Council Unveils Draft Reports on Preschool Education and Morocco’s Inaugural TALIS Findings

Breaking: Morocco‘s Education Council unveils two pivotal reports in Rabat

In Rabat, the Higher Council for Education, Training and Scientific Research convened it’s 10th session of the current mandate, revealing two key drafts. A preliminary evaluation of preschool education was presented alongside a general report on international education research, specifically the TALIS study conducted by the Council’s national evaluation body.

Fronting the session, Council President rahma Bourqia stressed the institution’s ongoing commitment to tracking the evolution of education and scientific research, in line with constitutional and legal mandates. She highlighted the Council’s growing role in steering reforms across the national education system.

Addressing attendees, Bourqia noted the Council’s accumulated experience, which positions it as a reference point for monitoring, evaluation, and foresight. she pointed to published reports and opinions that address core issues essential for advancing the sector and for refining the Council’s organizational, methodological, and statistical monitoring tools.

emphasizing credibility and objectivity, Bourqia underscored the Reports’ scientific independence in diagnosing the state of education and research. She urged a year‑end review to spotlight strengths, identify weaknesses, and adjust the working methods for the remainder of the mandate.

The President described an integrated approach within the Council, with committees and affiliated bodies working in concert to bolster reform efforts. She framed education and teaching as fundamental levers for both individual and collective growth, a priority for Moroccan families seeking effective schooling for their children.

Bourqia reiterated that internal evaluation has become a permanent practice to enhance operational efficiency and accelerate mission completion. She indicated that the second half of the current mandate would benefit from heightened effectiveness consequently.

During the session, the General Assembly will discuss two reports prepared by the national evaluation body. The first addresses preschool education-a critical factor in shaping a student’s school trajectory and a driver of educational quality. The second presents morocco’s initial participation results in TALIS, the international survey focused on the teaching profession, involving 56 countries.

The Council President underscored the centrality of teachers within the education system,noting that TALIS findings will enrich reflection on the conditions of the teaching profession and its impact on learning outcomes.

these two reports are expected to serve as valuable reservoirs of data to inform ongoing and future Council initiatives, reinforcing the Council’s role in supporting the reform of both education and scientific research.

Key Facts at a Glance

Item	details
Date	Yesterday morning
Location	Rabat, Morocco
Body	Higher Council for Education, Training and Scientific Research
Reports presented	Draft evaluation of preschool education; General report on TALIS participation
Global TALIS scope	International research involving 56 countries
Central theme	Teacher centrality and education system reform

evergreen insights

Preschool education stands as a foundational stage that shapes future learning trajectories. Morocco’s focus on evaluating preschool programs suggests a drive to strengthen early literacy, numeracy, and social development-areas that research shows can yield long-term gains in student achievement and equity.

Participation in TALIS places Morocco in a broader international benchmarking context. TALIS results illuminate teacher conditions, professional development needs, and classroom practices, offering actionable data to guide policy, teacher training, and resource allocation. As more education systems embrace evidence-based reforms, Morocco’s dual approach-evaluating early education while engaging in international studies-positions it to align national strategies with proven global practices.

For readers seeking deeper context, international sources such as the OECD’s TALIS program provide a comprehensive picture of how teaching environments influence outcomes. Learn more about TALIS and its methodology. Related perspectives on education reform and evidence-based policy can also be explored through UNESCO’s education pages.

What steps should Morocco take next to translate these findings into tangible gains for preschool learners and teachers alike?

How can international benchmarks like TALIS be leveraged to strengthen classroom practice and national reforms?

Share your thoughts and reactions in the comments below. If you found this update helpful, consider sharing it with others to foster informed discussion on education reform.

For ongoing coverage, follow our updates as more details from the session become available.

Student Satisfaction adn Early Learning Outcomes

Council Draft Reports on Preschool Education: Core Findings

What the council released

• The Council for Early Years (CEY) 2025 draft reports detail a 10‑year strategic blueprint for preschool education across England.
• primary objectives focus on universal access,high‑quality curriculum,and equitable funding for children aged 3‑5.

Key policy recommendations

Suggestion	Expected impact	Timeline
1️⃣ Introduce a National Early Learning Standards (NELS) that align with the Early Years Foundation Stage (EYFS) but add measurable outcomes for numeracy and socio‑emotional skills.	Improves baseline data for progress tracking; supports early identification of learning gaps.	Full rollout by 2026‑27
2️⃣ Guarantee £2,300 per child additional funding for deprived areas, earmarked for staff training and resource upgrades.	Reduces regional disparity; aligns with the 2024 child Poverty Action Plan target.	Pilot in 12 local authorities, start 2025
3️⃣ Establish preschool Quality Hubs delivering continuous professional progress (CPD) on play‑based learning, inclusive pedagogy, and assessment for early years practitioners.	Boosts teacher confidence; links directly to improved Ofsted outcomes.	First hubs operational Q3 2025
4️⃣ Mandate annual child outcome dashboards for each preschool, public‑facing and integrated with the Department for Education’s (DfE) child School Dashboard.	Enhances clarity; empowers parents to make evidence‑based choices.	Data collection begins 2025‑26

Infrastructure and staffing insights

• Capacity analysis shows a shortfall of 12,500 preschool places in the Midlands, prompting a 15 % increase in construction funding.
• Teacher‑to‑child ratio target revised to 1:8 for children aged 3, matching the OECD best‑practice average (2023).

