Pub Date : 2022-05-30DOI: 10.37870/joqie.v12i19.291
Isaiah Mmatipe Sefoka
The component of free rudimentary education is guaranteed and recognized by the 1996 Constitution, the African National Congress (ANC) Freedom Charter as well as other international instruments such as the Universal Declaration of Human Rights (UDHR) and the International Covenant on Economic, Social and Cultural Rights (ICESCR). Conversely that there exists no component of free higher education in South African laws and statutory guidelines, let alone in the international arena advocating for free higher education. Notwithstanding this fact, reality has shown that free higher education has not been realized despite students’ petition which fact has instigated them to take part in severe dissents from the four walls of South Africa. This paper argues that free higher education is not realizable the South African government has limited resources and the economy is on its knees. The paper further argues that for the South African government to fund free higher education it needs a well-resourced economy which is the contrary in South Africa.
{"title":"Realizing Fee-Free Higher Education in South Africa; Dreams and Nightmares","authors":"Isaiah Mmatipe Sefoka","doi":"10.37870/joqie.v12i19.291","DOIUrl":"https://doi.org/10.37870/joqie.v12i19.291","url":null,"abstract":"The component of free rudimentary education is guaranteed and recognized by the 1996 Constitution, the African National Congress (ANC) Freedom Charter as well as other international instruments such as the Universal Declaration of Human Rights (UDHR) and the International Covenant on Economic, Social and Cultural Rights (ICESCR). Conversely that there exists no component of free higher education in South African laws and statutory guidelines, let alone in the international arena advocating for free higher education. Notwithstanding this fact, reality has shown that free higher education has not been realized despite students’ petition which fact has instigated them to take part in severe dissents from the four walls of South Africa. This paper argues that free higher education is not realizable the South African government has limited resources and the economy is on its knees. The paper further argues that for the South African government to fund free higher education it needs a well-resourced economy which is the contrary in South Africa.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44122748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.37870/joqie.v12i19.308
M. Khasawneh
This study aimed to identify the relationship between learning language skills and learning difficulties in English language among students in the elementary stage in Irbid Governorate from the teachers’ point of view. The study used the descriptive-analytic approach. The sample of the study consisted of (100) male and female teachers, who teach the fourth and fifth grades, distributed as follows: (50) males and (50) females. To achieve the objectives of the study, a questionnaire was designed to identify the relationship between learning language skills and learning difficulties among students in English language. The questionnaire included the following dimensions, listening, speaking, reading, and writing. The results of the study revealed that the overall degree for the relationship between learning language skills to students’ learning difficulties In English language at the primary stage from the teachers' point of view was high in all dimensions of study. The study concluded that it is important to identify the importance of learning language skills for students with LDs and teachers should be aware of these skills and their role.
{"title":"Language Skills and Their Relationship to Learning Difficulties in English Language from the Teachers' Point of View","authors":"M. Khasawneh","doi":"10.37870/joqie.v12i19.308","DOIUrl":"https://doi.org/10.37870/joqie.v12i19.308","url":null,"abstract":"This study aimed to identify the relationship between learning language skills and learning difficulties in English language among students in the elementary stage in Irbid Governorate from the teachers’ point of view. The study used the descriptive-analytic approach. The sample of the study consisted of (100) male and female teachers, who teach the fourth and fifth grades, distributed as follows: (50) males and (50) females. To achieve the objectives of the study, a questionnaire was designed to identify the relationship between learning language skills and learning difficulties among students in English language. The questionnaire included the following dimensions, listening, speaking, reading, and writing. The results of the study revealed that the overall degree for the relationship between learning language skills to students’ learning difficulties In English language at the primary stage from the teachers' point of view was high in all dimensions of study. The study concluded that it is important to identify the importance of learning language skills for students with LDs and teachers should be aware of these skills and their role. ","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42155335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.37870/joqie.v12i19.285
G. Figari
Ce texte a pour but de réaliser une revue de questions soulevées par la recherche sur l’évaluation en éducation à l’orée des années 2000, questions élaborées à partir des contributions de nombreux auteurs à un bilan initié lors d’un colloque de l’ADMEE Europe. Le regroupement présenté met l’accent sur des évolutions et des perspectives sensibles : l’évaluation étudiée de plus en plus comme une activité, l’évaluation de plus en plus centrée sur le sujet apprenant et expliquée dans le cadre de la cognition, l’évaluation de plus en plus influencée par le contexte social (normes, économisation). Autant de remises en question de la simple mesure des performances, outil traditionnel des évaluateurs.
