Training Report

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‫المملكة المغربية‬ ‫جامعة عبد المالك السعدي‬ ‫مدرسة الملك فهد العليا للترجمة بطنجة‬

Diplôme de Traducteur Arabe -Anglais- Français

*emestre +, - / .odule +, 1/

&apport de stage
Elaboré par :

Encadré par : - Nom du professeur :


AFIF Fatiha
- Nom de l’encadreur professionnel :

Mohammed ELferrane

Stage effectué à : Etablissement : l%Arabisation $nstitut d%Etudes et de &ec'erc'es pour

Adresse : Av. Allal El Fassi. B.P. !1 " Al #rfane Tél. :
05 37 77 30 12


électroni(ue :

[email protected]

Fa) : 05 37 77 20 65

Période du stage :
De: 01/0 /!011 ": #0/0 /!011

$ dedicate t'is report0

• To t'e soul o1 m2 grand1at'er 3'o died 1e3 da2s ago0 • To m2 parents0 • To m2 brot'er 4a5aria and sister 6'adi7a0 • To all m2 nearest and dearest 1riends0


$ am grate1ul to t'e 1ollo3ing 1or 'elp and 1or bringing t'is 3or5 into e)istence:

• Dr8 A1i1 Fati'a0 3'o pro9ided me 3it' 'er priceless remar5s and obser9ations8 • T'e pro1essor .r8 El1errane .o'ammed 1or 'is

guidance • T'e sta11 o1 t'e sc'ool 1or t'eir care and continual reminds8

Table of content Introduction IThe factual part

I-1- The institution I-2- IERA‘s activities I-3- its objectives II- My task within the institution/ the mission II-1- Proofreading II-2- Translation II-3- Glossar II-!- "ther things III- The evaluation part III-a-The gains of this internshi# III-b-The obstacles faced in this training

Conclusion A##endi$


Internship constitutes an indispensable stage in the academic formation at King Fahd School of Translation, as it completes the theoretical part. The school gives its students this opportunity to so that they can ameliorate and develop their translational skills. KFST makes it necessary for students to do a four-weeks training in an institution where translation is used. Internship is a full

module, in addition to the other three modules consisting the fourth Semester, that needs to be validated with a mark of at least !. It is noteworthy to mention that Semester four training is done in the month of "ay. For many reasons, the school offers this field work occasion for students. First, students need to practice their knowledge, techni#ues and methods learned during the two years at KFST. They have the opportunity to test and make use of the most prevalent techni#ues and methods of translation. Second, this training period enables students to prepare themselves to easily integrate in the labor market. They become accustomed with the real work atmosphere, for it allows them to have a general idea about the labor market. Finally, students can ac#uire many new other things. For e$ample, they can gain numerous terms in a speciali%ed field while performing training. Therefore, one can say that this training period consolidates students& knowledge and e$perience. In order to do a 'good( internship, I deposited my )* and application letters in many institutions, such as "aghreb +rab ,ress +gency, the "inistry of Foreign +ffairs, the IS-S)., and l&Institut /oyal de la )ulture +ma%igh "arocaine. Those institutions are the ones I chose for they are of my interest. 0nfortunately, none of these institutions replied me and I was disappointed for a while. I was waiting for a positive reply from February until the end of +pril in vain. 1et, it was my luck to do my internship in 'the Institute of Studies and Research for Arabization( in /abat. In the end of +pril I contacted "me )haara and she did her greatest efforts and helped me. She called the institution and recommended that Khalid and I should pass our training there.


+rriving to /abat, we were received by the vice-director "ohammed -l Ferrane. 2e confirmed our training in the institution. 3e, Khalid and I, were happy as we were accepted to do our internship in a good public institution. This training would enable us to see the work atmosphere in a public institution, the role of team work and other crucial things. It would also allow us to face and treat almost the same problems, especially in proofreading. +t this stage, I would also like to mention that we were si$ students from the school4 four from the -nglish 5epartment, a student from the French 5epartment and another student from the Spanish 5epartment. 3e all share the same office with Sanae, an alumnus of KFST, from the French 5epartment. The training was such a good one thanks to this diversity as we all did some translations from French into +rabic and we worked cooperatively. This report is divided into three ma6or parts. The first part is dedicated to introduce the Institute of Studies and /esearch for +rabi%ation and provide some information about it. The second part would tackle my mission within the institution. The final part would deal with the evaluation of my internship, that is, to present the gains and obstacles of this training.

I- First part
I-1- about the institution
The Institute of Studies and /esearch for +rabi%ation 7hereafter referred to as the IS/+8 is a university institution of academic research which is related to the university of "ohammed

five- Souissi in /abat. It was created in 9:; 7under the decree <= !->9- 9:> of ?anuary, @th 9:;8. Its main ob6ective is to provide the +rabic language with ade#uate linguistic, pedagogic, and technological tools to render it a modern and scientific language which serves for learning and teaching. It is essential to mention that the IS/+ is a four-flour building, each floor consists of a lot of offices- among them one can find different services and departments. .n the ground floor, there is a small restaurant, where people can get a drink or have some fast food. .n the first floor, one can visit the library, where all publications of the institute are put. In the second floor locates the office of the *ice-director and the secretary&s. In the last two floors, some other services and departments are located. In sum, the I-/+ is a very big institution. The institution is directed by Aen "oussa "ohammed as a Beneral 5irector and "ohammed -lferrane as the vice- director. It is composed of three principal services of the secretary general 7Services of publication and broadcasting, Service of accounting, and the Service of e$ecutive agents8 as well as three departments which function as followsC 1- Department of automatic processing of Arabic -In charge of e$ploiting computing techni#ues and linguistic de$terities in dealing with +rabic. --laborate multilingual databases and knowledge bases. 2- Department of comparative and applied linguistics In charge of fundamental linguistic research 3- Department of terminology and translation


-5eals with the problems of terminology and theoretical and applied translation -revises and rectifies those technical terms proposed within the le$ical pro6ects of public and semi-public sectors. -creates terms and neologisms. -works on the translation of te$ts belonging to different fields. In this respect, it is necessary to talk a little bit about the main ob6ectives of the institution. Dike any other academic institution, the I-/+ has set a ma6or ob6ective to reach since its establishment4 since its early times, the I-/+ has been working to deal with problems of writing, scientific vocabulary, and of teaching +rabic. The I-/+, therefore, seeksC To situate +rabic in its natural national environment, as the official language and in its international environment, as one of the si$ languages of the 0<. +nd to provide +rabic with the conceptual, terminological, pedagogical, and computational tools which would make it a language of communication, work, and knowledge. The Institute of Studies and /esearch for +rabi%ation has achieved some scientific pro6ects, such asC +rabic for all those who are interested, first in makingE the production of schoolbooks and pedagogical tools at the level of school education, allowing to the learner of +rabic to read, write, account, and ac#uire knowledge in +rabic4 second to struggle against illiteracy and broadcast +rabic in disadvantaged areas.


