Oh, language.
Early on in this trip, my father asked me if learning Modern Standard Arabic and Moroccan dialect in separate classes was like learning Italian and Abbruzzese dialect from Scots. While that model isn't quite right, it is close in its bizarreness.
Imagine that Bostonian English, New York English, Californian English, and Southern U.S. English are different in more than just accent - the are different in vocabulary and in some syntax as well. What I'm doing here is like living in Boston and learning both Bostonian English... and Shakespearean English. Possibly even Middle English (whan that Aprile with his showres soote...).
Also, in this version of the United States, when you turn on the TV people are speaking Middle English. And some of your high school and university classes are in Middle English. The rest are in the language of your former colonizers (which in my model can't be England. Pretend France colonized the U.S. I mean, they did. Right, Louisiana?)
The thing about fusHa is that it is standard, but it's not. And it is "closest to the language of the Qur'an" but it has, by necessity, been updated and simplified (and, in any given textbook, marked by at least one country's dialect). But because of fusHa's closeness to religious, sacred language, everyone is reluctant to update it MORE, and bring that weird Shakespearean English down to earth to be used on a daily basis.
Why is this a problem? Go back to my weird version of the United States. Say you want to go to the south to implement a literacy program. The people there speak Southern English. But the language of education and the news is Middle English. So to make them literate in ANY way you have to first make them Middle-English literate, and then get them reading things that will change their thinking, help them get jobs, etc. etc. And yes, I know there are those of you who can make sense of Chaucer and regale us with a recitation - but it takes a lot of extra work to understand that!
And if you wanted to teach people to use computers or whatnot in Southern English, you would not be able to find the teaching materials in that language. Rural women's literacy in Morocco is absolutely dismal - down around 10%. And they are being held back from reading and a whole lot else by the darija/fusHa split. And this is true for North Africa and the Arab Middle East - that is a whole lot of countries! (This is the part where I go look up literacy statistics to put my money where my mouth is.)
So yeah, that's the fusHa situation in a nutshell. Kind of exhausting.