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User logged in | L'Economiste

Teacher absenteeism continues to wreak havoc

Par Mohamed CHAOUI | Edition N°:6514 Le 12/05/2023 | Partager

The report of the Court of Au­ditors, recently presented to the Parliament by Mrs. Zineb El Adaoui, President of that Court, probably demoralized Chakib Ben­moussa, particularly concerning the issue of human resources.

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Teacher absenteeism in the education sector is considered one of the main factors that negatively and directly impacts the school calendar of students. An increase of 77% has been noted for academic years 2016-2017 and 2020-2021

The Minis­ter of National Education is certainly aware of all this, but the institutio­nal reminder and the need to debate these issues at the level of the two Chambers of the Parliament add new concerns to the Minister.

In any case, the staff of the education sector represented in 2022 nearly 55% of all the civil servants of the State and whose number rises to 311,943. Expenditure of the staff of the Mi­nistry and of the Ministry’s regional academies reaches 50 billion Dirhams (USD 5 billion), namely 80% of the sector’s overall budget and 3.9% of GDP.

The Court of Auditors looks at the teachers recruited by the regional academies. There are 83,422 teachers and barely 4.28% of the first five waves of teachers have undergone a professional skills examination. For Mrs. Zineb El Adaoui, transfers of National Education staff (from one city or school to another) are among the factors of educational instability within schools.

Thus, teachers, executives of the re­gional academies, who benefited from the transfers (from one city or school to another) for 2019, 2020, and 2021, were 53,683 in number, which corres­ponds to 63% of all of these teachers estimated at 85,000. This contributes to pedagogical instability in schools that have recorded high rates of trans­fers of teachers, knowing that some­times the duration of their exercise in a region does not exceed one year.

This wave of staff transfers mainly concerned rural areas, particularly primary schools, whose teachers re­presented 64% of the total of teachers who moved from place to another, which impacts the level of education of these children.

An evil never comes alone. Indeed, this shortcoming is accentuated by absenteeism in the education sector, considered as one of the main factors that negatively and directly impact the school calendar of students. There has thus been a significant increase in the number of unjustified absences by teachers, to the point that they increased by 77% during the 2016-2017 and 2020-2021 academic years, which further aggravates the situa­tion. The negative impact lies in the evaluation system adopted by the mi­nistry and which is mainly based on seniority in the promotion of teachers in the absence of any evaluation of profitability. The criteria retained for the teachers’ scorecard concerning productivity, discipline, research, and innovation, remain ambiguous and difficult to apply in the absence of a system allowing individual monito­ring of each civil servant.

Mohamed CHAOUI