PISA: Moroccan Students Have Poor Reading, Math, Science Abilities

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Rabat – The Program for International Student Assessment (PISA) placed Morocco 75th out of 79 countries that participated in an international assessment that evaluates 15-year-old students’ abilities in reading, mathematics, and science. 

Chinese students dominated the top of the ranking in every domain of study, beating Singapore—the country that occupied the top spot in 2015. China did not place in the top five on the 2015 rankings.

Around 600,000 students from across 79 countries sat for the two-hour computer-based assessment.

Morocco placed ahead of the Philippines, the Dominican Republic, Lebanon, and Kosovo. 

This is Morocco’s first participation in the international assessment that the Organisation for Economic Co-operation and Development (OECD) has been conducting since 2000. Morocco is the only African country assessed alongside five Arab countries: Lebanon, Qatar, Saudi Arabia, Jordan, and the UAE.

Conducted every three years, the study took place in April 2018 on a sample of 6,814 Moroccan students from 179 secondary schools.  

In every domain of study, Moroccan students scored below the PISA’s average score.

For reading, Moroccan students achieved a score of 359 points, far below PISA’s international average of 487. 

Read also: Poor Education, Lack of Personal Freedoms Hinder Morocco’s Prosperity

Morocco’s national average score in mathematics is 368 points, over 100 points below the international average of 489.

In science, Moroccan students attained a score of 377 points, compared to an international average of 590 points.

The Ministry of Education pointed out that social background is not a factor since 13% of students tested came from vulnerable populations but were able to obtain the national average.

The PISA report is one of a number of education-related reports that have ranked Morocco in low spots.

In November 2018, the World Bank published a report outlining deficiencies in Morocco’s educational system.

The report, “Expectations and Aspirations: A new framework for education,” suggests that Moroccan curricula depend heavily on rote learning, a memorization technique based on repetition.

The World Bank noted that the learning method is not effective and makes students unable to exhibit a basic understanding of day-to-day knowledge application.

Source: moroccoworldnews.com