We live in Morocco dynamic some community projects reform and transition towards the project community modernist, a society of democracy and human rights ... and it is legitimate to ask, as actors and emotional, within this dynamic: Is Moroccan children, and Alemtemderson particular, are real and the concrete reality of all their rights within the school public, according to the Convention on the Rights of the Child / E ratified by Morocco, on the one hand, and according to some of the rights contained in the National Charter for Education and Training, on the other?
Theory and principle, will always remain the boundaries between speech texts (what should be) and actually kind (what is possible and the object) in space, a vast socio - cultural Moroccan general, as we shall see later, through
Objective reading of the Rights of the Child / E as contained in the Charter and Convention on the Rights of the Child and the Ogerotha on the ground and the reality of public school Moroccan .* School attendance of children's rights in the Charter :
In the first part of the Charter (Basic Principles) and private rights and duties of individuals and groups find some materials that recognize certain rights of schoolchildren, including Article 11: "respect in all facilities of education and training principles and rights authorized for children and women and man in general, as provided for in treaties and agreements and international conventions ratified by the Kingdom of Morocco, and the allocation of quotas and educational programs appropriate for the definition and practice to practice and apply and respect. " We also find in Article 12 "work education and training system to achieve the principle of equality between citizens and their equal opportunities and the right of everyone to education, males and females, both in rural and urban areas according to us is guaranteed by the Constitution of the Kingdom." As recognized in Article 19 that "for pupils and students on their families and their teachers and local groups to which they belong and the society and the state of human match what is the duties the responsibility of these parties as provided for in Articles (15-16-17 and 18), plus the lack of exposure to ill-treatment, participation in school life , to obtain adequate support to develop academic and professional orientation ".
We also find in other articles of the Charter of certain rights of equity and objectivity in the evaluation and attention to the problems of learners ...
* Convention on the Rights of the Child :
Among the fundamental rights contained in the Convention on the Rights of the Child, and related to the child school attendance in particular, we find: The right to care and protection and health safety and efficiency of personnel under the auspices and protection of the Child (Articles 2 and 3), the right to freedom of expression (articles 12 and 13), the right to protection from all forms of violence Oaldharroalisaeh, neglect and exploitation (Article 19.1), the right to benefit from programs of social support (Article 19.2), the right to education and equal opportunities, the right to compulsory and free education, right to the measures to encourage regular attendance and not drop (article 38.1), right in the physical, psychological and social Aaadhalandmaj (Article 39 ) ...
Tlkm the most fundamental rights that should be enjoyed by Moroccan children in general, and especially Almmadrs, according to the provisions of the Charter and the Convention on the Rights of the Child. Is it already is activation of all these procedural rights in the concrete reality of the Living and the Moroccan public school? And the efficacy of this activation?
* The rights of schoolchildren: the reality :
Objective, since the Government of rotation of the first changed efforts to integrate the culture of human rights and the child within the educational system and the new curriculum, but these efforts remain a comprehensive and adequate and effective dramatically, due to the deterioration and the complexity of actually kind of a school of Morocco and its association with structural Bachkalat and difficulties and obstacles to development, poverty and marginalization and democratization and modernization within the Moroccan society, public .
Accordingly, we will cite here, only the reality of some of the rights of the child, referred to above, where we can come up with some observations and conclusions that make those rights a mere principles / projects need to be more serious efforts, and to the will of the citizenship and human rights more responsibility and sacrifice, and to the democratic and comprehensive real :
If we consider for example the right to equality, fairness and equal opportunities, we find that the crystallization of these rights within the school of Morocco does not exceed levels Althcisah embryonic and simplistic and reductive, as not merely equality but merely equality between male and female in school, equity just working non-discriminatory and objective evaluation within the school , and equal opportunities just to create pedagogical conditions are for the benefit of most learners!Yes, such measures are very positive, but those principles of human rights means more than that school and community; If we examine the deep philosophical and social of these rights, we can see, actually several facts and paradoxes, which are mainly due to the structural imbalances of the system, socio - cultural and economic to the school environment; as we find an absence of a tribal principles of equality, fairness and equal opportunities for Moroccan children, worsened during the training or teaching at graduate and professional qualification to fill the managerial and professional positions of different jobs and ranks. Take for example the issue / principle of unification of the school of Morocco (as a requirement is still pending since the dawn of independence, like all other principles advocated by the national movement, democracy), where we still find ourselves in front of several schools in Morocco, not one school also promoted in our speeches official, dumped in generalities , about the school of Morocco; these schools multiple is a reflection of objective forms of inequalities and distinctions of class and factional and spatial conditions in Moroccan society: they find a school of the elite and the rich, and a school the poor (public school) that are found mostly in marginal neighborhoods and poor in the area rural. But even this type of public schools, we find distinctions function among school districts "Spell" and popular neighborhoods, and schools of rural areas marginalized and the poor, and a school of rural areas similar to urban ... All of these schools are differentiated and distinguished from other service quality teaching and their infrastructure and specificities humanity, but each type of mortgage the future of vocational and location and function of the learners within the hierarchy of community and reproduce the political elites and the technocratic, economic and even cultural. The mere existence of this type of school is dedicated and produced, and a realistic and logical, Allamsoah and Allansaf and lack of equal opportunities for all Moroccan children; as we find, for example , the public school (school of rural areas and slums and marginalized) are often mired in a number of problems and different reporting journals, including the absence of equipment pedagogical and material resources, quality and modern, overcrowding, breeding Forums common, lack of administrative frameworks and educational poverty of schoolchildren that adversely affect their integration and Njaathm lectureship, dropout and wastage, the inability to follow the study, the meager social and cultural services that were already present - (the grant, but Ioae, feeding, libraries, health ...), professional instability and social frameworks for the workforce, which negatively affects the Njaathm and the quality of the educational process in general. Therefore, the achievement of equality, fairness and equality of opportunity will not Atat only through activation Susu - cultural and economic such rights, through the achievement of community justice first, and work on rehabilitation of physical, financial and human for the school, public and Anqdha of dying and disappearing in favor of Trhat owners of privatization and privatization, secondly, and education rights in the school to have real meaning and Aoukaa. and we think also that the right to education, he knows the other some of the imbalances at the level of Alogeroh real, as this right has to do with AIDS with other rights, the right to free and compulsory, and the right school and education are good. .. It is noticeable that the issue of mandatory and despite a law to be activated, this activation is not serious about the necessary, and the mandatory and general care about only registrations (access to school) without work to be achieved to the last year of compulsory, and by maintaining the educated and the fight breaks ... The mandatory and free, as determined by the Charter, does not serve much right to education, it must implement free and compulsory, at least to the limits of baccalaureate, a minimum of subsistence and dignity, according to the requirements
And cultural and economic variables of new and renewable .
Finally, we think that the activation of all the fundamental rights of the child / e, and Almmadrs / his own, the Wa people in general, as it is in fact, not achieved as much as is in the official texts and speeches about modernity and the information society, knowledge and democracy ... Despite some efforts few and limited, we find, for example, a trend to reduce the positions of Finance, and austerity in the funds allocated for the processing and management, not Alovaeb 5% as an increase in the education budget as stated in the Charter (to our knowledge), the growing phenomenon of "Altvied" and redeployment of random, and the subsequent consequences of psychological and social consequences on workers in the sector, and remnants of voluntary departure ... while the sector of education and training is known _khasasa physically, financially and a great human quality and quantity .
The real activation of the fundamental rights of the children of school attendance, is a complex and complicated issue, beyond the boundaries of the school teaching, where it is a matter of community, and the related problematic of modernization and social justice and inclusive democracy ...
التسميات
Pedagogy