The Ministry of Education (MoE) took a bold step when, in 2001–2002, it decided to open up the process of textbook development to the principle of competition among publishers. The vision was that publishers would submit their textbooks for approval by the MoE, and the best of the approved textbooks would be selected by each user.
According to the National Charter, this step was taken for two reasons:
To use the competition process among textbook writers and publishers to improve the overall quality of textbooks, on the basis that the publishers who best reflected the needs of the end user would be more successful
To separate the concept of the syllabus from the concept of the textbook, to encourage inspectors and teachers to address the teaching of overall competences rather than memorizing the content of the textbooks.1
The 2002 textbook policy placed Morocco in a unique position compared with the rest of the Arab world, where the MoE in each country continues to provide the content of all textbooks for government-supported schools and in which there is therefore a single textbook for each subject and grade. In some ways, Morocco’s textbook policy has followed a trajectory that is closer to that of several countries in East and Southeast Asia.