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The Ministry of National Education announced the implementation of a national system aimed at tackling the reading difficulties encountered by many primary school students. This approach is based on a remediation plan developed by the General Inspectorate, integrating flexible educational mechanisms and support tools tested in the field and having demonstrated their effectiveness.
This measure was made official through Methodological Note No. 850, addressed to education directorates and primary education inspectors. The document specifies the terms of application of the educational intervention intended for students affected by reading difficulties.
The General Inspectorate has warned of the consequences of insufficient management of these difficulties from the first years of schooling. According to her, the absence of appropriate support could have educational, psychological and social repercussions, exposing the student to an increased risk of academic failure or early dropout.
In this sense, the ministry insisted on the importance of implementing the regulatory provisions relating to educational remediation in primary schools, while continuing to apply the plan designed by the General Inspectorate. This is based on practical tools and modular mechanisms, already tested at the local level and whose success has encouraged their generalization.
The ministerial department also recalled the provisions of Executive Decree No. 25-54 of January 21, 2025, which constitutes the statutory framework for personnel in the national education sector. This text gives a central place to educational remediation, particularly for primary school students.
The ministry highlighted, in this respect, article 70, which defines the missions of primary school teachers. They are notably responsible for diagnosing learning difficulties among students who are falling behind academically, and participating in the development and implementation of remediation and support programs.
The framework document for the 2025/2026 school year also reaffirms the priority given to educational support for students presenting difficulties identified during the assessment of their prior learning.
The remediation plan is structured around three axes, the first of which concerns the correction of reading difficulties. This involves supporting students who encounter obstacles in recognizing written signs, their conversion into sounds and their articulation, whether at the level of letters, words or sentences. Particular attention is paid to the pronunciation of short and long vowels as well as to respecting phonetic rules.
Individualized monitoring for each student
To guarantee effective management of reading difficulties, the ministry has made simplified and integrated educational resources available, while ensuring the training of inspectors and teachers of Arabic in the primary cycle. This training, deployed during the 2025/2026 school year, follows a structured process including an initial diagnostic test, the use of remediation supports developed by the General Inspectorate, as well as individualized monitoring of student progress through progress sheets. The entire system concludes with a final test intended to evaluate the effectiveness of the interventions carried out, thus guaranteeing rigorous supervision and in accordance with the educational guidelines set by the ministry.
The third axis of the plan details the methods of application of the system, which is deployed under the supervision of the Arabic language inspector, with the direct involvement of school principals and teachers. The implementation of the system begins with the identification of students requiring support, based on the results of the diagnostic test carried out by their teachers. This first step makes it possible to precisely target the difficulties encountered and to determine the real needs of each student.
Once this diagnosis has been established, the students concerned are divided into small homogeneous groups of no more than ten learners. These groups are formed according to the nature of the difficulties encountered and the age of the students, grouping together, on the one hand, those of the second and third year of primary school and, on the other hand, those of the fourth and fifth year, in order to guarantee educational coherence.
A weekly schedule is then established, providing for up to three remediation sessions outside of school time. These sessions are organized with the prior authorization of the education department and are part of a structured and regular approach.
The sessions are led by the establishment’s teachers, under the continuous supervision of the discipline inspector, thus guaranteeing rigorous monitoring of the progress of the system and the progress of the students. Periodic reports will be sent to assess the progress of the plan as well as the progress of the beneficiary students.
Finally, the ministry has instructed the immediate cessation of remediation sessions when the evaluations demonstrate real improvement and effective overcoming of reading difficulties, based on the observations recorded in the educational tools and the results of the final test.