Morocco is currently experiencing a significant upheaval in its education system, as teachers have launched a national strike in response to the adoption of a controversial new fundamental law.
The strike, organized by the National Coordination of Education Sector–which consists of over twelve unions and educational organizations–is set to last three days (October 24-26), culminating in lengthy protest marches planned to take place in front of the regional directorate buildings all over the Kingdom on Oct. 26.
The show of frustration doesn’t stop there; coordinated labor interests have also called for teachers and educational staff involved in the stand-off to continue their efforts by planning awareness and information campaigns on school premises during both A.M. and P.M. school break times on October 27, 28, 30, 31 and November 1,2,3,4,9,10 and 11.
Yet another national strike is planned for November 7-8–with an accompanying protest march scheduled on November 7–commencing at the parliament and ending at the Ministry of Education building.
These campaigns aim to inform the public about the challenges facing the education sector in Morocco and to rally support for educator demands.
To voice their grievances, teachers are resorting to various forms of protest. The strike itself is only the beginning of their collective action. They plan to continue their protests throughout the workweek, withdrawing from education councils, clubs, and WhatsApp groups associated with schools, while also wearing black badges during their work days.
The Moroccan education landscape is marked by a high level of participation in the strike, with over 90% of teachers responding to the call.
The Fundamental Law at the Center of Discontent:
The basic essence of the turmoil involves the adoption of the new fundamental law that Morocco is implementing. This new framework seeks to standardize and streamline education across the nation, encompassing various levels, from primary to high school education.
The objective of this new mechanism is to provide consistency, equity, and efficiency in educational practices, curriculum, and administration. It also purportedly strives to ensure access to quality education for all students.
Reasons for the Strike:
Teachers in Morocco have expressed their deep dissatisfaction with this recently implemented law, which they consider unfair and detrimental to their profession. They argue that the law fails to address long-standing issues in the educational sector, exacerbating tensions and highlighting glaring injustices.
Among their concerns are the lack of salary increases (greatly exacerbated by inflation rates not seen domestically in decades), unfulfilled promises of bonuses and benefits, and the unequal treatment of contractual teachers compared to teachers affiliated with the ministry).
This collegial tension which arises simply from the professional nomenclature in and of itself (i.e., “Regional Academies Executives” versus “Contractual Teachers”) is deepening, further accentuating disparities within the teaching profession.
In a chart provided by this Coordination conglomeration, it is evident that the demands related to money and salaries include a push for a significant increase in the base salary by 1200 MAD monthly, and by 1500 MAD monthly for active teachers.
This clearly emphasizes the need for improved financial compensation in a nation where highly skilled educational professionals are paid one of the lowest hourly wages in the entire world, their 5 ½-day work week of which—a global anomaly, at that—is no small factor in aiding the devaluation of their hourly rate.
Also, there are demands for compensation of an additional 1200 MAD weekly when additional duties are required of the teacher, along with the 13th-and 14th-month salaries for all educators.
Furthermore, teachers are advocating for a revision of the promotion structure within the profession, emphasizing their aspirations for career advancement and for fair promotional practices.
Educators have also proposed weekly teaching hours for various positions, including “primary” to be defined at 24 hours, middle school teachers to work 20 hours in the classroom, and high school teachers to put in 18 hours.
Other significant demands include: the integration of superior grade recognition into the employee’s permanent file, removal of the condition of age for the entrance exam with a corresponding replacement with civil service exams, and management of disciplinary measures in accordance with the public service employment system.
As the strike continues, the government faces the challenging task of addressing these demands while ensuring the continuity of education for Moroccan students.
Minister’s Viewpoint:
Chakib Benmoussa, Minister of National Education, emphasized the collaborative development of the national education civil servant status, involving input from syndicates citing an agreement between the parties on January 14, 2023.
He noted that while the new status cannot address all demands, it maintains an open dialogue framework. The new law–according to the minister–prioritizes preserving existing benefits, introducing a unified structure, and extending rights to all educators.
Notably, it concludes a chapter for teacher-executives, enhancing their position and providing retroactive benefits. The new status also aims to make teaching more attractive by offering a career path leading to excellence for a majority of educators.
The Minister has voiced his support for the new law, stating that the ministry only moved forward with it after taking into account the feedback and proposals from the participating unions in the sectorial dialogue.
He further highlighted what he considers to be the “positive aspects” of the controversial fundamental law. He also confirmed during the session at the upper house that “teachers’ dossier will definitely be closed.”
Benmoussa also provided assurances that the law provisions would apply to all employees in granting them the same rights and obligations; specifically, the right to partake in work relocation at the national level at a corresponding grade of expertise and compensation, along with participation in professional exams.
This implies the closure of the file of those previously known as “academy executives,” or “contractual teachers” who will now receive remuneration from the public treasury similar to other permanent employees.
Impact of Strike on Over 8 Million Students:
The ongoing nationwide strike in Morocco has disrupted the normal functioning of schools and educational institutions, causing teachers to be absent, students to stay home, and classes to be suspended. This has raised concerns about the completion of the school curriculum and the preparation of students for upcoming exams, prompting calls for urgent government intervention to de-escalate tensions within the education system.
The National Federation of Parents and Guardians Associations in Morocco has raised serious concerns as the 2024 academic season progresses with ongoing strikes and disruptions in public schools as a result of the demands put forth by the teaching staff.
A press release by the Federation states that these strikes not only hinder the completion of the curriculum but also challenge the constitutional principle that guarantees quality education as a fundamental right–thereby contradicting Article 26 of Framework Law 51.17—which emphasizes the student’s contractual charter, ensures their rights, and guarantees an undisturbed learning schedule.
In light of this issue, it is imperative that immediate and urgent measures are taken to salvage the current academic season.
The Federation, being a proactive and collaborative partner that values consultative approaches, calls upon all stakeholders to prioritize the rights of students as it strives to ensure a regular and uninterrupted learning schedule.
The Federation thereby urges the adoption of dialogue and constructive communication between all relevant parties. It emphasizes the importance of positive interaction and the need to recover time in the classroom already squandered. Going forward, it recognizes that demonstrating a commitment to the nation’s welfare and the best interests of the students in public schools is of paramount concern.
Nour Eddine Akouri, President of the National Bureau, affirmed the Federation’s dedication to addressing these issues, thus ensuring the well-being of students and the vitality of Morocco’s public education system.