In Meknes, INDH buses offer a new chance to students from remote areas

by times news cr

With seven⁣ buses deployed in this rural commune,​ no less than 435 young girls and boys can easily reach the middle and high school benches of M’haya without worrying about the ⁢vagaries of the weather, insurmountable steep slopes⁢ or prohibitive ⁤distances.

For ⁢Safae Kaddouri,‍ from the Social ⁣Action division at the ⁣Meknes prefecture, the 2024/2025 school year is an opportunity to⁢ highlight the efforts ⁢made by⁢ the ⁢Meknes prefecture ‌to guarantee education ⁢for‍ all, through its different interventions, particularly in​ the area of‍ ​​school transportation.

“A fleet of 82 school transport buses has ​been set up ⁤at the ⁣level of the Meknes prefecture to ⁤meet the needs of all rural ‌local authorities ‌for more than 6,400 students with ⁢a budget of around 30 million dirhams (MDH),” Ms. Kaddouri said in​ a⁤ statement to MAP.

The head of the DAS‌ welcomed the concrete results obtained thanks to this intervention ‍by ​the INDH ​in⁢ application of the‍ high ‍royal guidelines, ‌noting an increase in school enrollment ​rates, a reduction in school dropouts and‍ an improvement in the results⁢ of students from the rural world.

For Ms. Kaddouri, these results are also the fruit of the combined efforts of⁣ numerous‍ stakeholders, namely the Prefectural Council of Meknes, the ‌councils of ‌local‍ authorities,​ the Ministry of National Education, Preschool and ‌Sports and associations of⁤ civil society who are responsible for managing school buses.

The Association for the Development ⁤of School ​Transport in⁢ the commune of M’haya at the‌ Lahcen ⁣Ben​ Mohamed ‌Ben Mbarek high school is one⁤ of⁤ those civil society actors who⁢ contribute daily ⁤to efforts aimed at putting an end​ to school dropouts in‌ rural areas.

For the treasurer of the association,‌ Nabil Ourahou, since the launch of school transport in 2011 in the​ rural commune of M’haya thanks to the INDH, the situation has radically ‌changed ​for students‍ in the surrounding ‍douars.

“We went from a girls’ schooling rate of ‌0% in 2010 in the neighboring ⁤douars to some 435 beneficiaries, including boys, today,” he rejoiced.

For Mr. Ourahou, the impact of school buses ​on middle and high ⁣school students in Lahcen Ben Mohamed Ben Mbarek makes them a lever​ for the development of schooling in ⁣rural areas.

Improving​ the⁣ school environment and schooling conditions is ⁣part of program ⁣4 of the INDH to boost the human capital of rising‍ generations, particularly axis 3 of this program relating to “support school and ⁢the fight against dropping ⁣out.

As part of this program,⁤ the INDH is working to expand the school transport offer by relying on the map of ​needs developed by the Regional Education and ‌Training ⁤Academies, while identifying the provincial associations which will ensure human resources management, operation ‌and maintenance of the vehicle fleet.

Who are the main stakeholders in the school transportation program, and how⁣ do ⁢they collaborate to improve educational access?

Interview between Time.news Editor and ⁣Safae Kaddouri, Social Action Division, Meknes Prefecture

Editor: Thank ‌you for joining us today, Safae.⁢ The Meknes prefecture has⁣ made significant strides in improving access to education in rural areas. Can‍ you ⁢start⁢ by telling us ⁣about the school⁢ transportation initiatives you’ve implemented?

Kaddouri: ⁢ Absolutely! We are ⁢thrilled to announce that​ for⁤ the​ 2024/2025 school year, we have deployed a fleet⁢ of 82 school transport buses to serve rural local authorities. This initiative enables more ​than ‌6,400 students to attend middle and high school in M’haya without having to face challenges like extreme‍ weather, steep terrains, or​ long distances.

Editor: It sounds like⁢ a monumental effort! How does this transportation program impact student enrollment ​and dropout rates in these rural areas?

Kaddouri: ⁢The results have‌ been promising. Since the initiation of ⁤this program, we’ve observed a notable increase in school enrollment ⁢rates and ⁢a considerable decline in​ dropout ⁤rates. Students from rural backgrounds are now more motivated to pursue their⁣ education, and many have reported improved academic achievements ⁤as a result.

Editor: That’s fantastic to hear. ⁤Could you ⁣walk us through the ⁣funding aspect of this initiative? How⁣ were these 30‌ million ​dirhams⁣ allocated ‍for the transportation needs?

Kaddouri: Sure! The funding for this initiative ⁣comes from the government​ budget, specifically allocated through the National Initiative for Human‍ Development (INDH). We carefully planned ⁣the‍ budget ​to ensure we could meet the transportation needs effectively while maximizing the ‍number ⁣of students served. This comprehensive approach allows us ⁣to provide reliable⁤ transportation, which we see as crucial ⁤for educational equity.

Editor: It seems ​there’s a collaborative effort at play here. Who are the key stakeholders involved in this⁢ initiative,​ and what roles ​do they play?

Kaddouri: Collaboration ⁣has been central to our⁢ success.⁤ The Prefectural Council⁤ of Meknes and various local authority ‍councils play crucial roles, alongside the Ministry of Education. ‌Each stakeholder contributes ‌their expertise and resources, making it possible to create solutions that address‍ the ⁢specific needs of our rural communities.

Editor: Understood. Lastly, what‌ are your hopes for the future regarding educational access in rural areas?

Kaddouri: My hope ‍is to continue ‍building on⁣ the successes we’ve already achieved.‌ We⁤ aim ‌to further increase‍ support for educational initiatives, ensuring that every child, regardless of their geographic location, has access to quality education. We believe that‍ education is​ the key to breaking the ‌cycle of ‌poverty and fostering economic development in these ‍communities.

Editor: Thank you, ⁢Safae. Your​ insights into the Meknes prefecture’s⁢ educational initiatives are genuinely inspiring. We hope to see continued progress in‌ making​ education accessible⁢ for⁣ all.

Kaddouri: ⁢Thank​ you for having me. Together, we can make a difference!

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