Midaoui: English as the Language of Science and the Bet on Enhancing University Students’ Capabilities
Azeddine Midaoui, the Minister of Higher Education, Scientific Research, and Innovation, emphasized that enhancing the linguistic capabilities of Moroccan university students is a strategic choice embedded in the framework law aimed at reforming the education, training, and scientific research system. He clarified that this is not a temporary or isolated measure, in response to two oral questions raised by the Istiqlal group for unity and equality, and the Authenticity and Modernity group during the House of Representatives session.
Midaoui explained at the beginning of his response that the issue of languages falls under the continuity of public policies, affirming that the ministry has begun implementing this initiative through a multidimensional approach that combines pedagogical reform and digital innovation.
In this context, the Minister highlighted the national platform for language learning, which has sparked extensive discussions in Parliament, stating that it has not received the recognition it deserves. He pointed out that this is the first entirely Moroccan platform, designed and developed by national competencies including Moroccan professors, engineers, and technicians, at a symbolic cost, thus reinforcing national sovereignty in language management.
The minister noted that the platform allows for the learning of five languages: Arabic, Amazigh, French, Spanish, and English, indicating that this project represents a qualitative leap in managing multilingualism within the Moroccan university system.
Midaoui recorded that the ministry has adopted programming of knowledge units in languages other than the language of instruction, enabling students to enhance their linguistic skills, allowing students in French-based programs to opt for English, while students in Arabic programs can learn either French or English, particularly during the advanced semesters.
The minister emphasized that English holds a special priority as the language of science and research, explaining that the teaching of French will primarily focus on the first two semesters, while the remaining semesters will include foreign language units.
Conversely, Midaoui pointed out that the new pedagogical framework stipulates teaching a knowledge unit in Arabic even within programs that rely on foreign languages, to maintain the status of national languages.
For their part, the Istiqlal group raised concerns about the delay in implementing some provisions of the framework law, particularly regarding the establishment of the national reference framework for language teaching, and the absence of clear regulatory texts to enhance students’ linguistic abilities, which would allow them to effectively contribute to scientific research and enhance their job market integration.
In contrast, the Authenticity and Modernity group commended the strategy adopted by the ministry, especially the creation of the national language learning platform, calling for its effective activation and integration into university programs, and motivating students to use it, while ensuring the regular updating of its content and maintaining its pedagogical quality.
In his response, the Minister of Higher Education confirmed that the platform’s implementation is in its final stages, and that universities have effectively acquired it, urging the Education and Culture Committee to directly review the project to assess its added value.
Midaoui concluded his remarks by stressing the need to address the language issue with a sense of realism, considering it challenging to rectify deficiencies that students have accumulated over twelve years of study within a brief university period, affirming that reforming languages is a cumulative process that requires time and continuity.
