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Research Article
Mapping Diversity and Inclusivity in Moroccan Teacher Education: Challenges and Prospects
Rania Boustar*
Issue:
Volume 11, Issue 1, June 2025
Pages:
1-6
Received:
3 August 2024
Accepted:
27 December 2024
Published:
17 January 2025
DOI:
10.11648/j.ijvetr.20251101.11
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Abstract: This article underscores the importance of creating a more inclusive education that adheres to principles of inter-cultural diversity, equity and social justice in Moroccan public schools. Given that Morocco has been a transit and a destination hub for (im) migrants for quite a long time, Moroccan classes are becoming cross-culturally, linguistically, and racially diverse. In this regard, this article seeks to investigate the realization of inter-cultural diversity, inclusivity and equity in Moroccan teacher education in terms of teaching contents, materials, practices and pedagogies. It also probes the African Sub-Saharan students’ perceptions as to the extent to which their learning needs and expectations are met in the classroom as well as other factors that either facilitate or hinder their learning process. In so doing, the study adopts a qualitative research method of data collection and analysis. 10 Moroccan teachers were randomly selected from different cities in the oriental region for an interview, followed by a total number of 15 African Sub-Saharan students. The interview text data indicate that inter-cultural education, inclusivity and equity are not fully exhibited in Moroccan teacher education due to a number of factors—among of which are textbooks, teaching pedagogies and discriminatory behaviors.
Abstract: This article underscores the importance of creating a more inclusive education that adheres to principles of inter-cultural diversity, equity and social justice in Moroccan public schools. Given that Morocco has been a transit and a destination hub for (im) migrants for quite a long time, Moroccan classes are becoming cross-culturally, linguistical...
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Research Article
Correlational Analysis Between Students’ Performance in Theory and Practical Summative Examinations
Issue:
Volume 11, Issue 1, June 2025
Pages:
7-20
Received:
22 November 2024
Accepted:
12 December 2024
Published:
17 January 2025
DOI:
10.11648/j.ijvetr.20251101.12
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Abstract: The study investigated the relationship between Candidates’ performance in theory and practical papers. Specifically, it determined the performance differences across gender and examined factors that influence the performance of candidates in theory and practical papers. The study employed both qualitative and quantitative approaches. The study used the: Karl Pearson’s correlation coefficient, to investigate the relationship between candidates’ performance in theory and practical papers; and Student’s t-test technique, to determine performance difference across gender. Different perceptions on the performance of candidates in practical and theory assessments from the students, instructors, assessors, principals and curriculum specialists using questionnaires and key informant interviews were obtained. Findings revealed a weak correlation between the performance of candidates in theory and practical papers. Descriptive statistics of candidates’ scores between 2017 and 2019 for NCES, showed that 76% of first year candidates scored below 50% in the theory papers compared to 43% in practical papers. For the Second-year candidates, 72% of the candidates scored below 50% compared to 0.7% in the practical papers. While for NCBC, NCAM and NCET, candidates performed better in practical papers than in theory. There was similar performance observed for all Programmes in year one and two. Additionally, the findings on theory and practical performance across gender established a significant difference in performance across gender. Factors that influenced students’ performance centered on availability of well-stocked libraries, workshops and equipped laboratory, adequate training and practical materials. The study recommended instructors’ retooling, stocking of libraries, and use of open spaces for practical training, practice and assessment.
Abstract: The study investigated the relationship between Candidates’ performance in theory and practical papers. Specifically, it determined the performance differences across gender and examined factors that influence the performance of candidates in theory and practical papers. The study employed both qualitative and quantitative approaches. The study use...
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Case Report
The Mentorship Program Between the Teacher and Students: Impediments to the Full Academic Achievement of Queen College Students in the Human Resource Management Course
Derese Simegnew Alehegn*,
Gashaw Lejalim Asnake
Issue:
Volume 11, Issue 1, June 2025
Pages:
21-24
Received:
3 December 2024
Accepted:
17 December 2024
Published:
17 January 2025
DOI:
10.11648/j.ijvetr.20251101.13
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Abstract: The mentorship program between teachers and students is pivotal in fostering academic achievement and personal development. This study examines the mentorship dynamics at Queen College, specifically focusing on students enrolled in the Human Resource Management (HRM) course. Despite the program's intent to enhance student engagement and learning outcomes, several impediments hinder its effectiveness and, consequently, the students’ full academic potential. Using a mixed-methods approach, this research identifies and analyzes the barriers to successful mentorship. Quantitative data were gathered through structured surveys administered to HRM students, while qualitative insights were derived from in-depth interviews with mentors and mentees. Key findings indicate that issues such as insufficient time allocation for mentorship, lack of training and resources for mentors, and mismatched mentor-mentee pairings significantly affect the program’s success. Furthermore, cultural and communication gaps, as well as an absence of clear guidelines and institutional support, exacerbate these challenges. The study highlights the critical need for a structured and well-resourced mentorship framework to address these barriers. Recommendations include providing professional development opportunities for mentors, fostering a supportive institutional culture, and implementing strategic pairing mechanisms based on compatibility and academic goals. Additionally, regular evaluation of the mentorship program can ensure its alignment with students' evolving needs and aspirations. This research contributes to the discourse on academic mentorship by shedding light on the systemic issues that impede its effectiveness. By addressing these challenges, Queen College can optimize the mentorship experience, ultimately enhancing student performance and the overall quality of the HRM program. The findings are not only relevant to Queen College but also serve as a valuable reference for other educational institutions seeking to strengthen their mentorship initiatives.
Abstract: The mentorship program between teachers and students is pivotal in fostering academic achievement and personal development. This study examines the mentorship dynamics at Queen College, specifically focusing on students enrolled in the Human Resource Management (HRM) course. Despite the program's intent to enhance student engagement and learning ou...
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