fact, many are surprised when they hear that a good portion of their salary is actually a research allowance.<\/span><\/p>\n

\u2308<\/span>\u00a0<\/strong><\/span>Unpopular \u201cTenure and Promotions”\u00a0<\/strong><\/span>\u2309<\/strong><\/span><\/h6>\n

Third, lack of a \u2018fair\u2019 and \u2018democratic\u2019 system of promotions. This problem has taken its toll on motivation to do research. Candidates for promotion are picked at random and are drawn from various faculties within any one university. Within each faculty, a \u2018scientific committee\u2019 puts forward a group of five candidates, which constitutes 20% of the total to be promoted at the university level. Each candidate is awarded \u2018points\u2019 on the basis of his or her \u2018Dossier Scientifique<\/em>\u2019: two points for a published article, three for a published book, two for taking part in a conference or symposium, seven for acting as head of department, and so forth.<\/span><\/p>\n

Only, given the nature of each discipline, the chances to publish or take part in a conference home or abroad are not at all equal. Faculty\u00a0in the Department of Languages, for example, find themselves competing with colleagues from the Department of \u201cGeography\u201d or \u201cPhysics\u201d where opportunities are much more available. But that is not the only issue.<\/span><\/p>\n

A three-tier regime is used in promoting teachers: \u2018Normal<\/em>\u2019, \u2018Rapide\u2019 and \u2018Exceptionel\u2019. All five candidates in any one group have earned the right to promotion under the \u2018Normal<\/em>\u2019 regime because they have spent a number of years in a particular \u2018Grade\u2019 (assistant professor, senior lecturer, professor, etc.). The difference their \u2018dossier scientifique<\/em>\u2019 will make is that, if they are awarded a good mark, their promotion will be \u2018backdated\u2019 by two yeas under the \u2018Exceptionel<\/em>\u2019 regime (best mark) and by one year under the \u2018Rapide<\/em>\u2019 regime (second best mark). The remaining three candidates in the group, who also happen to have a solid research background (that is why they have been picked in the first place!) see themselves being promoted under the \u2018Normal<\/em>\u2019 regime, which means that they are treated the same as those with a blank CV for whom \u2018seniority\u2019 will be the sole determining factor of pay and promotion. They start wondering why they have gone through the trouble of publishing when all they needed to do was to sit back and wait (along with the others) for their promotion time to arrive.<\/span><\/p>\n

\u2308<\/span>\u00a0<\/strong><\/span>What should be done to salvage the situation?\u00a0<\/span><\/strong>\u2309<\/strong><\/span><\/h6>\n

First of all, the next government (to be decided by the October 7th elections) needs to elaborate a serious and ambitious policy to promote research and turn it into a strategic tool to meet the urgent needs of the Moroccan people. <\/span><\/p>\n

Lahcen Daoudi, the current Higher Education Minister has spoken about a plan to regroup research centers inside the country in order to create a single research centre in each field. This is a welcome initiative, but more should be done to persuade those\u00a0still resisting change. \u00a0Recent strikes and sit-ins by students \u00a0at ESTA (Higher School of Applied Technologies)\u00a0in 11 cities up and down the country are a case in point. \u00a0Their refusal to let their institutions be merged with others under the new appellation of “polytechnic” is based on the fear that they might lose the academic “prestige” the\u00a0appellation “ESTA” conferred on their degrees, especially when applying\u00a0for a job. \u00a0They could not care less about the research benefits they might gain under\u00a0a system of “polytechnic”.<\/span><\/p>\n

Lahcen Daoudi, a staunch proponent of the use of English as a medium of education and research, has been repeatedly urging students and academics to learn the language of Shakespeare arguing that it is the language of science and learning. \u00a0The High Council for Education, Training and Research<\/em> has recently recommended that French be kept as the second language of\u00a0Education, thus ending a\u00a0fierce debate between the defenders of French and those fighting to introduce\u00a0English as a medium of instruction. \u00a0Despite this setback, Lahcen Daoudi is adamant that English is the way to go. \u00a0A\u00a0new condition for PhD students has just been introduced: candidates will not be able to defend their theses unless they\u00a0publish at least one article in English. \u00a0During a meeting with students in the south of Morocco, Lahcen Daoudi has even gone as far as saying that “those who do not speak English had better dig their own graves”. \u00a0The Minister may be\u00a0right about English as an international vehicle of knowledge, but training and\u00a0research\u00a0can be carried out in any language, given the right conditions.<\/span><\/p>\n

The share of GDP reserved for research is too insignificant and should be raised to allow Higher Education institutions to carry out research. A scholarship program should be put in place to encourage students to do research. \u00a0<\/span>Universities are still heavily dependent on the central government. \u2018University autonomy\u2019 remains an empty slogan, despite the existence of laws advocating this autonomy. The government should provide sufficient funding and let universities use the cash to put in place their own internal, regional and local policies.<\/span><\/p>\n

