With school entry… Masar system’s poor services disrupt work
Heba Press_Rabat
At a time when the Ministry of National Education and Primary Education is working to develop, improve and digitize services to facilitate administrative and educational work, reduce the burden on educational administration and work to enable parents and guardians of students to monitor their children’s academic progress. On this path, at present and with the entry into school, we know a school management system, or program known as “Masar”, which has caused confusion, slowness and great constraints that have caused real suffering to administrative and educational executives in various regions. during these days that coincide with the school entrance post, it is the process related to the movement of students, due to the weakness of the program servers and sometimes its shutdown.
Many administrative and educational executives confirmed that since they entered the school, they have encountered enormous problems in accessing the Masar school management system website, as the browser refuses to access the site despite repeated attempts, which has caused confusion in the school management, not to mention the extent of the overcrowding that is experienced at the gates of educational institutions for parents who wish to transfer or enroll their children.
Many believe that the current situation contributes to creating a kind of confusion within educational institutions and disrupting services, because the purpose of such projects is supposed to be to facilitate work, speed up its pace, improve the productivity of administrative work, as well as control and accuracy of operations. appointments, and not vice versa, which has become a harbinger. Something that every navigator encounters.
Many interested and active people asked: “If the goal of our country in adopting a school management system or program known as “Masar” was to integrate digital technology into the field of education and move to the adoption of information and communication technologies in education, then the issue has become a topic of discussion on the problems that arise. There is an obstacle to its implementation on the ground in a correct and realistic manner, given the scarcity of working methods and the weakness of human resources, especially in primary education, “administrative” assistants, not to mention the low or sometimes non-existent speed in some areas, in addition to the “servers” approved by the Ministry of Supervision that do not sufficiently help to access the program and do the work as usual due to the great slowness, especially during peak hours that coincide with the establishment of continuous control points at the end of each stage.
