Report: Pioneering schools project faces structural and methodological challenges

One of the primary challenges identified is the lack of adequate educational supervision, particularly due to an insufficient number of inspectors to provide regular follow-ups, especially in rural areas. The report points out that these schools require weekly visits from inspectors, a goal that is difficult to achieve given the current shortage of qualified personnel.

Another major obstacle to the project’s implementation is the lack of essential infrastructure. Many schools, particularly those in remote regions, suffer from limited access to electricity, the Internet, and appropriate educational spaces. These deficiencies restrict the impact of the project’s pedagogical innovations and widen the gap between students in urban and rural areas.

The report also criticizes the selection method for participating schools, which was based on voluntary applications. This approach led to the exclusion of many institutions facing greater socio-economic challenges, raising concerns about the representativeness of the project’s results and its ability to be extended to more difficult contexts.

On a pedagogical level, the report notes that the project focuses primarily on improving fundamental knowledge, at the expense of other essential skills such as innovation, creativity, and critical thinking—key aspects of the 2015-2030 Strategic Vision for education. This limitation could reduce the project’s long-term impact on the national education system.

The report also criticizes the rigid and standardized nature of school curricula. While this uniformity ensures consistency in knowledge transmission, it limits the ability to adapt to students’ specific needs, particularly those with disabilities. Additionally, the financial autonomy of schools is hindered by a lack of administrative and budget management skills among school directors, which could undermine the effectiveness of investments.

Finally, the project’s centralized management prevents regional academies and provincial directorates from tailoring educational practices to local realities, thereby limiting the project’s effectiveness and schools’ ability to address students’ real needs.

To overcome these challenges, the report recommends strengthening human and material resources, increasing pedagogical flexibility, and adopting a more participatory governance approach involving all educational stakeholders and the local community. For the project to succeed in the long term, it must also be better adapted to the socio-economic realities of schools and provide stronger support for educational teams on the ground.