الهندسة التشريعية للمدرسة المغربية في ضوء القانون الإطار 51.17: إعادة تشكيل الوظيفتين المعرفية والاجتماعية

Abstract

This study analyzes the legislative architecture of the Moroccan school system in light of Framework Law 51.17, focusing on how this binding legal framework reshapes the cognitive and social functions of the national educational system to ensure the transition toward a knowledge society and establish social equity. The research examines the legal safeguards for the right to education by institutionalizing equal opportunity measures and combating school dropout. Concurrently, it explores the rights-based approach implementing "inclusive education" for children with disabilities and vulnerable groups, thereby upholding human dignity and the best interests of the child.

 Furthermore, the study highlights the structural impact of the "Social Solidarity Fund" as an innovative, sustainable, and independent financing mechanism designed to alleviate budgetary pressures on the state and secure funding exclusively for affirmative action and social support programs (such as school transport and boarding schools) in rural and remote areas.

The research concludes that the real-world efficacy of this legislative design depends heavily on the alignment of public policies, the upgrading of digital infrastructure, and the reform of teacher training programs to integrate digital competencies and pedagogical innovation. The study recommends accelerating the issuance of remaining executive decrees, expanding the solidarity tax base to ensure sustainable funding, and establishing a renewed social contract that reinstates public schools as primary engines for social mobility based on merit and equity within the era of digital transformations and complex artificial intelligence.