The pro6ect of B-<F., aiming at the automatic processing of le$ical forms. The pro6ect of B-<T-/", which aims at the automatic processing and the creation of a multilingual terminological knowledge base in +rabic, having recourse to the mechanisms of automatic processing.


The pro6ect of "0DTID-F, under the form of a multilingual le$icographical database 7G;;;;; entries8 which was perceived as a new system of management under way of development in order to facilitate its availability on the net.


The pro6ect of 5II<+/-"A), under the form of a computeri%ed dictionary of +rabic, multilingual and based upon multilingual )orpus of modern standard +rabic.

There are other pro6ects in addition to the ones mentioned here.

Part two My task within the institution
In my first day in the Institute of Studies and /esearch for +rabi%ation, I was told that my mission in the institution was not only translation, but there were other activities as well. In addition to translation, students of translation 7trainees8 in the I-/+ would perform other tasks, such as proofreading, making glossaries, or even taking part in the organi%ation of a collo#uy. To


achieve our tasks, Khalid and I 6oined the other students. Ariefly, the training in the I-/+ is a good one as I had to perform numerous and varied activities. "y role in the establishment was to help "r. -lferrane, the institute&s vice- director, in translating documents from +rabic into -nglish or vice versa, from +rabic into French or viceversa, or from French into -nglish, but the latter never happened. This was a crucial task for me as it is a perfect way to practice translation, nonetheless, when it comes to +rabic into French or to -nglish into French translation, I find some difficulties, as it is not scheduled in -S/FT programme. This fact encouraged me to make more efforts in order to improve my translation into and out of the three languages constituting my combination. I&m also convinced that mastering French is a necessity rather than a bonus, especially for those students who want to work in "orocco. "y mission in the I-/+ concerned mainly three elementsC translation, proofreading, and making a glossary. .f course each of these elements has its own benefits and problems. Dike my classmates, I started my training with proofreading. This was the first document I was asked to deal with. +fter proofreading the long document, the vice-director provided me with some te$ts to translate. +t the end of my training, I was asked to make a glossary on constitutional terms. +t each stage, I faced some problems and I benefited a lot.

This is the first task that was given to our group, all KFST students from the -nglish 5epartment. 3e were asked to proofread an -nglish document of almost one hundred pages, that

is, about twenty five pages each. This was a hard task mainly as it was a long document that was full of mistakes. ,roofreading was a hard task for many reasons. First, it was a very long document4 that is, a task that re#uires some time to be done. I e$pected my pedagogical supervisor to give us a oneday task but this was not the case. Second, the document was full of mistakes. It was a Boogle translation, even sometimes Boogle can translate better. It was so bad that it is better to retranslate the document rather than proofreading it. Third, personally, I e$pected the supervisor to give us a translation task, but this was not true. 3e did not even start our training with a translational task. From the first day and like my friends in the I-/+, I was asked to make proofreading of a long document. "y feelings of disbelief rose as I did not e$pect my supervisor to give me a oneweek task to start with4 I was looking for a one-day or two-days task to do, but this was not the case in the I-/+. 1et, as it was the document our supervisor needed to have first, we divided into four parts and each one of us started working on theirs. 3hat also added fuel to the fire was the high number of mistakes found in the document. The great number of mistakes found in the part I was given to proofread made my task more difficult and arduous. I knew I would found mistakes and that my mission was to correct them and make a clean correct te$t, but I did not e$pect that number and kind of mistakes. In addition to their number, the types of mistakes e$tracted sickened me. Sometimes, I was unable to continue proofreading for more than one hour and half4 it was an arduous task. Ariefly, the first sample in the inde$ would prove all that has been said about proofreading. .ne can see clearly the fatal mistakes made as well as the high number of mistakes.

0ne$pectedness was another minor factor which made proofreading harder, especially in the first day. 3e, -nglish 5epartment students, e$pected -lfferran to give us a translational task to start with. 0nfortunately, this was not the case. I&m not blaming my pedagogical supervisor rather than myself, as I had to e$pect anything relevant to languages of my combination. Ariefly, proofreading constitutes my first task of my internship in the I-/+. Though it was a hard task, proofreading showed me that some simple mistakes can distort translation. .ne needs to respect each language&s style and synta$ as well as its grammar4 or else their translation will be re6ected due to the production of a 'strange( te$t.

Translation is the second task I was given to do in the I-/+. +s mentioned before, this is my main mission4 after finishing proofreading, the supervisor handed me some papers to translate, but this time one document after another. The papers given to me to translate are most of the time like those international documents, e$cept some of them. "ost of the documents re#uire some special attention. The translator needs to pay attention to some terms, the style and synta$. +t this stage, it is essential to mention that I translated a document into French though this was not my specialty. In sum, I faced problems in translating most of the documents. Translating into French is a task I accepted to do for -lferrane. +s I want to e$perience my ability to translate into French, I accepted this challenge. It was a difficult task because I am accustomed to translate into French and it is also a speciali%ed document. Thus, it took me much time. '.ne needs to master the language and the terms used( was the conclusion I reached after

translating this document. 5espite the problems I encountered, translating into French was such a fruitful e$perience. The e$amples of some main problems I encountered would be listed in the third part of this report. ,roblem of terminology constitutes one of the main problems faced, especially when translating speciali%ed documents. "ost documents deal with the supranational relations between countries, "orocco and other countries. 5ue to the nature of these documents I was given to translate, the terminological issue appeared clearly. I had to look for the e#uivalents of terms in the target language rather than trying to translate them literally. .ne would state that it is not easy to find the e#uivalents of some terms. This takes much time and makes the task of the translator more arduous. In short, terminology constitutes a challenge in translation. .ne would find some e$amples of some difficult terms both in the anne$ and the glossary attached.

"aking a glossary on 'constitutional terms( was the last but one thing the supervisor asked me to do. -lferrane said that he wanted a list of as many constitutional terms as possible. The list should contain terms in three languagesC +rabic, -nglish, and French. The ma6or problem with making a glossary was that of time, that is, making a glossary takes much time. It is also an e$haustive task4 it needs much energy, more than one may think. I would also like to state that this task re#uires much search. I deduced that translators need to develop their search skills and be e#uipped with terminological glossaries and dictionaries. This is something mandatory for the sake of being able to translate documents belonging to specific fields. 3ithout terms, one is doomed to fail in the translation of a speciali%ed te$t.

Part three

the evaluation of the trainin!

