Can talk about a variety of reasons which necessitated the thinking in establishing the scheme an emergency within the educational system of national education, in order to save the school Moroccan problems functional, and rid it of its crises structural intractable, and the reduction of bottlenecks many wandering the educational institutions at all levels and levels. And therefore, can be referred to the reasons for general and special reasons :
1 - General causes :
It is known that a group of international reports resulted in Morocco in underdeveloped countries, poor spread a lot of pests serious negative such as poverty, corruption, trafficking in drugs, and the falsity of the elections, and the spread of illiteracy, and the persistence of the phenomenon of prostitution, and the large number of traffic accidents, and lack of true democracy, and disregard for human rights legitimate natural and acquired.And then, Morocco has become a country of crises and disasters and evil, politically and socially, economically and culturally, educationally and morally. Thus, Morocco swinging at the level of global human development levels between 126 and 1300 and, given the deteriorating conditions that are known to the country at the level of per capita income, health and education, in addition to the conditions of human rights, cultural, social and humanitarian decadent decadent society in turn . Thus, a report development in the Middle East and North Africa, which is sponsored by the World Bank in Washington, our country is Morocco at the level of education and education in the rank of Arab and Islamic late and underdeveloped (ranked 11 out of 14 countries), before Iraq, Yemen, Somalia, France ( Djibouti). While Jordan and occupies Kuwait, Tunisia, Lebanon, Iran ranks first, while occupies Egypt and Palestine (including the besieged Gaza), Algeria, Syria, Saudi Arabia ranks of medium- .
2 - Their Causes :
The reasons for that was behind the development of emergency plan national in the field of education in the failure of educational reforms previous recession educational theories at the level of theory and application, either because it is political slogans hollow and loose, either because theories ready officials are trying cultured in the soil of different soil which appeared in this theories. Among these theories and slogans: the principle of universal schooling, and call for a free school, and the unification of the school of Morocco, and encourage the application of the theory of goals, and the introduction of the theory, deliberative, and pay tribute to the theory of quality, and to advocate a theory of partnership, and inspired by the theory of project organization, and culture theory skills, and a theory integration, and a commitment to finally privatization of courses, editing a trade in the light of the decisions of the Discipline Book Althmlat ... In addition to the failure of the Ministry of National Education in implementing the provisions of the National Charter for Education and Training, which has become a forgotten its decisions on the table and the wall in spite of great ambition, was not implemented most of the pledges so far for reasons of subjective and objective. Not to mention the deterioration of school Moroccan structurally and functionally, and poor cost-effectiveness of production and the underdevelopment of its data knowledge and teaching aids and teaching, and the disintegration of the system of values education, and the failure of the school to attract students, who are leaving the public school to school privacy remarkable attention. Privacy school has also become a commercial enterprise, in turn, not only are their material gains, and reap huge profits at the expense of the noble goals of the community hopes the Moroccan system of education and education . Moreover these reasons, the weakness of the school of Morocco, which did not respond to the aspirations of the Moroccan people, and did not keep pace with the requirements of the national economy, and did not provide the frameworks are eligible to satisfy the market operation, did not satisfy the desires of the students. And therefore, did not find a Moroccan citizen space for the consolidation of democracy education and learned the true and worthy, did not find where social justice is also legitimate, but it became a school for social conflict and inequality and unfair competition. Also, this school out for us every year thousands of students are not eligible or qualified diplomas do not need the national market . Among other reasons that were behind the faltering school Moroccan phenomenon of dropout, where the cut off more than 380 thousand children out of school a year before the age of 15 years in 2006, an increase estimated at 40%, a figure that contrasts with the philosophy of the National Charter for Education and Training, which provides for universal education , and the eradication of illiteracy at all in 2015. While we saw the opposite is the right thing, pupils leave the classroom each year for personal will, and conviction and voluntarily, and also the family's blessing and encouragement; Moroccan because the school did not achieve the future in any way. And therefore, does not guarantee employment, it does not give the bread, and do not provide security, stability and achieve the physical and moral. Hence, we have found the Moroccan educational institutions today, replete females at the expense of males, who started and they go out in search of work or preparation for migration to the other side.This will have him in the future - no doubt - Castvhal severe crises of unemployment, lack of human resources, the growing phenomenon of spinsterhood among females, and the spread of crime among males . In addition to dropout, there is a dangerous phenomenon that affects the state budget, namely the phenomenon of repetition, which began increasing each year a high proportion (13% in the wire primary, and 17% in the secondary with a high percentage exceed 30% in the third preparatory and second year of IB), while noting that the repetition in developed countries is prohibited by law . On the other hand, this repetition is really the result of the deterioration of the educational system in general, which includes in its institutions more than 6,000,535 thousand educated, not to mention the weakness of cost-effectiveness of education, cognitive and Mharria and Disdaktekeya and pedagogy and psychologically, culturally, socially and economically, and the weakness of the configuration at the Teachers of the estimated 220 thousand, While the ministry is not earmarked for teaching composition only AED 84 million according to statistics, in 2007, and in this case the financial reality is weak compared with the huge number of men of education, who are in dire need of educational training and supervision of knowledge and cultural . Do not forget also the deteriorating situation of the educational spaces at the level of buildings and equipment, Valqaat invalid than nine thousand hall. And 60% of schools in Baleraav unrelated to the electricity grid, and more than 75% of these institutions do not have water, while 80% have no toilets . It is also noted a lack of educational institutions constructed by the state, the need for preparatory classes, for example up to 260 per year institution, while the adoption of the state only 90 each year .. Add to that, their inability to accommodate the huge number of pupils, who are growing every year; causing overcrowding in the classroom (41 pupils per class ). Furthermore, we point to the proliferation of ghost teachers who shirk the task of teaching for several reasons Kaltazahr chronic diseases, and take advantage of the Brotherhood's relations and clientelism agreements with those responsible for the sector, and to force management to accept union demands, and the policy of Altvied Mystery ... And also notes the increasing phenomenon of the absence of men of education is acceptable or unacceptable, the ministry has counted on unexplained absences, medical evidences about 1.00088 million thousand days in the year. And therefore, can not be achieved cost-effective education and quality educational absence of key actors, educators . Among other reasons that were behind the planned development of this inability of the Moroccan educational system to deal with the developments and the digital media revolution, and the lack of continuous training for teachers and administrators. And no wonder that the Ministry of National Education of Morocco began to employ a group of teachers without qualified rehabilitation and pedagogy Disdaktekeya, or may quickly Tkonhm configuration does not achieve real efficiency, does not give the desired fruits in the classroom section. And do not forget also the non-renewal means Aldisdaktica and pedagogical work within the school . It may be noted as well as a lack at the level of supervision and oversight, and shortages at the level of educational frameworks, whether in the school sector or the higher education sector after the application of the voluntary departure year 2005, and not to discipline the men of education and respect of working hours, with more than 37% of professors lower secondary education are not actually engaged in work hours specified in the 24 hours per week. The professors of secondary education qualification, 16% of them do not respect the working hours specified in the 21 hours per week. There is also a shortage at the level of administrators, the ministry has a commandment over 300 vacant position of managers . At the university level, highlights the problem of overcrowding of the remarkable attention as a major obstacle and a problem is severe, where the rate exceeds framing is 85 students per professor, noting the absence of balance between the tract of scientific and formative, literary, and the growing phenomenon of shortfall in human resources.
التسميات
education