اخبار موريتانيا – وطن نيوز
اخر اخبار موريتانيا اليوم – اخبار موريتانيا العاجلة
W6nnews.com ==== وطن === تاريخ النشر – 2026-06-11 01:42:00
It is difficult for anyone who follows educational and legal affairs in our country to understand how a clearly visible “administrative sin” can take root over time and pass through oversight channels without anyone stopping it. It is truly strange, and even astonishing and astonishing, that a competition marred by legal flaws and a blatant contradiction with the principle of equal opportunities has been able to pass smoothly since late 2021, with those entitled to the “torsional promotions” reaping its benefits and running the helm of training for years in teacher training schools, without any movement to correct the inverted situation that has made the unqualified into components of those who are supposed to teach future generations. Exposing these serious violations witnessed in the 2021 component promotion competition is not just a cry over the ruins of a past administrative stage, but rather an urgent and responsible call to guide national public opinion and put dots on the letters before decision-makers. Today we are in the midst of a new political era that places as its top priorities “reform, equity, and social justice” as strategic pillars for building the state, a policy that was announced and continues to be implemented by His Excellency the President of the Republic, Mohamed Ould Sheikh Ghazouani. In light of the previous slogans, public opinion was optimistic about the announced steps to develop and reform teacher training schools. However, shockingly, the administrative practice during the era of Minister Maa El Ainine Ould Ayeh, and through the fallacies of the principals of those schools at the time, revealed a stark contradiction between the slogan raised and the implemented reality, as some exceptional measures turned into tools for violating the law and violating the principle of equal opportunities. The general system of public employment, and the systems of education, are based on fixed constitutional and legal principles that cannot be overridden by internal work memorandums or temporary administrative decisions. The Constitution explicitly stipulates that all citizens have equal access to public office based on competence and merit. However, opening a “tailor-made” competition to a group that was previously selected through “personal” transfer notes or “internal assignments” is a clear distortion of this principle. According to the legal texts regulating education streams, promotion to the rank of “component in teacher training schools” requires explicit possession of a specific academic qualification in the required specialization (first stream certificate of higher education), and clearly defined actual service seniority to ensure field experience. However, some principals of teacher training schools in that era played a pivotal role in engineering very serious violations through the mechanism of “assigning teaching” to some teachers who were in administrative positions or who benefited from transfer notes to the school through personal relationships, under the pretext of a shortage of teachers and without paying attention to the requirement of having a qualification in the specialty. Even if this was under discretionary authority, it was the nucleus of creating a situation that could not be justified in any way. The engineering of this transgression was not the result of coincidence, but rather was established through internal transfer and assignment memos issued by the directors of teacher training schools years before the competition for a path that culminated in the announcement of the opening of an internal competition to promote 30 components for the benefit of teachers’ schools. However, assigning these teachers to teach in training schools with personal ties and without academic qualifications in the specialty was an unthinkable measure and not based on any legal basis. If teacher training schools have faced a shortage of teachers, the correct legal procedure is to contract temporarily with qualified teachers and those with certificates in the specialty, as a temporary solution while waiting for an official recruitment to be organized, or until someone with the required qualifications from the staff is assigned to this task. However, for the administration to create an illegal reality and benefit from it for unqualified people through nepotism, and then use it as an excuse to organize a “tailored-to-measure” competition to settle their situation, this is a blatant embodiment of the jurisprudential rule: “What is built on falsehood is falsehood.” Invalid,” as the administration cannot generate a legitimate legal position from an already illegitimate situation. The violations committed by the principals of teacher training schools at that time are numerous, and even if you are not familiar with what was going on in the corridors of those schools, you can discover some of them through the competition notice, as it was stated in the conditions that the competition is exclusive to those who have 3 years of assignment to teach within teacher training schools, and this is what is legally called detailing the administrative qualification requirement to deprive the rest of the employees. Then, the legal and legitimate concept of the “internal competition” in the job systems and its primary interest in promotion, is intended to open the door to all employees. The corps of teachers at the national level who met the legal requirements and