[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-582492-105":3,"detail-sidebar-cat-0-en-105":76,"doc-detail-582492-en":126},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":69,"head_meta":71,"extra_data":73,"updated_unix":75},105,"en","building-on-islamic-values-a-fundamental-shift-in-moroccan-early-childhood-education","Building on Islamic values - A fundamental shift in Moroccan early childhood education","","Building on Islamic values traces Bernard van Leer Foundation involvement in Morocco from 1981 to 2008, focusing on how a partner-led, locally grounded approach advanced early childhood education. It explains strategic context shifts from 1978 to later increases in preschool attendance, the role of ATFALE in teacher training and advocacy, and the creation of a dedicated preschool training agency. Key lessons emphasize both the power of individual leadership and the need for scalable, simpler interventions beyond one-time models.",{"@graph":14,"@context":68},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/building-on-islamic-values-a-fundamental-shift-in-moroccan-early-childhood-education/582492/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/building-on-islamic-values-a-fundamental-shift-in-moroccan-early-childhood-education/582492.png","ImageObject",300,407,{"name":42,"@type":43},"Margaret","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64],{"name":59,"@type":60,"acceptedAnswer":61},"What role did ATFALE play in transforming early childhood education in Morocco?","Question",{"text":62,"@type":63},"It illustrates a key risk of over-reliance on one individual and stresses planning for transitions to new generations of leaders as part of strategy.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What are the document’s main lessons about scaling education models?",{"text":67,"@type":63},"It argues that while a comprehensive model may suit a pilot, scaling often requires simpler interventions that existing social services can absorb more easily.","https://schema.org",{"og:url":32,"og:type":70,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":72,"canonical":32},"index,follow",{"doc_id":74,"site_id":7},582492,1792121688,{"code":4,"msg":77,"data":78},"success",[79,83,87,91,96,101,106,110,115,118,122],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":80,"show_sort_weight":81,"slug":82},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Exam",70,"exam",{"id":92,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},5,"Comic",60,"comic",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},6,"Technology",50,"technology",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},7,"Healthcare",40,"healthcare",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":108,"slug":109},8,30,"research-report",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},9,"Religion & Spirituality",20,"religion-spirituality",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":113,"slug":117},"World Cup","world-cup",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":119,"slug":121},10,"Lifestyle","lifestyle",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":92,"slug":125},19,"General","general",{"code":4,"msg":77,"data":127},{"doc_id":74,"user_id":128,"nickname":42,"user_avatar":129,"doc_module":4,"category_id":107,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":135,"language":136,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":12,"update_tm":140,"read_time":141,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Building on Islamic values  \nA fundamental shift in Moroccan early childhood education  \nBy Kay Dilday  \nFOREWORD  \nThe Bernard van Leer Foundation’s involvement in Morocco ran from 1981 to 2008. The story revolves around one key individual – a thought leader and in􀂎 uencer who was the linchpin of our partner in the country as we sought ways to expand and improve preschool education.  \nThe story makes clear the importance of having outstanding partners who understand the local context and the key role of individual leaders in making change for young children. However, it also raises the risk of over-reliance on one individual and the importance of considering the transition to a new generation of leaders as part of our strategy.  \nThe story also illustrates the value of using our funding to help to create a local centre of excellence that – when the opportunity for scale arises – is positioned to contribute. In this case, when the government decided to focus on improving the quality of teacher training, our partner ATFALE had materials ready in the shape of the valise pédagogique, a comprehensive 30-element training system. However, while these teacher training materials scaled e􀂊ectively, other parts of ATFALE’s model did not. This leads to a second important lesson – that while a comprehensive model may be attractive for a pilot project, opportunities to scale will often require simpler interventions that can more easily be absorbed into existing social services.  \nI am most grateful to Mr Khaled El Andaloussi from ATFALE for generously hosting the author of this piece, Kay Dilday, and arranging the necessary interviews. We also thank all those involved, and in particular Marc Mataheru, our latest programme o􀂋 cer for Morocco, for his valuable guidance and recollections. At the end of this piece we have added some discussion questions developed from an internal analysis of the case. I hope these and the case itself can trigger useful discussions in other foundations about the role philanthropy can play in achieving greater impact for our youngest citizens.  \nMichael Feigelson, Executive Director, Bernard van Leer Foundation, April 2018  \nMorocco  \nPeriod:  \nTotal Bernard van Leer Foundation investment in Morocco:  \nEUR 3,150,000 – EUR 90,000/year  \nINTRODUCTION  \nBuilding on Islamic values: a fundamental shift in Moroccan early childhood education  \nIn 2015, the High Council for Education, Training and Scienti􀂍 c Research of Morocco announced its strategic plan for the next 25 years. Among the goals is ‘the institutional isation and standardisation of preschool education’.  \nThe identi􀂍 cation of early childhood education as a national priority for the country represents a tremendous change in the national ethos since 1978, when the Bernard van Leer Foundation 􀂍 rst began to support the progress of quality early childhood development in Morocco.  \nDuring the nearly 30 years in which it received support from the Foundation, the Alliance de Travail dans la Formation et l’Action pour l’ Enfance (ATFALE), the Foundation’s primary partner in the country, succeeded in making quality preschool education a national concern – one recognised asan essential part of the national mandate for education in service of developing a successful, healthy citizenry. It has also succeeded in changing expectations and increasing awareness among parents of the importance of quality early childhood development.  \nIn 1978, when the Bernard van Leer Foundation 􀂁 rst entered Morocco, just under 40% of children attended preschool.  \nIn 1978, when the Bernard van Leer Foundation 􀂍 rst entered Morocco, just under 40% of children attended preschool, most at Koranic schools focused primarily on a few hours weekly of religious education, with the majority of the children’s time spent in babysitting provided by young untrained women and girls (World Bank/UNESCO Institute for Statistics, online) .  \nNow, approximately 55% of children 4–5 years old attend some ","cbCail1Q3D1s0NKk","https://ap.wps.com/l/cbCail1Q3D1s0NKk","pdf",4383787,21,"English","# Foreword\n# Morocco\n## Period and investment overview\n# Introduction\n## National strategy and early childhood education priorities\n## Attendance trends and school types\n## Oversight reforms and training agency formation\n## Partner-led innovations and stakeholder engagement\n## Achievements and remaining challenges","[{\"question\":\"What role did ATFALE play in transforming early childhood education in Morocco?\",\"answer\":\"It illustrates a key risk of over-reliance on one individual and stresses planning for transitions to new generations of leaders as part of strategy.\"},{\"question\":\"What are the document’s main lessons about scaling education models?\",\"answer\":\"It argues that while a comprehensive model may suit a pilot, scaling often requires simpler interventions that existing social services can absorb more easily.\"}]","Building on Islamic values - A fundamental shift in Moroccan early childhood education | PDF",1792043555,53]