Youssef is a senior in a Moroccan public university, he passed there six thousand, one hundred and fifty days of the last nineteen years of his life before graduating, then he spent the same period of time searching for a job ,descent or valuable, before losing hope and committing suicide after tasting the real meaning of failure and uselessness. Yes, studying in Morocco is analogous to drinking from the cup of humiliation. Indeed, seeking for knowledge in Morocco transformed the major part of Moroccan students into “Pariahs”, with an unknown future and destroyed dreams. From primary school to college, from children to youth, education in Morocco had not prepared children for the “real life” outside the four walls of class, it only taught children how to bury their purpose in life in the dreams graveyard. Morocco is inundated with dexterous and smart people and the government should change the educational system from its roots by investing in primary schools, using Arabic as a language of learning, and building more schools in rural areas.
The Moroccan educational system had been exposed to several experiments and changes throughout this decade. Indeed, after juggling between the French system and the Spanish curriculum, and signing an emergency plan to reform education in Morocco, which has never been unleashed, we collided with the wall of failure. Actually, the result was expected because how could we educate a nation where its unscrupulous leaders are molding education as an abject and useless “thing”, and where children are dreaming of becoming like "Messi and Ronaldo" instead of aiming at a noble and worthwhile professional career.
Therefore, The first step to heal the body of the education system is...
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... implementing the solutions mentioned above in order to hear in the future that a Moroccan university is among the top 10 universities worldwide, or to be able finally to "produce" knowledge by encouraging scientific research.
Good Education is the solution to all the problems that Morocco faces such as corruption and poor health care, and the change begin by the solutions mentioned above. Furthermore, enlightened people would never misbehave or harm their country, and if we educate well the children before they burgeon, Youssef and others will in the future take the torch and lead the country wisely instead of committing suicide. Finally, the value of a nation is determined by its quality of education, and if Japan and South Korea had reborn, after the nuclear disaster (Hiroshima and Nagasaki) and the civil war, using education as a weapon, why cannot we?
It’s no surprise that there are faults within our schools in today’s society. As both authors’ point out if our educational system is
higher education, choice of a husband and access to a prosperous/independent future-that a woman would be positioned to escape gender oppression. However, this is not the case for the Arab women of Fatima Mernissi’s Dreams of Trespass and Ahdaf Soueif’s In the Eye of the Sun. The two main characters of these novels-Asya and Mernissi herself-enable the reader to understand how gender inequality is rooted in the frontiers and accepted social norms that are defined by the community and adhered to by the individual. Although these woman have access to an equal education with the hopes of becoming an enlightened, liberated women, education does not guarantee that they will ever become truly liberated. This paper will discuss the differences between the educated and seemingly liberated women of Dreams of Trespass, and In the Eye of the Sun, in hopes to understand whether cultural and educational frontiers are the only characteristics which govern a woman's right to escape the gendered Arab hierarchy. Why do some women, with access to westernization and an equal education still fall victim to the subservient expectations of an unliberated and uneducated female in the Arab world? Why are these women maintaining such domination when they are surrounded by tools of
Education is immediate in the basis and mediated in its expansion. The basis of education lays in cultural matrices. They generate, transform, and share meanings and values by the product of several patterns of experience (inconscient, dramatic, biological, aesthetic, artistic, practical, intellectual, religious, etc.), and the spontaneous and self-correcting processes of learning, such as the human cooperation in labor, the human intersubjectivity in language and communication, and the cooperation with others as the basis of legitimate power in the community. The expansion of education is an historical self-consciousness that persons and communities would autonomously affirm.
Although there are some rights that are undeniable to humans, it is not always the case that they are made available. This is especially prominent for the rights of women, who since the domestication of plants and animals have been sent to the bottom of society, and used to carry out the purpose of men. One way in which men have taken the power away from women is by taking away their education, and in turn their ability to develop independently and to be. functional parts of society. In her book Persepolis, Marjane Satrapi described the struggle of growing up as a young girl in Iran, as well as the support given to her by her parents. They encouraged her to pursue education so that she was able to develop her own ideas. Similarly, Margaret Fuller’s father stressed the importance of education and he pushed her to study and pursue knowledge. As a result, both these women used literature to fight for the right to equal education promised by “The Universal Declaration of Human Rights”.
Throughout his essay, Marrakech, George Orwell utilizes a variety of stylistic and literary elements to convey a seemingly political message. Orwell’s clever use of vivid imagery, as demonstrated through his explicit word choice and sense of irony throughout the entire essay, serves to unveil the inhumane and dehumanizing effects of colonialism in Morocco. The various literary techniques used by Orwell, combined with the central theme of invisibility and noticing the commonly unnoticed, offers readers a thought-provoking piece of social and political commentary regarding the issue of colonialism and the consequences of turning a blind eye to its dehumanizing and long-lasting effects on the countries and populations it permeates.
