MEDI1TV Afrique : LE GRAND JOURNAL MIDI - 24/01/2025
Catégorie
🗞
NewsTranscription
00:00News of the day
00:16The news continues on Mediain TV Africa.
00:19Thank you for joining us for the news.
00:22Here are the headlines.
00:24The United Nations denounces the use of war methods by Israel and the illegal use of lethal force in Jenin,
00:34a statement made by the UN High Commissioner for Human Rights.
00:39Details in a few moments.
00:43Migration policy.
00:45The United States arrested 500 illegal migrants and expelled hundreds during a mass operation.
00:54This operation took place a few days after the start of Donald Trump's presidency.
01:02In the Democratic Republic of Congo, Antonio Guterres said he was alarmed by the resumption of fighting in the east of the country.
01:10The UN Secretary-General condemned yesterday the extension of the offensive of the rebels of the M23,
01:17which increases the risk of a regional war.
01:20We meet again right now for the development.
01:26Welcome ladies and gentlemen.
01:28We open this edition in South Jordan, occupied, where the United Nations denounces the use of war methods by Israel
01:36and the illegal use of lethal force in Jenin.
01:40Israel's murderous operations in recent days raise serious concerns
01:45about a useless or disproportionate use of force,
01:50said Tamim al-Khitan, spokesman for the UN High Commissioner for Human Rights in Geneva.
01:58There are hundreds of Palestinians who have left the camp of the occupied Jenin in South Jordan.
02:05This on the fourth day of a military operation by the Israeli army, which killed at least 12 people.
02:12The point with Raja Ingo.
02:15The Iron Wall.
02:17This is the operation launched by Israel in South Jordan,
02:21only two days after the start of the strike in the Gaza Strip.
02:25It is an operation that arouses misunderstanding,
02:28even if for Israeli Prime Minister Benjamin Netanyahu,
02:32the motive invoked is, I quote, to eradicate terrorism.
02:37The operation extends to the refugee camp of Jenin,
02:41where the Israeli army razed to the ground all the roads.
02:48In our efforts, we must disrupt the roads in the area,
02:51because it is the only way to destroy them before they kill civilians.
02:55When we act, we ensure that terrorists cannot escape
02:59and that they cannot flee Jenin and other places.
03:04Everywhere in these occupied Jordan,
03:06Israeli roadblocks are multiplying, paralyzing traffic.
03:11The Israeli army has sent evacuation orders around and in the refugee camp.
03:16Faced with this new aggression,
03:18the Palestinians of Jenin are still forced to leave their homes.
03:25They asked us to leave yesterday,
03:27but we wanted to stay even if we had to die.
03:30Today, they said that if we stayed,
03:32they would blow up the house with us inside.
03:35They said there would be an explosion.
03:37We were forcefully evacuated.
03:40As early as Wednesday,
03:42the Palestinians had begun to flee the region of Jenin on foot.
03:47On the same day, the governor of Jenin announced many arrests.
03:51The UN and several countries have expressed their concerns
03:55about the increasing tensions in South Jordan,
03:58at a time when questions are being asked about the viability of the Gaza Strip.
04:03As part of their migration policy,
04:06the United States arrested 538 clandestine migrants
04:10and expelled hundreds during a mass operation
04:14to announce the White House,
04:16only a few days after the start of Donald Trump's presidency.
04:21Announced on Thursday on X,
04:23White House spokeswoman Caroline Leavitt
04:26added that hundreds had been expelled from the army planes.
04:32During his campaign,
04:34Donald Trump engaged in a large-scale offensive against clandestine migrants.
04:39He also launched his second mandate on Monday
04:42with a series of decrees intended to stir up their influx to the United States.
04:48In this same dynamic, President Vladimir Putin
04:51is ready to speak to Donald Trump,
04:54but is also waiting for Washington's signals,
04:58as the Kremlin has indicated today.
05:00Putin is ready.
05:02We are waiting for the signals,
05:04said Russian President Dmitry Peskov.
05:07He added that the conflict in Ukraine
05:10does not depend on oil prices.
05:13In response to the remarks made on Thursday by the American president,
05:17he said that the fighting would cease immediately if the tariffs were lowered.
05:22It's really a very big trade.
05:25Antonio Guterres is alarmed
05:27about a new offensive of the M23 in the Democratic Republic of Congo.
