<\/p>\n
As the 30th edition of the International Book and Publishing Fair kicked off in Casablanca, a roundtable moderated by scholar Benaissa Yechou brought together three leading researchers in Amazigh studies to reflect on the sectoral rollout of the Amazigh language in Morocco\u2014amid growing concerns about the pace and effectiveness of implementation since its recognition as an official language in the 2011 Constitution.<\/p>\n
The panel, part of the \u201cPlural Morocco\u201d segment, explored the theme \u201cAmazigh and the Challenges of Sectoral Implementation,\u201d focusing on education and training. The speakers painted a sobering picture of stagnation, logistical obstacles, and policy contradictions hindering the integration of Amazigh into the national education system.<\/p>\n
Lahcen Amqran, a university professor and Amazigh language expert, criticized what he described as the deteriorating status of Amazigh instruction in public schools. \u201cA major issue we face is the lack of dedicated classrooms for Amazigh teachers\u2014something that seems minor on the surface but is a real problem,\u201d he said.<\/p>\n
Amqran also noted the near-total absence of textbooks, both in the \u201cOne Million Schoolbags\u201d initiative and in the broader education market. \u201cWe\u2019re seeing fewer students benefitting from Amazigh classes now than before its constitutional recognition,\u201d he lamented, adding that the long-promised generalization of Amazigh education has been postponed to 2030\u2014a date he fears may be more rhetorical than realistic.<\/p>\n
He expressed frustration that Amazigh teachers are often tasked with teaching Arabic or French despite having no training in these subjects, raising concerns about teaching quality and institutional coherence. The dismantling of regional and provincial Amazigh language units, he said, has further compounded the issue, along with a chronic shortage of inspectors and teacher training programs.<\/p>\n
Educational policy researcher Said Akhitouch mapped out the three historical phases of Amazigh language inclusion in Moroccan education, arguing that the current reform initiative, Madrassat Al Riada<\/em> (\u201cSchool of Excellence\u201d), has largely sidelined Amazigh.<\/p>\n \u201cThis reform doesn\u2019t even propose a year-long teaching framework for Amazigh\u2014only a support phase\u2014leaving teachers with no structured content or lesson-building tools,\u201d Akhitouch said.<\/p>\n He urged Moroccan universities to play a more central role in the rollout by increasing the number of qualified graduates and overhauling curriculum standards. \u201cIt\u2019s absurd that students can earn a degree in Amazigh language without mastering Tifinagh script,\u201d he said, highlighting structural contradictions in teacher training and quality control.<\/p>\n While the Ministry of Education has reportedly increased the number of Amazigh instructors to 600, Akhitouch criticized the return to training generalist bilingual teachers rather than specialists\u2014underscoring the policy confusion and lack of clarity in the ministry\u2019s model.<\/p>\n Rachid Oubghaj, another scholar in Amazigh studies, stressed the need to restore early ministerial frameworks that were based on clear criteria and accurate data. \u201cAmazigh teachers need to be properly integrated into school schedules and teaching frameworks,\u201d he said, adding that classrooms dedicated to Amazigh instruction are essential for quality learning.<\/p>\n Commenting on the Madrassat Al Riada<\/em> project, Oubghaj questioned the credibility of a reform initiative that completely omits Amazigh from its reference framework. He also called for a nationwide audit of experienced Amazigh educators and strict adherence to existing regulatory memos to ensure that the generalization target is supported by qualified personnel and a structured strategy.<\/p>\n Despite constitutional recognition and the 2019 organic law on its implementation, the integration of Amazigh into Morocco\u2019s education system remains riddled with logistical challenges, bureaucratic inertia, and inconsistent policies. Experts warn that without urgent structural reforms, robust teacher training, and clear institutional commitment, the 2030 deadline for full integration may remain elusive.<\/p>\n<\/p><\/div>\n Rephrase in a different way as if you were a native American speaker as a content creation expert and do not talk about yourself or your experience in the text and do not show yourself as an artificial intelligence who wrote and fill the bullet point in the topic and speak the heart of the topic itself and dont take date of blog in ther first and dont take text like box of newsliter subscribe on post from content and romove all linke insert in content and and remove all affiliate disclosure phrases on content like this “This post may contain Amazon or other affiliate links that allow us to earn a small commission at no extra cost to you. Please see our Disclosure Policy for more info” and “#” put in its place bullet point, and romove name of the web site or his links we are take a content from our new creation, and don’t publish clone new content more than just one time<\/p>\n","protected":false},"excerpt":{"rendered":" As the 30th edition of the International Book and Publishing Fair kicked off in Casablanca, a roundtable moderated by scholar Benaissa Yechou brought together three leading researchers in Amazigh studies to reflect on the sectoral rollout of the Amazigh language in Morocco\u2014amid growing concerns about the pace and effectiveness of implementation since its recognition as […]<\/p>\n","protected":false},"author":2,"featured_media":7540,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"rank_math_lock_modified_date":false,"footnotes":""},"categories":[15],"tags":[6901,940,3092,3096,3097,6899,3340,1182,133,234,3095,1111,6900,2728,128,256,3093,3088,3094,1422,3098],"class_list":["post-7539","post","type-post","status-publish","format-standard","has-post-thumbnail","category-culture","tag-amazigh","tag-american","tag-characters","tag-content","tag-creation","tag-decry","tag-delays","tag-dont","tag-education","tag-experience","tag-expert","tag-experts","tag-gaps","tag-implementing","tag-language","tag-moroccos","tag-native","tag-rephrase","tag-speaker","tag-system","tag-talk"],"_links":{"self":[{"href":"https:\/\/alfanouscar.com\/blog\/wp-json\/wp\/v2\/posts\/7539","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/alfanouscar.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/alfanouscar.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/alfanouscar.com\/blog\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/alfanouscar.com\/blog\/wp-json\/wp\/v2\/comments?post=7539"}],"version-history":[{"count":1,"href":"https:\/\/alfanouscar.com\/blog\/wp-json\/wp\/v2\/posts\/7539\/revisions"}],"predecessor-version":[{"id":7541,"href":"https:\/\/alfanouscar.com\/blog\/wp-json\/wp\/v2\/posts\/7539\/revisions\/7541"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/alfanouscar.com\/blog\/wp-json\/wp\/v2\/media\/7540"}],"wp:attachment":[{"href":"https:\/\/alfanouscar.com\/blog\/wp-json\/wp\/v2\/media?parent=7539"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/alfanouscar.com\/blog\/wp-json\/wp\/v2\/categories?post=7539"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/alfanouscar.com\/blog\/wp-json\/wp\/v2\/tags?post=7539"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}