A brief comparison
In terms of time, last year&s training was more arduous as I had to stay in the office for H hours a day, but this year I have to stay in the institute for only : hours, from 9h until >h. It was a little bit comfortable. +nother problem with this institution is that it is not e#uipped with 3IFI connection. This was something une$pected. +ll in all, this training is better than the one I passed last year as it shows us collective work4 I had to work together with other students. I also want to mention that I attended a collo#uy on "ay !> and !:. It was such a great day that I met many eminent figures in the field of that collo#uy. This is what makes this training more professional. This training is also a more useful training as I felt that atmosphere of working. 3e shared the same room and we had to cooperate. 3e also did many various activities, such as proofreading, translation, glossaries, etc.

The gains
"y internship in the Institute of Studies and /esearch for +rabi%ation was fruitful for many reasons. It allowed me to gain many things. I gained many terms, both in -nglish and French. I also deduced that French constitutes a needed re#uirement, as it is highly used and demanded in the labor market. I also would like to stress the importance of developing those skills of searching. In addition, training in the I-/+ taught me that translators must be e#uipped with

some translation techni#ues and strategies. In short, this training proved many things for me4 It is a mandatory stage in the formation of competent translators. Internship is included in the formation of students as it is a stage through which students consolidate their knowledge and e$perience. 5uring this stage, I gained a lot of terms, both in French and -nglish. I added to my glossary that the term Des cultes means in +rabic ' IJKLMN

OPQRSMN(, '/Tunion U huis clos( is the e#uivalent of V OZX[\ OWXY V, sine die is the French and
-nglish e#uivalent for V ]cW\ aPb _Y` ]M^V, etc. one can find other terms in the glossary attached. I can say that training not only consolidates one&s vocabulary, but also reminds them that French is a highly-demanded element in the "oroccan labor market. French constitutes a challenge for translators. Translators need to improve their level of French4 this is what the labor market demands. 5oing my training in the I-/+ reminded me of this fact. "astering French is not a bonus as it may seem to some people, but a re#uirement. +t this stage, I would like to mention that I translated a lot of te$ts out and into French, more than the ones I translated out and into -nglish. French is the language which still dominates the "oroccan labor market. Therefore, I can conclude that mastering French paves the way for translators 7from the -nglish 5epartment8 to easily integrate in the "oroccan labor market. 2aving professional searching skills is a re#uirement of no little importance. This re#uirement would help translators to save much time and at the same time produce 'good( translations. "ost of the time, translators are faced with a great deal of terms in the source te$t and they need to find their e#uivalents rather than trying to translate them literally. Knowing how to find the right e#uivalent in a short time is one of the best skills translators are re#uired to be e#uipped with. It is a fruitful skill. Knowing as many websites of translation, such as +tida,

+lmaany, unterm, etc would facilitate the task of finding the e#uivalent of a term. The searching skill is so important that translators sometimes become unable to translate due to the lack of this skill. Shortly, translators should develop their searching skills. "y internship has also proved to me that good translators are those who know well how and when to use some translational techni#ues and strategies. It is agreed upon that each language has its own preferred ways to e$press messages4 this is always taken into consideration when translating. In order to respect this characteristic, translators need to adopt, when necessary, some techni#ues and strategies so that they can reproduce the same te$t in an accepted way. This has to do with acceptability and professionalism. Translators are sometimes supposed to resort to some techni#ues, such as modulation, transposition, domestication, etc. The gains mentioned in this report are 6ust some 'banal( elements in the theories of translation which have been proved for me in this one-month internship in the I-/+. Though these gains are very advantageous, I believe that translators need to spend more time in training for the sake of discovering and practicing those translation theories. Training is the right way and method to master translation and develop one&s skills as well as their e$perience. 5oing training in many institutions and places would enable translators to become competent and professional. This is all that I can conclude with as a trainee.

The obstacles
)oncerning the obstacles I faced in my internship in the I-/+, I can say that the first and ma6or obstacle was that of finding a place where to train. +s mentioned before in this report, this

was the most challenging thing in my training this year. Though I had applied for a number of institutions, I, unfortunately, had not received any positive reply from any of those institutions. This constitutes a disappointing thing for me, especially during the month of +pril. +gain, thanks for all those who helped us to solve this problem. The rule of “Subject Verb Agreement” is not respected in the te$t -lferrane gave me to proofread. -$amplesC the 0niversity of "ohammed *-Souissi organize a "onthly Decture Series. 7Instead of organizes8. This violation is found more than ten times in the document. +nother problem is that Prepositional Phrases are usually not put in their right place. -$amplesC
the 0niversity "ohammed * sets up each year a mobility fund consisting forty allowances. 7Instead of putting 'each year( at the end of the sentence8.

Also Problems of Tense are found in the document of proofreading -$amplesC 'within the

framework of d, the university organized the first edition of the award for the best scientific publication of the 0">S.( in this e$ample, the translator needs to use the present perfect instead of simple past as there is no indication of the e$act time in the past. It is all that which makes Boogle translation better than this one. "y task of proofreading was really arduous and boring. )oncerning the problems I encountered in translation, I can summari%e them mainly in the terminological issue and the issue of French. I had to translate more out and into French, and this was a difficult task, especially at the beginning. I also had to deal with some terms whenever featured in the te$t. This takes much time to find their e#uivalents. It is almost like making a glossary4 the problem lies mainly in the time it takes to find the e#uivalent. .f course, there are other minor problems, such as the problem of transportation. 3e had to take the bus, sometimes from Aab -lhed towards +l Irfan or from Temara to +l Irfan. This sometimes takes a long time. It takes almost about two hours a day4 waiting for the bus for about >min and riding for more than !> min at least to reach Aab -lhed.

5espite all these problems and obstacles, doing my internship in the I-/+ was such a good e$perience. It taught me a lot and I spend some unforgettable moments in /abat, especially with my roommates and with my friend Koror.

.ne can describe the thirty days I passed in the I-/+ saying that good times pass #uickly. I have made a network of relationships with sympathetic people and I have the honor to meet them. 5espite these moments of stress, the 6ovial nature of my friends renders the atmosphere more cheerful and amusing. 3ithin the framework of these conditions, I have passed my thirty days in the I-/+, which I consider to be insufficient for students of translation. 2owever, I can say that this training made it possible for me to learn some new things, to develop and prove the usefulness of some translation techni#ues, and to closely see the labor market. In general, internship helps students of translation to ameliorate their knowledge. I have learned the real ob6ective behind training and I have discovered some of my blind spots. In sum, training is an obligatory period KFST students need to undergo4 this is the best method to develop their translational skills.


