Mauritania’s education system is facing a deepening crisis, marked by a sharp rise in collective resignations among teachers. Through this action, they express their rejection of difficult working conditions, low salaries, and the lack of response to their demands. These resignations are not merely a departure from the profession; they are a cry of protest reflecting the severity of the crisis affecting the teaching workforce as a result of authorities ignoring the sector’s deteriorating reality.
The main causes behind these resignations stem from the weak material and moral support provided to teachers. They work in exhausting environments, particularly in remote areas, with little professional recognition and no efficient mechanisms for transfers or mobility between regions. Many teachers feel that staying in the profession has become pointless, pushing them to seek job opportunities outside the education sector.
This crisis reinforces society’s negative perception of public schools and increasingly drives families toward private education despite its high cost. This widens social inequalities in access to quality education.
To overcome this crisis, comprehensive reforms are required. These reforms must focus on improving teachers’ financial and moral conditions, ensuring transparency in promotion and transfer mechanisms, and involving teachers in shaping education policies to strengthen their sense of belonging and responsibility. Addressing this crisis means protecting the future of national education and securing the stability of the teaching corps—an urgent necessity that cannot be delayed.
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