Hibapress
The Minister of National Education, Preschool and Sports, Chakib Benmoussa, affirmed, Tuesday in Rabat, that the reform of the education and training system is a social issue that requires a concerted effort from all stakeholders and partners involved in the education process.
During the presentation of a report on the “operationalization of the framework law relating to the education, training and scientific research system” before the Education, Culture and Communication Committee of the House of Representatives, Mr. Benmoussa stressed that the commitment of all stakeholders concerned in the reform process will allow the transition to a quality public school that is attractive to future generations.
In this sense, the minister emphasized the importance of the participatory approach in the implementation of this framework law, which draws its reference from the High Royal Guidelines, calling for the operationalization of the broad outlines of the strategic vision of the 2015-2030 reform, through the development of a framework law which constitutes a national contract binding all parties.
This law defines the principles, major objectives, and strategic choices to reform the education, training and scientific research system, as well as the mechanisms to achieve this objective, he said, adding that the aim is to guarantee the optimal implementation of the requirements of the reform and ensure its continuity, as a binding legislative reference, while considering societal, inclusive and continuous mobilization, as an additional guarantee of the success of the reform and the achievement of its objectives.
The ministry has launched several projects for the implementation of the various objectives of the framework law, either in terms of generalization and improvement of the quality of education, or within the framework of strengthening the governance of the system, he noted, noting, in this sense, that approximately 80% of children aged between 4 and 6 benefit from the generalization of quality preschool education, while a total of 237 new educational establishments were opened during this school year, in addition to the expansion of the network of community schools, the number of which currently stands at 306 schools.
The ministry also worked to improve the quality of the education and training system, through the renewal of education and training professions, the improvement of career paths, the development of the use of information and communication technology, school life, and school sports, in addition to developing the educational model, launching the national educational support program, strengthening the education and training information system, rationalizing human resources management, developing governance and institutionalizing contractualization.
In line with the objectives of the framework law in the area of improving human resources management, the ministry, he continued, has made considerable efforts to improve the administrative and material situation of teaching staff, in particular through the significant achievements obtained during the rounds of social and sectoral dialogue, and the publication of the new unified status of civil servants of the ministry responsible for national education, which responds to all the demands of the staff and makes it possible to resolve issues pending for years.
Mr. Benmoussa noted that the reform methodology adopted by the ministry, which aims to ensure that legal texts support the achievement of the major objectives of the framework law, is based on the experimentation of pedagogical approaches before their institutionalization within the framework of legal texts, and the broadening of dialogue and consultation with the various partners, like the unified status, and the revision of decrees regulating basic training for teachers and administrative executives.
For their part, the interventions of the various parliamentary groups and groups, during the examination of Mr. Benmoussa’s presentation, stressed the need to respect the deadlines for implementing the provisions of the framework law relating to the education, training and scientific research system, and to put into practice “seriousness and optimal and transparent coordination” for the operationalization of the framework law, stressing the importance of placing families and educational executives at the heart of any reform of the teaching process.
The interventions also highlighted the importance of generalizing pioneer schools to ensure the quality of public education and achieve spatial justice, in addition to creating a healthy environment in schools.
