Reports of the cancellation of free education and targeting public schools raised controversy among the poor class, which consider itself as the target of this decision.
In her interview with Morocco today, Suad Shaghel, member of the of the front’s Secretariat, said that the abolition of free education is considered an attempt to eliminate one of basic human rights.
In regard with the situation of education in Morocco since the independence, Shaghel said that Morocco worked since the independence on protecting public school, and make it able to cope with changes of international curricula of science. She added that despite the government’s continuous support, the results of public schools remain disappointing.
The educational system now suffers from problems in structures, human resources and curricula. There are about 70 students in some classes, with an alarming shortfall of 30,000 teachers.
In regard with the solutions adopted by the state, Shaghel said that the Supreme Council for Education, Training and Scientific Research surprised everyone when it announced its support to government-oriented approach calling for the cancelation of free education, rather than facing challenges. These reports come in favor of private schools sector which became strong dishonest competitor to public education, and one of the causes of its crisis.
What are the ways adopted by the council to cancel free education?
The council imposed new fees on families, and added burden to on students in secondary education and university, claiming that they aim to finance the educational system of the country through opening the door for private education to support public schools, paving the way to investors to destruct public secondary and higher education.
What are the public reactions towards news of the abolition of free education?
All local and international reports said that the government is responsible for the failure of education, citing obstacles facing Morocco to achieve economic growth. The reports blamed the government for the delay of educational system reform, being the basis of economic development.