North African Perspectives on Studying Abroad: Examining Morocco's Transition From French- to English-Speaking Destinations and Programs
This paper explores the transition of Moroccan students from French-speaking to English-speaking destinations and programs for studying abroad. The study uses a combination of quantitative and qualitative research methods to identify trends and patterns in destination preference over time and to gather in-depth information on how and why students choose specific countries for their study abroad programs. The quantitative research findings reveal a significant shift in destination preferences for Moroccan students from French-speaking countries to English-speaking countries over the past few years, while the qualitative research findings provide insights into the motivations and priorities of Moroccan students seeking to study abroad. The findings of this study provide valuable insights and added value for practitioners, especially universities and governments seeking to attract international students from North Africa.
Introduction
Maghrebian North Africa is a region that is characterized by a shared history and cultural heritage. The countries of this region, which include Morocco, Algeria, Tunisia… have been influenced by a variety of civilizations over the centuries, including the Amazigh, Romans, Arabs… This has led to a blending of cultural elements and a shared identity. Additionally, the region is predominantly Arab-speaking and has a shared religious culture that is primarily Muslim and Jewish, which further contributes to the sense of a shared cultural identity among North African Maghrebians (Camps, 1983).
Morocco, Algeria, and Tunisia were all occupied by France during the 19th and 20th centuries. This period had a significant impact on the culture and society of these countries, as the French introduced their language, laws, and institutions, this led to a significant amount of cultural exchange. As a result, the people of these countries became fluent in French and many aspects of French culture, such as education and administration, were adopted. The shared experience of colonization under France created a sense of a shared cultural and historical background among the people of Morocco, Algeria and Tunisia. Even after gaining independence, the language, education and administrative system inherited from the French have been maintained and have become a common culture among these North African nations (Tarwater & Salih, 2005).
Studying abroad has long been a popular option for North African and especially Moroccan students seeking to further their education and gain international experience. There are several reasons why those students can choose to study abroad. Some students are attracted to the higher quality of education and research opportunities offered by universities in other countries. Others may be motivated by the opportunity to learn a new language or to gain experience living and studying in a different cultural environment (Tamas, 2014). Studying abroad can also be a valuable opportunity for Moroccan students to gain international work experience and make professional connections that can benefit their future careers. Many Moroccan students who study abroad go on to work in multinational companies or in positions that require international experience. Overall, studying abroad is seen as a way for Moroccan students to expand their horizons and gain valuable skills and experiences that can benefit them both personally and professionally (Gérard, 2008).
There has been a notable shift in destination preferences for Moroccan students studying abroad in recent years. In the past, French-speaking countries such as France and Belgium were popular choices for Moroccan students (Mathilde & Bernard, 2015). However there has been an increase in the number of Moroccan students choosing to study in English-speaking countries, such as the United States and Canada, or in English-speaking programs in Germany Spain Netherlands … There are several factors that may have contributed to this shift in destination preference. One possible factor is the increasing importance of English as a global language (Toncar, Reid & Anderson, 2006). Many Moroccan students may see the opportunity to improve their English language skills as a valuable asset in their future careers. Another factor may be the perceived employment opportunities and career prospects that are available in English-speaking countries (Cheng, 2014). Many Moroccan students may see studying in an English-speaking country as a way to gain international work experience and make connections that can benefit their future careers. The cost of studying abroad may also play a role in destination preference. Some English-speaking countries, such as the United States and the United Kingdom, may be perceived as having higher tuition costs compared to French-speaking countries (European commission, 2021). However, these countries may also offer more financial aid and scholarship opportunities for international students. Overall, the shift in destination preference from French-speaking countries to English-speaking countries reflects the changing priorities and perceptions of North African and Moroccan students seeking to study abroad.
https://www.igi-global.com/chapter/north-african-perspectives-on-studying-abroad/338894