seniority, to provide field competencies with the opportunity to compete honestly, but the administration at the time distorted this concept and narrowly limited it to “those within the walls of teacher training schools only,” transforming the competition from a national tool for promotion based on merit, into a “closed” mechanism to legitimize privileges and deprive thousands of competent teachers of their natural right to free competition and equal opportunities. Looking at the special regulations for teaching careers, which is the basic legislation governing educational careers, we find that they stipulate that entry into the fields of specialization is through a competition and/or a professional examination, with the conditions related to certificates having to be respected. It explicitly requires that entry into a career in teachers’ schools be the possession of a first year certificate of higher education as a minimum in the open specialization. The certificate is an imperative text that is not waived by memos, and that the National Committee for Competitions or the Ministry accept the files of successful students based on a “statement of assignment to teach.” Issued by the director of the teacher training school, while their files do not contain a first-year university certificate in the specialty, it is a flagrant violation of the law. Even if the defenders of that era claim that some of these successful people had specialized degrees prior to the date of organizing the competition, this claim backfires on them and turns into conclusive evidence proving premeditation and deliberation in engineering favoritism. Knowing that the majority of those who benefited from this transgression do not have the required qualifications in the specialty. The directors of the training schools at that time deliberately misled the ministry and deceived everyone, as everyone would think, when they heard “a person assigned to teach,” that he had met the conditions related to the certificate in the specialty, and that there was a need. Even if there was a need, which was not the case, the existence of a previous certificate reveals how these people were selected through personal connections and transferred in silence to training schools, and later the condition of limiting the competition to those “within the walls” was determined for them only. The possession of a previous certificate by someone does not erase the legal and moral crime committed against thousands of distinguished teachers in the countryside and cities of the country, who held similar or higher certificates at the same date, but they were arbitrarily excluded and deprived of the right to fair competition simply because they did not have back channels that granted them assignment notes within the walls of teacher training schools. It is a competition that was originally based on the engineering of exclusion, and the presence of the previous testimony of some individuals does not purify the overall procedure from the defect of distorting authority and violating the principle of equal opportunities. This contradicts the general system of employees and contract agents of the state, which is based on the principle of equal opportunities and equality. This competition, which was specifically designed to legitimize the situation of a group that entered schools with personal connections, in blatant violation of the laws and regulations, especially the special system for basic and secondary education streams, which explicitly stipulates the necessity of possessing a certificate from the first stream of higher education with a specialization in order to enter the stream (component in teacher training schools), is exposed by its report, which proves with conclusive evidence available on the website of the National Committee for Competitions that people have succeeded and acquired the status of a trainee while they do not hold a certificate. In the specialty or even a university degree at all. He who lacks something does not give it, and if teacher training schools are the first factory that supplies primary schools with educational leaders, then handing over the keys of this factory to people who do not have the academic qualifications or scientific specialization is tantamount to firing a coup de grâce at the “Republican School” and its slogans of fairness. How can a “trainer” who does not have a qualification in the specialty, and has not received in-depth academic training in it, instill in the teacher what enables him to perform his task? The danger of this transgression does not stop at the borders of violating the law and wasting the rights of competent teachers, but rather its greatest danger lies in “nationalizing mediocrity.” As the unqualified take charge of shaping the minds of future teachers, this reflects weakness and fragility in the levels of our students in primary schools. The competition to promote teachers assigned to teach in teacher training schools in that period, although it was disguised as a “legitimate competition,” was, in its depth, a process of whitewashing invalid administrative procedures. Education reform cannot be achieved with tools that lack integrity and fairness, and clearing this file is the first step to restoring respect to the prestige of public service and the credibility of educational training. With this acrobatic leap, the competition transformed from a national tool for treating competent teachers based on certificates and general seniority, into an exclusive mechanism for “whitening” the status of the close group that