Benmoussa calls for a new social contract centered on education

In his inaugural speech as a member of the Academy of the Kingdom of Morocco, Chakib Benmoussa, the country’s new High Commissioner for Planning and former head of the committee that drafted Morocco’s “New Development Model,” advocated for a “new social contract” with education at its core.

He emphasized that education is fundamental to human development, economic growth, and innovation.

During the ceremony held Wednesday at the Academy’s headquarters in Rabat, the former Minister of National Education and Interior Minister stressed that education reform should not rely solely on “technical solutions.”

Instead, he argued, it requires “social interactions,” leadership in driving change, and the involvement of families and society to restore public trust in the governance of the education system. He also highlighted the role of the “new state doctrines” emerging from the New Development Model.

Benmoussa defined education as the “art of transmitting knowledge to children and young people, fostering cognitive skills such as critical thinking, innovation, and lifelong learning, and instilling civic values and positive behavior.” He noted that the education system is complex, involving multiple stakeholders with diverse interests and expectations.

Addressing a Deep Educational Crisis

Benmoussa pointed to a “deep crisis” in the effectiveness of education, stating that it struggles to deliver the values and knowledge that students need in today’s world. He cited alarming dropout rates, with 300,000 students leaving school annually before the age of 16, amounting to three million dropouts over a decade.

This reality, he warned, underscores the urgent need for reform that prioritizes education’s role in shaping a better society for the common good.

The former minister also observed that wealthier families have long abandoned public schools, creating a divide that threatens social cohesion and equal opportunities. He stressed that “public school integration is essential for societal change” and that improving public education quality is key to addressing this challenge.

Reform Pillars and Implementation Strategy

Benmoussa outlined key pillars for reform, including the role of the state and local governments in ensuring education for all, regardless of socio-economic background. He also highlighted the contribution of social enterprises and associations in addressing educational needs beyond the capacity of both the public and private sectors, urging stronger partnerships to serve the public interest.

For the new social contract to be effective, he insisted that it must not be imposed from the top down but should involve families and communities in discussions about educational reform.

However, he cautioned that these efforts will be futile unless they address “barriers to change,” such as the gap between educational policies and classroom realities.

Acknowledging that reform is not a linear process, Benmoussa proposed a phased approach that prioritizes urgent issues, evaluates challenges, and sets clear priorities.

He advocated for experimental models, strong leadership, and effective implementation strategies, with a focus on human relationships, parental aspirations, and responsiveness to feedback.

He concluded by emphasizing that education should remain an evolving process, promoting evidence-based pedagogical practices and granting teachers greater autonomy to adapt their methods to students and their environment.

“Education is a fundamental human right and a cornerstone of development,” he said. “It can only be inclusive and future-oriented if it is recognized as a key component of the social contract.”