مدارس الريادة وإشكالية العدالة التعليمية بالمغرب: قراءة في التوازن بين منطق النجاعة التربوية ومطلب الإنصاف

Abstract

This article examines the Pionner Schools Program (Madaris Al-Riyada) as one of the most significant educational reform initiatives launched by the Moroccan Ministry of National Education, Preschool and Sports within the framework of Framework Law No. 51.17 on the education, training and scientific research system, The study addresses a central question concerning the extent to which this program succeeds in achieving a balance between educational effectiveness and educational equity within Moroccan public schools.The research adopts an analytical approach combining legal analysis and public policy perspectives. It explores the constitutional and legislative foundations governing the program, analyzes its pedagogical principles and implementation mechanisms, and assesses its contribution to promoting equal educational opportunities and reducing learning disparities.

The study finds that the Pioneer Schools Program reflects a new orientation in educational reform based on improving learning outcomes and enhancing school performance through continuous assessment, early intervention, and pedagogical support. It also highlights the program’s potential contribution to educational equity by addressing learning difficulties and strengthening foundational skills. However, its impact remains dependent on its ability to overcome structural challenges related to social and territorial inequalities that continue to affect the Moroccan education system.

The article concludes that building an effective and equitable public school requires viewing educational effectiveness and educational equity as complementary rather than competing objectives, since both constitute essential pillars of any educational public policy aimed at guaranteeing the right to quality education for all learners.