The Educational Curriculum: Evaluation Challenges and Prospects for Development – The Moroccan Curriculum as a Model

Abstract

Curriculum construction represents the foundation and core of educational policy; the educational curriculum reflects society’s perceptions and expectations across various cultural, social, economic, and political dimensions and levels.

With the continuous renewal of societal needs and expectations, there is an urgent necessity to develop and modernize educational systems, revise existing curricula, and experiment with new curricula that keep pace with rapid scientific and technological developments.

Curriculum evaluation is based on several key criteria, including comprehensiveness in evaluation, assessment of the implemented curriculum and learning outcomes, validity and credibility in evaluation, consideration of functionality, and continuity. It also requires the use of diverse tools and methods to ensure credibility, judge the extent to which educational objectives are achieved, identify learners’ needs, correct learning pathways, and provide decision-makers with accurate data for curriculum development.

In the applied section, the study examined the reality of the Moroccan educational curriculum and the challenges associated with its evaluation. The research monitored the major reform projects that have shaped the Moroccan curriculum from independence to early 2022, including the national roadmap.

The study identified key challenges such as: improvisation in curriculum evaluation, unilateral management of evaluation processes without field experts, reliance on overly general methodologies, and the adoption of curriculum-related decisions lacking scientific and pedagogical justification.

This confirms the importance of continuing educational research in curriculum design, evaluation, modification, and development. The study concluded with scientific proposals for curriculum evaluation based on a precise educational vision, most notably: adopting a participatory approach, building an advanced pedagogical model, and building upon the results of previous evaluations.