Reading Instruction in the Primary Grades
At the fourth grade, more instructional time per week is allocated to reading than any other component in Arabic and French language courses.20 Fourth grade students receive 10 instructional sessions per week that total 6.5 hours. The allocation of time for language components is shown in Exhibit 1:21
Exhibit 1: Language Component Instructional Time
| Components | Number of Sessions | Time Per Session | Time Per Week |
| Reading | 4 | 30 minutes | 2 hours |
| Grammatical structure | 1 | 45 minutes | 45 minutes |
| Text transformation | 1 | 45 minutes | 45 minutes |
| Dictation | 1 | 45 minutes | 45 minutes |
| Vocalization | 1 | 45 minutes | 45 minutes |
| Essay writing | 1 | 45 minutes | 45 minutes |
| Writing reinforcement | 1 | 45 minutes | 45 minutes |
| Total | 10 | 5 hours | 6.5 hours |
On the basis of Morocco’s student achievement in national and international assessments, especially the National Program for the Evaluation of Acquired Learning Outcomes (Programme National d’Evaluation des Acquis, or PNEA) and PIRLS, and drawing on the 2015–2030 national strategic vision, policymakers and educationalists revised the curriculum now under experimentation that will focus on literacy (i.e., reading and writing).22 The time allotted to reading and writing will undergo some changes on the basis of the results of the field pilot study. The number of study hours per week also will be minimized to allow students to get involved in extracurricular activities in clubs for reading, culture, civic education, sports, etc.
Instructional Materials
Prior to 1999, textbooks had been designed by committees within the Ministry of National Education and Vocational Training. Following the 1999 National Charter for Education and Training, textbook writers have submitted manuscripts through private publishers for review and approval by a jury panel appointed by the Ministry, whose members review them using detailed book specifications. Since 2002, for example, three textbooks for teaching Arabic have been specifically designed for fourth grade students. A revised curriculum being piloted will allow for the design of new textbooks on the basis of evidence. The Permanent Curricula Committee that will be appointed will oversee the design and validation of the textbooks that respond to the requirements of new curricula.
It is worth noting here that language instruction, like any other subject, entails the use of different educational approaches and a variety of teaching aids that enable teachers to achieve their work in the best conditions, and accordingly make easier the achievement of educational objectives set forth in the syllabus. In other words, quality education relies on the use of quality methods, teaching styles, and materials. Too much reliance on the textbook and the teacher’s guide does not guarantee teachers’ managerial skills and motivation, or allow teachers to be creative, take initiative, and be able to adapt to different teaching and learning situations. Teachers in Morocco are advised to make use of teaching aids such as photos, drawings, cards, clips, audiovisual aids, digital resources, dictionaries, stories, and magazines to improve the quality of teaching. All these should, of course, comply with the principles and directives of the national official curriculum and the stated objectives and competencies.
Use of Technology
Since 1999, the Ministry of Education has been implementing a policy promoting Information and Communications Technology (ICT) in education, in accordance with Article 10 of the Charter of Education and Training.23 In March 2005, the Ministry launched the Generalization of Information Technologies and Communication in Education (GENIE) initiative to improve the quality of teaching and learning through the use of ICT in all public schools.24 Through GENIE, all Moroccan schools have been equipped with computer laboratories supported by ADSL Internet access and have provided training for teachers, headmasters, advisors, and inspectors. Furthermore, following the 2015–2030 national strategic vision, a new project is underway to improve the use of information technology in the classroom and remedial work.25
Role of Reading Specialists
Reading specialists act as a resource for teachers and students and help address reading difficulties. Although a number of Moroccan educational professionals, teachers, and supervisors have gained expertise in teaching reading in primary schools, many cannot be considered reading specialists. However, many reading teacher trainers, researchers, and linguists have been involved lately in the process of designing the aforementioned revised curriculum. They also have been defenders of change of paradigm as far as the teaching of reading is concerned. Further, there is general consensus among educators that specific master’s degree courses for reading specialists should be integrated into Morocco’s teacher training colleges.
Second Language Instruction
The 2011 Constitution supports learning foreign languages and stipulates that the most widely used foreign languages shall be taught as means of communication, integration, and interaction with other societies in the spirit of openness to other cultures and civilizations.26 French, which is taught in kindergartens and the first and second grades of public primary schools, often is used as the language of government, diplomacy, technology, and economics in Morocco. English also is gaining ground as the most popular foreign language and is used as the medium of instruction in a small number of higher education institutes and engineering schools. The Ministry envisages the extension of the teaching of English in lower secondary education as a short term goal and aims to introduce it later as a second foreign language in the fourth grade of primary education as a midterm goal.27 Spanish, Italian, and German, on the other hand, also are taught as foreign languages from Grade 9.
To boost the status of French in the Moroccan education system and prepare students for higher education where subjects are taught in French, as well as for employability, new Moroccan baccalaureate French options named “international” were created in upper secondary schools starting from Grade 10.28 Likewise, in order to implement the directives of the 2015–2030 national strategic vision, the Ministry of National Education and Vocational Training has introduced the English Moroccan baccalaureate option.