Muhammad Al -Draij: The integration pedagogy is only understood by the agent to download it

Mohamed Al -Draij, the Moroccan expert in building educational curricula, accused the author of the pedagogy of integration of causing a lot of public money to be wasted, calling for dragging its owner and company in charge of downloading the pedagogy to integrate into accountability and legal accountability.

Al -Draij confirmed that the integration pedagogy that the Ministry of National Education had previously approved and is still;It is very strange, because no one can understand it except its owner who brought it to Morocco and his company that oversees its download in educational institutions.

The Draig likened the bidgegia in its strangeness to the relative theory, which it does not absorb with the necessary accuracy except its owner, two ethnic and three others in the world..Considering that this is the state of the integration pedagogy in Morocco, so the owner of its owner and his company, which received a lot of money, remained in exchange for its download..

Al -Draij added, speaking during an intervention at the Allal Al -Fassi Foundation, as part of a series of sessions organized by the Foundation on the subject of the Moroccan General School, which is located and the prospects that the owner of the integration pedagogy and his company put the Ministry of National Education today in front of a real bump that is difficult to get out without repercussions that are very dangerous to the future of the Moroccan school.

He said that the integration pedagogy did not have the mobilization of active bodies in the field of educational and not absorbing them, as well as it did not welcome even by the targeted educational groups..Despite this, the state budget cost a lot of public funds in exchange for its download by supervising the development of continuous training programs and preparing evidence, programs and textbooks..

Al -Draij, the owner of the purposeful teaching book, called on the Ministry of National Education to adopt a scientific and more rational vision in managing the problem of integration pedagogy, because the issue is very dangerous..He added that leaving this bump requires seeing and after looking at it without repercussions and serious repercussions on the Moroccan school, and to avoid any negative repercussions that result from sudden abandonment about it while we are in the middle of the school season.As well as to maintain the credibility of the Moroccan educational system.

He pointed out that the pedagogy that came in it was a strategic and educational error and cost a lot of state money, which requires the status of its owner under the issue and accountability.

In his intervention, Dr. Mohamed Al -Draij considered the title of developing curricula in the Moroccan educational system, “The integrated curriculum for the institution is a model” that the advancement of our educational system necessarily requires out of the cycle of importing ready -made external theories and foreign experiences, and even if the matter of benefiting from international models and theories, it should not beTransfer is literally for these educational models and theories, even if they are valid in their environments, then they do not necessarily respond to the reality of the Moroccan environment..

He stressed that the reforms of the Moroccan curricula on the paths of reforms for the educational issue do not promise to be an import process or rather the conversion of foreign curricula into a Moroccan environment without developing them, and that is the reason for its failure to achieve the goals of the reforms, especially the reform of the pedagogical side.This is because the import does not lead to the real fusion of the components of the educational system, but rather the rejection of that body because it is a foreign body.

Al -Draij added that there is a kind of turmoil in adopting some curricula in preparing them and applying their contents, such as the turmoil of the Ministry of National Education in preparing the pedagogy approaches without preparing this at the level of training and framework, which made it fail, so the matter was forced to resort to another model without any calendar, which is what keptDisadmruies are existing.

Moreover, Al -Draij indicated that among the problems of education is the lack of compatibility of the curricula, as the situation of a general national curriculum and one is imposed on all regions and regions, while the natural is to think about finding a multiple curriculum.

Al -Draij criticized the Moroccan educational curricula because it does not reflect the principles of equality and equal opportunities, by saying: “We are not in the process of one Moroccan school but rather multiple schools and many educational systems, including elite schools and schools of the poor, but rather inequality and disparity lies even within one public school.

He pointed out that the educational curriculum will remain without what is required unless it exceeds its unilateral view of managing its rigid and stereotypical positions, to impose it on all Moroccan parties in El -Ayoun or Evran and in other regions of the country.