Reclaiming the Mandate: A Critical Policy Analysis of Change Management in Morocco's "New School" Reform

Abstract

This paper presents a critical policy analysis of the persistent implementation in national educational reforms, specifically examining the "New School" project within the context of the Strategic Vision 2015-2030 and Framework Law 51-17. Despite theoretical frameworks, a stark paradox remains: the political actors tasked with designing reform frequently serve as structural barriers to its implementation in the field. This study evaluates the temporal, financial, and ideological dimensions of educational policy through the lens of change management. The analysis identifies four primary impediments to quality reform: profound governance discrepancies between allocated resources and actual competencies achieved, a systemic "culture of rupture" that undermines institutional continuity, the politicisation of educational arenas for partisan gain, and a structural misalignment with labour market needs and civic values. Ultimately, the paper argues that resolving this paradox requires transitioning from fragmented, short-term political manoeuvring to a robust, sustainable societal contract. Recognising the mandate of the New School and preparing it for rapid global transformations, including Artificial Intelligence, requires transparent governance, active integration with civil society, and a participatory approach that aligns political discourse with educational reality.