Morocco Sees Preschool Enrollment Rise Above 70%

Rabat – Morocco has recorded steady progress in early childhood education over the past decade, with access to preschool improving markedly nationwide, according to a new evaluation presented in Rabat this week.

The share of children aged four to five enrolled in preschool increased from just over half in 2015 to more than 70% in 2025, said Hicham Ait Mansour, Director of the National Evaluation Authority under the Higher Council for Education. 

He was speaking after the release of the Preschool Evaluation Report for the 2024-2025 school year.

The gains are closely linked to the Preschool Development and Generalization Program launched in 2018, which aims to extend structured early education across the country by 2028. 

One of the most notable shifts has occurred in rural areas, where enrollment rates have more than doubled over the period and now exceed those recorded in urban centers.

This expansion has been accompanied by a major restructuring of preschool provision. 

The number of public preschool units has risen sharply over recent years, while non-structured units have declined, which translates into a move toward more regulated and standardized learning environments. 

Public spending on preschool education has increased significantly, with the budget more than doubling since 2019 and gradually shifting from capital investment toward day-to-day operational costs.

Challenges ahead

Carried out by the National Evaluation Authority in partnership with UNICEF, the assessment examines preschool education in the context of broader reforms affecting Morocco’s education system. 

Despite the progress, the evaluation identifies several challenges that continue to weigh on the sector. These include gaps in learning quality between rural and urban areas, shortcomings in infrastructure and sanitation, and the need for stronger governance and more sustainable financing. 

The report also points to the importance of unified quality standards, particularly in the training, qualification, and working conditions of preschool educators.

Other concerns raised include persistent territorial and social disparities, limited use of interactive teaching methods, and the fragile inclusion of children with disabilities. 

Differences in professional support and employment conditions, particularly in public and non-structured settings, are also factors that affect staff stability and classroom practices.

To address these issues, the report outlines several priority directions, notably improving quality assurance and institutional coordination, strengthening the role of local authorities within advanced regionalization, and reinforcing the professional status of educators through better working conditions, job stability, and enhanced initial and continuous training.

The evaluation is based on fieldwork conducted in 180 preschool units across public, private, partnership-based, and non-structured sectors. 

It involved observations and surveys covering hundreds of children, educators, school managers, and parents, offering a detailed snapshot of the state of preschool education in Morocco during the 2024-2025 school year.