Morocco minister of education Saiid Amzazi received yesterday, Wednesday Feb 3rd, the ambassador of the French republic in Morocco Hélène le Gal in the ministry’s headquarters in Rabat.

During this meeting, the officials discussed bilateral cooperation issues, focusing on the achievements made within the framework of the “ASTRE” program dedicated to supporting education and training. The meeting also evolved around teaching the Arabic language and Moroccan culture to the Moroccan community living in France, in addition to the status of the French educational institutions in Morocco.

The meeting was also an opportunity to shed more light on the Moroccan-French Baccalaureate regarding the developments brought lately by the French side. the Moroccan minister, on a Facebook post, asserted that this branch has known for twenty years important development and tremendous success as it “attracted many students who have excelled in their academic and professional careers.

The meeting concluded that joint work should continue to reach a consensus formula that matches the latest developments in the French educational system and responds to the expectations of the kingdom.

On a final note, Le Gal expressed her country’s readiness to support the Moroccan educational system through keeping pace with the establishment of various projects, among which generalizing primary and inclusive education, and studying possibilities to start teaching the Amazigh language in the French schools in Morocco as a response to a proposal made by the ministry.

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A partnership agreement was signed by Saaïd AMZAZI, Moroccan Minister of National Education, Vocational Training, Higher Education and Scientific Research, and Fouad BRINI, President of the Tanger Med Foundation, focusing on the support of education in the northern region of the Kingdom and the promotion of excellence at the national level.

Through this agreement, the Tanger Med Foundation reaffirms its commitment to improving the quality of education and training, as well as to strengthening a Moroccan educational model based on the culture of excellence and innovation.

This partnership aims to give the most deserving students in the country the means to achieve their ambitions thanks to first-rate pedagogical and didactic standards. As such, a High School of Excellence (Lycée D’excellence) will first open its doors in Tetouan to students wishing to enter The Classes Préparatoires aux Grandes Ecoles (CPGE) in order to prepare, in the best possible conditions, for the contest to access Moroccan and French engineering schools.

The establishment will also offer a qualifying secondary course allowing students to realize their full potential and orient themselves towards a path of excellence for their higher education.

Since its creation in 2007, the Tanger Med Foundation has always paid particular attention to the education sector by carrying out high impact projects with the local population in order to reduce school dropouts and improve the conditions of education and schooling in the region:

• Upgrading 120 schools in Fahs Anjra province,
• The construction of 36 preschool classes,
• School transport for the benefit of primary, secondary, and high school students in the province of Fahs Anjra,
• The establishment of “Dar Taleb” and “Dar Al Fatate” reception centers,
• The Distribution of textbooks and school supplies,
• The distribution of prizes to the best high school graduates in the region to encourage them to persevere and motivate them to excel.

These educational actions concerned 370 projects for the benefit of 114,500 direct beneficiaries. Thus, the Tanger Med Foundation is working to take a new step forward by helping to raise the level of education towards a culture of excellence both regionally and nationally.

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Said Amzazi, Moroccan Minister of Education, took part in the international Forum on Artificial Intelligence and the future of Education 2020 organized by the Chinese Ministry of Education December 7^th and 8^th in collaboration with  the United Nations Educational, Scientific and Cultural Organization (UNESCO) under the theme of “Developing Competencies for the Era of Artificial Intelligence”.

Different participants from around the globe took part in this international Event to express their views and share their strategies concerning developing fundamental competencies to bridge the digital gap especially the one related to Artificial Intelligence in the domain of education and training.

Amzazi affirmed that Morocco has launched an important number of initiatives in collaboration with the public and private sectors aiming at developing learners’ competencies in IT and showcasing their creative potentials. In addition to that, it aims to bridge the gap of their digital related knowledge in relation to the UN’s Sustainable Development Goals especially substantially increasing the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

It’s worth mentioning that the International Forum witnessed the organization of different workshops and Virtual meetings which aim at different issues related to AI and Education in addition to looking into ways to lift the fog over challenges standing on the way of achieving holistic and fair use Artificial Intelligence.

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Safi – The Minister of National Education, Vocational Training, Higher Education and Scientific Research, government spokesperson, Said Amzazi, visited a series of educational establishments in Safi on Friday, as part of the efforts to promote quality education.

In this context, the Minister and the accompanying delegation went to Hassan II high school which represents a model in terms of programs and projects adopted for the promotion of teaching and learning based on quality and excellence.

At the national level, this high school is one of the schools housing integrated “sports-study” schools. The goal is to allow students who are passionate about sports to reconcile their studies and their passion, so that they can project themselves into a sports career without abandoning their studies.

This course allows students who are enrolled to obtain a baccalaureate in “Physical Education”.

