Moroccan Students Rank Lowest Globally in Science and Math: Who Is to Blame?

Education experts in Morocco continue to sound the alarm over the adoption of French as a medium of instruction, a shift that has resulted in negative outcomes, as reflected in Morocco’s low ranking in international education reports.

A recent report by the Trends in International Mathematics and Science Study (TIMSS 2023), released by the International Association for the Evaluation of Educational Achievement (IEA) on December 4, 2024, placed Moroccan students at the bottom of the global rankings in math and science achievement. This applied to both fourth-grade and eighth-grade students.

According to the report, Morocco ranked among the last three countries globally, with no improvement since the previous report in 2019. Moroccan students' scores remained well below the international benchmark of 500 points.

The study revealed that Moroccan eighth-grade students lost 67 points in science, achieving only 327 points, marking their worst performance in 25 years. This placed them second to last, ahead of only Cote d’Ivoire. In contrast, Singaporean students topped the rankings with 606 points.

Complex Causes

Analyzing these results, Abdennasser Naji, president of the Amaquen Think Tank for education quality, described Morocco's position in the new rankings as “deeply concerning and alarming.”

Speaking to Al-Estiklal, Naji said the proportion of students meeting the minimum competency level in science dropped dramatically at the middle school level, from 48% to just 18%. This was the lowest rate recorded among participating countries and Morocco's poorest performance to date.

He attributed the significant decline in middle school performance to several factors, including the inability of the educational system to address learning gaps caused by the COVID-19 pandemic, a policy of automatic promotion from primary to middle school, regardless of academic merit, and weak teacher training in scientific subjects, exacerbated by the reliance on contractual hiring, which prioritized quantity over quality.

Naji also pointed to a shortage of graduates with education degrees and the insufficient quality of university-level training in these fields.

The think tank president criticized the adoption of French as the language of instruction for scientific subjects. Many students struggle with French, negatively impacting their performance in science and mathematics.

He called for an urgent review of the national curriculum to better align it with the content and standards of the TIMSS assessment, emphasizing that such a step is now “an absolute necessity.”

The TIMSS (Trends in International Mathematics and Science Study) is a global assessment conducted every four years to evaluate students’ performance in math and science. It targets fourth-grade and eighth-grade students and focuses on measuring foundational knowledge and problem-solving abilities.

The assessment helps identify gaps between educational systems worldwide, providing recommendations to improve curricula and teaching methods.

In mathematics, TIMSS covers topics such as numbers, algebra, geometry, and statistics, while in science, it includes biology, chemistry, physics, and environmental geography. It serves as a vital tool for identifying strengths and weaknesses in education and enhancing its quality on a global scale.

Government Responsibility 

Former State Secretary for Higher Education and Scientific Research, Khalid Samadi, emphasized the government’s responsibility in addressing these educational outcomes, linking them to the failure to implement laws related to education and training.

“These results require the government to interpret them carefully and seriously and to return to adhering to the law,” he told Al-Estiklal.

“If the government turns a deaf ear and persists in its stubbornness, this disgraceful ranking will not shake its complacency.”

Samadi highlighted that the Framework Law mandates Arabic as the primary language of instruction, alongside a balanced integration of foreign languages for teaching certain content. This framework aims to break away from a monolingual (French) approach in scientific and technical subjects.

The law also stipulates adopting a linguistic strategy that utilizes children’s foundational Arabic and Amazigh linguistic and cultural competencies across the education system. This rollout is detailed in a decree requiring gradual implementation over six years, during which students are to be equipped with both the languages of instruction and taught subjects to prevent confusion, according to the former state secretary. 

Samadi criticized the government for disregarding these provisions, including freezing the linguistic strategy decree, despite the Higher Council for Education, Training, and Scientific Research (CSEFRS constitutional body) issuing opinions on that twice.

He further noted the government’s unilateral imposition of what it calls the “international option,” effectively abolishing the national option in secondary and middle schools. This move disregards parents’ wishes and ignores warnings from science teachers who have repeatedly raised alarms.

Samadi accused the government of enforcing French as the sole language of instruction for scientific and technical subjects outside the legal framework, despite its own official reports acknowledging that most students struggle with the language.

“This insistence on pursuing such policies has led us to these deeply disappointing results. It is imperative to abandon this misguided path in dealing with the education and training sector,” he concluded.

Government's Explanation

In response to the widespread reaction to Morocco’s assessment results, the Ministry of National Education, Preschool, and Sports issued a statement on December 4, 2024, downplaying the severity of the outcomes.

The ministry described the results as showing “relative or slight improvement.”

It emphasized the need to enhance educational programs and teaching methods to strengthen students' scientific skills and improve future evaluation outcomes, as highlighted by the international study.