Translation sample

:‫! أورا وأذكار الزاوية‬
O{{mno N}NfJ` gtnz{{m| wxyR eM aPuvMN ePsNat^ rPLMN Ipq lOmno OZRak gWPhij ebf lƒJn„fS{{MN Œta†MN ƒ‚y\ ‹J|N nˆ‰PŠ SQ‡ …Ja†cMN ƒJn„fSMN €nW•~‚N }fyt •Wcj nc~^J lgt Œ[M•N Sc”` ’t ŒX‡ “nzMN g‰PŠ ’‡ }NfJ|N ‘•s •o` S„ In•J lOXPXZMN ŽNaPP[•MN •†t ‚^ eˆXMN OPj–N O[PuMnt ŒhyWMNC
—n{{t ‚^ ˜y„ ‚J ‹y” ‚J leP”aMN ’c”aMN —N eWt lŽNa\ ™š› ePYaMN InœPLMN ’\ —nt •y‡` .7 ŽNa\ ™š› 8 ePž†MN ŒX†MN .7 ˜a\ OŸn\ 8 —N a [•h` l˜a{{\ O{{Ÿn\ 8 eX{{hJ gvzmJ gM¡ ]X‡J Œ\|N ŒvQMN •MyhfJ ¢Sv‡ Scz\ n~SPh ]X‡ _m eˆXMN .7 ncPXWj eXhJ l˜aPo|N ŒqJ ŒqJ l˜a\ OŸn\ 8 laRS„ £ŒŠ _• ]X‡ ysJ SczMN gMJ •XcMN gM lgM •RaŠ ‚ ‘S”J —N ‚^ gM^ ‚ .7 eXhJ gPX‡ —N ]Xm —N ‹yhf Scz\ n~SPh l˜aPo|N .7˜a\ OŸn\8 _P•yMN e†~J —N nQvW” CŒj–N _¤LMN ]X‡ ˜au•‰\ g•[Puq £nWQMN }fJ n\` l‹nYaMN }fJ N•s .7 ˜a\ OŸn\ 8 —N a [•h` .7ncPXWj eXhJ gvzmJ gM¡ ]X‡J l˜aPo|N ŒqJ l˜a\ OŸn\8 Scz\ n~SPh ]X‡ _m eˆXMN .7 eXhJ gPX‡ —N ]Xm —N ‹yhf Scz\ n~SPh l˜aPo|N ŒqJ l˜a\ OŸn\ 8 —N ‚^ gM^ ‚ -


n\S†t gRSRacM nˆvjf S„ ƒJn„fSMN Œta†MN ƒ‚y\ rPLMN In• Œ•MN }NfJ|N ¦ ~ nˆ~` ¥”šcMNJ ˜}nRª ©\ l £nWQMN }fJ ¨` l‹nYaMN }fJ •M• Œq £Nyh l_c§MN ŒX‡ g‰PŠ gQZM nc\ nsau•oN Œ[M•N g‰PŠ ’\ aPuvMN ePsNat^ rPLMN nsnZXj Oqn«^ ŒsJ l‹nYaMN }fJ Œq OXvWzMN ŒsJ ˜S”NJ ]¤” -P” l‹yW†cMN ¬”nm ns}fJ` Ou„ •M•MJ .ƒJn„fSMN }fyXM aPo|N N•s nˆqn«` I` S†t ’\ g†\ ’\J aPuvMN ePsat^ rPLMN OZqf ¯•Na\ ’RSmn„ g‡nvj`J rPLMN In• ƒ•MN ®„yMN Œq g~` Œ‰PLMN Scz\ nˆ\SZ\ OqnP« Œq OP~n•¤MN ORJN°MN Œq ©Pc§MN ‹°~ lªyzMNJ OQ\n”aMN £NaZq ŒvQMN I^ CgM ‹n„ g‡N}J rPLMN }Nf` ncMJ l¨a¤MN ORnb eˆ\a•` ƒ•MN l¨ 9@GE{s ±:G ¨n‡ ]qy•cMN l’Pu” ’u” e¤M nˆ~pq l³nˆ~yXvZj _ˆq lƒSR ]X‡ ORSs g•\` ]M^ ²Ss` eXhJ gPX‡ —N ]Xm nsyXv„nq l !e¤t Omn‰MN O\SuMN ‘•s ’\J lIycXWcMN nˆt ¨SuR ˜SRSŠ O\Sm ’\ OP„NJ OQYJ I` ]M^ I–N ’\ —N £nŠ I^ ’z~ _† Qh nc• l}fyMN •Xh Œq nsyX†YNJ V le¤Q‡ `fSj nˆX†M e•~` nˆPX‡ ’\J ´f|N —N ™aR. A"rad et ad#ar de $a %a"i&a
De cheikh Ibrahim +lbassir n&avait pas employT ses propres awrad pour ses compagnons mµme s&il avait Ttabli une mani¶re spTciale, mais il avait une adhTsion au ouerd de l&appartenance 5arkaoui connu che% le premier "oulay +rbi 5arkaoui, sauf #uel#ues modifications, il avait pris ces awrad de son cheikh alha6 +li Aen +hmed -ilghi Soussi par la formule suivante C ?e cherche refuge aupr¶s d·+llah contre le maudit 7trois fois8 Satan, le nom d·+llah le "isTricordieu$, et aucune force, sauf en +llah le Tout-,uissant 7trois fois8. 5emander pardon U 5ieu 7cent fois8. - '(e $a )ri*re et $e +a$(t +oit +(r $e Me++a,er d-A$$ah. +(r +a fami$$e et +(r +e+ /om)a,non+. et '(-i$+ +oient +a$(0+1 2/ent foi+. et dan+ $e +e3ond, et '(-i$+ +oient +a$(0+ a4ondamment8. - Il n·ya pas de divinitT U part +llah, seul, sans partenaire, U Dui appartient la souverainetT et la louange et Il est .mnipotent, 7une centaine de fois, et dans le dernier, le proph¶te "uhammad est le "essager d&+llah, #ue la pai$ soit sur lui8. - +llah nous suffit, il est le meilleur des gardiens 7cent fois8. )et ouerd est adressT au$ les hommes, tandis #ue la formule de ouerd des femmes concis sur les points suivants C

5emander pardon U 5ieu 7cent fois8. '(e $a )ri*re +oit +(r $e Me++a,er d-A$$ah 23ent foi+5 et a $a fin d( doaa. +(r +a fami$$e et +(r +e+ /om)a,non+. et '(-i$+ +oient +a$(0+ a4ondamment1 Il n y ¸a d&autres divinitT #u&+llah 7cent fois, sans oublier d&a6outer a la fin de cette phrase -"uhammad est le "essager d&+llah, #ue la pai$ soit sur lui8. Il est U noter #u&ils sont les mµmes awrade #ue le cheikh "oulay arbi 5arkaoui avait arrangT pour ses suiveursEdisciples apr¶s les avoir les rTsumTs en se basant sur ce #ue son