However, and in order to register for this course, the applicant must already be registered in a sports association, because it is the clubs and sports associations that will select the students who will benefit from training within the framework of this course.

This school also has the particularity of having adopted the program “to support the promotion of tolerance, good citizenship and citizenship in schools and the prevention of risky behavior” (APT2C) which has previously participated in providing smart tablets to students of rural areas.

The result of a partnership between the Ministry of National Education, the Rabita Mohammadia des Oulémas, and the United Nations Development Program (UNDP), this project aims to strengthen the role of school life in the promotion of ”a more tolerant society through the dissemination of the values ​​of good citizenship and citizenship among young people”.

Hassan II high school was also selected at the level of Marrakech-Safi region among the schools where the “Secondary education” project aimed at promoting the employability of young people, through the improvement of quality, was implemented. Ensuring equitable access to this education.

This project is part of the second “Compact II” cooperation program, concluded between the government of the Kingdom of Morocco and the government of the United States, represented by the Millennium Challenge Corporation (MCC).

With a budget of US $ 111.4 million, its objectives are to improve the quality and relevance of secondary education programs (middle and high schools) and to guarantee equity of access to this education. .

In a statement to the press on this occasion, Amzazi “highlighted the uniqueness and quality of the sports facilities of this school, which represents a model since it houses pilot projects, some of which were launched in front of HM King of Morocco Mohammed VI”.

This school, he continued, offers all the conditions conducive to learning, noting that this high school has forged a solid relationship with the sports leagues of the province, which will have a positive impact on the learning of students.

The school has also adopted a number of programs and projects aimed at strengthening soft skills among others, he added.

Subsequently, Amzazi, who was accompanied in particular by the governor of the province of Safi, Lahoucine Chaynane, the director of AREF Marrakech-Safi, Moulay Ahmed Karimi and the provincial director of national education in Safi, Mohamed Zemhar, proceeded to the inauguration of “Lamaâchate” high school in Lamaâchate rural commune, carried out for a total cost of more than 13.1 million MAD.

Funded by AREF Marrakech-Safi, this secondary school expands the supply of qualifying secondary education in the province of Safi and combats educational wastage, particularly in rural areas.

Spread over 14,000 m2, this educational establishment has 09 general education classes, 4 science education classes, 2 special education classes, a computer room, a multimedia room, 7 administrative offices, a room dedicated to teachers, 4 official accommodation, a boarding school with a capacity of 120 beds, changing rooms and sports grounds.

At the end of this working visit to the province of Safi, Amzazi visited the Sidi Hssain primary school located in the rural commune of Lamaâchate.

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As part of the implementation of the action plan presented before His Majesty King Mohammed VI at the beginning of the academic year of 2018, and which gave a strong impetus to the program of Second Chance Schools, The Ministry of National Education, Vocational Training, Higher Education and Scientific Research has launched the sharing of the curriculum framework for Second Chance Schools – New Generation and their management kit.

A joint communiqué by the Ministry and the UNICEF stated that the drafting of this educational and training reference document in Second Chance School centers falls within the framework of implementing the existing cooperation program. It is also the result of a joint work between the two bodies, financially supported by the Canadian government (1st phase) and the British government (2nd phase).

The curriculum framework aims at the requalification of school dropouts, with a view to ensuring their pedagogical, social and economic integration. This is another important step towards the implementation of the Framework Law 51-17 on education, training and scientific research, especially Project No. 5 which aims at “ensuring remedial schooling and improving the efficiency of non-formal education”.

The communiqué concluded that this is also an opportunity to empower young people and equip them with the skills of today to keep pace with digital and technological progress. In this regard, the Ministry is working to benefit from international experiences in this field by opening up to the French Second Chance Schools’ network, as well as that of other Mediterranean countries.

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Said Amzazi, Minister of National Education, Vocational Training, Higher Education and Scientific Research, said that the recruitment of teachers by academies shrank the number of unemployment in Morocco.

The minister pointed out that the present and next school school year had produced a total of 102,000 job positions since the beginning of contractual employment in 2016.

Amzazi added, during his presentation of the budget of his ministry in the House of Representatives, which lasted for more than 8 hours yesterday, Tuesday, that thanks to the rate of employment made by the government, “Today, young people are no longer sticking around cafes, thank God, they are now employed.” Thus, the phenomenon of the unemployed coordination protesting in front of the parliament no longer exists.

He also asserted that the educational sector is given priority today thanks to royal instructions, noting that “the education sector budget today constitutes 22 percent of the total state budget; however, financial constraints continue annually.”

