Curriculum at the heart of EGR reform

• In Event: Rolling-Out and Scaling-Up: The Insiders’ View of Reading Reform

Proposal

Morocco faces a literacy crisis. Only 77% of its 15-24 age population is literate, with evidence showing the problem starts in the early primary grades. Moroccan fourth-graders scored the lowest on the 2011 Progress in International Literacy Study (PIRLS) among 45 participating countries (Mullis et al, 2012). A 2012 early grade reading assessment found that 33% of grade 2 and 17% of grade 3 students were unable to read a single word; only 2.5% understood what they read. Poor reading skills contribute to 11% repetition in primary school (17% in grade 1), lead to the 50% drop out rate between primary and secondary school, and undermine performance of students who persist (Messaoud-Galusi et al, 2012). Results such as these have contributed to national reform efforts. Morocco’s 2013 Vision 2030 includes measures to improve literacy skills, decentralize service delivery, and bolster accountability. Teacher training is being regionally organized, supported by coaching, and reinforced by digital learning. The student information system (MASSAR) now permits test result analysis and provides progress reports to parents.

At the heart of heart of reform is the development of a national Arabic Language Curriculum. The USAID-funded National Program for Reading (RFS-NPR) is a USAID-funded program, which supports the piloting and scaling of the Ministry of Education’s emerging early grade reading and writing program. Through the program, the government is revising EGR curriculum to develop a more holistic approach to the teaching of Arabic language in the early grades. This presentation will highlight the processes used to develop teaching and learning materials as well as the challenges associated with developing quality curricula that meets the needs and interests of the various stakeholders with in the Moroccan context, while at the same time carrying out the official mandate to rapidly expand the early grade reading program to all 12 regions.

Mullis, I.V.S., Martin, M.O., Foy, P., & Drucker, K.T. (2012). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

Messaoud-Galusi, S., Mulcahy-Dunn, A., Ralaingita, W. & Kochetkova, E. (2012). Student performance in reading and mathematics, pedagogic practice, and school management in Doukkala Abda, Morocco, http://pdf.usaid.gov/pdf_docs/pnadz048.pdf

Author

• Fouad Chafiqi, Ministry of National Education, Professional Training and Scientific Research, Kingdom of Morocco