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.