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The National Charter for Education and Training in 1999 defined the principles, pillars and main objectives of the Moroccan education system, building on the various reforms of the early twenty-first century and the attempt to breathe new life into this reference document. Through partial and incremental changes, a total inability to tackle the root causes of the Moroccan education system and training has been revealed. This research has been conducted to answer the questions of education in the foreground national concerns and priorities in the discourse of the main political actors in Morocco that have been raised and remain interesting and can be expressed in the following question: Morocco still fails to meet the challenge of educational reform, although a large part of the state budget is allocated to this sector. Should we increase funding for education or rather improve its governance and focus on accountability?

Since independence in 1956, several attempts have been made to reform educational practices in the Moroccan education system, while going through several stages:Evaluation of the state of the Moroccan education system, determination of failures and the establishment of an effective strategy to improve the quality of education and training in the Moroccan public school.We focus on monitoring the establishment of the pillars of the reform, against the various difficulties that hinder the development of the education sector, from 1999 until today and towards the horizon of 2030. We provide data on the situation of the reform, then we analyze its various stages from a critical point of view, based on the reports of the court of auditors, to arrive at final proposals.

This study examines the degree of mastery and use of information and communication technologies (ICTs) by learners in high school sciences learning in the Casablanca -Settat region (Morocco). The research results made it possible to remember that there are still problems in the use of digital tools and the internet. As a result, obstacles to the pedagogical integration of ICTs into teaching practices oppose the progress of the education system. In order to push learners towards successful integration, several obstacles will be mentioned in this study, which must be taken into consideration in future attempts.