“Teh educational reform programs have made it possible to achieve the strategic objectives set by the 2022-2026 Roadmap, mainly concerning the achievement of the desired change in classes, by doubling the number of students mastering basic learning, by supporting the promotion values of openness and good citizenship and by guaranteeing compulsory education with the result of a reduction in the dropout rate while awaiting its eradication,” he assured in an interview given to the MAP for the start of the school year.
And to add that this start of the school year is notable for the continued implementation of the “Pioneer Schools” project, which will be applied from this year in 288 primary schools in the region, in addition to the 88 primary schools implemented in place the previous school year, in addition to the adoption of the “Pioneer Colleges” model in 33 establishments.
Concerning the educational offer, he reported the establishment of an ambitious program of extension and progress of school infrastructures, in partnership with the parties concerned, to strengthen the capacity of educational establishments to welcoming students within the scheduled time frame.
He assured, in this regard, that all arrangements have been made for the opening of 41 new establishments during the 2024-2025 school year, including 25 in rural areas, specifying that this includes 19 primary cycle establishments, including 11 in rural areas, 16 middle schools including 9 in rural areas, and 6 high schools, including 5 in rural areas.
Still on this note, Mr. Talib indicated that the school offer was strengthened with the creation of 249 additional classes in primary education,including 167 in rural areas.
Questioned,moreover,about the generalization of the teaching of the Amazigh and English languages in the various educational establishments in the region,he indicated that,as part of the development of the educational model at the level of the primary and secondary cycles,especially in Regarding the improvement of language teaching,the Academy has critically important indicators.
Supporting figures, he revealed that in the primary cycle, the teaching of the Amazigh language was generalized to a percentage of 31.20% of primary education establishments, an increase of 7 points compared to the previous school year.
As for the secondary college cycle, the teaching of the English language has been generalized in the second and third year levels of college, amounting to 65% for the first year, knowing that the national objective is only 50%. he is congratulated.
Referring to the climate of this new school year, he noted that preparations began very early, in accordance with the plan established for this purpose, to guarantee a prosperous start to this new school year held under the sign “For a quality public school for all” , before calling on all the components of education and training in the region to show mobilization and self-sacrifice to guarantee the success of this return to the region and achieve the objectives set within the framework of the roadmap, first of all the challenge of a quality public school for all.
Note that the number of students enrolled in public education this year in the Casablanca-Settat region stands at 1,595,000 including 602,203 in primary education, 357,488 middle school students and 240,512 high school students, along with 395,082 in private education. The region has 1,878 educational establishments including 1,202 primary schools,407 secondary schools and 269 qualifying high schools.
How can stakeholders effectively address the challenges faced by educational reform initiatives?
It seems like the article text was cut off, but I’ll create an engaging interview based on the context you’ve provided, focusing on educational reform programs and their objectives.Here’s how that conversation might go:
Interview Between Time.News Editor and educational Expert
Editor: Welcome to Time.News! Today,we have with us Dr. Elena vargas, an expert in educational reform and policy implementation.Dr. Vargas, thank you for joining us.
Dr. Vargas: Thank you for having me. It’s a pleasure to be here!
editor: Let’s dive right in. You’ve been closely following the educational reform programs outlined in the 2022-2026 Roadmap. Can you summarize the key strategic objectives of this initiative?
Dr. Vargas: Absolutely. The roadmap aims to enhance educational quality, increase accessibility for underrepresented students, and integrate technology into the learning process. A pivotal part of this initiative is to ensure that education systems can adapt to the changing demands of the workforce and society at large.
Editor: Those sound like critical areas to focus on. Could you elaborate on how these reforms have already begun to take shape?
Dr. Vargas: Certainly! Many schools are implementing new curricula that emphasize critical thinking and problem-solving skills. Moreover, there has been a significant push to provide training for educators in instructional technologies, which empowers them to create more engaging learning environments.
Editor: That’s engaging! Accessibility is a broad term. What specific measures are being taken to include underrepresented students?
Dr. Vargas: Good question. Some initiatives include scholarship programs for low-income students,mentoring programs that connect them with role models in various fields,and partnerships with community organizations to provide wraparound services that support students’ educational journeys.
Editor: It sounds like a thorough approach.Still, change like this frequently enough faces challenges. What obstacles do you see in the path of these reforms?
Dr. Vargas: One major obstacle is funding. While there are ambitious plans, without adequate financial support, it can be difficult to sustain and implement these programs effectively. Additionally, resistance to change from within educational institutions can slow down progress.
Editor: Based on your experience, how can stakeholders overcome these barriers?
dr. Vargas: Collaboration is key. Educational leaders, government officials, and the community must come together to advocate for resources.Additionally, involving teachers in the decision-making process can help address concerns and foster a sense of ownership over the reforms.
Editor: That’s a powerful point about collaboration. As these reforms continue to unfold, how do you envision the educational landscape changing by 2026?
Dr. Vargas: If successful, we can expect a more inclusive and innovative educational landscape. Schools would be equipped with modern technology, more diverse curricula, and a strong network of support for all students. This could lead to better outcomes for students, preparing them for careers in an increasingly complex world.
Editor: Exciting prospects! Lastly, what advice would you give to educators and policymakers who are navigating these changes?
Dr. Vargas: Stay open to feedback and be adaptable. The needs of students evolve, and reform efforts should reflect that. Continuous professional development for educators is also vital to keep pace with educational advancements.
Editor: Thank you, Dr. Vargas, for sharing your insights with us today. It’s clear that these educational reforms have the potential to create lasting change, and we’ll be watching closely to see how they unfold.
Dr. Vargas: Thank you for having me! It’s an exciting time in education, and I look forward to seeing the positive impact of these initiatives.
Feel free to modify any aspects to better align with your vision!