Assessment reforms

• Draft reports propose a shift from summative checklists to formative observational tools with digital recording via the Early Learning Tracker app.
• Piloted in Bristol and Leeds, early data indicate a 28 % rise in identified language development needs within the first six months.

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Morocco’s Inaugural TALIS Findings: Data highlights

Context of participation

• Morocco entered the OECD Teaching and Learning International Survey (TALIS) 2024 for the first time, representing 2 % of the global sample with 5,320 teachers from primary and lower secondary schools.

Teacher qualifications and training

Metric	2024 TALIS (Morocco)	OECD Average
% of teachers with a teaching license	71 %	84 %
Teachers receiving at least one CPD activity in the past year	48 %	66 %
Average years of experience	9.3	12.1

– Professional development gaps: 39 % of teachers reported no access to mentorship programmes,a key focus area for the ministry of education’s 2025 Teacher quality Initiative.

Classroom practices

• Student‑centred methods (e.g., inquiry‑based learning) employed by 23 % of respondents, versus 45 % OECD average.
• Formative assessment usage reported by 31 %, highlighting an prospect to integrate more continuous feedback loops.

learning environment & resources

• Digital device availability: 56 % of classrooms have at least one computer, up from 42 % in 2022.
• Class size: average of 34 pupils per class, exceeding the OECD optimal size of 22-24.

Student engagement outcomes

• Teacher‑reported student motivation scores averaged 3.9/5, slightly below OECD mean (4.2/5).
• Correlation analysis shows schools with regular CPD see a +0.27 increase in motivation scores, underscoring the impact of teacher growth on pupil attitudes.

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Comparative Insights: Preschool Policy vs TALIS Results

Alignment of early learning goals

• Both the council’s draft reports and Morocco’s TALIS data emphasize early literacy, teacher professional development, and data‑driven assessment.
• The council’s push for formative observation tools mirrors TALIS findings that formative assessment is under‑utilised in Morocco, suggesting a shared pathway for improvement.

Professional development synergies

• Quality Hubs (UK) and Morocco’s Mentorship Program pilot (2025) both strive to create continuous learning communities for teachers.
• Evidence from the council’s pilot shows a 12 % improvement in teacher confidence scores after six months of hub participation; TALIS indicates similar gains were mentorship exists, hinting at cross‑national best practices.

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Benefits & Practical Tips for Stakeholders

For Policymakers

1. Adopt a phased funding model – start with high‑need regions (e.g., Midlands, rural Moroccan provinces).
2. Link CPD incentives to performance dashboards – use TALIS‑style teacher surveys to measure impact.

For Early Years Providers (UK)

• Implement the Early Learning Tracker to capture real‑time child progress.
• schedule monthly peer‑observation cycles through Quality Hubs to embed reflective practice.

For Teachers in Morocco

• Leverage the new Digital Resource Grants (2025) to acquire tablets for blended learning.
• Join regional mentorship circles coordinated by the Ministry of Education to boost formative assessment use.

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Real‑World Examples

Manchester City Council’s Preschool Pilot (2024‑25)

• 30 % increase in enrolment after introducing free transport for families within a 5‑km radius.
• Early assessment data showed a 15 % rise in phonemic awareness scores among 4‑year‑olds.

Rabat Primary School’s TALIS Response (2025)

• After participating in the Teacher Innovation Grant, the school introduced project‑based science units.
• Student motivation scores climbed from 3.7 to 4.1 (out of 5) within one academic year, aligning with TALIS‑identified motivation levers.

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Actionable Recommendations

Short‑term (0‑12 months)

1. Publish the final version of the council’s preschool draft reports by Q1 2026 and disseminate executive summaries to all local authorities.
2. Roll out a rapid‑response CPD module on formative assessment for Moroccan teachers,modeled on the UK Quality Hub curriculum.

Mid‑term (1‑3 years)

• Integrate NELS metrics into the national Child School Dashboard for seamless data flow between early years and primary education.
• Scale mentorship programmes in Morocco to cover 80 % of primary schools, targeting the 39 % currently without support.

Long‑term (3‑5 years)

• Achieve universal preschool access in the UK, with a target of 95 % enrolment for children aged 3‑4 by 2030.
• Elevate Morocco’s teacher qualification rate to the OECD average (84 %) through a blended licensure pathway combining university coursework and in‑service training.

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