School and the gamble of migration

The relationship between education and migration in Morocco is a complex and pressing issue, particularly in the current social and educational context, especially after the events in Ceuta. Migration has transformed from a mere geographical move into a narrative of salvation, an existential project where youth seek social justice, dignity, and recognition.

The core question arises: How has the school system, intended as a bridge for integration and stability, become a force pushing young people towards the perilous adventure of "Harraga" (irregular migrants)? High rates of early school leaving, or "Hadr al-Madrasa" (school waste), are not just an educational problem but a major social issue fueling rapid migration. In Morocco, over a quarter of a million students drop out each year. This academic failure breeds feelings of inadequacy and resentment towards institutions, making the "boats of death" seem like the only option for these adolescents to change their reality.

This "soft migration" of skilled individuals, including doctors and engineers, represents a serious drain on human capital. It stems from institutional poverty, where graduates feel a disconnect between their education and labor market demands, and a lack of social justice that guarantees access to basic services and fair compensation for their efforts. The article advocates for an "inclusive citizen school" as a solution, requiring an updated educational policy based on participatory democracy and equal opportunities.

Furthermore, it calls for activating "institutional projects" by making schools open systems that interact with their economic and social surroundings, preparing students for genuine societal integration rather than just diploma acquisition. Crucially, it emphasizes the need for psychological and educational fortification, building adolescent self-esteem from early childhood to immunize them against deviant currents and despair that drive them to risk their lives. The proposed educational vision also includes adapting curricula to address migration and displacement, revising textbooks to correct stereotypes about migration as a lost paradise and instead present a realistic, critical perspective on its dangers, alongside highlighting possible successes and self-realization within Morocco.