What is privacy?

I've been trained in the American educational system and know that according to FERPA it's illegal to give a college student's grade to anyone but that student.

In essence, the U.S. government forbids us to even hint at a grade that a student might have gotten -- gone are the days of posting grades by social security number, as was the case when I started college in the early 1990s.

Privacy, when I was in France 10 years ago, was even looser than that. Student grades (or at least class rank) were a matter of common knowledge. Some professors started returning papers by handing out those that received the best grades. The papers that got the lowest grade were distributed last, which, of course, let the tension mount for the students at the bottom of the pile.

ESI subscribes to that older French notion of privacy -- students all know each others' grades. There's really no option to keep one's grade to oneself. I really wasn't surprised, then, when my grade for the DALF French exam was posted at the Institut Français de Rabat (IFR) on a bulletin board, there, for all the world to see (along with my date of birth, I might add). The DALF is the diplôme approfondi de langue française or the TOEFL for French. It's an official diploma that is in line with EU tests of langauge skills.

And I'm trying to redefine my notion of "private" and "not private" all over again here in Rabat in terms of education. I should be glad that the IFR has taken the option of posting the grades in public -- otherwise I wouldn't be able to prove that I'd passed the exam since diplomas won't be printed for another YEAR. Oh-là-là, back to the problem of paperwork.

Defending a masters thesis at ESI

Today I was the fourth member of a committee for a student masters thesis defense. It was probably the best day I've had at ESI so far.

The student was brilliant, the thesis was very well written, no one had any major complaints, and the whole thing went off beautifully.

The defense had the following structure:

The members of the committee met briefly to discuss overall impressions. We entered the auditorium together, and the President of the committee (Mouna Benslimane) welcomed us all, and actually, she also went out of her way to welcome me in particular (very nice).

The student presented her work using a PowerPoint.

Then I, as the guest committee member, got to point out all of the things I ddin't like about the paper. It's not easy to go first when you've never seen this kind of thing before. The student had done so well and I had such a poor idea of what was expected of students at this level in Morocco that I only really mentioned cosmetic things about the paper itself. It did take me about 15 minutes, though, to go through all of the problems with the bibliography; those, of course, I do not consider cosmetic.

Then the other three members of the committee or "jury" spoke in turn. It was all very formal and very "thank you Mme the Président of the committee" which is kind of fun. I never tire of pomp and circumstance.

There were probably 40 people in attendance, and after the deliberation and the announcement of the decision ("tres bien" for both the presentation and the thesis itself), we all went and had cookies and coffee and mint tea at a lovely reception in the lobby of the school. We'd started at 2:30 and we finished around 5:00.

A fine afternoon and an enjoyable way to begin my last two weeks in Morocco. Thank you all for such a memorable experience. And of course, congratulations Fatima on a job well done!

Access to information, access to education

In the very recent past, I've been approached twice via email by a
complete stranger who wanted a copy of a scholarly article I'd
written. I really do respect folks for trying to get free access to an
article by contacting the author; it makes sense to try to access
things as one can.

For example, at LIBRES we get a lot of well-intentioned manuscripts
that just don't seem to have consulted the right literature. When this happens,
the project has no foundation. Developing countries have a lot of
opportuntities to request free access to library databases of articles
and other scholarly content, but the libraries in the countries have
to be willing to take the leap and the patrons have to be willing to
go onsight to do their research.

I'm not convinced, for example, that Moroccan libraries have all
subscribed to the plethora of databases that are free to African
libraries. -- Access to information.

The government's doing its best right now to expand access to higher
education here in Morocco. The efforts are commendable. But today as
Nadia and I were making my bed, she explained to me that the other
girls in her family got to go to college, but that she didn't. And
then she started crying. -- Access to education.

I applaud all the efforts in the right direction on these two issues
in Morocco, but quite simply, more has to be done. I haven't been
able to bring myself to tell Nadia that I worked as a cleaning lady at
one point too. Perhaps, really, the only true difference between her
and me is 10 years and our nationalities.

For a number of reasons, both personal and professional, I find that
thought to be fundamentally disturbing.

Professeur avec chaire, higher ed, and reforms

I'm intent on recording things in this blog that pertain to the current Moroccan educational system, and since it relies heavily on the old French educational system, things pertaining to past-present-future elements of French higher ed. are also of interest, par extension. While at ENSSIB in March, the professors explained to me the notion of "professeur avec chaire" and I admit to having found it fascinating.

The FORMER French UNIVERSITY system (not the ECOLE system, like we have at ESI) involved a hierarchy that was quite complex. Professors did a PhD, then they did a second PhD (doctorat d'état). This second diploma permitted them to join the upper echelons of the teaching faculty at the university. For each area of specializtion in a university department, there was one professor "avec chaire" (meaning, the boss or the "mandarin") and the others under him/her were all "sans chaire". The only way to move up was to wait for a retirement or a change of post of the one professor "avec chaire."

This system is no longer in effect, and Sarkozy is in the middle of making even more dramatic reforms to higher ed in France. Those in universities are striking daily, and the situation doesn't look good. Mr. Sarkozy wants to Americanize education, increasing competition between professors, changing missions and objectives for universities, and doing away with (in the opinion of some) the arts and humanities.

The reforms in Morocco are not as sweeping, but they are also very real. I attend my first meeting about them this week at ESI, and am interested to learn more about the topics that are on the plate in Moroccan Ecoles during this period of higher ed reform.
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