Understanding the process to support schools' voice through Integrated School Management Models in Morocco

• In Event: Evaluations of MCC investments in education programs in El Salvador, Guatemala, and Morocco

Proposal

In 2015, the Government of Morocco (GoM) and the MCC signed a second compact for $450 million aimed at addressing the country’s major binding constraints to economic growth, one of which is low education quality. The Secondary Education Activity, one of several major investments of the compact, aims to improve public secondary schools to equip youth with the skills the modern labor market demands in a way that is cost-effective, sustainable, and scalable. The Activity has three subactivities: (1) Integrated School Improvement Model (ISIM, or Attahadi in Arabic), which supported the training of administrators, communities and teachers, the development and use of school improvement plans (SIPs), the improvement of infrastructure and equipment, and supported partnership funding to create extracurricular activities in 90 secondary schools; (2) Student Assessment and Education Management Information System, which aimed to improve the national student assessment program and EMIS to facilitate improved decision making; and (3) School Infrastructure and Equipment Operations and Maintenance, which piloted a new O&M model in Attahadi schools. The theory of change for the Morocco Secondary Education activity posits that if MCC and GoM invest in creating a more autonomous and participatory school management system through school improvement projects, improve the quality and availability of data on secondary education and student assessment, invest in a minimum package of infrastructure and equipment, and invest in strengthening teacher performance in the classroom, then students will acquire improved basic and soft skills. The improved foundational skills will help increase student promotion, retention, and learning, leading to improved employment. This presentation will show how implementation of an innovative, integrated school management model helps give the local community of students, parents, teachers, and school directors a voice in advocating for education quality. The model gives school directors some financial autonomy to manage improvements to school infrastructure and equipment; provides training to teachers in innovative pedagogical methods that focus on didactic formation, active learning, and interactive learning experiences; and expands the delivery of extracurricular activities for students, teaching them leadership, team building, and communication skills. Complementing the integrated school management model are improvements to the EMIS system that allows teachers and parents to access student data just in time so that they can better serve the needs of learners. By giving voice to teachers, learners and parents we build a stronger community and a more educated workforce that contributes to positive change.

Author

• Matt Sloan, Mathematica