Inequity in the school of equity: a critical discourse analysis of Morocco’s strategic vision for educational reform 2015–2030

National education reform is increasingly governed through long-horizon vision documents that draw authority from promised futures. This paper analyses Morocco's Strategic Vision for Educational Reform 2015–2030, elaborated by the Higher Council for Education, Training and Scientific Research through wide national consultation. Using Fairclough's three-dimensional model of critical discourse analysis, supplemented by decolonial theory at the level of social practice, it examines the Arabic edition, the institutional conditions of its production and circulation, and its relation to the social structures it addresses. The principal finding is a pattern of differentiated agency. Grammatical agency is foregrounded where institutional authority is claimed and backgrounded where implementation responsibility is assigned, a distribution counted across nineteen of the document's twenty-three levers. Arabic permits an agent to be attached to a verbal noun through an ‘idāfa’ construction, so the bare ‘masdar’ of the operational provisions is a selection among available forms rather than a property of the grammar. Specification is likewise selective and tracks budgetary allocation instead of equity provision. Tamazight (Berber), a constitutionally co-official language, receives a weaker competence target than the foreign languages the same document promotes, and promissory legitimacy is shown operating within a nationally authored text that no external agency drafted.