Œ{{hn MN aP{{LvMN S{{cz\ .> ¹ l º ¨ l... ‫ار‬67789‫ز ا‬:‫ ك‬lƒa¤W†cMN InRªyt Scz\ C SQ‡ ]MJ|N ƒJn„fSMN }fyMN O[Pm ©YNf ’‡fy{{u\ a{{RaZjJ l:± ¹ l º ¨ lCD‫ا‬7786‫ة ال‬77EFGHI lƒJn„fS{{MN Œ{{ta†MN .@; ¹ lº ¨ l... ;‫= <روا‬77:> ‫ة‬77?@AB lƒa{{ˆ MN .aPuvMN ePsNat^ rPLMN OZRaœt ¹no ŒW~a MN ƒfnc†•h•N wPŠf|N .¨ 9 ; E{s ±!H ¨n‡ _•„ ƒ•MN aPv¤MN Sv‡ ’t Scz\ eˆ‰PŠ Œq ’PP~n•¤MN Ov¤~ SuZR -!

cheikh lui avait enseigne en phrases, ce #ui concerne soit l&ouerd des hommes ou l&ouerd des femmes, ainsi #ue le mot de 2asbalah7 +llah nous suffit, il est le meilleur des gardiens8 dans l&ouerd des hommes . c&est une addition #ue cheikh Ibrahim +lbassir avait re»u de son cheikh -ilghi apr¶s l& avoir &a6outT par ce dernier au ouerd 5arkaoui. ,ar consT#uent l&histoire rapportTe par sahib almaassoul, #ui nous dit #u&au moment ou le cheikh et ses disciples ont TtT en route a "arrakech accompagnTs avec cheikh Ibrahim +lbassir et les pauvres de /hamna et du 2aou%, Tout le monde ont restT a %awiyate lktatniya dans l&accueil dirigTe par "ohamed chikhi meurt en ±:G +2 E 9@G +5 #ui les avait bien accueilli. ¼uand le chikh voulait dire adieu a "ohamed chikhi il lui a dit C le ,roph¶te ,#ue la pai$ soit sur lui ,m& a demandT de faire transmettre un cadeau a son omma, est ce #ue vous l&accepte% ½c&est votre forte protection et un paradis protectante d&un tr¶s grave choc avec le#uel les musulmans sont entrT en collision, et a partir de ce choc #ui vous concerne, veuille% l&accepte% espTrons #u&il va rTduire votre pTchTs et garde le dans l&ouerd, comme nous le faisons , si 5ieu le veut, U partir de maintenant 6us#u&U ce #ue 5ieu hTrite la terre et tout ce #ui y e$iste.
1- R!"ise la premi#re formule $ar%aoui de &ohamed 'ouzyan Almoaass%iri( le tr!sor des secrets )(pg( p
* &ohamed Albachir Alfassi +fihri( la tribu de b!ni ,eroual)(pg(p -. Alarbi $ar%aoui l/ensemble de messageries(pg(p 01( le rapport pris2inspir! de l/archi"e coloniale fran3ais 4ui concerne la fa3on de chei%h Ibrahim Albassir 56 Il signifie la catastrophe de %tatniyin dont leur chei%h &ohamed ben Abdel%bir a !t! tu! en 7158 A9 2 7:7. A$

Second sample:

‫انطلق الدورة الصيفية لتدريس اللغة العربية لغير الناطقين‬ .2011 $‫ب"ا! للتعري‬#‫ بمعهد الدرا ات وا‬،‫بها‬ ‫هة 'غربية 'متعة‬,‫ات ن‬+ ‫هر (ا'& للتمت) بعطلة *يفية‬% .‫يا‬/‫يا و يا‬-‫قا‬. ‫و'فيدة‬ :5‫ي& ل‬34‫ الت‬1‫ل‬2 ‫روا‬0‫با‬ ‫ و'ن‬،1"‫ اللغة العربية الفص‬8‫عل‬9 7‫رو‬0 ‫ة 'ن‬0‫ تفا‬6‫♣ ا‬ ‫عليمية‬9 ‫يات‬3'‫ ال"ا =? وبر‬1‫عتمد >ل‬9 ‫طة '=<هة‬:‫;ن‬ ‫ة‬B‫را‬C‫قا و‬ A ‫ما ونط‬ A ‫لتر ي@ 'هارات العربية ا تما‬ A ‫ه‬-‫>ا و‬ .‫و(تابة‬

‫♣ التعر‪> D‬ل‪ 1‬المغر? 'نارة العر? >ل‪; 1‬وربا و;'ري‪,‬ا‪،‬‬ ‫وبلد ا‪*#‬الة والمعا*رة والمنا‪E‬ر الط‪F‬يعية ال‪G‬لبة والم‪.H‬ر‬ ‫التاري‪G‬ية‪.‬‬ ‫♣ ا‪ 6‬تفا‪0‬ة 'ن ;ن‪:‬طة ‪I9‬قيفية '=ا‪J‬ية‪ ،‬و'ن ‪K‬ر<ات‬ ‫ور‪/‬لت يا‪/‬ية ‪9‬ر‪-‬يهية‪ ،‬و هرات '= يقية‪ ،‬وور‪%‬ات‬ ‫'‪G‬تلفة >ن ال‪I‬قا‪-‬ة المغربية والعا‪0‬ات والتقاليد‪.‬‬ ‫‪‬نوعية التكوين‬ ‫∨ ‪%2‬را‪FK D‬رة >الية ‪3' L-‬ا‪ M‬الل‪4‬انيات والمقارنة‬ ‫والديدا(تي‪> N‬ل‪ 1‬التدريس‬ ‫∨ ا ت‪I‬مار التعلي‪ 8‬بال"ا =?‪ ،‬ا>تما‪ 0‬بر'‪3‬يات ‪9‬عليمية‬ ‫ا>لة‬‫‪9‬ر ‪( @ R‬فايات اللغة العربية‬ ‫∨ ‪E=9‬ي‪' O‬نا‪> PQ‬صرية ‪9‬فا>لية ‪S‬‬ ‫‪‬تنظيم الدروس‬ ‫• الم‪4‬ت=يات‪:‬‬ ‫‪4'/‬ت=‪ T‬الم‪F‬تد‪U‬ين‪ ،‬وينق‪2 84‬ل‪' 1‬ر‪/‬لت‪ ; L‬و?‪،‬‬ ‫‪- /‬ص& المت= طين‪،‬‬ ‫‪-/‬ص& المتقد'ين‪،‬‬ ‫‪-/‬ص& العربية المت‪G‬صصة )‪ $4/‬الطل‪.($‬‬ ‫دا‪.‬‬ ‫• ي‪:‬م& (& ‪-‬ص& ‪0‬را ‪' L‬ن ‪2 10‬ل‪4' 15 1‬تفي ‪A‬‬ ‫ر‪- &( L- 7‬ص& ‪FK‬يرا‪FK :W‬ير 'ن‪ X:‬للدرو‪7‬‬ ‫• ‪S‬‬ ‫يد ‪V‬‬ ‫وا‪#‬ن‪:‬طة الم=<هة و‪FK‬ير 'ت‪G‬ص‪0 L- Y‬رو‪ 7‬الد>‪8‬‬ ‫والتق=ية‪.‬‬

