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The Conference of University Presidents (CPU) of Morocco recommended the teaching of science courses in French at all levels of education and training, while setting the conditions for teaching these courses also in English.
“To remain coherent, while placing the supreme interest of the country before all other considerations, the CPU supports and recommends teaching science courses in French at all levels of education and training, while setting up the necessary conditions for teaching these subjects also in English, “said in a statement the CPU, which wishes to make public its opinion on the issue of language teaching science courses in primary and secondary, in the wake of the debate on the reform of the education system.
The CPU, which brings together all Moroccan universities, also supports and recommends a strengthening of the teaching of these languages from the primary level to allow young people to master, in addition to the Arabic language and the Amazigh, foreign languages, and thereby acquire a multilingualism whose benefits on their learning and, later, on their professional integration, are no longer to be demonstrated.
“While recalling its unwavering commitment to our national, cultural and linguistic values, as well as to official languages, Arabic and Amazigh”, the CPU wishes to draw attention to the fact that science, technology and technology knowledge are mainly produced in foreign languages, particularly English and French.
“Without the control of the latter, it is utopian to claim to want, in the current situation, to master advanced fields such as digital, artificial intelligence, aeronautics, automotive and energy or living technologies. But it is our duty to prepare future generations to cope with the meteoric evolution of trades,” reads the statement.
For this organization, the introduction of science teaching in foreign languages at the primary and secondary levels is also an imperative for social justice.
In this regard, the statement explains that currently students from public schools are experiencing a real linguistic divide between high school and university, because science subjects are taught in Arabic during primary and secondary cycles, while at the university these same subjects are taught in French.
“This linguistic divide, it is said, is also social, since it concerns more the students from the lower classes, those of the privileged strata moving very early towards the private schools, which most often offer these lessons in French. or even in English, or failing that, a better command of foreign languages, and thus much better their university studies”.
The CPU also notes the growing disaffection of high school graduates for science subjects. “Only 12% of our students are enrolled in science courses at the University and nearly 30% of science graduates are fleeing these branches because they do not master their language of instruction. Not to mention that those who register are struggling most often to get their degree in a reasonable time and achieve a level of excellence to become confirmed scientists”.
“The CPU’s approach is furthermore enshrined in our Constitution, which states that the State ensures the coherence of the national language and cultural policy and the learning and mastery of the most widely used foreign languages in the world. world, as tools for communication, integration and interaction with the knowledge society and openness to different cultures and contemporary civilizations”.
The CPU also recalls that “Morocco’s new development model places the issue of human resources, science, technology and scientific research at the heart of the new social project of our country”.
And to add that “such an ambition requires pragmatic actions, especially on how to teach science and master technologies, to give substance to the ambitions of Morocco that aspires to join the concert of emerging countries and wants to consolidate and strengthen its regional African and Euro-Mediterranean influence, as well as its place in an increasingly competitive world “.