Amazazi added that the budget for his sector has rocketed from 48 billion MAD in 2012 to 72 billion MAD in 2021, considering that as a “leapfrog”, adding that the fees of one student in 2017 was equal to 8400 MAD and moved to 9211 MAD in 2019 in the rural world, while in the urban world was equal to 6867 MAD in 2017, to become 7850 MAD in 2019.

Considering the problems facing education in the private sector, the Minister of National Education, Vocational Training, Higher Education and Scientific Research asserted that the current law allows him to monitor these educational institutions only from the pedagogical point of view; however, he is not allowed to interfere in the contract between families and private schools.

He also indicated that two new decrees will soon be issued to frame the relationship between private schools and the state. Amzazi confirmed that private institutions whereby one Million Moroccan students study, as they host 140,000 teachers and employees, made great efforts during Corona lock-down period, revealing that 68,000 private institutions went bankrupt and closed their doors. In addition to that, 140,000 students moved from private to public schools.

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The Minister of National Education, Vocational Training, Higher Education and Scientific Research, Said Amzazi, reported that the number of students moving from private to public education in the course of the 2020-2021 schoolyear reached 140.250 compared with last year’s number 52.000.

In his presentation to the Education, Culture and Communication House Committee, yesterday, Monday, Amzazi pointed out that “due to covid-19 pandemic, 68 private educational institutions have closed in this current year 2020-2021”.

The minister also noted that “the number of students in private schools is 1.042.620 dispersed over 5,828 institutions, and the number of private educational institutions visited by inspection and monitoring committees is 3.083” The latter provide jobs for 10.340 teachers.

In the same context, Amzazi revealed that there is a ministerial plan to create 2.117 new educational institutions by 2023, raising the number of private educational institutions in 2021 to reach 6.370 institution.

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The Academy has presented different activities organized by teachers and students of the region during and after the Covid-19 lockdown.

Teachers of plastic education of the region of Fes Meknes presented their virtual artistic exhibition. The exhibition displayed different masterpieces painted during the covid-19 lockdown to reflect different aspects of the Moroccan culture. It’s a symbol of challenge during crisis to establish a bridge of communication across generations and cultures.

The host seized the chance to introduce Nabil Bensliman, a gifted common-core student who got first position Prize for piano playing after successfully completing his 8^th year of piano classes.  He also won the global competition of Lalla Maryam where he got 2^nd place globally and 1^st place in national competitions. He played a mesmerizing piece in front of the audience that left everyone hypnotized.

Mariam Amjoune, the winner of the Arab Reading Challenge, took the floor to express how glad and proud she is to take part in the ceremony welcoming Mr.Amzazi Said. She then introduced the Regional Group of Music Education Fes-Meknes. They performed a song “We Live Together”, a song that is the fruit of a model music lesson within the framework of the theme of Global Citizenship. A collaboration between the Moroccan Ministry of Education and UNESCO. The song reflects values of Global Citizenship, standing against aspects of discrimination and hatred.

Another talent was introduced. Afraa Dahmouni, she participated in The Voice Kids, Studio Live, The Artist. She won the best voice in Fes-Meknes singing competition. She also participated in the International Festival of the Family and Child in Tangier. Afraa sang Fairuz’s famous song Khedni Ala Blade with great passion.

The academy projected a video presentation listing the different projects they have worked on. Stressing life quality within educational walls as the basis of quality education. The projects worked on achieving equality between rural and urban areas. They have also worked on improving education in rural areas. They stressed that quality education is a priority that goes hand in hand with extra-curricular activities. They have also pointed out culture integration as an integral part of facilitating future graduates’ integration within a new culture. They have also covered the different learning styles they have adopted during the Covid-19 lockdown and to what extent learners have adapted to them.

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Moroccan Minister of Education, Said Amzazi, chaired today in collaboration with Mr. Edward Kristo, Resident Representative of the United Nations Development Program (UNDP) in Morocco, and Ms. Merethe Nergaard, Norway’s Ambassador to Morocco, the launching of the distribution of smart electronic tablets to students of secondary middle schools in rural areas of Morocco.

The initiative is part of the implementation of the bilateral collaboration between the Ministry of Education, the UNDP and the Muhammadian Association of Scholars to support and promote tolerance and active citizenship as well as maintaining preventive measures taken by the Ministry to avoid the spread of Covid-19 pandemic.

Students of Secondary Middle schools in rural areas part of the APT2C program of Promotion of Tolerance, Citizenship and PVE (Prevention of Violence and Extremism) will benefit from 696 Electronic Smart Tablets.

The Tablets are to enable students carry on their distance learning during the exceptional Covid-19 situation that Morocco undertakes.

Students’ selection took into account strict measures respecting gender equality and prioritizing the underprivileged class in benefiting from the Tablets.

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