was brought behind the walls with personal ties, amidst the astonishment and marginalization of thousands of deserving teachers in the field and academically. The bitterness of this legal violation was not confined to texts and technical papers, but rather was embodied in a painful reality inside the halls of teacher training schools. One of the qualified trainees – who entered the service through a legitimate and fair path based on their merit and advanced degrees – conveyed to me a living testimony filled with sorrow and disappointment. Speaking about his experience in practicing the profession, this trainer says: “I was extremely shocked when I found myself forced to share the burden of this heavy educational responsibility with people who were pushed into the training ranks without qualifications, and who are far from the minimum academic and cognitive level required for this sensitive task. Sitting in meeting rooms with people who are unable to dismantle modern curricula or provide depth of knowledge to teachers, makes you feel the burden of the disaster that has befallen the system, and affects the true competencies. With frustration and disappointment when he sees mediocrity being legitimized and imposed as a fait accompli within the corridors of schools.” This vivid testimony summarizes the extent of the crime committed by these administrative violations against the credibility of the training and the prestige of the educational institution. Education reform does not begin with repairing walls, increasing infrastructure, or issuing resonant slogans at conferences, but rather begins with the integrity and credibility of the “component.” When the rank of “component in teacher training schools” is transformed from a position deserved by merit and certification, into a “consolation prize” granted by nepotism and personal connections, reform plans turn into mere ink on paper, and talk about the quality of education becomes a kind of systematic illusion. The country is experiencing a real movement led by the President of the Republic to establish the “Republican School” based on strict standards of quality and fairness. We find ourselves faced with a great contradiction; While the state fights administrative corruption and seeks to advance education, the outcomes of the “2021 Teacher Training Competition” still control the fate of teacher training. The continuation of these unqualified people in their positions until today represents a deep hole in the current wall of reform, and confirms that the remnants of past transgressions still hinder achieving the justice sought by the country’s senior leadership. Hence, the contradiction becomes stark and unacceptable between the lofty vision of the President of the Republic, which strives to establish the “Republican School,” and the survival of hybrid administrative remnants that enabled unqualified people to be promoted to a component in teacher training schools through nepotism. Correcting this gross administrative and educational defect is no longer a luxury, but rather a real test of the extent of the education sector’s commitment to embodying the will of the President of the Republic for reform. Therefore, national public opinion, educational partners, and independent unions are called upon today to stand firm to impose a comprehensive review of the files of the components of teacher training schools, and to return matters to their proper legal and academic order. There is no reform of our education, nor justice for our generations, unless the matter is entrusted to its people based on strict standards of competence, testimony, and legal integrity. Treatment does not require loose slogans, but rather requires firm, sovereign decisions that restore administrative and educational prestige. We are not here to invent impossible solutions; The recent administrative history of the education sector bears a successful and courageous experience that can be measured, specifically when the Minister of State for Education at the time, Ahmed Ould Bahia, took a historic and bold decision to immediately withdraw the teaching schedules from a group of components of teacher training schools, after the results of a careful scientific evaluation supervised by foreign experts demonstrated their cognitive and pedagogical incompetence to practice this sensitive profession. Based on that path, the education sector today faces an inevitable choice to enforce the law and embody the values of fairness sought by the President of the Republic, whether through a corrective solution or another legal solution in the face of the competition that was born dead due to its lack of compliance with the law. These proposals do not stem from personal backgrounds or targeting specific individuals. We have no quarrel with anyone. Rather, they are a cry stemming from the core sense of national and educational responsibility towards the future of our generations. The danger of the profession of “instructor” in the educational system makes flattery in this issue a betrayal of trust. The component is the solid core on which the minds of future teachers are made, and any neglect of its qualifications is a systematic destruction of the Republican School. Hence, we place these recommendations in the hands of public opinion and decision-makers, in support of the path of true reform, in order to achieve justice, and to do justice to the competencies residing in primary schools everywhere in the country, and to purify the factories of generations from the impurities of nepotism and improvisation.