The ministry also noted ongoing initiatives, including the Pioneer Schools Model introduced in 626 primary schools in September 2023, with plans to expand to 232 middle schools by the 2024/2025 academic year.

It stressed that one of the strategic goals of its 2022–2026 roadmap is to increase the proportion of students mastering basic educational competencies. The ministry seeks to train students in the effective and safe use of computers and other digital tools for learning and participation in national and international assessments.

Commenting on the ministry's statement, Khalid Samadi said, “The ministry's explanation linking the decline in performance to students using computers for the first time in this evaluation has raised significant surprise.”

He told Al-Estiklal that the government, with this explanation, is ignoring the real factors behind the decline, chief among them being the language of instruction for these subjects. He criticized the government’s inexplicable insistence on sidelining the Language Framework Decree and stalling provisions of the related framework law.

Structural Challenges

While some countries participating in the evaluation achieved significant progress through sustained investment in their education systems, Morocco's performance reflects ongoing structural challenges hindering improvements in educational quality, according to Klamkom.

The local news outlet attributed the decline to several factors, including inadequate continuous training for teachers, insufficient resources allocated to advancing education in scientific subjects, and the absence of effective policies to support students’ basic competencies.

It further questioned the effectiveness of the reform programs introduced by the Ministry of Education, raising concerns about their real impact on improving educational outcomes.

The significant gap between Moroccan students’ performance and that of their peers in other countries underscores the urgent need to reevaluate current strategies. This includes overhauling curricula, enhancing teacher training, and creating a supportive learning environment, according to the same source.

“TIMSS 2023 results are not just statistics but a wake-up call, warning that the future of upcoming generations is at risk unless immediate and comprehensive measures are taken to reform education.”

As Morocco approaches its 2030 Agenda for Sustainable Development, the report stressed the importance of prioritizing education to prepare a globally competitive generation.

The outlet concluded by advocating for a comprehensive national dialogue, involving all stakeholders in the education sector and civil society, to devise sustainable solutions that can lift Morocco out of its educational decline and set it on the path to progress.

Educational Assessments

Morocco frequently sparks debate over its performance in various international educational assessments, such as the Programme for International Student Assessment (PISA), the Progress in International Reading Literacy Study (PIRLS), and the Trends in International Mathematics and Science Study (TIMSS). These assessments aim to evaluate students' mental abilities, skills, and readiness.

Former educational inspector Mohamed Salem el-Baichi identified two main factors contributing to Morocco's poor performance in these assessments: pedagogical choices and their implementation, and the culture of evaluation and testing.

Speaking to Al-Estiklal, Baichi said while foundational reform documents, such as the National Charter for Education and Training, the 2015–2030 Strategic Vision, and the New Development Model, outline advanced visions for reform, the policies implemented to actualize these visions often fall short.

He highlighted a significant disconnect between these guiding frameworks and on-the-ground practices. This gap stems from a lack of a coherent vision linking major policy decisions to practical realities. He noted the absence of effective tools for practitioners, ranging from pedagogical models and teaching techniques to evaluation and support systems.

“Our education system still emphasizes quantity over quality, rote memorization over understanding, and lecturing over engagement and interaction,” said Baishi. “It focuses on recalling information instead of analyzing it, imitation rather than critical thinking and creativity.”

The inspector noted that the requirements of modern learning and international assessment programs surpass these outdated practices. “Such approaches have long been abandoned in countries that have achieved educational advancement.”

Baichi pointed to a critical gap in Morocco's educational system: the culture of evaluation and testing. “This area has evolved into a specialized field known as docimology, with independent training programs for educators. Unfortunately, our practices largely rely on traditional methods handed down through generations with minimal innovation.”

He emphasized the importance of acknowledging challenges and diagnosing them. “We need to appreciate the positive aspects of our educational experience, address the negatives, analyze the results of international evaluations, and use these insights to improve and modernize our curricula.”

Baichi proposed focusing on clear evaluation systems that include daily assessments, continuous monitoring, and tests aligned with global standards. He also stressed the urgency of integrating advanced skills such as analysis, synthesis, critical thinking, and creativity into everyday teaching practices. “This would free students from rigid models and outdated learning approaches, opening their minds to broader knowledge and tools.”

He recommended aligning educational frameworks with international standards and training educators to design and implement effective evaluations and tests. “Practitioners must be supported in applying what they’ve learned in real-world settings, and training programs should include dedicated modules on assessment.”

The inspector concluded by calling for a cultural shift in how evaluation is perceived throughout the education system. “Evaluation should be seen as a tool to enhance and refine performance, not as a source of fear. It should be integrated into classroom practices, administrative management, and the review of educational materials, creating a culture where it becomes a desirable and constructive process.”

Baichi noted that in the most recent international ranking, Morocco placed second to last, just ahead of South Africa, in the PIRLS (Progress in International Reading Literacy Study).