Al-Hamad: Teacher Redistribution Improved School Balance from 23% to 82%
Hamad Al-Hamad confirmed that the redistribution achieved equity, while Al-Tabtabaei directed the formation of committees to address imbalances revealed by the audit.
Translated by Qiyas from النهار — Original source
Deputy Assistant Undersecretary for Educational Affairs at the Ministry of Education, Eng. Hamad Al-Hamad, confirmed that the recent redistribution of teachers and transfer decisions followed a comprehensive study of teacher numbers, schools, and students, with the aim of addressing imbalances in the distribution of educational staff and achieving equity among schools. He revealed that the percentage of balanced schools rose from 32% before the redistribution to 82% afterward, with ongoing efforts to reach 100%.
In an interview with Kuwait Television, Al-Hamad explained that the Ministry relied on accurate and unified data on teacher numbers, linking them with teacher and school records and student enrollments, thereby enabling the determination of actual needs for each specialization. He emphasized that the average distance between teachers’ original and new schools was 11.2 kilometers, and that the selection process was based on the principle of equity, prioritizing transfers for those appointed most recently, while taking into account humanitarian and special cases.
Al-Hamad stated that a review of teacher numbers revealed discrepancies between data recorded in different Ministry sectors: the number of individuals receiving salaries in the Finance sector did not match the figures recorded in the Education sector. This necessitated expanded auditing and verification of data, which uncovered significant disparities in the distribution of educational staff across schools.
He added that Minister of Education Eng. Syed Jalal Al-Tabatabai, after reviewing the figures and statistics, directed the formation of a committee and working groups to study the issue, determine accurate numbers, and develop necessary solutions to address surpluses and imbalances in the distribution of teachers across schools in various specializations.
He noted that the audit process revealed substantial disparities, including the absence of a technical supervisor in one kindergarten, while another kindergarten in the same educational area had 12 technical supervisors. Additionally, 66 Islamic studies teachers were identified in one school, a number exceeding actual needs.
He pointed out that a review of files at the Religious Institute also revealed the presence of 12 decoration teachers, despite the fact that this subject is not taught in the Institute’s schools. He clarified that these imbalances stem from previous periods and are not a result of the recent decisions.
