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Throughout the course of the twentieth century, educational development in Morocco had been characterized by “chronic crisis.” At Morocco’s independence in 1956, national authorities had to deal with the heritage of educational fragmentation, an externally imposed segregated schooling structure, and marginalization of traditional Islamic education. Since then, the multiple symptoms of educational crisis have ranged from the lack of qualified teaching personnel in the early years of independence to linguistic and cultural dualism, incomplete access to primary schooling and to basic literacy, low levels of educational participation and attainment, poor adaptation of learning content to the needs of the labor market, brain drain, and graduate unemployment on a dramatic scale. Notably, despite the constantly high share of public expenditure allocated to education in Morocco as compared to other countries in the Middle East and North Africa region, there was a disturbing pattern of decline of absolute primary enrollments observed during the 1980s. While this regressive pattern was halted in the early 1990s and significant progress has been made in expanding access to primary schooling in recent years, inequalities in participation persist, and the continued high dropout rates observed point to a serious crisis of quality of public schooling in Morocco. While primary net enrollment ratios were at 70 percent nationwide in 1998–99, they were under 55 percent for children belonging to the poorest families (income quintile 1), 46 percent for girls from the poorest families in both urban and rural areas, and only 43 percent for children from the poorest households in rural areas (see table 1). Such inequitable patterns of school enrollment constitute an important source of reproduction of adult illiteracy and explain why the national average was only slightly over 50 percent overall and only under 20 percent for women belonging to the poorest households. more...

preliminary evidence from a variety of settings around the world indicates that a focus on the shared human experiences of people affected by armed conflict appears to respond to diverse educational needs in very different social and political settings. Education in humanitarian law fosters increased awareness of humanitarian issues in the face of the threat of armed conflict, encourages a shared sense of citizenship in post-conflict settings through the exploration of minimal international humanitarian norms, and heightens awareness of less contentious means of addressing social and political violence through the examination of various issues of global concern. In post-conflict and divided societies, education based on the exploration of humanitarian issues highlights the common human concerns that arise in times of armed conflict, concerns that are often obscured by politically and ideologically driven analyses. By developing a sense of shared destiny, education in humanitarian law can contribute to strengthening and rebuilding social cohesion. more...

Parmi les trois priorités de l’initiative mondiale « l’éducation avant tout » (Education First) lancée en 2012 par les Nations-Unies, on trouve l’idée de « favoriser la citoyenneté mondiale ». Cependant, cette notion reste vague sinon contestée, et par conséquent difficile à concrétiser dans le domaine de l’éducation. S’il est vrai que la mondialisation et la multiculturalité croissante des sociétés contemporaines transforment progressivement la conception et la pratique traditionnelle de la citoyenneté, la réalité juridique de la citoyenneté, ainsi que sa pratique, restent encore largement ancrées au niveau de l’État-nation. Cet article tente de clarifier la notion de « citoyenneté mondiale », son application possible dans le domaine de l’éducation à la citoyenneté et sa contribution potentielle à l’enrichissement de l’éducation multiculturelle. One of the three priorities of the Global Education First Initiative launched in 2012 by the United Nations is fostering global citizenship. However, this concept remains vague if left unchallenged, and as a result is difficult to implement in the field of education. It may be true that the growing globalisation and multiculturalism of contemporary societies is gradually transforming the concept and traditional role of citizenship, the legal reality of citizenship and its practises, but they still remain largely rooted in the idea of Nation-State. This article attempts to clarify the concept of global citizenship, its possible application in the field of citizenship education and its potential contribution to the enrichment of multicultural education. Entre las tres prioridades de la iniciativa mundial “la educación ante todo” (Education first) lanzada en 2012 por las Naciones Unidas, podemos encontrar la idea según la cual conviene “favorecer la ciudadanía mundial”. Sin embargo, esta noción es de las más imprecisas, si no discutida y, por tanto, difícil de concretizar en el campo de la educación. Si no cabe duda de que la mundialización y la creciente multiculturalidad de las sociedades contemporáneas transforman paulatinamente la concepción y la práctica tradicional de la ciudadanía, la realidad jurídica de la ciudadanía así como su práctica, quedan establecidas fundamentalmente a nivel del Estado-Nación. Este artículo procura aclarar la noción de “ciudadanía mundial”, su posible aplicación en el dominio de la educación a la ciudadanía y su contribución potencial al enriquecimiento de la educación multicultural. more...

Cet article examine l'education au droit humanitaire et le situe en regard d'autres initiatives educatives, largement groupees sous les termes ‘Education a la paix», en general, ou «Education aux droits de l'homme» et «Education civique», en particulier. On y releve que le droit international humanitaire a un role central a jouer dans la definition d'une politique relative a l'education de base. L'auteur presente egalement le projet du CICR «Explorer le droit humanitaire» qui developpe du materiel educatif relatif a cette matiere et est destine a des jeunes âges de 13 a 18 ans. L'un des buts de ce projet est de renforcer les dispositions du droit international humanitaire sur le droit a l'education en periode de conflit arme. more...