Education Official Urges Reinforced Trust in Moroccan Public Schools

Rabat – Minister delegate to the Minister of National Education, Preschool, Professional Training and Qualification, in charge of Preschool and the Fight against School Dropouts, Kamal Hachoumi, stressed on Wednesday in Rabat the importance of strengthening trust in public schools.

Speaking at an inaugural lecture, held at the Faculty of Legal, Economic and Social Sciences in Agdal for the 2026-2027 academic year, Hachoumi said that achieving equity requires the effective implementation of constitutional rights.

Equal opportunities can’t be achieved simply by subjecting students to the same examinations, rather, they first require ensuring fair learning conditions and resources from the preschool stage, he noted, while recalling regional disparities that hinder some students’ educational journeys.

The minister also highlighted His Majesty King Mohammed VI ‘s High Care for expanding preschool education, which lies at the heart of the education system reform. In this regard, he pointed to the significant increase in preschool enrolment from 49,6% in the 2017-2018 school year to 82,3% in the current year.

He further praised the considerable efforts made by the National Initiative for Human development to build and equip classrooms in rural and mountainous areas, as well as the leading role played by partner institutions and associations in managing preschool facilities.

Regarding efforts to combat school dropouts, he noted that the government program aims to reduce the school dropout rate to zero by 2030.

Hachoumi thus called for the activation of the monitoring units under Framework law No. 51.17 on the education, training and scientific research system, in order to identify the risks at an early stage, stressing the need to adapt programs and examinations to children with disabilities who face learning difficulties, so as to prevent unjustified exclusion.

The minister also referred to pioneering international experiences, particularly Finland’s, which involves adopting individual plans for each child and reducing homework workloads. He also cited Portugal and Ireland, which have succeeded in reducing school dropout rates by supporting schools in disadvantaged areas and establishing effective communication mechanisms between school, family and society.

Addressing the government’s commitment to improving teachers’ social conditions through social dialogue, Hachoumi said that restoring trust in public schools requires the full commitment of teaching staff, as key stakeholders in the educational process.