Barada: “Leadership Schools” Are an International Model, Educational Reform Achieved 80% of Its Goals
Minister of National Education, Preschool Education, and Sports, Mohammed Saad Barada, strongly defended the achievements of the Education Reform Roadmap, asserting that the Moroccan experience of “Leadership Schools” has not only succeeded nationally but has also become a model to be emulated internationally.
During his presentation of the budget for his sector before Parliament on Tuesday, the minister noted that a delegation of senior French inspectors expressed their deep admiration for the Moroccan experience, adding that these officials “acknowledged their desire to implement a similar reform in France.”
Barada considered this international recognition as a practical response to critical voices that focus—according to him—on “the empty part of the glass.” He pointed out that evaluations from the High Council for Education, Training, and Scientific Research indicated that the program successfully achieved 80% of its set objectives. He stated: “If any reform manages to reach this percentage, it is a true success, and it is unfair to ignore the gains and only focus on the shortcomings.”
The minister emphasized that the core of the reform lies in improving the status of educational staff, considering them “the cornerstone of building the country’s future.” He explained that nearly 80% of the sector’s budget, amounting to 100 billion dirhams, was allocated to improve the working conditions of teachers, asserting that they “deserve even more than that.”
He added, with an emotional tone, that some teachers are living in difficult conditions as they approach retirement despite their dedication to public education, stressing that “investing in them is a direct investment in Morocco’s future.”
In response to criticisms regarding “dependency on foreign laboratories,” Barada denied any external influence on education policies, clarifying that cooperation with the global laboratory J-PAL is strictly within the framework of exchanging internationally recognized scientific expertise.
The minister noted that the remaining part of the budget is allocated for upgrading educational infrastructure, through a project aimed at rehabilitating 2000 institutions annually, including renovations and essential equipment such as sanitary facilities, playgrounds, and fences, in addition to building new schools to reduce the overcrowding, which he described as an “unacceptable error” in leadership classes that exceed 40 students.
In concluding his remarks, the minister affirmed that what drives the ministry is a sense of pride and responsibility towards the country’s future, stressing that “ensuring quality education in suitable institutions with motivated teachers is the only way to build tomorrow’s Morocco.”
