The Regional Association of Amazigh Language Teachers in Morocco’s Tangier-Tetouan-Al Hoceima region has denounced teacher reassignments in Fahs-Anjra, saying the move threatens classroom continuity and exposes weaknesses in the official rollout of Amazigh language education.
According to AkalPress, the association said in a February 27 statement that two Amazigh language teachers were reassigned weeks into the second semester, even though pupils at their original schools were still studying the subject. The association argued that the measure disrupts both teachers’ professional stability and students’ right to regular instruction.
The dispute turns on how Morocco counts progress in generalizing Amazigh education. The local directorate reportedly cited Ministerial Memorandum No. 028/23 on the gradual generalization of Amazigh. The teachers’ association rejected that justification, saying one teacher should not be moved in a way that creates a formal appearance of coverage while leaving actual learners without consistent classes.
The association also accused education authorities of inflating implementation indicators by counting institutions rather than measuring how many pupils are actually receiving Amazigh instruction. It called for the reassignments to be reversed and for enough funded teaching positions to make the rollout real rather than statistical.
The complaint is local, but it reflects a national challenge. Morocco’s constitution recognizes Amazigh as an official language, and Organic Law 26.16 sets a framework for its integration into public life. In classrooms, however, implementation still depends on staffing, training, timetables, and administrative choices. The Fahs-Anjra case shows how language rights can be weakened not only by policy gaps, but by everyday management decisions inside schools.