Non-Formal Education as a Mechanism for Remedial Schooling: A Descriptive and Analytical Field Study in Taza Province, Morocco

Abstract

Education is a fundamental pillar for societal development, playing a central role in fostering economic and social progress and improving individuals’ living conditions. In this regard, Morocco has engaged since the mid-twentieth century in continuous educational reforms aimed at enhancing the education and training system. This process culminated in the 2015–2030 Strategic Vision and Framework Law 51.17, which promote a school system based on equity and equal opportunity.  However, the continued prevalence of school failure and dropout in vulnerable areas, involving 2685 students 46.55% of whom were female during the 2023–2024 academic year highlights the limited capacity of the formal education system to ensure educational continuity for all learners. Therefore, this study examines the role of non-formal education in reducing school dropout and fostering educational and vocational reintegration in Taza Province.  Methodologically, the study adopts a descriptive-analytical approach based on fieldwork, including semi-structured interviews with key stakeholders and questionnaires administered to education professionals. This enabled an assessment of program implementation and stakeholders’ perceptions of their effectiveness. Non-formal education programs contributed to the educational recovery and reintegration of school dropouts for only 441 beneficiaries, with females accounting for 25.85%, through flexible educational approaches. Nevertheless, their effectiveness remains limited by inadequate resources, weak coordination, and insufficient monitoring and support mechanisms.