Kingdom
Pioneer Schools: On the Path to Success
Skeptics doubted it. But the Akhannouch government’s determination was matched only by its resolve to establish a ‘quality public school system for all.’ The initiative is now on the path to nationwide implementation.
All indicators confirm it: the ‘Pioneer School’ project is taking root. Admittedly, achieving the goal of establishing a quality public school system is no small feat, but the government is determined to mobilize all necessary resources to succeed.
The results already achieved reinforce its commitment to moving forward with expanding the project nationwide. Further confirmation comes from the recent Evaluation Report produced by the National Evaluation Authority (INE), affiliated with the Supreme Council for Education, Training, and Scientific Research, which reveals that progress is on track—despite some lingering gaps that still need addressing, though these are expected to be resolved soon.
Examining the project’s three pillars—’institution,’ ‘teacher,’ and ‘students’—the INE Report ‘highlights achievements as well as challenges and constraints to overcome for successful scaling and nationwide implementation’ of the Pioneer School model.
Following an initial evaluation in September 2023 and a second in May 2024, this third assessment concludes that ‘the overall index shows that, on average, institutions have achieved satisfactory performance levels relative to set objectives.’
With a compliance score of 79 out of 100, according to the Report. Even better, of all 629 schools evaluated, the majority scored above 75 points.
Breaking down results between rural and urban areas, performance levels are nearly comparable, with scores of 75 and 80 points, respectively—demonstrating efforts to ensure geographic equity.
Delving deeper, the evaluation focuses on the ‘Institution’ pillar, which covers physical spaces ‘related to infrastructure, equipment, and facilities.’ Here, too, ‘results are broadly satisfactory, with an average score of 78 points.’
This reflects ‘efforts to create more conducive learning conditions.’ However, the INE Report notes that scores are higher in urban areas (81 points) than rural ones (74 points), ‘not to mention regional disparities that remain to be addressed.’
The same evaluation also reveals that schools are ‘largely compliant’ with leadership and governance standards, scoring 80 points in this category.
There, we learn better…
Regarding the ‘Teacher’ pillar, schools show an ‘average score’ of 60 points, against a backdrop of notable disparity between urban and rural areas, with scores of 68 and 48 points, respectively.
Concerning pedagogical resources—including classroom equipment and reading corners—the Report states that results are ‘satisfactory,’ with a national score of 79 points. This achievement would not have been possible without ‘efforts dedicated to resource provision.’
For the ‘Student’ pillar, the Report particularly highlights adherence to learning time, where schools achieve an average score of 76 points. In terms of learning assessment, results are ‘broadly satisfactory in both urban and rural areas,’ with scores of 84 and 83 points, respectively.
The same positive trend is evident in schools’ commitment ‘to encourage student participation in extracurricular activities.’ Compliance in this dimension is high, with rural and urban areas scoring 87 and 86 points, respectively.
Regarding student proficiency in languages and mathematics, the TaRL (Teaching at the Right Level) approach and explicit instruction are yielding results. Between September and May, these strategies enabled ‘a significant proportion of students to improve their learning levels.’
Progress is more pronounced in mathematics and French compared to Arabic. Specifically, 67% and 62% of students saw improvement in mathematics and French, versus just 50% in Arabic.
However, maintaining this trend across all grade levels is critical, especially as the Evaluation Report notes a decline in progress when moving from elementary grades (CE2 and CE3) to higher levels (CE4, CE5, and CE6).
In summary, what some dismissed as a ‘short-lived experiment’ has proven viable. While there is room for refinement, the government remains committed to improvement and nationwide expansion—with the Pioneer Secondary School model now following suit
Eloquent Figures
Yes, a quality public school system is achievable. The Executive Branch has taken decisive action, committing fully to transformation—both in substance and form. The Pioneer Schools project is now a reality.
Three pillars have guided this initiative: improving student learning (particularly in mathematics and languages), enhancing the learning environment (visibly evident in certified institutions through modern facilities integrating technology), and reinforcing the central role of teachers—through better compensation, training, and ongoing professional development.
Embedded within the 2022-2026 Roadmap, the Pioneer School project was initially piloted across 626 schools covering all regions of the Kingdom. At its launch in the 2023-2024 academic year, approximately 320,000 students benefited.
With promising early results, the initiative expanded during the just-concluded school year to include no fewer than 2,626 schools, serving 1.3 million students—accounting for 30% of enrolled children.
Middle schools followed suit in 2024-2025, with 230 institutions (10% of all middle schools) participating, benefiting 200,000 students. In short, progress is steadily advancing on the path toward a university of excellence.
