Contextualizing Transversal Competences: Outcomes, Moroccan Students as a Case-Study

Abstract

Recent educational reforms in Morocco have highlighted the importance of soft skills integration into the Moroccan educational system. This implementation, however, has triggered debates over its effectiveness considering the practical challenges it has been proven to encounter. This paper discusses a series of outcomes generated from a year of teaching soft skills to Licence d’Excellence students. It addresses a series of variables that are fundamental to the successful inclusion of soft skills in the Moroccan curricula. As such, this paper employs an explanatory sequential design based on the use of questionnaires and focus groups. The findings revealed important data. A contextualization process as to what skills are important in what contexts is a crucial procedure considering the various definitions and frameworks of soft skills. Second, the current educational reforms have paid little attention to the provision of the adequate teaching staff responsible for teaching soft skills. Professors of literature and cultural studies, for instance, may exhibit comparatively less efficacy than those with expertise in soft skills. Other variables namely students’ language proficiency, teaching methods, coordination between the relevant stakeholders were revealed to have considerable impact on the success of these educational reforms. This paper then discusses a comprehensive set of ingredients that could nurture decision-making in this context.