05:32The UN Secretary-General has condemned the extension of the offensive
05:37of the M23 rebels, which increases the risk of a regional war.
05:41Raja Ngo for more details.
05:46The fighting resumed in the east of the Democratic Republic of Congo.
05:51The offensive of the rebels of the March 23 Movement, the M23,
05:56extends and increases the risk of a regional war,
05:59according to UN Secretary-General Antonio Guterres.
06:03He has condemned this new offensive launched by the M23 since the beginning of the year.
06:08The operations of the armed group have serious consequences for the civilian population.
06:13Many displaced people fled Minova, a port city conquered by the M23.
06:19The armed group gains ground against the Congolese army.
06:23To counter this threat, the Congolese armed forces
06:26have banned the circulation of small boats on Lake Kivu
06:31to prevent enemy infiltration.
06:34The seizure of the city of Saké and the extension of the rebels around Lake Kivu
06:38aggravate the situation for Goma.
06:41The fighters of the M23, supported by Rwanda,
06:43advance towards Goma, the capital of North Kivu.
06:47In Goma, the inhabitants sometimes hear the noise of weapons in the distance.
06:51On Thursday, the fights are dangerously close to the city.
06:55Despite the diplomatic tensions,
06:57the border between the Democratic Republic of Congo and Rwanda remains open.
07:02Many citizens of the two countries circulate freely.
07:06According to the UN, nearly 4,000 Rwandan soldiers are fighting with the M23,
07:10using advanced military technology.
07:13Kigali has never officially recognized his military involvement in the RDC.
07:18Since the beginning of the year, more than 230,000 people have fled the region, according to the UN.
07:25This is a new step for the countries of the AIS,
07:28Mali, Niger and Burkina Faso,
07:31but from January 29, their common passport in circulation,
07:35to which the three countries will be officially released from the CDAO.
07:40More details with our correspondent Abemoko Mohamed Dagnoko.
07:44For Dauda Bakary Kone, this decision to equip the AIS with his passport is not a surprise.
07:50From the moment the three countries that make up the alliance decided to leave the CDAO,
07:55it was normal to equip themselves with a uniform document.
07:59I think it's still a healthy decision compared to everything we've heard,
08:06because the three governments have already given the opportunity
08:11to change their passports for validation,
08:16or maybe they can even use the same passports for validation until their expiration date.
08:22So I think it's a decision that is still healthy and very responsible in relation to their speech.
08:29If the old passports, marked with the logo of the CDAO,
08:32can be used until their expiration, according to the communiqué,
08:36for the Malians, this decision was expected for the renewal of their passports.
08:41The countries have decided to consummate the divorce.
08:44We will have to work after our independence.
08:48I think it's a good thing.
08:50I am one of those who think that this document should be put online,
08:55because even my passport is expired,
08:58but I was waiting for them to decide something before I renewed my passport.
09:03Mali, which must leave the CDAO from January 29,
09:07needed this document to facilitate the circulation of people and their belongings,
09:13says Adhiera Tuwatara.
09:15This is a health initiative by the president of the IAS
09:22for the circulation of the passport of the IAS
09:28and the population of the IAS would be independent in terms of documents.
09:34Already, at the meeting of the IAS experts held a week ago in Bamako,
09:40this question had been addressed and this passport should be called e-passport,
09:46said the Minister of Finance of Mali.
09:50Social media is a niche of knowledge that many Senegalese students benefit from.
09:56These young people do not only use it to have fun,
10:00but also as online learning platforms,
10:03inviting some teachers to a more responsible use of these social networks.
10:08Echate Diakite and Moussa Dire plunge us into the universe of ethical use.
10:14Mainly Facebook and LinkedIn.
10:17WhatsApp, Instagram, Twitter.
10:19These social media have become digital libraries for students for a few years.
10:25They are meeting places for some,
10:28and a way to optimize their work for others.
10:31Usually our courses are often quite large files, sometimes videos.
10:35So we use these networks more to have all these files.
10:40And we also try to keep the quality of the documents.
10:46On Facebook, I am in a group of law students.
10:50And on LinkedIn, I interact with law professionals.
10:54Even if these digital platforms facilitate access to educational resources,
10:59they can also become a source of lack of concentration.
11:04With WhatsApp, the distraction that can be there is that instead of working,
11:09you are always in groups, always discussing with your friends,
11:13looking at posts, looking at statues.
