Information Retention

The Culture of Withholding Information in Morocco: A Barrier to Progress?

Within Morocco, knowledge is often viewed as a personal asset rather than a shared resource—such a view determines the nature of everyday interactions in all types of settings, from academic to workplace environments. For students who have had to ask classmates for lecture notes, only to find them reluctant to share, or for those who have worked in offices where critical information is purposely withheld, this practice is probably a common phenomenon. It is a culture where information is power, and withholding it is many times the best option.

But what happens when this mindset becomes the standard? When higher learning institutions promote competition at the expense of collaboration, organizations grapple with ineffective knowledge sharing, and government agencies are criticized for inconsistent transparency? The implications are far-reaching: decelerated innovation, lost trust, and a deceleration of national development. At a time when information dissemination is being utilized as an engine for economic development, educational advancement, and civic participation, Morocco's reluctance to adopt open knowledge-sharing is a significant obstacle. This essay examines the reasons behind this cultural pattern, its implications in various sectors, and potential approaches to enable a shift toward a more open and collaborative societal system. But prior to discussing possible solutions, an examination of the underlying reasons for this reluctance is needed.
 

Historical and Cultural Background

The Moroccan culture of information withholding is deeply rooted in history. For centuries, access to knowledge was tightly controlled by religious scholars, tribal leaders, and elite families who viewed information as a source of power. This created a legacy of selective dissemination, where knowledge was passed only within privileged circles to maintain influence (Eickelman, 1985; Geertz, 1968).

During the colonial period, French and Spanish administrations reinforced this exclusivity by restricting education and vital information to a narrow elite, leaving the broader population misinformed and disempowered (Burke, 1976; Pennell, 2000; Rivet, 2012). Even after independence, public institutions often maintained these closed practices, using information control as a tool of authority (Segalla, 2009).

Social behaviors have also played a role. In schools, students may avoid sharing notes to maintain a competitive edge; in workplaces, employees withhold information to protect their positions (Hart, 1976; Gellner, 1969). Asking questions is sometimes discouraged, as admitting uncertainty can be perceived as a weakness.

This has fostered a climate of distrust, where many citizens believe officials intentionally hide facts—fueling misinformation and conspiracy theories (Pennell, 2000). In today’s digital era, half-truths and selective narratives on social media further amplify these issues. Yet, this cycle can be broken. Building a culture of openness will require collective effort from institutions, educators, professionals, and citizens alike.
 

Manifestations in Contemporary Society

To further understand how information withholding operates in every sphere of Moroccan life, we conducted a non-representative online survey targeting students, employees, entrepreneurs, and unemployed individuals. The survey gathered responses from over 30 participants across different age groups, professions, and regions, using a random sampling method shared via academic and professional networks. We aimed to collect firsthand perspectives on the perceived causes of this phenomenon, its impact on daily life, and public attitudes toward openness and collaboration. What we received was a stark and unsettling confirmation of the deep cultural roots of information withholding—cutting across sectors, generations, and social groups.

Scholarly Organizations

Among the student participants, over 90% reported having encountered situations where their peers refused to share notes, study materials, or helpful academic resources. The most commonly cited reasons were a lack of trust, fear of being academically outperformed, and a culturally ingrained habit of secrecy. These findings affirm the presence of a competitive and individualistic academic environment, where collaboration and mutual support are often undervalued.

A majority of the respondents — approximately 80% — stated that the culture of withholding academic information has a strong to moderate negative impact on student success. According to the data, it affects academic achievement, limits opportunities for collaborative research, and hampers the development of teamwork skills. Furthermore, around 75% of participants indicated that this behavior weakens the sense of community among students, contributing to fragmented and competitive learning environments. These insights are consistent with global studies, which highlight how knowledge hoarding in educational settings can undermine both academic outcomes and the development of essential soft skills (Internews, 2023).

Workplace Interactions

Industry experts’ responses—especially that of private sector respondents—indicated that information withholding is a continuing trend in environments outside of that of education. Out of 13 private sector respondents, 10 reported that they noticed colleagues with-holding pertinent information, especially during periods of change or vying for promotion. Motivations cited as foremost were fear of job loss, the desire to retain power, and the absence of organizational culture whereby knowledge sharing would be fostered. This conduct, the data indicates, results in lower productivity, slower innovation, and intra-team mistrust. Entrepreneurs also pointed out that these tendencies kill collaboration across departments and impact new-hire onboarding. When information isn't formally shared, decision-making is compromised, and companies lose agility—particularly smaller companies that rely on teamwork and communication to grow their businesses.

This result is consistent with existing knowledge in the innovation literature that indicates that firms with unconnected information flows will achieve inferior innovation results (Nonaka & Takeuchi, 1995).
 

