Blog 2: Ability or Social Status
One part of social status that stood out to me in Morocco was how the place where someone grows up can affect the opportunities available to them. Social status is often connected to income, education, occupation, and family background. Before this trip, I mostly thought about social status in terms of how much money someone had. After visiting Morocco, I realized that a person’s location can be just as important, especially when comparing rural communities with larger cities.
As we traveled through Morocco, we saw modern cities,
universities, farms, and smaller rural communities. The differences between
these places made me think about how access to transportation and schools can
shape a person’s future. A student living in a city may have several schools
and services nearby, while a student in a rural area may have to travel a much
greater distance. Even if both students have the same motivation and ability,
they may not begin with the same opportunities.
Our visit to ENA in Meknes also made me think more about my
own educational experience. Growing up in Georgia, attending college seemed
like a normal next step after high school. I understood that tuition could be
expensive and admission could be competitive, but I generally assumed that a
motivated student could find a college to attend. Seeing a specialized
institution with a limited number of seats reminded me that access to education
depends on more than a student’s effort. Family income, earlier schooling,
transportation, and location can all affect who is prepared and able to
continue.
Morocco has made considerable progress in expanding
education. UNESCO reports that the number of Moroccan adolescents and young
people who were out of school declined from slightly more than two million in
2000 to approximately 570,000 in 2023. This improvement was supported by the
construction of more public secondary schools. However, challenges involving
grade repetition and completing secondary education remain (UNESCO, 2026). This
shows that opening more schools is important, but access alone does not guarantee
that every student will have the same outcome.
Morocco has also used transportation, boarding facilities,
family involvement, social services, and cash-transfer programs to help rural
students remain in school (UNESCO, 2026). I found the transportation issue
particularly interesting because it shows how something outside the classroom
can determine whether a student receives an education. The World Bank found
that improvements to rural roads in Morocco increased access to schools and
were associated with higher primary-school enrollment, especially among girls
(World Bank, 2004). Better roads may not appear to be an education policy, but
they can directly affect educational opportunity.
This experience made me more aware of advantages I have
sometimes taken for granted. My ability to attend the University of Georgia
resulted from personal effort, but it was also supported by access to schools,
transportation, and a family that viewed college as an expected option.
Recognizing those advantages does not take away from the work required to
attend college. It provides a more complete understanding of why ability and
effort do not always lead to the same result for everyone. Morocco showed me that
improving social mobility requires more than affordable tuition. It also
requires strong schools, reliable transportation, and support for students
whose circumstances could otherwise limit their choices.
References
UNESCO. (2026). Morocco: Sustained progress in improving
school access. Global Education Monitoring Report. https://www.unesco.org/gem-report/en/2026-gem-report-country-case-studies/morocco
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