‫• >د‪ 0‬ال"ص‪; :Y‬رب) ا>ات *‪F‬ا‪/‬ية 'ن ا‪.Z‬نين ‪2‬ل‪1‬‬ ‫‪9‬ن‪/ [3‬ص‪ Y‬الد>‪ 8‬والتق=ية ‪' L-‬دة ‪9 6‬ت‪3‬او‪J‬‬ ‫ال‪3‬معة‪ .‬و ‪S‬‬ ‫ا>تين بعد ال\هر (& ‪.‬ل‪.‬ا‪ B‬و‪K‬ميس‪.‬‬ ‫ي‪] 4‬‬ ‫ل‪ 8‬المعهد‪ L- ،‬نهاية الدورة‪ ،‬ل‪4' &,‬تفيد ‪%‬ها‪0‬ة ‪^FI9‬‬ ‫• ‪S‬‬ ‫'‪4‬ت=ا_ ‪ L-‬اللغة العربية والمي[ة الت‪/ L‬ص& >ليها‪.‬‬ ‫مو ّ‬ ‫فرة‬ ‫‪‬الخدمات ال ُ‬ ‫‪C2 ‬ا'ة <ا'عية ‪`- L-‬ا‪(; B‬ا‪0‬يم‪Q L‬ا‪،a0‬‬ ‫‪' ‬قص‪ O‬لتقدي‪ 8‬ال=<‪F‬ات ال‪4‬ريعة والمرط‪F‬ات ب‪ b‬عار‬ ‫'نا ‪F‬ة‪،‬‬ ‫‪C ‬ا>ة ل‪c‬نترني^ بالم‪3‬ا‪،W‬‬ ‫‪' ‬صال‪ d‬للن‪ @4‬وا‪96‬صا‪ M‬الها‪9‬ف‪،L‬‬ ‫‪ ‬ي=<د المعهد ‪C L-‬ل‪' $‬دينة العر‪-‬ا‪ W‬بالربا‪ ،e‬و ‪X‬‬ ‫ال‪3‬ا'عات والمعا‪Q‬د وا‪/#‬يا‪ B‬ال‪3‬ا'عية‪.‬‬ ‫‪ ‬ي=<د المعهد بالقر? 'ن '"طات و ا‪ &U‬النق& والمرا([‬ ‫الت‪3‬ارية‪ ،‬وي‪4‬ه& ال=*=‪2 M‬لي‪ f‬و'ن‪ f‬باللي& والنهار‪.‬‬ ‫‪‬شروط الت"!ي‬ ‫وا<‪F‬ات الدرو‪ 7‬وا‪CZ‬ا'ة‪0 7500.00 :‬ر‪ .€ 700 + 8Q‬ويم‪,‬ن‬ ‫للرا‪ L- $g‬ا‪ 6‬تفا‪0‬ة 'ن التدريس ‪49‬ديد >ل‪ 1‬ا‪٪ 50 &C#‬‬ ‫'ن ‪hQ‬ا الم‪F‬ل‪FC i‬ل‪ ،‬و‪2‬ر ال‪2 f‬ل‪4/ 1‬ا? المعهد ال‪F‬ن‪،L,‬‬ ‫‪/‬ت‪ 1‬ي`من 'قعد_ ‪ L-‬الفص&‪.‬‬ ‫‪ T0j9‬ر =‪ k‬الت‪34‬ي& وا‪CZ‬ا'ة بالدر‪ 8Q‬المغرب‪> L‬ند‬ ‫‪S‬‬ ‫‪49‬تنفد (& المقا>د‪.‬‬ ‫ا‪6‬لت"اق بالمعهد ‪+2‬ا ل‪S 8‬‬ ‫"‪' ،$‬ن '=‪ )C‬المعهد‪ ،‬ن‪G4‬ة 'ن القان=‪ W‬الدا‪K‬ل‪L‬‬ ‫‪S‬‬ ‫‪l 49‬‬ ‫‪n =9‬‬ ‫‪; ،)C‬و‬ ‫ي`ا‪2 D‬ليها "اطلع^ ووا‪-‬ق^ >لي‪ ،"f‬و ‪S‬‬ ‫ل‪Cm‬ا'ة‪ ،‬و ‪S‬‬ ‫يم‪,‬ن ا‪Z‬طل‪> o‬لي‪ f‬و‪C=9‬يعها ‪> L-‬ين الم‪,‬ا‪.W‬‬

‫•‬ ‫•‬


.W‫يتا‬-‫را‬g=9=- W‫ا‬9‫• *=ر‬ ‫ة‬pF‫ع‬9 1‫ل‬2 ‫روا‬0‫ة 'ن الدورة با‬0‫ ولل تفا‬،‫ة‬0‫• المقا>د '"دو‬ .‫ المعهد‬W‫ >ن=ا‬1‫ل‬2 ‫ريد‬F‫ر ال‬F> f‫ر ال‬2‫ و‬W‫يا‬F‫ ت‬6‫ا‬ *‫ري‬$‫ت‬+‫ات وا)('ا& ل‬%‫د الدرا‬#$‫م‬ 0%‫ا‬1‫ ال‬./‫ ع‬-‫ شار‬,‫رفا‬$‫مدينة ال‬ ‫د‬4‫ا‬$‫ الم‬-‫ الر(اط‬6216 .2.3  ,-e start of t-e summer session" to teac- Ara.ic for non-Ara.ic
spea/ers" in t-e #nstitute for Studies and 0esearc- on Ara.i1ation !*11.

 A full mont- to en2o3 a summer -olida3 4it-" culturall3 and
touristicall3" en2o3a.le and .eneficial 5oroccan flavor.

6o to su.scri.e in order to: ♣ Benefiting from lessons of learning classical Ara.ic" and directed
activities rel3ing on t-e computer and .ased educational soft4are to consolidate t-e s/ills of listening" understanding" spelling" reading and 4riting Ara.ic language.

♣ 7no4ing of 5orocco t-e Ara.s .ridge to Europe and America"
and t-e countr3 of aut-enticit3" modernit3" c-arming landscapes and -istorical monuments.

♣ Benefiting from a parallel educational activities" touristic and
leisure trips" musical concerts" and different 4or/s-ops are from a.out 5oroccan culture" customs and traditions.

