Nearly 90% of Moroccans support adopting English as primary teaching language, poll finds

 89.6 percent of respondents in a poll of  over 12,000 predominantly education-involved individuals  advocated for adopting English as the primary language of instruction in Moroccan schools. In contrast, only 6.2 percent favored French, while a mere 0.3 percent expressed a preference for Spanish.

The findings were published by  study conducted by the Moroccan Center for Citizenship.

With a substantial sample size of over 12,000 individuals primarily engaged in education, the survey uncovered crucial insights into language preferences, educational support, union involvement, private education trends, and perceptions of system reforms.

A significant 73 percent highlighted the absence of supplementary lessons within the school system for their children. Of these respondents, approximately 16.5 percent sought external support through private tutors.

a resounding 94 percent emphasized the necessity of involving non-legally recognized coordinating bodies in the realm of government-union discourse.

However, a notable 80 percent of participants confessed to harboring mistrust toward educational unions, a sentiment that peaked at 84 percent within the education community itself.

The survey probed into the reasons behind parental inclinations toward private education. A substantial 41.7 percent cited the appeal of flexible scheduling, while 36 percent attributed this choice to societal norms.

33.8 percent indicated a loss of confidence in public education, and 31.4 percent highlighted the availability of school transportation services.

Opinions on enhancing public education were vividly expressed. Over 77 percent underscored the importance of continuous training for educators in bolstering educational quality, while a staggering 94.4 percent stressed that improved salaries would significantly contribute to enhancing performance.

81.5 percent expressed skepticism about the effectiveness of current measures aimed at improving public education. Among these individuals, 74.7 percent saw no merit in reintroducing educated individuals for further dialogue, a view that resonated at 80 percent among educational workers.