“Controversial” is the least I can say about the article my colleague Mr. Omar Bihmidine published on the website of Levant TV two days ago. The article in question claims that the teaching profession in Morocco is reserved for low achievers only, while higher achievers choose different paths such as medicine and engineering.
While some of the observations Mr. Bihmidine makes hold true, his analysis of why people choose to become teachers remains fallacious and very superficial. I think that the problem with the article is that Mr. Bihmidine is confused between what makes some university graduates opt for the teaching profession, and the shocking deplorable situation of the profession in Morocco. As a matter of fact, the article talks about many instances of injustice that teachers face in Morocco. However, linking that to academic achievement remains a vague claim that needs to be supported by real and empirical evidence. For instance, it is untrue to say that high achievers are aware that “their achievements, diligence, distinguishing grades, excellence, mastery of languages and production will never be credited, recognized, acclaimed and admitted inside the four walls of the classroom,” for the reasons discussed below.
I disagree with Mr. Bihmidine’s article for five reasons. First, most university students who opt for teaching do not realize how demanding the profession is before they actually start teaching. Second, most of these students come from underprivileged poor families, so they need to get a job as soon as possible to loosen the financial grip suffocating their families, and in many cases, to be able to financially support their families. Third, not everybody can afford to go to medical school or to study engineering in Morocco. Even if they are high achievers, they also need to be well-off to attend medical school. Fourth, the worrying lack of guidance and orientation in our schools contributes to the status quo. For example, in my own case, I never knew I had other options after I got my Baccalaureate, but to go to college. I didn’t know there were other institutes where one could study media or tourism, etc. Fifth, only students with the best marks (high achievers) can become teachers in Morocco. The selection process is very rigorous and meticulous. In fact, there are countless exams and teaching practicums that one has to undertake before he or she can become a teacher.
Another issue that seems to have escaped Mr. Bihmidine’s analysis is that of the different streams available at our universities. Mr. Bihmidine seems to make no distinction between literary and scientific streams. How is a student with a major in history supposed to become a doctor? And how is a student with a degree in Arabic supposed to become an engineer? Teaching is probably the only available path to employment in Morocco for certain degrees such as Arabic, history, Islamic Studies, etc.
In addition, Mr. Bihmidine seems to have disregarded the fact that there actually are people who go for teaching because they LOVE it, and because they feel that they make a difference in the lives of our offspring. The reasons are not always related to money, prestige, or grades!
Of course, other people can come up with other reasons, but the crux of the matter is that the erroneous view provided in Mr. Bihmidine’s article doesn’t reflect the reality of things. To put it simply, teachers have always been the elite of our universities, and they continue to be so.