Rethinking Education in Morocco: The Contribution of the TaRL Approach and Artificial Intelligence to Enhancing Teaching Quality and International Performance

Abstract

The Moroccan education system, in both its functioning and performance indicators, is currently facing significant challenges in terms of international rankings and learners' competencies. To address this situation, the decision has been made to implement the new approach, Teaching at the Right Level (TaRL). The objective of this study is to assess the impact of this approach on learners’ skill levels, as well as its potential to improve the national ranking of educational competencies. The study is based on a methodology that combines empirical and theoretical elements. Initially, a competency test was administered to learners. Targeted remediation programs were then implemented following the TaRL model, and a post-test was conducted to measure progress. Preliminary analyses carried out in primary schools that have adopted the TaRL approach highlight a significant improvement in learners’ competencies, particularly among those initially classified at lower levels. The research findings indicate promising effects of the TaRL approach on enhancing learners' skills. This approach could become a key pillar in improving the Moroccan education system by fostering significant progress in student learning. However, its effectiveness depends on rigorous evaluation and continuous adaptation of the interventions implemented to ensure the sustainability and scalability of its effects. While experiments are already underway in 232 middle schools across the 12 AREFs, their impact will remain limited unless extended to the entire educational system. Furthermore, the integration of artificial intelligence into this approach, which is currently in the experimental phase, opens new perspectives. AI could enhance the effectiveness of TaRL by enabling personalized learner tracking, more precise adaptation of learning pathways, and optimized pedagogical strategies, thereby contributing to a deeper and more sustainable transformation of the Moroccan school system.

JEL Classification: I21, C93, O15               

Paper type: Empirical research