Education Ministry: Implementation of teacher and supervisor redistribution begins according to school needs

The Ministry of Education announced the actual implementation of decisions to redistribute teachers and educational supervisory staff among schools, as part of a comprehensive plan to reform workforce distribution. This follows directives from Minister of Education Eng. Sayed Jalal Al-Tabatabai, aimed at achieving balance and equity in the allocation of personnel according to the actual needs of schools, enhancing stability in educational institutions, and directing human resources to the locations most in need, thereby serving the interests of learners and improving the efficiency of the educational process.

In a statement, the Ministry of Education clarified that the Educational Affairs Sector has officially issued 8,703 transfer decisions as part of the redistribution procedures. These included 8,310 decisions for teachers of various specialties and 393 decisions for holders of educational supervisory positions. The average transfer distance was 11.2 kilometers, in accordance with approved regulations and standards based on the actual needs of schools, the number of classrooms and students, educational quotas, and the approved organizational structure.

The Ministry stated that the implementation of redistribution decisions contributed to raising the rate of addressing disparities in the distribution of teachers and educational supervisory staff among schools from 34% to 82%. This was achieved while ensuring that the average general transfer distance for relocated staff did not exceed 11.2 kilometers, reflecting a commitment to balancing the fulfillment of schools’ actual needs with consideration for the job stability of educational personnel.

The Ministry explained that the remaining disparity is primarily linked to actual surpluses in certain specialties and subjects, such as Islamic Education and Physical Education. In these fields, the number of teachers still exceeds the actual needs of schools even after completing redistribution procedures, limiting the ability to fully address these surpluses through inter-school transfers at the current stage. The Ministry affirmed its continued monitoring and handling of these cases according to actual needs and field developments, aiming to reach an acceptable level of balance, efficiency, and sustainability in workforce distribution.

The Ministry of Education emphasized that the redistribution decisions are part of an organizational and reformative measure based on a precise analysis of school data and needs. The initiative aims to address previous disparities and accumulations in personnel distribution, achieve greater equity in quotas and workloads among teachers, meet schools’ needs, and make optimal use of available human resources. These efforts directly reflect improvements in the stability and quality of the educational process.

The Ministry noted that among the cases addressed was a disparity in the teaching loads of Arabic language teachers between two middle schools for boys within the same educational zone. In one school, a teacher was assigned one class, whereas in the other, a teacher was assigned three classes. The redistribution of Arabic teachers between the two schools helped balance the number of teachers with the number of classes, achieving greater equity in quotas and workloads.

The ministry also clarified that the plan addressed disparities in the distribution of physics teachers between two boys’ secondary schools, where one school had only two physics teachers compared to eight in the other. Physics teachers were redistributed between the two schools in proportion to the number of classes, students, and actual needs, resulting in a staffing distribution more aligned with educational requirements, ensuring equity in teacher workloads, and guaranteeing the fulfillment of students’ needs.

The Ministry of Education further noted that corrective measures extended to educational supervisory positions. Data revealed that one kindergarten had 12 technical supervisors, who were subsequently redistributed to several other kindergartens with genuine needs, in accordance with the approved organizational structure. This move aimed to maximize the utilization of supervisory expertise and contribute to meeting the needs of kindergartens while enhancing operational efficiency.

The ministry explained that the measures also included the redistribution of several assistant principals and department heads for various subjects among schools, based on actual needs and the approved organizational structure. This was done to address staff surpluses in some schools and fill shortages in others, complete the staffing of the organizational structure, and enable school administrations to perform their responsibilities efficiently and stably.

The ministry emphasized that these cases reflect the practical approach underpinning the redistribution plan, starting from identifying areas of surplus and shortage, comparing workloads, class numbers, and student populations, to redirecting staff according to actual needs. This makes redistribution an organizational tool that promotes equity among schools and teachers, addresses educational needs, and maximizes the utilization of available human resources.

It also noted that achieving an 82% implementation rate represents an advanced stage in executing the reorganization plan. Relevant authorities continue to review school data and specialties where teacher surpluses persist, working to address them in line with actual needs and approved standards and regulations, aiming to complete the plan’s targets and consolidate a fairer, more balanced, and sustainable distribution of the workforce in the educational sector.

The Ministry of Education clarified that transfer decisions are issued electronically to concerned parties via the “My Decisions” service on the ministry’s official website and its mobile application. It urged all individuals subject to transfer decisions to review them, commence work at their new duty stations, and complete fingerprint transfer procedures in accordance with approved regulations, ensuring swift implementation of decisions and continuity of operations in schools.

The ministry stressed that workforce reorganization falls within a vision aimed at enhancing school performance by aligning staff distribution with the actual and evolving needs of the educational field. It affirmed that the success of these measures is not measured solely by the number of implemented decisions, but by their ability to establish a sustainable balance between school needs and available staff, thereby strengthening the readiness of educational institutions and supporting school administrations in fulfilling their roles as intended.

The Ministry of Education concluded its statement by emphasizing that the reorganization of the workforce is fundamentally driven by the best interests of learners and the needs of schools. It stressed that achieving equity in the distribution of teachers, supervisory staff, and teaching allocations constitutes a cornerstone for ensuring a stable school environment and high-quality education. The ministry reaffirmed its commitment to continuing to address disparities and surpluses based on accurate data and uniform standards, thereby ensuring that qualified personnel are directed to locations with actual needs, enabling schools to fulfill their missions efficiently, and establishing sustainable organizational solutions that prevent the recurrence of imbalances in human resource distribution in the future.