Active collaboration with the economic sector is too weak. Universities should encourage a spirit of entrepreneurship and liaise with the local industries to decide on \u2018research priorities\u2019. By so doing, universities will not only be able to secure new sources of cash, but also opt for a more \u2018applicable\u2019 approach to research. The bulk of the findings of research carried out by the CNRST (Centre National pour la Recherche Scientifique et Technique<\/em>), for example, remain confined to journals without any application because researchers have failed to collaborate with the end users of research: local industry.<\/span><\/p>\n

Academics should realize that receiving a research allowance without giving something in return (or at least pretending to) is a waste of taxpayer\u2019s money and threatens their own existence as academics. There are already good indications that the government is about to introduce \u2018contractual\u2019 appointments in universities and a new law to that effect is pending approval.\u00a0\u00a0 If the law is passed, it would mean that \u2018contract\u2019 renewal would be linked to \u2018productivity\u2019 and the newly recruited academics will not benefit from an \u2018automatic\u2019 research allowance. Such laws have been tried in Europe and elsewhere in recent years and have proved to be very unpopular because they put pressure on academics, create an atmosphere of \u2018job insecurity\u2019, and do not necessary lead to productivity.<\/span><\/p>\n

The \u201cTenure and Promotions\u201d system is a source of resentment, hurts competition and rewards ‘idleness\u2019. I have personally experienced the absurdity of such a system first hand, for having served on my faculty\u2019s \u2018scientific committee\u2019 for two years. The system should be drastically reviewed if not replaced.<\/span><\/p>\n

Finally, academics complain that one of the reasons successive reforms have failed is exactly because teachers have not been consulted and that laws have largely been dictated from above. A reform stands a better chance of success when it is undertaken after consultation with those who are directly concerned: teachers and students.<\/span><\/p>\n

During the last decade, ambitious projects have been launched by Morocco in various fields, including the national plan for industry, the Azur Plan to promote tourism (and attract 20 million tourists by 2020) and the Green Morocco plan to promote agriculture. Despite the recent slowdown, other emerging countries are busy upgrading their economic systems to meet the challenges of globalization. Morocco cannot compete successfully without the establishment of a sound research base.<\/span><\/p>\n

A huge electrical shock is needed to bring the education system (the locomotive to any economic development) out of its prolonged coma __<\/sup>\u00a0and resuscitate research in the process.<\/span><\/p>\n

*Academic, \u00a0<\/span><\/em>Ibn Zohr University, Agadir\u00a0<\/span><\/em><\/span><\/p>\n<\/div>\n

\n

By the author:<\/span><\/p>\n

“PhD, to be or not to be<\/a>“
\n<\/span>[September 3, 2016] moroccodemia.com<\/span><\/p>\n

“Tougher Visa Restrictions in EU Present Opportunity for Morocco\u2019s Private Institutions<\/a>“<\/i><\/span>
\n[January 19, 2007]\u00a0timeshighereducation.com<\/span><\/span><\/p>\n

“Jobless Moroccan \u00a0Graduates Threaten Suicide<\/a>“<\/i>
\n<\/span>[ June 30, 2006] timeshighereducation.com<\/span><\/span><\/span><\/p>\n

\u00a0<\/i><\/span>“European Focus for Morocco Reforms<\/a>“<\/i>
\n<\/span><\/span>[January 16, 2004] timeshighereducation.com<\/span><\/span><\/span><\/p>\n

“Morocco Phases out International Programs\u2019’<\/i>
\n<\/span>[October 18, 2002] timeshighereducation.com<\/span><\/span><\/span><\/p>\n

“Beards are Back but no Che<\/a>“<\/i>
\n<\/span>[July 20, 2001] timeshighereducation.com<\/span><\/span><\/span><\/p>\n

\u00a0<\/span><\/span>“Moonlight Gets Blackout<\/a>“<\/i>
\n<\/span><\/span>[February 2, 2001] timeshighereducation.com<\/span><\/span><\/p>\n

\u00a0<\/span><\/i><\/span>“The Challenges of Change“<\/i>
\n<\/span>[May 5, 2000] timeshighereducation.com<\/span><\/span><\/i><\/span><\/p>\n

“French is no Longer\u00a0<\/i>de rigueur<\/span><\/i><\/a>“
\n<\/i><\/span>[April 24, 1998] timeshighereducation.com<\/span><\/span><\/p>\n

<\/strong><\/span><\/p>\n

\n

Research: the Weak Link in the Moroccan Higher Education System<\/span><\/span>\/<\/span><\/strong><\/span><\/h2>\n
\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

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