HIBAPRESS – Abdelatif Baraka
The tension inside the National School of Applied Sciences in Agadir (ENSA) is heading towards a dangerous turning point, after more than 20 days without actual study, in a scene that reflects a clear failure in management, and a worrying inability of the concerned ministry to contain a crisis that directly threatens the future of four full levels, and puts hundreds of students in front of the catastrophic possibility called "the white year".
According to accurate data from within the institution, the situation is out of control and no longer tolerates the logic of procrastination or patchwork solutions. The prolonged suspension of lessons, in an institution that is supposed to be at the heart of strategic engineering training in Morocco, raises more than a question mark about the way the sector is managed, and about the seriousness of the ministry in protecting pedagogical time and students' rights.
Pedagogical paralysis… and absent decisions
The same sources confirm that the crisis is due to structural imbalances in pedagogical framing, a severe shortage of frameworks, and poor management of sensitive academic files, imbalances that were not addressed in time, but were left to accumulate until they exploded within the walls of the institution.
Despite sending letters and organizing meetings, the Ministry of Higher Education, Scientific Research and Innovation, under the supervision of Minister Azzouz, has failed to provide any practical and tangible solution, contenting itself with silence or promises, while university time is being wasted day after day.
Four levels on the verge of loss
The most dangerous thing in this file is that four academic levels within ENSA Agadir have practically become outside the normal path of training, which makes the hypothesis of the white year closer to reality than just a fear. It is a scenario described by students as "collective injustice," because of the psychological, academic, and professional repercussions it carries, especially for students who are approaching graduation.
This situation threatens not only students, but the reputation of public engineering schools as a whole, and strikes at the heart of the official discourse about "reforming higher education" and "qualifying human capital," which, in this case, seems to be mere slogans that are not applicable.
Student anger and official silence
In contrast, anger is escalating within student circles, amid a general feeling of marginalization and lack of communication, as neither the school administration nor the concerned ministry has provided transparent clarifications about the fate of the academic year, nor a clear plan to remedy what has been lost of pedagogical time.
Student actors warn that the continuation of this disregard may lead to unprecedented escalating steps, holding the concerned authorities fully responsible for letting the crisis worsen without decisive intervention.
Who is responsible?
In the face of this gloomy scene, voices are rising demanding a central and immediate intervention from Minister Azzouz, through bold and exceptional decisions, instead of leaving students as hostages to administrative conflicts and management imbalances in which they have no fault.
In the meantime, one question remains strongly imposed, will the ministry move to save what remains of the academic year, or will the white year be imposed as a fait accompli, in a dangerous precedent that threatens confidence in the entire engineering training system?