 ,raining grade


∨ ,-e supervision of -ig-l3 e8perienced e8perts in t-e field of

linguistics" comparison and didactics" in teac-ing.
∨ #nvestment computer education" t-e adoption of effective

educational soft4are
∨ ,-e emplo3ment of modern interactive met-ods t-at consolidate

t-e Ara.ic competencies

 ,-e organi1ation of lessons

/,-e .eginners: level" and it is splited to t4o steps A and B" /;ivision of intermediate" / ;ivision of advanced people" / ;ivision of speciali1ed Ara.ic <according to demand=.

• Eac- semester includes from 1* to 1& .eneficiaries • ,4o e8perts teac- in eac- semester: an e8pert tonic for t-e lessons and oriented activities speciali1ed e8pert in support lessons. • of sessions: four -ours in t-e morning from 5onda3 to Frida3. And t-ese support sessions -ave .een conducted in t4o -ours after-noon ever3 ,uesda3 and ,-ursda3. • ,-e institute provides" in t-e end if eac- semester" to ever3 .eneficiar3 a certificate t-at approves -is> -er level in Ara.ic language t-e average -e> s-e got.

 provided services  A universit3 accommodation in an academic ?uiet space"  Canteen for snac/s and refres-ments at reasona.le prices"  A free -all for internet "

 ;epartments for p-otocop3ing and p-oning"  ,-e #nstitute is located in t-e -eart of A9-#rfane 5edina in" in t-e middle of universities" institutes and universit3 neig-.or-oods.  ,-e #nstitute is located near to t-e stations of means of transportation and .usiness centers and easil3 accessi.le from and to it at an3 time of da3 and nig-t.

 @onditions of 0egistration
• ;uties of t-e lessons and residence: '&**.** ;AS + '** B. And can .e for people 4is-ing to .enefit from teac-ing pa3 at least &*C of t-is amount .efore" and send it to t-e #nstituteDs .an/ account" in order to ensure -is place in t-e classroom.

• Fees of registration and residenc3 -ave .een paid in 5oroccan ;ir-am at t-e enrollment to t-e institute -ad not e8-austed all • ,-e 4e. site of t-e #nstitute provides Eit-dra4ing a cop3 of t-e residence .3-la4" in addition to t-e e8pression F# read and agreed upon itF" and it is signed" 3our can -ave access to sucB3-la4 and signing t-e cop3 on t-e same spot. • ,4o p-otos. • Seats are limited" and in order to .enefit from t-e session 3ou -ave to fill t-e ?uestionnaire and send it t-roug- t-e institute address.

$nstitute 1or *tudies and &esearc' on Arabi:ation A;-$r1ane .edina *treet Allal al-Fassi .ail <o)8 /!1/ &abat = A;-.aa'id

E-mail address: iera>iera8ac8ma The !lossary "rabic
‫الميثاق‬ ‫ملكية !ست رية‬ "‫تا‬#‫ست‬$‫با‬ ‫ الدست رية‬%‫الم&سسا‬ )‫(مثي' الم ا*ني‬

;a c'arte .onarc'ie ?onstitutionnelle Par 9oie de ré1érendum $nstitutions constitutionnelles &eprésentation des cito2ens

T'e c'arter ?onstitutional monarc'2 <2 re1erendum ?onstitutional institutions ?iti:en representation T'e &ule o1 ;a3

‫مبدأ سيادة القانون‬
‫ر‬,- +‫رجع‬ ‫ الدينية‬./&0‫ال‬ ‫ المملكة‬1‫عل‬ )* ‫ال‬ ‫ي‬-‫رية الر‬2 3‫جتما‬$‫رية ا‬2 6‫رمت‬2 ‫ (نتهك‬$ 45‫المن‬ %7‫سرية المراس‬ ‫ المنا=< العم مية‬/ 9:‫لد ال ;ا‬8( '‫غ‬0‫ ال‬/ ‫> التربية‬2 ?‫@را‬A‫> ا‬2 ‫> الملكية‬2 ‫ الملكية‬35B )* ‫ ع) ال‬3‫الدفا‬

;e principe de la primauté du droit
E11et rétroacti1 ;es cultes ;%emblAme du &o2aume ;a patrie ;a liberté d%opinion ;a liberté de réunion ;e domicile est in9iolable ;a correspondance est secrAte ;%accAs au) 1onctions et emplois publics Droit " l%éducation et au tra9ail ;e droit de grA9e ;e droit de la propriété E)propriation ;a dé1ense de la patrie

&etroacti9e e11ect ?ults @ religious matters t'e 5ingdom%s emblem T'e 'omeland Freedom o1 t'oug't Freedom o1 assembl2 T'e 'ome is in9iolable T'e correspondence is secret Access to public 1unctions and public emplo2ment &ig't to education and 3or5 T'e rig't to stri5e T'e rig't o1 o3ners'ip E)propriation T'e de1ense o1 'omeland !'

‫ العم مية‬9‫التكالي‬ !7‫ي< الب‬D( +‫ الت‬C‫الك ار‬ ‫لة‬/‫ للد‬E‫سم‬F‫الممث' ا‬ ‫د(ها‬2/ 5‫رم‬ )‫ الدي‬E‫م‬2 +‫ام‬2 ‫ الدست ر‬H‫ترا‬2‫ ا‬E‫ر عل‬G‫السا‬ ‫ة‬8I‫! ال‬/‫د‬I‫ال‬ ?‫ المغر‬J‫عر‬ ‫ ال =اية‬K‫مجل‬ ‫مراجعة الدست ر‬ ‫ارية‬0‫ة است‬L‫ي‬G E‫عل‬F‫ ا‬K‫المجل‬ ‫اري‬M ‫ ال‬K‫المجل‬ . B‫ا‬8‫ ال‬O‫ي‬#‫مر بتن‬F‫=دار ا‬N ‫الة‬2A‫ا‬ )‫' المجلسي‬2 9‫ بالعط‬P‫ي‬Q ‫الت‬ ‫ة الملكية‬I‫ المسل‬%‫ ا‬8‫ لل‬E‫عل‬F‫د ا‬:‫ا‬8‫ال‬ ‫ة عليها‬Q!‫ا‬D‫ الم‬/ %‫دا‬G‫ المعا‬P‫( في‬ ‫لة‬/‫مالية الد‬ ‫(عدي' الدست ر‬ "‫ا‬R8‫ لل‬E‫عل‬F‫ ا‬K‫المجل‬

