The socialist Pedro Sánchez will require schools to teach Arabic and Moroccan.

The socialist Prime Minister Pedro Sánchez will carry out the Arabic Language and Moroccan Culture Teaching Program (PLACM), which is an initiative that will be implemented in 394 educational centers in Spain, both primary and secondary, and aims to instill the Arabic language and Moroccan culture in students. The program is directly funded by the Government of Morocco and is framed within the bilateral collaboration between the governments of Spain and Morocco. This plan is coordinated by the Embassy of Morocco in Spain and the Ministry of Education, Vocational Training and Sports of the Government of Spain, but the management falls on the autonomous communities. Catalonia is the region that concentrates the most educational centers offering the PLACM, with 125 centers, followed by Andalusia with 96 and the Community of Madrid with 70.

The objectives of the PLACM are multiple. The main one is to promote the Arabic language and Moroccan culture to students enrolled in Spanish centers, in order to boost their cultural identity and facilitate immigration from Arab countries to Spain. Additionally, it seeks to encourage the teaching of a culture foreign to that belonging to Spanish society, through the infiltration of external languages even for the European continent. This program is presented as a tool for facilitating Moroccan immigration, ensuring that they can preserve their cultural identity without it being an obstacle to their adaptation in the Spanish educational system, thus causing a loss of Spanish culture. As for the students, both Moroccan children and Spanish students will receive this training in Arabic language and Moroccan culture.

The program has caused great controversy, especially in regions like Catalonia, where the parliamentary group of Vox has expressed its enormous concern. The detractors of the PLACM rightly argue that such initiatives may contribute to segregation rather than integration, by promoting specific teaching of Moroccan culture instead of fostering a complete adaptation to the Spanish educational system. The program has three key players: the Government of Spain, the Government of Morocco, and the autonomous communities. The Government of Morocco selects the teachers, who are officials of its public administration, and sends them to Spain to teach the classes.

These teachers, however, are not under the direct supervision of the Spanish authorities. Instead of being supervised by the Spanish educational authorities, the Moroccan teachers have a "Mission and Destination Credential" granted by the Moroccan embassy, which gives them the backing to teach classes in Spanish educational centers. The granting of this type of credentials to teachers sent from Morocco is a major focus of concern, because it would turn them into a kind of "diplomatic officials." The program is funded by the Hassan II Foundation, a Moroccan organization dedicated to assisting Moroccan immigrants in Europe, which also sends imams and other religious representatives to extend to the Moroccan community abroad.