Across Morocco’s public schools, principals increasingly feel trapped in a system that turns them into administrators of paperwork rather than leaders of learning. Behind the rhetoric of reform and the much promoted “roadmap for quality education,” a troubling reality persists: bureaucracy has taken precedence over pedagogy.
The regional academies of education, which were meant to embody decentralization and responsiveness, have instead become symbols of a governance model that has lost its purpose. When the Regional Academies of Education and Training were created, the goal was to bring decision-making closer to the ground, to adapt national policies to local needs, and to give schools greater autonomy. Two decades later, that promise has largely faded. What remains is a vertical chain of command weighed down by administrative inertia, paperwork, and a lack of strategic
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