Morocco is a Muslim and Arab North-African Kingdom which lies on the Mediterranean coasts. The country knew significant historical events which had a strong impact on the construction of modern Morocco. Since its independence, Morocco has witnessed deep Socio-Cultural mutations. It is within these changes that culture has been organized for the last five decades.
Mud-brick homes sit happily on the glittering golden hills of Morocco. The sweet and spicy fumes of Moroccan cuisine fills the air while hearty laughter and joyously beating drums rhythmically dance up and down the roads and walkways. Morocco truly is a beautiful and diverse country. The amiable and kind personalities of the 3,147,800 Moroccans are clearly shown through their culture and traditions (“Background Note: Morocco.”). Moroccan literary and art works are very influential to the modern world, and provide substantial insight to the culture itself.
Trinidad and Tobago. National Task Force on Education. 1994. Education Policy Paper (1993 – 2003) (White Paper). Port of Spain, Trinidad: Ministry of Education.
The first reason behind the inferiority of public Jordanian schools is their poorly qualified teachers. According to Professor Richard M. Ingersoll, University of Pennsylvania: “there has been a great deal of controversy over what kinds of preparation are necessary for teachers to be considered qualified. ‘Highly qualified’ teachers are those with a college degree, a teaching certificate, and competence in their subjects.” Those three qualifications are rarely present within the same teacher. Moreover, a teaching certificate is not even required by our Jordanian schools. Other than the absence of high standards when it comes to employing teachers, schools especially those located in remote governorates sometimes oblige their teachers to teach outside the scope of their fields, which reflects poorly on the students. Public schools’ weakness lies within their assumption that anyone with a collage degree is capable of teaching, which is not always true. A successful educator is both passionate and devoted; he inspires the child to become the best that he can possibly b...
"Education is the most powerful weapon which you can use to change the world's perspective" Nelson Mandela (May his soul rest in peace). A person's education is one of the most important factors in determining whether or not they will become a productive member of society. That is why when considering an education the quality of the education is almost as important as the education itself. Egypt, one of the largest country's in the world in terms of culture, population, and problems. One of the major problem is education and unemployment were somehow is related. The situation in Egypt is similar to that of other developing countries. The Declaration on Science and the Use of Scientific Knowledge adapted at the World Conference on Science, held at Budapest 26th June till 1st July 1999, stated that: “In all countries, and in particular the developing countries, there is a need to strengthen scientific research in higher education, including postgraduate programmes, taken into account national priorities.” According to the HDI (Human Development Index), Egypt is ranked 123 in the HDI, and the seventh in lowest ten countries in the Middle East and North Africa. The level of education in public and private university cannot be measured or consumed easily because some of university graduates are very succeeding in their life and some are in the worst rates and economic classes. Even some of the uneducated people are very good in business so succeeding or not is a measuring level but it still fail to determine which of both universities is better. With the focus of the Human Rights in Egypt, students in both university have a lot of rights to gain but do the students really gain all the rights they should be g...
I suggest that the government in Kuwait should encourage Kuwaitis to get high education due to it is important for future country and help to increase the income of the country and the medical care in the county. In addition make us known around the world by being proud for our great students. Education makes our life easier and people more close around the world. Education is not just receiving information or preparing for future it means that you need to succeed to open doors for future of the country. People should know the concept of education to know how it’s the key to success in learning we can solve several of problems that threat our country. Parents are the first teachers of their child they are the responsible to send their children to schools to promote them for learn to get the new generation the value of
Globally, education remains to be the most priority for most nations. Most of the countries spend many of their resources trying to avail equal opportunities to their people since the wealth of a country can only be achieved through having a good segment of the population being educated. Again it is only through education that the economies and social demands of a country can be gained. A country’s education system enables it to have the capacity to face both local and international demands and challenges as well (Murphy, 2010). Normally, it is good to review the education systems of other countries since this enables the country to know what the education system in one country looks alike and the possible improvements required. The paper discusses the major differences and similarities emerging from the education system both in United States (US) and Saudi Arabia.
Several messages are conveyed through Orwell’s “Marrakech” such as the low status of the natives and their colonization of the mind; however, the way he delivers these messages are ultimately through describing scenes of life and by analyzing his thoughts and feelings about these scenes. Ultimately, his whole essay becomes persuasive, because by showing that even he, a visitor of Morocco, can succumb to being blind to the native’s ill-treatment, the readers are vulnerable too. As a result, he wants the reader to open their eyes and fix the problem all around the world, not just in Morocco. Although “Marrakech” is an essay showing snapshots of life in Morocco, Orwell uses it to make the readers comprehend and desire to fix the problem of the degradation of humanity.
To reach the universal education goal for all children, special efforts should be clearly made by policymakers like addressing the social, economic...
Education plays a vital role in shaping tomorrows’ leaders. Not only can we become a better nation by acquiring the skills necessary to be productive members of a civilized society. Increase knowledge to actively achieve and meet challenges that can produce changes in which are productive for attaining business innovations, political and economic objectives.