Abstract
This chapter develops the view that ‘leadership for learning’ is a multi-dimensional quality and a multi-lateral effort which is not the monopoly of any given individual or group of individuals or segment of the education sector. It examines how different professional groups and specialized institutions take initiatives and seek to enhance the quality of students’ learning. The facets that are examined include: (a) the public facet, which is represented by the social critics who shape opinions on needed change and the specialized national and international organizations which provide the foundations for education reform, (b) the policy facet, represented by the reform makers and implementers who are the strategic learning leaders, (c) the training and supervision facet, represented by teacher education institutions and the corps of pedagogical inspectors, whose ‘leadership for learning’ consists in both maintaining the balance between change and protecting the status-quo, (d) the pedagogical facet, which comprises the curriculum and textbook designers, the mid-level implementers of learning-related change, (e) the school management facet, which pertains to the emerging roles of the school principals in promoting quality learning, and (f) the instructional facet, which is reserved to teachers as the frontline learning leaders. Beyond the layers of the official education system and the concern with students, ‘leadership for learning’ is also reflected in the effort made by education professionals for the sake of their own professional development. In the light of the discussion of the above facets, different generalizations are drawn about the nature of ‘leadership for learning’.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
See, for example, Ezzaki (2007).
- 2.
- 3.
Conseil supérieur de l’enseignement’ (2008).
- 4.
The official name is: ‘Le Conseil supérieur de l’enseignement’. The evaluation undertaken by this council is known under the name of PNEA or ‘Programme National de l’évaluation des acquis’. The full report.of this evaluation is in: Conseil supérieur de l’enseignement (2008).
- 5.
The World Bank (2007).
- 6.
See footnote 4.
- 7.
Ministère de l’éducation nationale, de l’enseignement supérieur, de la formation des cadres et de la recherche scientifique (2008).
- 8.
Royaume du Maroc (1999).
- 9.
‘Integration Pedagogy’ is a set of teaching procedures designed to support the implementation of the Competency-Based Approach. The principle of this pedagogy is to include, in the school instructional time, moments in which the newly taught contents are integrated in meaningful real-life situations. For a review on this pedagogy, see, for example: Ministère de l’éducation nationale, de l’enseignement supérieur, de la formation des cadres et de la recherché scientifique – Département de l’enseignement scolaire (2009c) or Roegiers (2003).
- 10.
The ‘classes préparatoires’, which belong to the French educational tradition, are special classes that are housed within reputable senior high schools and intended for top-achievers in the baccalaureate (high school exams), especially in math and science subjects. They provide a highly demanding 2-year post-secondary program that prepares students for exams of admission in selective higher education institutions which are typically schools of engineering or business.
- 11.
Following the extensive political reforms, TAMAZIGHT (the language of the original populations of Morocco – Amazigh) is being given more recognition in the wider cultural and educational contexts. Arabic is no longer considered by some as the only mother tongue for Moroccan children.
- 12.
The full name of the project is: Advancing Learning and Employability for a better Future. It is funded by USAID and administered by a consortium of firms led by the Washington-based Academy for Educational Development.
- 13.
Ministère de l’éducation nationale, de l’enseignement supérieur, de la formation des cadres et de la recherche scientifique – Département de l’enseignement scolaire et Projet ALEF-USAID (2009a).
- 14.
Ministère de l’éducation nationale, de l’enseignement supérieur, de la formation des cadres et de la recherché scientifique – Département de l’enseignement scolaire et Projet ALEF-USAID (2009b).
- 15.
See footnote 10.
- 16.
The literal translation: ‘Workshops for Sharing, Deepening and Regulation’.
- 17.
See footnote 12.
References
Conseil supérieur de l’enseignement’. (2008). Rapport annuel sur l’état de l’éducation au Maroc. www.cse.ma
Ezzaki, A. (2007). The quality of education in Morocco: A balance sheet of the current national reform. In C. Brock & L. Z. Livers (Eds.), Aspects of education in the Middle East and North Africa. London: Oxford University Press.
Ministère de l’Education Nationale, de l’Enseignement Supérieur, de la Formation des Cadres et de la Recherche Scientifique. (2008). Pour un nouveau souffle de la réforme. Présentation du Programme « NAJAH 2009–2012 » Rapport de synthèse.
Ministère de l’Education Nationale, de l’Enseignement Supérieur, de la Formation des Cadres et de la Recherché Scientifique – Département de l’enseignement scolaire et Projet ALEF-USAID. (2009a). Le Programme de la pertinence. (A set of 12 modules).
Ministère de l’Education Nationale, de l’Enseignement Supérieur, de la Formation des Cadres et de la Recherché Scientifique – Département de l’enseignement scolaire et Projet ALEF-USAID. (2009b). Projet d’établissement et de mobilisation sociale.
Ministère de l’Education Nationale, de l’Enseignement Supérieur, de la Formation des Cadres et de la Recherché Scientifique – Département de l’enseignement scolaire. (2009c). Guide de la pédagogie de l’intégration. CNIPE. collab.tarbiya.ma/file.php/1/GUIDE_PI_FR.pdf
Roegiers, X. (2003). Des situations pour intégrer les acquis scolaire. Bruxelles, Belgium: De Boeck Université.
Royaume du Maroc. (1999). Charte nationale d’éducation et de formation. www.cosef.ma
The International Association for the Evaluation of Educational Achievement (IEA). (2009). TIMSS and PIRLS International Study Center. timss.bc.edu.
The World Bank. (2007). The road not traveled: education reform in the Middle East and North Africa. www.worldbank.org.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Ezzaki, A. (2011). A Multifaceted Perspective on Leadership for Learning: A Case Study on Moroccan Education. In: Townsend, T., MacBeath, J. (eds) International Handbook of Leadership for Learning. Springer International Handbooks of Education, vol 25. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1350-5_10
Download citation
DOI: https://doi.org/10.1007/978-94-007-1350-5_10
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-1349-9
Online ISBN: 978-94-007-1350-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)