This article was automatically translated from HIBAPRESS, the Arabic version:
This article was automatically translated from HIBAPRESS, the Arabic version:
Heba Press – Abdel Latif Baraka
In light of the analysis of educational experts, it can be stated that the “Pioneer Schools” project in the Agadir Idaoutnan district, launched during the 2023/2024 academic season, experienced implementation failure due to several fundamental imbalances. According to educational experts, any successful educational project requires careful planning and a clear vision, which was noticeably absent in this project.
One of the most important issues highlighted by experts is “tribal control” in school choice and project participation. The project was imposed on educational establishments without taking into account the opinion of administrative and educational executives, which is considered a violation of the foundations of effective participation stipulated in the memorandum. The lack of prior planning and prioritization led to the selection of educational institutions that did not meet the specified standards, such as institutions suffering from significant deficiencies in educational frameworks, while other institutions that were more stable and capable of successfully implementing the project were excluded.
The experts also highlighted the lack of clear guidance from the Regional Directorate, as no correspondence was sent to educational institutions regarding the details of the project and no visits were organized to present the ministerial memorandum and its objectives. This lack of communication and direction reflects poor project management, which increases confusion for educational institutions and prevents the achievement of desired objectives.
Educational experts also stressed that choosing only three schools to implement the project in the Agadir Idaoutnan district, despite the great human and financial capacities of this district, is an illogical decision. It would have been preferable to distribute the project more widely across several schools to avoid excessive concentration in a few establishments, which would have offered better opportunities to develop innovative educational models.
On the other hand, experts stressed that the training provided to teachers was tinged with suspicions of favoritism and a lack of transparency. Some participants were selected based on non-educational criteria, leading to illegal transfers to certain educational settings, raising concerns about the integrity of the process. At the same time, there were observations about the deterioration of the level of basic equipment in the selected schools, such as weak Internet and lack of teaching tools, which negatively affected the progress of the process educational.
On the other hand, experts believe that the lack of control and accountability has contributed to the exacerbation of these problems. Those responsible have not been held accountable for the violations committed, which have led to the project continuing to be managed in a haphazard and improvised manner during the 2024/2025 academic season, which threatens to repeat the failure and to exacerbate imbalances.
Ultimately, education experts emphasize that the success of any educational project requires comprehensive planning, transparent implementation and accountability at all levels. The imbalances observed in Al-Riyada schools in Agadir Idaoutnan reflect the need to reconsider the mechanisms for implementing educational projects, and to emphasize the importance of fortifying these projects against manipulation and favoritism to guarantee the achievement of desired educational goals.
