This study aims to investigate the most successful educational systems worldwide and the Moroccan educational system to determine the causes constraining the socio-educational development in Morocco. This comparative study relies on a qualitative methodology based on an inductive approach called the empirical-inductive approach, which starts from facts and real and observable data. This scientific method allowed us to identify our subject in terms of the best-performing educational system. The sample includes one or two educational systems from five continents: Africa (Morocco), America (Canada and the United States), Asia (Japan), Europe (France and Finland), and Oceania (Australia) through the comparison of the most common criteria between each country mentioned: the school system (cycles), teacher training, the number of hours a teacher works, teacher salaries and the number of students per class. This study provides a clear picture of the most successful education system that has been able to manage the masses and reveals the secret of its successful educational management policies. It is the Canadian education system that is a member of the Organization for Economic Cooperation and Development (OECD) according to the Program for International Student Assessment with an OECD average of 520 (score above the OECD average of 487), and Morocco is in 75th place about four steps from the last with an OECD average of 359 (score well below the OECD average 487). The above is more than a reason to be inspired by the education system of this leading country in the field, which would lead to better results in terms of structural transformation, inclusive development, and efficient management of Moroccan education networks in the coming days.

In Morocco, the rate of people affected by psychological and mental disorders is increasing every year, especially in the school environment. This negatively affects the development of the country and the promotion of the population as well as their profitability in society, which is explained by the scarcity of existing care centers for individuals in Morocco. This work aims to summarize the literature regarding help centers for children, adolescents, and other people, suffering from psychological disorders. We carried out a comparative study that constitutes a very fruitful approach consisting of a comparison between the forms of care centers in Africa, such as Morocco, Europe, such as France, America, such as Canada, and the United States through the comparisons of the general criteria between each quoted country. The results showed that the Anglophone model is the most successful and can be taken as a model to follow in the Moroccan context. Based on the results of this scientific study, it is clear that it is necessary to introduce the criteria used by the American model: the age category and the multidisciplinary team because they represent the pillars of the most successful healthcare center. In conclusion, the proper management of healthcare centers requires the interference of all existing models while taking advantage of the advantages and limitations of each experience.