Mohammed Isa Al Abbasi 
After a series of successive failures, the Ministry of National Education, Primary Education and Sports called for a regional mobilization plan on the international program for evaluating students (PISA 2025), in which the Kingdom of Morocco is participating for the third time in a row.
Minister Mohamed Saad Barrada directed a periodic to the regional directorates and regional academies in order to “provide the necessary resources to cover the needs of educational institutions from the facilitated materials and means for mobilization, sensitization, communication and motivation for this program.”
Barrada called for assigning the official in charge of the field of communication at the regional level to supervise the process of regional mobilization and to track the plans of communication, sensitization and regional mobilization, with the appointment of regional committees to determine the various measures and procedures for this process at the level of regional directorates.
According to the content of the same patrol, educational workshops will be organized for the benefit of the professors of the “national sample institutions”, with the allocation of field visits to accompanying the teaching frameworks during the students’ training phase.
He also called on the minister to “communicate with the parents and parents of the students and students of the sample with the aim of involving them in providing a supportive environment and an appropriate atmosphere for preparation, as well as urging them to follow their children, support them morally and encourage them to make the utmost efforts.”
Barrada stressed, according to the same source, that “Morocco’s participation in this entitlement constitutes an opportunity to excel and enhance the Kingdom’s reputation and status at the international level.”
Noureddine Akouri, head of the Federation of the Associations of Parents, Mothers and Guardians of the Students in Morocco, welcomed these pre -emptive recommendations after the failures of Moroccan students were continuing.
Akouri said that Moroccan students were “achieving good results in parallel international benefits,” which means that the defect was in understanding the nature of “Pisa” and the ways of answering.
The spokesman praised the existence of communication with the parents of the male and female students of the sample, considering that they are “an essential component of the success of any reform workshops.”
According to the aforementioned patrol, the ministry called for “preparing communication materials to introduce the program and its importance for the national education and training system, and to encourage students and students and sharpen their interests to represent a better representation of their institutions and their country.”
