This qualitative case study investigates the systemic challenges impeding a significant national educational reform in Morocco, specifically the 2015-2030 Strategic Vision. It addresses the critical problem of why such ambitious policy objectives encounter persistent implementation hurdles at the institutional level. Grounded in a constructivist paradigm, the research employed a rigorous multi-method approach. Data were gathered through semi-structured interviews and focus group discussions with 42 participants—secondary school teachers, headteachers, and regional administrators—across three distinct regions. These data were triangulated with a detailed document analysis of official policy frameworks and school-level reports. The findings reveal a complex interplay of systemic barriers. These include deeply entrenched bureaucratic inertia, a fundamental misalignment between centralised policy mandates and localised resource constraints, and insufficient continuous professional development for educators enacting new curricula. The study contends that these interconnected systemic issues, rather than any deficit in policy design, form the primary obstacle to meaningful educational transformation. Its significance lies in providing a contextual, African-centred analysis that moves beyond generic critique to illuminate the grounded realities of reform implementation. The study concludes that sustainable educational development in Morocco and analogous contexts necessitates more adaptive governance models and a dedicated focus on building institutional capacity and professional agency within the existing ecosystem.
Mansouri et al. (Mon,) studied this question.