11:15So it is not sometimes easy to be focused on the document that you have to read.
11:20To have the right environment,
11:22students are invited to prove disciplines.
11:26Which is not always the case.
11:28We often do online courses.
11:30We ask our students to activate their cameras to be sure they are there.
11:33When there is an online course, in general, they activate, they connect.
11:36After that, they can go to other occupations.
11:39That is to say, the easier it is, the more people do not give value to it.
11:44In general, what is easy, in general, what is available at times,
11:48we do not give value to it.
11:50And students tend to develop a certain laziness
11:53in relation to these online researches.
11:57The evolution of technology makes social media part of the lives of students.
12:02But to make them educational tools,
12:06we need an education in the use of digital tools.
12:12And it is time, ladies and gentlemen,
12:14to invite your big newspaper this Friday
12:17and celebrate the International Education Day,
12:20the opportunity to make a state of the place in the education sector in Morocco,
12:25which has been the subject of reform for years.
12:28And to talk about it with us, live from Rabat,
12:31Abdel Nasser Nagy, President of the Moroccan Association
12:34for the Improvement of the Quality of Education.
12:37He is also an expert and researcher in education.
12:40Hello to you and thank you for responding to our invitation.
12:46Hello and thank you very much for inviting me.
12:49So, the right to education is a right that guarantees
12:55international interventions and by the Moroccan constitution.
13:02But despite the efforts, school dropout rates are still high.
13:06Today we are talking about more than 300,000 students
13:10who drop out of school every year.
13:13What about the school of second chance?
13:16Has this model also worked?
13:22Yes, it is good to remind you that the right to education
13:25is now an international right and in the Moroccan constitution
13:29we have adopted this right.
13:32This is not only the right to education,
13:35but the right to the quality of education,
13:38which is now inscribed in the Moroccan constitution,
13:44which of course means that today
13:50we cannot only talk about access to education,
13:53but we must also talk about the quality of education.
13:57And in this register, we can say that Morocco,
14:00despite making a lot of progress in the field of access to education,
14:06we can say today that we are almost 100% of our students
14:14who are in school, especially in primary school.
14:20There are almost 100% who are in primary school,
14:28but we must also remember that in the field of quality of education,
14:34we still have insufficiencies.
14:37For example, 80% of our students
14:42cannot have basic skills in primary school.
14:49Almost two-thirds of our students do not master the basic skills.
14:56And that is a problem, in addition to the problem of school abandonment,
15:00as we have highlighted.
15:02Second Chance School is a temporary solution
15:08to catch up with this delay in learning,
15:13especially in primary school.
15:17Students who cannot follow and leave primary school
15:22have this second chance to catch up.
15:27But even this second chance school
15:31suffers from several problems
15:34and cannot achieve all its objectives.
15:39For example, we can point out that the percentage of students
15:43who are not in school
15:45and who should normally be in these second chance schools
15:50does not reach 100%.
15:53That is, less than half of these students
15:56benefit from the services of these second chance schools.
16:02In addition to that, the second chance schools are managed
16:07not directly by the Ministry of National Education,
16:11but through civil society associations.
16:16And we know that in this area,
16:18there are associations that are able to manage these second chance schools,
16:24but there are associations that do not have the necessary skills
16:28to manage these schools,
16:30which means that the efficiency of these second chance schools
16:35leaves much to be desired.
16:37This is not the problem of the second chance school in Morocco.
16:43The problem is at the level of the school of the first chance.
16:48If we can reform our school,
16:52if we can make our students benefit
16:56at an acceptable level of quality,
16:59then these students will not leave school.
17:02Of course, there are other factors that make students leave school,
17:06especially socio-economic factors
17:09and a little bit of cultural factors,
17:12but it is especially the pedagogical factors.
17:14It is the student who cannot master the knowledge
17:18or the skills at the level of the primary school
17:21is forced to leave school
17:24because he does not have the skills
17:28and the necessary capacity
17:31to follow his education until the end of compulsory education.
17:37So, the main challenge for the Moroccan educational system
17:43is the challenge of quality.
17:45Of course, we must think and focus
17:49especially on the quality of education.
17:51At this level, we can say that the reference points
17:56of education in Morocco
17:59have, of course, emphasized
18:03the importance of the quality of learning.