{"title":"L'activité évaluative entre cognition et réponse sociale : nouveaux défis pour les évaluateurs","authors":"G. Figari","doi":"10.37870/joqie.v12i19.285","DOIUrl":"https://doi.org/10.37870/joqie.v12i19.285","url":null,"abstract":"Ce texte a pour but de réaliser une revue de questions soulevées par la recherche sur l’évaluation en éducation à l’orée des années 2000, questions élaborées à partir des contributions de nombreux auteurs à un bilan initié lors d’un colloque de l’ADMEE Europe. Le regroupement présenté met l’accent sur des évolutions et des perspectives sensibles : l’évaluation étudiée de plus en plus comme une activité, l’évaluation de plus en plus centrée sur le sujet apprenant et expliquée dans le cadre de la cognition, l’évaluation de plus en plus influencée par le contexte social (normes, économisation). Autant de remises en question de la simple mesure des performances, outil traditionnel des évaluateurs.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43036282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.37870/joqie.v12i19.312
Ibrahim Bouabdallah
Le processus d’instauration d’une recherche pédagogique durable au secteur scolaire au Maroc a enregistré de faibles performances et n’a pas encore abouti à décrocher une reconnaissance parmi les opérateurs de recherche. La connexion de cette recherche avec le terrain est visée comme un facteur limitant de relance à l’aube du 21ème siècle. Au moyen d’une méta-analyse de trois types de documents incluant cinq rapports issus des instances éducatives, huit textes législatifs et deux travaux de littérature, la présente investigation examine la synergie entre les structures professionnelles et la sphère de recherche visant lui donner une nouvelle impulsion. Les résultats montrent que le terrain éducatif et la recherche pédagogique constituent un bloc unique. Cependant, l’élaboration des ponts entre la recherche pédagogique et les intervenants de terrain est confrontée au degré de reconnaissance des activités réalisées. En plus, l’absence explicite des fonctions de recherches parmi les missions attribuées aux écoles rend la mobilisation des acteurs sur le terrain très délicate.
{"title":"La synergie entre le terrain et la recherche pédagogique","authors":"Ibrahim Bouabdallah","doi":"10.37870/joqie.v12i19.312","DOIUrl":"https://doi.org/10.37870/joqie.v12i19.312","url":null,"abstract":"Le processus d’instauration d’une recherche pédagogique durable au secteur scolaire au Maroc a enregistré de faibles performances et n’a pas encore abouti à décrocher une reconnaissance parmi les opérateurs de recherche. La connexion de cette recherche avec le terrain est visée comme un facteur limitant de relance à l’aube du 21ème siècle. Au moyen d’une méta-analyse de trois types de documents incluant cinq rapports issus des instances éducatives, huit textes législatifs et deux travaux de littérature, la présente investigation examine la synergie entre les structures professionnelles et la sphère de recherche visant lui donner une nouvelle impulsion. Les résultats montrent que le terrain éducatif et la recherche pédagogique constituent un bloc unique. Cependant, l’élaboration des ponts entre la recherche pédagogique et les intervenants de terrain est confrontée au degré de reconnaissance des activités réalisées. En plus, l’absence explicite des fonctions de recherches parmi les missions attribuées aux écoles rend la mobilisation des acteurs sur le terrain très délicate.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47794033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.37870/joqie.v12i19.303
Adil El Filali
This paper measures the effects of COVID-19 on university students’ learning performance. Students’ degree of (dis)satisfaction with real-time virtual instruction is a determining factor in their achievement. This variable (students’ degree of (dis)satisfaction) may better be understood with reference to the barriers that face students regarding their synchronous virtual learning. Specifically, highlighting the impact of the pandemic on such mode of learning helps identify and explore such barriers. To this end, two crucial aspects are worthy of mention. While the first concerns the students’ degree of (did)satisfaction with the learning mode in focus, the second focuses on the difficulties who students encounter in such mode of learning. Methodologically, data was collected through an online questionnaire distributed to 101 students at the Higher School of Technology –Essaouira. The data analysis phase consists of both the students’ responses and their comments. The former is analysed quantitatively, while the latter are analysed on the basis of the themes emerging from them. The study demonstrates that most participants hold fewer positive attitudes towards real-time online courses particularly during this period of crisis. It also shows that most students encounter many difficulties while learning English synchronously, which makes them favour in-class settings over the synchronous ones. The importance of this study lies in that it helps get an insight into the students’ views of and experience with real-time online learning during COVID -19. The study, however, may call for further research associated with other issues different from the one under investigation.