Public Sector Transparency

Our results showed a great extent of public suspicion of the government's transparency in governance. Most of the respondents showed apprehensions of selective or tardy publication of information, especially concerning government budgets, employment rates, public health concerns, and policy decision-making. Further validating these apprehensions, respondents who were employed in the public sector averred that internal processes tended to be closed, with information being withheld or processed prior to release. Approximately 85% respondents indicated that they either don't have full confidence in official sources, or actively seek out alternative sources to verify the truth. This erosion of trust is dangerous in a democratic state, where citizen participation is predicated upon access to timely and accurate information. As the Friedrich Naumann Foundation observes, free access to public information is essential to establishing civic engagement and democratic governance (Ammar, 2025). One striking comment from a public sector respondent stated:

"Research conducted by students in our institutions remains locked in the libraries of ISPITS (Higher Institutes of Nursing and Health Technology Professions). As a result, these studies lose their value. Digitizing and sharing them on an open-access platform would restore their importance."

This example encapsulates the broader issue: knowledge exists, but it is kept in silos, inaccessible to those who could benefit from or build upon it.
 

A Culture Can Change — But Only If We Try       

Although the culture of information repression in Morocco may appear to be firmly rooted, there are indications—silent but potent—that change is underway. From grassroots initiatives to education reform, from organizational creativity to enhanced public governance, a new narrative is unfolding: one that positions knowledge not as a personal possession, but as a vehicle for collective advancement.

At the Friedrich Naumann Foundation for Freedom (FNF), we have funded and seen programs that facilitate such transformation—civic participation-themed discussions, digital literacy training workshops, and cooperation initiatives that promote open government. These programs are not just activities; they are essential elements for the creation of an open and inclusive society.

On a positive note, the Moroccan government has taken steps in recent years to expand access to information, including the enactment of Law No. 31-13 on the right of access to information, which was enforced in 2020. The law aims to offer legal assurances to citizens to obtain access to public information and establish a culture of openness within public administrations (Transparency Maroc, 2021). In addition, governments' open data portals, like data.gov.ma, are progressively offering citizens access to datasets pertaining to budget, employment, and education, among other subjects.

Within the academic community, our respondents demonstrated strong support for open academic platforms that digitize and share theses and research. While not yet widespread, some Moroccan institutions have begun developing digital repositories to render academic work more visible and reusable.

Within the private sector, respondents recognized several effective practices, including "knowledge days," collaborative learning workshops, and open documentation programs. These practices are designed to enhance transparency and minimize internal barriers. Although still relatively rare, these methodologies reflect the capacity of organizations to shift from a culture of secrecy to one of collective intelligence—a notion strongly linked to innovation and organizational resilience (Nonaka & Takeuchi, 1995). These stories demonstrate that culture is not hardwired—it is defined by institutions, incentives, and purpose. And if those are brought into alignment, transformation is not only possible but inevitable.

Sharing is Power

The culture of secrecy within Moroccan society may have both structural and historical origins; however, it is not fixed. According to our findings, a significant proportion of Moroccans not only recognize the consequences of withholding information but are also prepared to embark on a process of change.
For this transformation to stick, every sector has its role to play:
Public authorities have to strengthen their resolve for open governance by complete implementation of the right to access information.
Schools should incorporate open collaboration into teaching, shifting from competition to co-creation.
Organizations need to reward openness, not only outcomes.
And citizens must realize the power of knowledge sharing—not as one which weakens them, but as one which strengthens their societies.

As an intern at FNF, I’ve come to realize that promoting freedom isn’t just about civic laws—it’s also about cultural transformation. And that transformation begins when we stop asking, “What can I keep?” and start asking, “What can I contribute?”

Because in a democracy, in a learning society, in a future-ready Morocco—sharing isn’t a threat. It’s a superpower.
 

References :

Burke, E. (1976). The Ethnographic State: France and the Invention of Moroccan Islam. University of California Press.

Eickelman, D. F. (1985). Knowledge and Power in Morocco: The Education of a Twentieth-Century Notable. Princeton University Press.

Friedrich Naumann Foundation for Freedom. (2025, February 3). Data Geopolitics: The Matrix Reloaded. Retrieved from https://www.freiheit.org/morocco/matrix-reloaded

Gellner, E. (1969). Saints of the Atlas. University of Chicago Press.

Geertz, C. (1968). Islam Observed: Religious Development in Morocco and Indonesia. University of Chicago Press.

Hart, D. M. (1976). The Aith Waryaghar of the Moroccan Rif: An Ethnography and History. University of Arizona Press.

Internews. (2023, December 28). The Space Between Us: Trust, Communication, and Collaboration Between Media and Humanitarian Organizations in Public Health Emergencies. Retrieved from https://internews.org/resource/the-space-between-us-trust-communication-and-collaboration-between-media-and-humanitarian-organizations-in-public-health-emergencies/

Nonaka, I., & Takeuchi, H. (1995). The Knowledge-Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press.

Pennell, C. R. (2000). Morocco: From Empire to Independence. Oneworld Publications.

Rivet, D. (2012). Le Maroc de Lyautey à Mohammed V: Le double visage du protectorat. Denoël.

Transparency Maroc. (2021). Mise en œuvre de la loi 31-13 sur l’accès à l’information au Maroc. Retrieved from https://transparencymaroc.ma/memorandum-au-sujet-des-priorites-de-la-lutte-contre-la-corruption-adresse-au-chef-du-gouvernement/

World Bank. (2022). Access to Information: Why Transparency Matters. Retrieved from https://www.worldbank.org/en/access-to-information/overview