18:09I am speaking here of the strategic vision 2030
18:12of Law 4.51.17.
18:16Both of them have insisted
18:18on improving the quality of the national educational system
18:23and have given directives on this occasion.
18:29In relation to this, you have spoken today about reforms
18:34to improve education in Morocco.
18:37The government has launched last year
18:39the pioneering schools of pilot experiences
18:42which have been conducted in certain regions.
18:45What does this pioneering school propose
18:48and what is the result, in your opinion?
18:52The main focus of these pioneering schools
18:56is, of course, the quality of learning.
18:58In order to achieve this objective,
19:00the quality of learning,
19:03several mechanisms have been set up
19:06which can help us achieve this objective.
19:11Among these mechanisms,
19:13there is, of course, the training of teachers,
19:15the continuous training of teachers.
19:18There is also the focus on school support
19:24for students who have learning difficulties,
19:28to be able to align them with other students
19:34who do not have problems at this level.
19:39There is also a focus on pedagogical methods
19:44and these pioneering schools
19:46want to establish standardized pedagogical methods
19:52that teachers must apply
19:55at all levels of primary education
19:58and today in secondary and high school education.
20:02In addition to this,
20:05a quality level has been set
20:07or adopted in these schools
20:10to encourage them to apply
20:14or implement these mechanisms
20:17that have been established by the Ministry of Education.
20:22So we can say that pioneering schools
20:24can reach our students
20:29an acceptable level of mastery of basic skills,
20:34but the problem that remains to be solved
20:39at this level of pioneering schools
20:42is to answer the very important question
20:48according to which the students
20:52who do not suffer from problems,
20:55do not suffer from learning difficulties,
20:58will be able to advance their potential
21:04of knowledge and competence
21:07and they will be more excellent
21:10by adopting these mechanisms
21:14that are proposed by the Ministry of Education.
21:17It is at this level that I think that pioneering schools
21:20have a challenge to be tackled.
21:23And in relation to that,
21:24a report published by the Université Mamey de Cisse Polytechnique
21:28estimates that the global impact of pioneering schools
21:32is more important than any impact ever estimated
21:35for a reform of the Moroccan school.
21:37Do you agree with this observation?
21:42First of all, it should be noted that the study does not belong to the university.
21:48It is a study that belongs to their authors.
21:53There are authors who have carried out this study
21:56within the framework of their research
21:58and they have the right, of course,
22:00to study these pioneering schools
22:05and to propose results that result from their research.
22:10But we can say that already at the methodological level
22:14there are methodological biases
22:16that have perhaps made the results
22:21that were announced by these researchers
22:24remain a little questionable
22:28especially concerning this announcement
22:32that says that the impact of pioneering schools
22:36is the most important, almost the most important in the world
22:41when compared to other countries.
22:45The comparison that has been made
22:47has been made in relation to other countries
22:51that have adopted reforms
22:54but these are not global reforms.
22:58These are reforms that have been partial reforms.
23:03For example, there are studies that have been carried out
23:11to measure the impact, for example,
23:14of the adoption of a particular pedagogy.
23:17There are, for example, studies that have been carried out
23:21to measure the impact of the assimilation of the school.
23:27For example, there is an impact on learning.
23:30There are even studies that have been carried out
23:33on very partial reforms
23:37that have had a very significant impact on learning.
23:40So comparing what is, in my opinion, incomparable
23:45has led or made these researchers say
23:49that the impact of pioneering schools
23:51was the most important in the world.
23:53But from there to say that pioneering schools
23:56have no impact on the learning of students,
24:00no, we cannot say that.
24:02Especially since pioneering schools were experimented on
24:07in a sample of 626 schools last year
24:11and we know in the field of research
24:14that when the study is mastered
24:17and when the experiment is mastered,
24:21when it is based on a weak sample,
24:25we have all the conditions
24:33to make this experiment successful.
24:38So it is not surprising
24:42that the pioneers in this phase
24:44succeeded in achieving the objectives
24:48for which they were ...
24:50And precisely ...
24:52And precisely, thank you again, Mr. Abdel Nasser Nagy.
24:56I remind you that you are also involved
24:58in this International Journal of Education.
25:00Thank you again for answering our questions
25:03and I remind you that you were live from Rabat with us.
25:10And this concludes this newspaper.
25:12Thank you for following it.
25:14The news is back on Mediain TV Africa.