Morocco’s Hybrid Learning Model Sparks Concerns Over Student Achievement

Thus, parents, concerned about their children’s academic level, fear that by the end of the school year, the latter will not be as educated as they should be, since they did not all have good results in face-to-face learning. "As long as they continue to come in groups and half-days, this program will be a problem," said Mohamed Berazouk, first vice-president of the National Federation of Parents’ Associations (FNAPEM) and president of the Fez sector, stressing that the situation is more worrying in rural areas where students "struggle to access the technical and technological tools necessary to follow the courses," according to Médias24.

Hybrid teaching is such that the class is divided in two, the first group comes in the morning, the second in the afternoon. Thus, two lessons are needed for the same lesson, instead of one lesson before. "I’m afraid I won’t have time to see the entire program, especially since I don’t know what my students are doing once they’re home," worries Rachida Lahouir, a philosophy teacher in a high school in Meknes. "Most students don’t learn at home," said Lahcen Chkam, a life and earth sciences teacher in a high school in Khemisset. But if that’s the case, "on what will our students be evaluated if they haven’t had time to see the entire program? How will they be graded?" wonders Mohamed Berazouk.

Given the context and this dysfunctional organization, to which the problem of public holidays and school vacations is added, "the program must be revised downwards and adapted to the situation, because the meetings between students and teachers are not sufficient," suggested the vice-president of FNAPEM. When questioned on the matter, the Ministry of National Education did not respond, the site laments.