FRC: Diagnostic phase is implemented in Morocco and Tunisia

FRC: Diagnostic phase is implemented in Morocco and Tunisia

October 2015

The project Forming Responsible Citizens (FRC) aims at reinforcing the role of schools as the main vehicle for the transmission of values of sustainable and inclusive development, freedom and gender equality values and to promote these values through the development of a renewed civic education curriculum in Morocco and Tunisia

The FRC is based on four main consecutive stages, each of them being the premise of the following one, namely:


Stage One Conduct of diagnostic study
Stage Two Design curriculum/ pedagogical material
Stage Three

Training of teachers

Stage Four Implementation of the new curriculum (Pilot project)


The diagnostic document aims, not only at filling the research and analysis gap in the field of citizenship education, but also, at establishing the basis of the design of the new pedagogical material, adapted to each country.

The diagnostic is a specific country based qualitative research; A specific guideline document are elaborate aiming at systematizing instructions for the researchers involved in the diagnostic study (Stage 1), thus providing common standards for the three countries.

To carry out the diagnostic study, local experts, coordinated by the international expert and supervised by local partners, follow four phases:

Desk review phase

collection, review and analysis of relevant document about citizenship education and in particular their relation with gender issues, equality between boys and girls; this included general funding documents, such as the constitution, as well as education guidelines and school manuals currently used in primary and secondary schools.

Fieldwork phase

On the basis of the findings of the desk review and the guidelines, the experts selects some areas where to carry out interviews, focus groups in order to collect qualitative relevant information. The collection of information takes place in different areas of each county, which represent also different context/situation (urban, rural, rich and poor areas). Different stakeholders are also mobilised (teachers, school directors, students, families, education authorities, civil society, teachers trainers) in order to recollect qualitative information about citizenship education within the formal schools system, targeting secondary schools, and in particular also focusing about gender equality issues, equality values and relations among boys , girls, men and women and how there are perceived in their community, including the persistence of stereotypical issues.

Systematization and Analysis phase

The experts organize all the information collected and analyse them in the light of the purpose of the study: a better use of citizenship education in school to prevent violence, in particular towards girls and women.


Project promoters:

Spain, Catalonia: Ideaborn

Tunisia: Social Development & Empowerment Centre / SDEC (Hammamet)

Morocco: Moroccan Centre for Civic Education /MCCE (Casablanca)


Approved by Supported by


Labeled by Union for Mediterranean

And financing by the Minister of Foreign Affairs of the Kingdom of Norway,

& the Principality of Monaco

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Specific page of the project

ideaborn and Partners are open to public and private funds

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