{"title":"Students’ (Dis)satisfaction with Synchronous Online Learning in Times of COVID-19","authors":"Adil El Filali","doi":"10.37870/joqie.v12i19.303","DOIUrl":"https://doi.org/10.37870/joqie.v12i19.303","url":null,"abstract":"This paper measures the effects of COVID-19 on university students’ learning performance. Students’ degree of (dis)satisfaction with real-time virtual instruction is a determining factor in their achievement. This variable (students’ degree of (dis)satisfaction) may better be understood with reference to the barriers that face students regarding their synchronous virtual learning. Specifically, highlighting the impact of the pandemic on such mode of learning helps identify and explore such barriers. To this end, two crucial aspects are worthy of mention. While the first concerns the students’ degree of (did)satisfaction with the learning mode in focus, the second focuses on the difficulties who students encounter in such mode of learning. Methodologically, data was collected through an online questionnaire distributed to 101 students at the Higher School of Technology –Essaouira. The data analysis phase consists of both the students’ responses and their comments. The former is analysed quantitatively, while the latter are analysed on the basis of the themes emerging from them. The study demonstrates that most participants hold fewer positive attitudes towards real-time online courses particularly during this period of crisis. It also shows that most students encounter many difficulties while learning English synchronously, which makes them favour in-class settings over the synchronous ones. The importance of this study lies in that it helps get an insight into the students’ views of and experience with real-time online learning during COVID -19. The study, however, may call for further research associated with other issues different from the one under investigation.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48108356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.37870/joqie.v12i19.316
Wissam Belimane, A. Chahed
Algeria has introduced the institutional self-assessment as Quality Assurance (QA) approach in Higher Education Institutions (HEIs) at the national level. It has been formalized in official reports communicated to the Ministry. The purpose of this study is to evaluate self-assessment practices implemented in HEIs in a comparative perspective. The method of qualitative content analysis of self-assessment reports was used, based on category system deduced from the literature review. Results show that the HEIs followed common approaches with some differences in the deployment of steps and the importance given to them. The study concludes by highlighting the implemented processes advantages and difficulties and producing important recommendations for improvement of future self-assessment exercises.
{"title":"Comparative study on quality self-assessment processes at higher education institutions in Algeria","authors":"Wissam Belimane, A. Chahed","doi":"10.37870/joqie.v12i19.316","DOIUrl":"https://doi.org/10.37870/joqie.v12i19.316","url":null,"abstract":"Algeria has introduced the institutional self-assessment as Quality Assurance (QA) approach in Higher Education Institutions (HEIs) at the national level. It has been formalized in official reports communicated to the Ministry. The purpose of this study is to evaluate self-assessment practices implemented in HEIs in a comparative perspective. The method of qualitative content analysis of self-assessment reports was used, based on category system deduced from the literature review. Results show that the HEIs followed common approaches with some differences in the deployment of steps and the importance given to them. The study concludes by highlighting the implemented processes advantages and difficulties and producing important recommendations for improvement of future self-assessment exercises.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42902179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.37870/joqie.v12i19.297
Fatima Zahra El Malaki, Fatima Zohra Kroum
The current research tends to investigate the effect of online learning on students’ achievement and performance in classrooms. The pandemic has disrupted teaching and learning system around the world, in general, and Morocco in particular. Electronic learning (e-learning) has become the core method of teaching curriculum during the lockdown. This paper investigates the impact of online learning on students’ achievement during the lockdown; Moroccan vocational institutions as a case study. This research attempts to shed light on the perceptions and attitudes toward students’ experiences regarding online learning, capacity to assimilate information, targeted skills, and the use of e-learning platforms. The paper also discusses some key challenges of online teaching for instructors and teachers followed by a discussion of the results to enhance the effectiveness of online learning.