;es c'arges publi(ues ;es calamités nationales ;e représentant suprBme de la nation *2mbole de son unité Ceille au respect de l%islam Ceille au respect de la constitution ;es 1rontiAres aut'enti(ues ;a couronne du .aroc ;e conseil de régence ;a ré9ision de la constitution Drgane consultati1 ;a cour suprBme ;e conseil des ministres Promulgation ;a transmission Dissolution des deu) c'ambres ?ontreseing ;e c'e1 suprBme des 1orces armées ro2ales *ignature et noti1ication des traités ;es 1inances de l%Etat &é1orme de la constitution ;e conseil supérieur de la magistrature

Public e)penditures +ational calamities T'e supreme representati9e o1 t'e nation T'e s2mbol o1 its unit2 Ensuring t'e respect o1 $slam Ensuring t'e respect o1 t'e constitution &ig't1ul boundaries T'e cro3n o1 .orocco T'e &egenc2 ?ouncil T'e re9ision o1 t'e constitution Ad9isor2 bod2 T'e *upreme ?ourt T'e ?ouncil o1 .inisters / T'e ?abinet members Promulgation Transmission To dissol9e t'e t3o ?'ambers ?ountersigning T'e *upreme ?ommander o1 t'e &o2al Armed Forces *ignature and rati1ication o1 treaties *tate 1inances &e1orm o1 t'e constitution T'e Eig'er .agistrac2 ?ouncil !(

/ +‫ ال *ن‬J‫عا‬BS‫ ل‬E‫عل‬F‫ ا‬K‫المجل‬T U‫طي‬V‫الت‬ #‫> الع‬2 "‫ستثنا‬$‫الة ا‬2 .7‫ع‬N

;e conseil supérieur de la promotion nationale et du plan ;e droit de grFce Proclamation de l%Etat d%e)ception les pré7ugés au sacré *u11rage uni9ersel direct ;e contentieu) électoral ;e régime des incompatibilités ?ollAge électoral &eprésentants des salariés &enou9ellement de la c'ambre ;a poursuite ;e respect dG au roi Flagrant délit *ession e)traordinaire ;a ma7orité absolue Drdre du 7our ?ommissions d%en(uBte Disposition ;oi d%'abilitation ?aduc ;e statut +ationalisation d%entreprises ;%Etat de siAge ;es dépenses d%in9estissement

T'e Eig'er ?ouncil 1or t'e +ational Promotion and Planning T'e rig't o1 pardon Declaration o1 t'e state o1 emergenc2 Pre7udice to t'e sacred direct uni9ersal su11rage Electoral disputes incompatibilit2 regulations electoral college representati9es o1 t'e 3age-earners rene3al o1 t'e ?'amber prosecution t'e respect due to t'e 5ing 1lagrante delicto e)traordinar2 session absolute ma7orit2 agenda commission o1 in(uir2 Pro9ision 'abilitation ;a3 inoperati9e statute nationali:ation o1 enterprises state o1 siege in9estment e)penditures !)

‫المساس بالمقدسات‬
‫ر‬W‫ المبا‬H‫ العا‬3‫ترا‬Q$‫ا‬ ‫ابية‬V‫ت‬B$‫ ا‬%‫عا‬M‫المنا‬ +‫ التناف‬4‫ ا‬2‫بة‬X‫ا‬B ‫ة‬L‫ي‬G )‫ج ري‬Y‫ الم‬+‫ممثل‬ K‫ المجل‬Z‫ل‬, ‫(جديد‬ ‫المتابعة‬ ‫ ال اج< للملك‬H‫ترا‬2$‫ا‬ ‫ بالجريمة‬K‫الة التلب‬2 ‫ية‬:‫ر[ استثنا‬/! ‫ة‬8‫\لبية المطل‬F‫ا‬ 4‫عما‬F‫ ا‬4/‫جد‬ >:‫ا‬8I‫ ال‬+D8( H‫كا‬2- .‫لجا‬ .]A‫ ا‬. B‫ا‬Q '*‫با‬ +‫ساس‬F‫ ا‬H‫الن^ا‬ %_0‫ المن‬1‫مي‬Y( ‫ار‬DI‫الة ال‬2 5‫ التجهي‬%‫ا‬8#B

U‫ط‬V‫ الم‬E‫ة عل‬8‫الم اف‬ ‫السنة المالية‬ %7‫ التعدي‬/ %‫ا‬2‫تر‬8‫الم‬ 4 ‫ب‬8‫ ال‬H‫ بعد‬P‫الدف‬ %‫را‬/‫ا=لة بي) الد‬#‫تر[ ال‬#‫ال‬ . B‫ا‬Q H ‫مرس‬ . B‫ا‬Q 3/‫ر‬0‫م‬ . B‫ا‬Q `‫تر‬8‫م‬ '‫> التعدي‬2 4‫ستعجا‬$‫ ا‬.7‫ع‬N "‫ا‬R‫ت‬Q$‫عند ا‬ +‫ (ن^يم‬. B‫ا‬Q ‫ة للدست ر‬8‫مطاب‬ ‫يسية‬:‫ ر‬a ‫ط‬X )‫ي‬B‫ ا‬8‫ ال‬O‫ي‬#‫(ن‬ ‫السلطة التن^يمية‬ ‫ارية‬M ‫ ال‬%‫ا*ا‬0‫(نسي> الن‬ ‫ار‬DI‫الة ال‬2 ‫ (ن^يمية‬1‫مراسي‬ 6‫ (نبي‬6‫( جي‬ ?‫ا‬V‫ت‬B$‫ة ا‬I= >‫ التطبي‬+‫ ف‬3/‫ر‬0‫ال‬ ‫كمة العليا‬I‫الم‬ %‫سابا‬I‫ لل‬E‫عل‬F‫ ا‬K‫المجل‬

Approbation du plan ;%année budgétaire ;es propositions et amendements Dpposer l%irrece9abilité ;%inter9alle des sessions Décret loi Pro7et de loi Proposition de loi Droit d%amendement Déclarer l%urgence ;e cas éc'éant ;oi organi(ue ;a con1ormité " la constitution ;es lignes directrices ;%e)écution des lois ;e pou9oir réglementaire ?oordination des acti9ités ministérielles Etat de siAge Décret réglementaire .otion d%a9ertissement &égularité de l%élection .is en application ;a 'aute cour ;a cour des comptes

appro9al o1 t'e plan 1iscal 2ear proposals and amendments To oppose t'e inadmissibilit2 T'e inter9al sessions decree ;a3 <ill ;a3 proposal T'e rig't to introduce amendment declaration o1 a state o1 siege 3'ere appropriate Drganic ;a3 con1ormit2 3it' t'e constitution T'e guidelines T'e e)ecution o1 la3s T'e regulator2 po3er T'e coordination o1 t'e ministerial acti9ities state o1 siege regulator2 decree mode o1 3arning T'e modalities o1 election T'e application procedure T'e supreme court ?'amber o1 accounts $*


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