General overview

The Higher Council for Education, Training, and Scientific Research is an independent constitutional body with an advisory role, established under Article 168 of the Kingdom’s Constitution. Its mission is to provide advice on public policies and issues of national interest relating to education, training, and scientific research.

As part of its contribution to the consolidation of good governance, sustainable development, and participatory democracy, the Council strives to be a melting pot for strategic thinking and a pluralistic forum for debate and coordination on issues concerning the education, training, and scientific research system, where it contributes to the promotion of Moroccan schools.

The Council also plays a role in informing public policy and supports public decision-makers in their efforts to establish a high-quality education, training, and scientific research system capable of meeting the aspirations of Moroccan citizens and promoting the fundamental values on which the Moroccan model is based, in accordance with the country’s strategic choices in terms of economic, social, and cultural development and its regional and international influence.

The Council’s work is based on Moroccan principles and foundations, including

• Achieving the rule of law, democracy, and modernity;
• Participating in the construction of a cohesive, pluralistic society conducive to integration;
• Contributing to the construction of a society based on knowledge, science, and innovation;
• Integrating the criteria of quality, transparency, and accountability in order to establish the desired social contract.

Given the specific characteristics of education, the Council carries out its tasks in accordance with the following fundamental principles:

• Considering reform as an achievable and accessible goal, even if it is a complex and lengthy process that requires a great deal of patience.
• Placing education above all other considerations, whether ideological, political, sectarian, or related to particular interests.
• Consider reform as a shared responsibility that requires the consolidation of achievements, the gradual implementation of change, and careful monitoring accompanied by regular external evaluation.

Consider the participatory approach as an essential choice in order to ensure the commitment and mobilization of all stakeholders.

The Council brings together representatives of the various stakeholders and expertise in the fields of education, training, and scientific research, while ensuring that the principle of gender parity is respected in the appointment of its members.

The Council is composed of 100 members, including the chair, appointed by His Majesty the King for a five-year term renewable once, distributed as follows:

a) Category of experts and specialists: 20 members appointed by the King from among individuals recognized for their expertise in the fields of education, training, and scientific research.

b) Category of members appointed in a personal capacity: 25 members representing the government, academic and scientific institutions, parliament, and education and training institutions.

c) Category of members representing the most representative teachers’ unions, educational and administrative staff, parents and guardians of students, teachers, students and pupils, local authorities, civil society associations, businesses and organizations representing private education and training institutions, numbering 54.

A member of the Council shall lose his or her seat in the event of death, breach of ethics, resignation, or loss of the status by virtue of which he or she was appointed to the Council. He or she shall be replaced for the remainder of his or her term.