{"title":"The Impact of Online Learning on Students’ Achievements","authors":"Fatima Zahra El Malaki, Fatima Zohra Kroum","doi":"10.37870/joqie.v12i19.297","DOIUrl":"https://doi.org/10.37870/joqie.v12i19.297","url":null,"abstract":"The current research tends to investigate the effect of online learning on students’ achievement and performance in classrooms. The pandemic has disrupted teaching and learning system around the world, in general, and Morocco in particular. Electronic learning (e-learning) has become the core method of teaching curriculum during the lockdown. This paper investigates the impact of online learning on students’ achievement during the lockdown; Moroccan vocational institutions as a case study. This research attempts to shed light on the perceptions and attitudes toward students’ experiences regarding online learning, capacity to assimilate information, targeted skills, and the use of e-learning platforms. The paper also discusses some key challenges of online teaching for instructors and teachers followed by a discussion of the results to enhance the effectiveness of online learning.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43243141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.37870/joqie.v12i19.306
Meryem Rostom
As the Covid-19 spread across the world, it has affected the lives of people from all walks of life. While confined to home after the imposed lockdowns and closure of educational institutions, girls were called upon to perform family chores and assume caregiving roles. This may result in limited time and energy to continue their learning at a distance. Using survey data collected in April and May 2020 from a sample of Moroccan female first year university students, the present paper analyzes the effect of household labor allocation during home confinement on female students’ remote learning. Findings demonstrate how the immediate effects of covid-19 pandemic showed themselves in education with girls being left behind, and display how the crisis has widened gender inequalities and created new challenges in a society where gender-based discrimination and traditional social norms already exist. Understanding the gender-differentiated impacts of the Covid-19 crisis is necessary to design policy responses that reduce pre-existing social and educational vulnerabilities and ensure that the gender parity progress achieved in recent decades is not reversed.
{"title":"Gendering the pandemic: the effect of the Covid-19 lockdown on female students’ household labor allocation in Morocco","authors":"Meryem Rostom","doi":"10.37870/joqie.v12i19.306","DOIUrl":"https://doi.org/10.37870/joqie.v12i19.306","url":null,"abstract":"As the Covid-19 spread across the world, it has affected the lives of people from all walks of life. While confined to home after the imposed lockdowns and closure of educational institutions, girls were called upon to perform family chores and assume caregiving roles. This may result in limited time and energy to continue their learning at a distance. Using survey data collected in April and May 2020 from a sample of Moroccan female first year university students, the present paper analyzes the effect of household labor allocation during home confinement on female students’ remote learning. Findings demonstrate how the immediate effects of covid-19 pandemic showed themselves in education with girls being left behind, and display how the crisis has widened gender inequalities and created new challenges in a society where gender-based discrimination and traditional social norms already exist. Understanding the gender-differentiated impacts of the Covid-19 crisis is necessary to design policy responses that reduce pre-existing social and educational vulnerabilities and ensure that the gender parity progress achieved in recent decades is not reversed.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" 83","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41316893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.37870/joqie.v12i19.320
Tarek A. H. Barakat, M. A. Algorafi
There is a growing interest in improving the quality of higher education in Yemen. This is evident from the adoption of curriculum reviews by various universities, conferences centring around the quality of education, as well as the various institutions focusing on the quality of education. The drive has focused mainly on the perspective of the teaching profession. Little research has focused on the perspective of the students. This is viewed by the authors as a missing link since the students are the beneficiaries of the education they receive. Thereby, it is viewed as a fundamental perspective which should be incorporated in the overall drive for enhancing the quality of higher education in Yemen. This research attempts to bring the perspective of the students at the final year at the various departments in the Faculty of Engineering at Sana’a University. It is important for the various departments to know what students perceive as important and to evaluate their performance in the various factors in order to focus their efforts on the important factors where their performance is found to need attention. The research uses a quantitative approach using surveys to provide the student perspective on the weights of various factors that affect the quality of their education as well as the performance of the department on each of the factors.
