
By Jamal Elabiad
When I was a university student, my belief was that employments in Morocco are reserved only for the brightest students. And this is why I did my best to excel at my university studies so as to get employed soon after I got my first cycle certificate (or DEUG).
After working six years as middle school teacher of English, I discovered, like many others, I was naïve to believe that jobs in Morocco are given only to those who proved themselves excellent.
Among the measures the Moroccan ministry of education has taken so far to reduce unemployment of graduates was employing a myriad of Master’s-holders as teachers, a large number of whom were my university friends.
The majority of my university friends had no other choice, but to resume their university education simply because the low marks they obtained did not allow them to be selected for a teacher-training center exam, such as ENS or CPR. In other words, they weren’t hard-working students while at the university, and that’s why their ENS or CPR’s applications were rejected. But as soon as they got their Master’s, they were employed as middle or high school English teachers without getting any training.
The problem does not lie in their employment. It lies in the salary scale they were given. Teachers, like me, who were brilliant university students and who spent almost a year at the CPR or ENS were given scale 9 or 10, but those who became teachers without getting any training were given scale 11. My point is that the latter are well-paid than the CPR or ENS graduates.
It’s beyond doubt that the decision of the education ministry to employ Master’s-holders with scale 11 was disappointing for teachers whose belief was employments in Morocco are reserved only for the best students!
Personally speaking, I would not have applied for a career of teaching at middle school had I known that high salaries in Morocco are given only to poor university students. And I am quite sure that many other victims of the ministry decision do add their voice to mine.

