I consider myself extremely fortunate to be one of the chosen Moroccan educators awarded the Fulbright FLTA scholarship. Having spent over four months in the United States, I’ve engaged in a thorough exploration of various facets of American culture. During my time here, I’ve gained substantial knowledge about this country and dispelled many preconceived notions I held before arriving. Moreover, being a part of the University of Pennsylvania community has proven to be a remarkable experience, providing me with extensive learning opportunities. As a teacher familiar with the intricacies of the Moroccan education system, I’ve dedicated myself to continuous research to understand the strengths that set the U.S. education system apart. The concept of an Ivy League, absent in Morocco, has been particularly noteworthy during my time at the University of Pennsylvania (UPenn). I’ve come to appreciate UPenn as a unique and independent realm, prioritizing learning while offering a diverse range of resources.
At the university level, UPenn provides abundant resources, including expansive libraries and study centers, ensuring that students have everything they need to excel. Numerous student clubs and organizations add vibrancy to the academic routine, with a plethora of extracurricular events enriching student life on a daily basis. The availability of these resources and the vibrant campus life are a direct result of the annual funding the university receives. This prompts me to advocate for increased funding from the Moroccan government to higher education, as investing in this sector is crucial for elevating the global ranking of Moroccan higher institutions.
During the first semester, I enrolled in two courses: “Multilingual Classroom Discourse” with Dr. Yumi Matsumoto and “The American History of Education Reform” with Dr. Jonathan Zimerman. Both courses imparted contemporary knowledge that will undoubtedly contribute to my future research endeavors. One notable aspect is the meticulous organization of all courses; a glance at the syllabus provides a comprehensive overview, outlining evaluation criteria and course details. The feedback received from my professors has proven immensely valuable in enhancing my writing skills. Each time I submit an assignment, I eagerly anticipate their constructive and focused feedback. It consistently encourages me to consider different perspectives, pushing me to refine my thinking and approach.
For Moroccans, the quest for knowledge and the improvement of our education system stand as crucial pillars in our national development. Broadening our perspective, especially by examining the United States higher education system, provides us with valuable insights and lessons that can play a pivotal role in refining our own educational framework. Reflecting on this brief experience, there are specific aspects of the US education system that I believe we can learn from:
- Emphasis on Critical Thinking:
As I have always noticed in the courses I took during the fall semester, the US education system stands out for its strong emphasis on fostering critical thinking skills. Moroccans can benefit from adopting a similar approach by incorporating interactive and problem-solving elements into our classrooms. Encouraging students to question, analyze, and think independently not only deepens their understanding of the material but also better equips them for the challenges of the modern world. Personal experiences, such as receiving prompt and thought-provoking feedback from professors, showcase the value of promoting critical thinking in education. Interestingly, in my course on U.S. educational history, the professor extended invitations to authors of books and articles, creating opportunities for engaging discussions. This experience has been enlightening as it allowed me to connect with the authors, delve into their works, and explore their writing processes. Engaging in conversations with these authors provided valuable insights into their perspectives, enabling me to understand their books better and discuss the methodologies they employed. Additionally, it allowed me to gain a glimpse into their future research endeavors.
- Diverse Learning Environments:
In the United States, the celebration of diversity within educational settings is evident, recognizing the nation’s rich cultural, linguistic, and socioeconomic diversity. Similarly, Morocco stands out as a diverse country, attracting individuals from various cultures and ethnicities. To strengthen our education system, we can embrace a more inclusive approach, ensuring that our schools mirror the diversity inherent in our nation. This not only enhances the overall educational experience but also empowers students to navigate a globalized world where cross-cultural understanding is increasingly essential. Furthermore, fostering inclusivity in our education system contributes to the development of interculturally competent students. These individuals are better prepared to thrive beyond their local communities and able to engage with people whose cultures, traditions, and customs differ from their own. By cultivating a learning environment that values and reflects the diversity, we not only enrich the educational journey but also empower students to navigate and contribute meaningfully to an interconnected and culturally diverse global landscape.
- Holistic Assessment Methods:
Unlike a sole reliance on traditional exams, the US education system employs diverse assessment methods such as projects, presentations, and group work. Moroccan higher institutions can improve their evaluation practices by embracing a more holistic approach that considers practical skills alongside academic knowledge. In fact, my personal experience, such as being evaluated based on weekly readings and paper submissions rather than exams, demonstrates the effectiveness of this approach in facilitating a deeper learning experience.
- Promotion of Extracurricular Activities:
Participating in extracurricular activities is a fundamental aspect of the American education system, nurturing a variety of skills beyond academic pursuits. Moroccans can appreciate and encourage engagement in extracurriculars, spanning sports, arts, or community service. At UPenn, there is a constant stream of invitations to join various clubs and student associations, ensuring a plethora of activities aligning with diverse student interests every day. Acknowledging the role of these activities in fostering a comprehensive education, encompassing leadership, teamwork, and personal growth, holds great importance.
- Community Engagement:
In the realm of higher education in the United States, community engagement plays a pivotal role in establishing meaningful bonds between academic institutions and the communities they serve. This engagement transcends the boundaries of traditional classroom learning, encompassing collaborative initiatives that yield benefits for both students and the broader community. American universities consistently prioritize community engagement, considering it a fundamental aspect of their mission to make positive contributions to society.
At my university, there are frequent calls for community involvement, urging students to contribute to the local community through activities such as tutoring primary school students or teaching English to immigrants. This proactive engagement reflects a commitment to leveraging academic resources for the betterment of the surrounding community—a practice not very prevalent in Moroccan educational institutions.
In contrast, educational institutions in Morocco may not have as strong a connection with their local communities. There is an opportunity for Moroccans to draw inspiration from the U.S. model by fostering more robust ties between schools and local communities. Establishing and nurturing these connections can result in shared resources, increased support for students, and a collective sense of responsibility for education. This collaborative approach contributes to the creation of a more comprehensive and impactful learning environment, aligning with the notion that education should extend beyond the confines of academic institutions and actively engage with the broader community for mutual benefit.
All in all, my time at the University of Pennsylvania has been a source of ongoing learning regarding U.S. education. As a Fulbright scholar, I am now better equipped to contribute to education reform in Morocco. It is worth mentioning that Moroccan higher education has undergone a consistent reform process, rectifying numerous past errors. Nevertheless, the path of reform is far from complete, and it is only through learning from foreign education models, coupled with reflective analysis of our current system, that we can attain favorable outcomes.
* Aziz Ghannaj is an English teacher, an OPEN E-teacher program alumnus and a Fulbright FLTA grantee.