{"title":"Student perceptions of quality education in the faculty of engineering at Sana’a University","authors":"Tarek A. H. Barakat, M. A. Algorafi","doi":"10.37870/joqie.v12i19.320","DOIUrl":"https://doi.org/10.37870/joqie.v12i19.320","url":null,"abstract":"There is a growing interest in improving the quality of higher education in Yemen. This is evident from the adoption of curriculum reviews by various universities, conferences centring around the quality of education, as well as the various institutions focusing on the quality of education. The drive has focused mainly on the perspective of the teaching profession. Little research has focused on the perspective of the students. This is viewed by the authors as a missing link since the students are the beneficiaries of the education they receive. Thereby, it is viewed as a fundamental perspective which should be incorporated in the overall drive for enhancing the quality of higher education in Yemen. This research attempts to bring the perspective of the students at the final year at the various departments in the Faculty of Engineering at Sana’a University. It is important for the various departments to know what students perceive as important and to evaluate their performance in the various factors in order to focus their efforts on the important factors where their performance is found to need attention. The research uses a quantitative approach using surveys to provide the student perspective on the weights of various factors that affect the quality of their education as well as the performance of the department on each of the factors.","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49651276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-30DOI: 10.37870/joqie.v12i19.301
Anasse Bounaga
Women’s empowerment is one of the main goals of the United Nations Sustainable Development Goals (SDGs) framework that is adopted by many developing countries, including Morocco, to fight poverty and gender discrimination. The Fourth and fifth goals in this framework aim at putting gender equality and women’s empowerment on the agenda of education and literacy policy makers by eliminating gender disparity in primary, secondary and tertiary education. To do so, Morocco is committed to build on the partnership opportunities with U.N agencies like Millennium Challenge Corporation (MCC) to develop a gender-sensitive approach with specific and clear goals that would enable the implementation of gender mainstreaming at all levels and stages of policy making. In doing so, The Moroccan government will not only be able to solve gender-inequalities in different life domains including education, but also develop a policy arsenal that goes in-line with the international goals on gender equality. However, it is argued that the SDGs framework does not serve women’s cause as it serves liberal agendas by shifting the attention from real empowerment of women to integrating them in the economic system, turning them into a ‘new proletariat’. Therefore, this study analyzes the MCC’s gender policy along with Gender and Social Inclusion Dimensions Action Plan (GISAP) using Fairclough’s Critical Discourse Analysis model in the light of Sardenberg’s [31] conceptualization of women’s empowerment and current development approaches to see if the approach that the Moroccan government is adopting is ‘liberating’ girls or fostering ‘liberal’ ideology. Results showed that this approach considers empowerment an instrument for economic growth and a fertile ground for strengthening liberal ideology through a horizontal and narrow interpretation of empowerment. Thus, girls and women should be empowered through a vertically-oriented approach that enhances their participation in policy making, inhibits discriminatory practices and challenges patriarchal structures.
{"title":"Empowering Moroccan Girls through Education","authors":"Anasse Bounaga","doi":"10.37870/joqie.v12i19.301","DOIUrl":"https://doi.org/10.37870/joqie.v12i19.301","url":null,"abstract":"Women’s empowerment is one of the main goals of the United Nations Sustainable Development Goals (SDGs) framework that is adopted by many developing countries, including Morocco, to fight poverty and gender discrimination. The Fourth and fifth goals in this framework aim at putting gender equality and women’s empowerment on the agenda of education and literacy policy makers by eliminating gender disparity in primary, secondary and tertiary education. To do so, Morocco is committed to build on the partnership opportunities with U.N agencies like Millennium Challenge Corporation (MCC) to develop a gender-sensitive approach with specific and clear goals that would enable the implementation of gender mainstreaming at all levels and stages of policy making. In doing so, The Moroccan government will not only be able to solve gender-inequalities in different life domains including education, but also develop a policy arsenal that goes in-line with the international goals on gender equality. However, it is argued that the SDGs framework does not serve women’s cause as it serves liberal agendas by shifting the attention from real empowerment of women to integrating them in the economic system, turning them into a ‘new proletariat’. Therefore, this study analyzes the MCC’s gender policy along with Gender and Social Inclusion Dimensions Action Plan (GISAP) using Fairclough’s Critical Discourse Analysis model in the light of Sardenberg’s [31] conceptualization of women’s empowerment and current development approaches to see if the approach that the Moroccan government is adopting is ‘liberating’ girls or fostering ‘liberal’ ideology. Results showed that this approach considers empowerment an instrument for economic growth and a fertile ground for strengthening liberal ideology through a horizontal and narrow interpretation of empowerment. Thus, girls and women should be empowered through a vertically-oriented approach that enhances their participation in policy making, inhibits discriminatory practices and challenges patriarchal structures. ","PeriodicalId":32732,"journal":{"name":"The Journal of Quality in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46504390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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