Establishing the Amazigh Studies Division at the King Fahd Higher School of Translation
During an extraordinary meeting held on Friday, July 26, members of the Board of the King Fahd Higher School of Translation unanimously approved the creation of the Amazigh Studies Division.
“After extensive discussion,” the members of the Foundation’s Council linked the establishment of the Amazigh Studies Division to the provision of human resources, material capabilities, and the necessary equipment at the Foundation.
Regarding the written translation course: Arabic_Amazigh_French, which was prepared by the administration of King Fahd School, the members of the institution’s council stressed the necessity of presenting its descriptive notebook to the pedagogical committee to study and revise it exceptionally, and to adapt it to the specificities of the division and the school.
Members of the King Fahd Higher School of Translation Council unanimously agreed to assign the task of coordinating the division to Professor Nihad Al-Ghosh.
A source from within the institution stated, “New students have begun registering, and the deadlines have been extended so that the rest of the students can register after receiving their results.”
Regarding the outcomes of the Amazigh movement’s struggles during the next stage, Bouchetart recorded, “Our readiness at the beginning of the next academic and university season to create other forms of struggle and to intensify efforts with the rest of the components of the Amazigh movement to demand the opening of branches of Amazigh studies in universities, colleges and higher institutes.”
Among the university institutions that rush Amazigh activities to include the Amazigh language specialization within them, Bouchetart referred to the Higher Institute of Information and Communication with his call to “open a special course in Amazigh studies.”
The Amazigh actor called on civil movements that are jealous of the status of the Amazigh language in state institutions to “address some government policies that would reduce and diminish the scope of the presence of the Amazigh language in some priority sectors, especially education, which has today become an area of conflict between governments that are failing to implement the contents of Regulatory Law No. 26/ 16 related to determining the stages of activating the official nature of the Amazigh language and how to integrate it into the field of education and in priority areas of public life.”
Source: websites