For Spain, the establishment of the Protectorate in northern Morocco in 1912 signified the need to implement a series of measures aimed at controlling the territory and the population. Even in its early stages, Spain considered education as another agent of colonisation, and from an education perspective the Protectorate was characterised by the heterogeneity of its teaching models: a colonial school, a traditional school and a nationalist school, each one aimed at a specific area of the population and with ideological purposes and different types of training. The High Commission strengthened the colonial education model by virtue of the Spanish-Arabic school, a teaching model created by Spain for Moroccan pupils that followed initiatives implemented by countries such as France in Algeria and Morocco. Despite Spain’s efforts to open schools in the highest number of settlements possible, their attempts to make the aforementioned teaching model more «Moroccan» ―in both teaching and language in the classroom― and the regulations that encouraged obligatory teaching among the Spanish population were insufficient at the end of the Protectorate.
The Spanish Protectorate of Morocco, education, Spanish-Arabic education, Moroccan teaching practices.