Amazigh teachers in the Rabat region denounce the “serious” setbacks in the file of teaching Amazigh, describing the situation as “crisis and catastrophic.”
The Regional Coordination of Amazigh Language Teachers and Professors in Rabat/Salé and Kenitra said that “Amazigh teachers are suffering from conditions that can be said to be critical and catastrophic, and that afflict all the slogans announced by the Ministry of National Education.”
In a statement, the Coordination confirmed that these “situations directly lead to the absence of any real will on the part of the guardians of the education sector to download visions, perceptions and plans.” And even the laws that explicitly bind the various actors in the sector (the constitution, the strategic vision, the framework law No. 51.17. The organizational law No. 26.16…) on the ground.
During the coordination meeting between professors of the Amazigh language in the Rabat-Salé-Kenitra region, held last Tuesday, the professors unanimously agreed on the absence of the most basic conditions and basic means for teaching by the Amazigh language professor, without which teaching cannot be achieved. How can it become a quality education for all?
Professors and professors denounced the serious setbacks in the Amazigh language teaching file. And the generalization, which has become in twisted ways that are not calculated, the effects and consequences of which were the victims of the new teachers and professors of the Amazigh language, the 2022 regiment in the Directorate of Rabat, who were assigned and forced to teach in two schools for each professor. The directorates of Quneitra, Sidi Kassem, Sidi Suleiman and Khemisset have also known retaliatory and random appointments for the 2022 regiment professors.”
Tamazight professors in the Rabat region denounced “the unfair assignments against the Amazigh language professors, the 2022 regiment in the Rabat Directorate, which only reflect the fragility of the generalization that the guardianship ministry and its academies have long praised.” According to the statement. They also denounced what they described as “the unjust, arbitrary, and unjustified assignments of new teachers in the various directorates of the region (Quneitra. Khemisset. Sidi Kassem. Sidi Suleiman) to distribute them randomly to rural areas despite the terrible shortage at the urban level in the various directorates in the region.”
The same source denounced “the contempt for the teaching of the Amazigh language subject by some semi-principals and some fellow professors who see its teaching as a waste of time and students’ learning time, and indirectly, which appears through the official interaction of these people with this subject and its teacher in the institution (activating school life. Councils. …) . And “the disregard and non-acceptance of some directors and inspectors of Ministerial Memorandum No. 130 issued in 2006 that framed the teaching of the Amazigh language.”
The coordination recorded, “Some teachers of the Amazigh language are forced to teach more than 8 departments, thus deepening the problem of specialization for the Amazigh language professor, which makes it difficult for him to carry out his duties properly,” as well as “the absence of regional, regional and national cells that monitor the process of teaching the Amazigh language and the absence of inspectors specialized in The Amazigh language subjects are familiar with the status and specificity of teaching the subject, which makes some of the Amazigh language professors under the control of inspectors who have nothing to do with the Amazigh language subject.”
It also recorded “the exclusion of Amazigh language professors within their work institutions from benefiting from the classrooms, forcing them to roam between the rooms of the dual-specialization professors, which sometimes leads them to quarrels between them and their colleagues, and depriving the learners of their full right to learn the Amazigh language by excluding them from benefiting from the language textbook. Tamazight in the Royal Initiative for a Million Portfolios, which negatively affects the performance of the teacher (e) and the learner (e) in teaching and learning the Amazigh language,” the same statement states.
The regional coordination of the Amazigh language professors and professors in Rabat/Salé and Quneitra expressed its rejection of “what has happened to the teaching of the Amazigh language today, which stems mainly from the absence of a clear and explicit legal framework that frames this specialization at the level of the primary education corps.”
And the guardians of the sector demanded the issuance of clear ministerial notes framing this specialization in the primary education corps, taking into account the working conditions of the professor(s) specialized in this corps in various aspects, and putting an end to a group of constraints, especially those related to setting a schedule of classes for the subject and allocating a classroom for the professor. e) specialized in the Amazigh language.
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