Education Ministry: Issuance of 8,701 transfer orders begins as part of teacher and supervisor redistribution measures

- The implementation of redistribution decisions contributed to raising the rate of addressing disparities among schools from 34% to 82%.

- The average public transportation distance did not exceed 11.2 kilometers, reflecting a commitment to balancing the fulfillment of schools’ needs with the job stability of educational staff.

- The Ministry has called on all individuals issued transfer orders to report for duty at their new posts and complete fingerprint transfer procedures in accordance with established regulations and controls.

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

The Ministry explained that implementing the redistribution decisions helped raise the rate of addressing disparities in the distribution of teachers and educational supervisors among schools from 34% to 82%, while ensuring that the average overall transfer distance for relocated staff did not exceed 11.2 kilometers. This reflects a careful balance between meeting schools’ actual needs and safeguarding the job stability of educational personnel.

It clarified that the remaining disparity is primarily linked to actual surpluses in certain specialties and subjects, such as Islamic Education and Physical Education. The number of teachers in these fields still exceeds the actual needs of schools, even after completing the redistribution procedures, which limits the ability to fully address these surpluses through inter-school transfers at this stage.

The Ministry affirmed its continued monitoring and resolution of these cases according to actual needs and field developments, aiming to achieve an acceptable level of balance, efficiency, and sustainability in the distribution of the workforce.

It further emphasized that the redistribution decisions are part of a regulatory and reformative measure based on a precise analysis of school data and needs. The initiative aims to address previous disparities and accumulations in staff distribution, achieve greater equity in quotas and workloads among teachers, meet schools’ requirements, and optimize the use of available human resources, thereby directly enhancing the stability and quality of the educational process.

The Ministry noted that among the cases addressed was a disparity in Arabic language teacher quotas 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. Redistributing Arabic teachers between the two schools helped align teacher numbers with class counts, achieving greater equity in quotas and workloads.

It also highlighted that the plan addressed a disparity in Physics teacher distribution between two secondary schools for boys. One school had only two Physics teachers, while the other had eight. Physics teachers were redistributed between the schools in proportion to the number of classrooms, students, and actual needs, resulting in a distribution more consistent with educational requirements, ensuring equity in quotas among teachers, and guaranteeing the fulfillment of students’ needs.

The Ministry of Education indicated that the remedial measures extended to educational supervisory positions, where data revealed the presence of 12 technical supervisors in a single kindergarten. Consequently, they were redistributed across several kindergartens with actual needs, in accordance with the approved organizational structure. This move aims to maximize the utilization of supervisory expertise, help meet the needs of kindergartens, and enhance operational efficiency within them.

The ministry clarified that the measures also included redistributing a number of assistant principals and subject department heads among schools, based on actual needs and the approved organizational structure. The objective was to address surpluses in certain schools and fill gaps in others, complete the staffing of the organizational structure, and enable school administrations to perform their responsibilities efficiently and with stability.

The ministry emphasized that these cases reflect the practical approach underpinning the redistribution plan, which begins with identifying areas of surplus and need, comparing staffing quotas, class numbers, and student enrollments, and culminates in redirecting personnel according to actual requirements. This makes redistribution an organizational tool that contributes to achieving equity among schools and teachers, addressing educational needs, and maximizing the use of available human resources.

It further noted that achieving an 82% completion rate represents an advanced stage in implementing the reorganization plan. Relevant authorities continue to review school data and specializations where teacher surpluses persist, working to address them in line with actual needs and approved standards and regulations. This effort aims to achieve the plan’s targets and consolidate a fairer, more balanced, and sustainable distribution of the workforce in the educational sector.

The Ministry of Education explained that transfer decisions are issued electronically to the concerned parties via the “Qararati” service on the ministry’s official website and the Ministry of Education app. It urged all individuals issued 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.