aspects of education in the Maghreb countries of Algeria - Eric

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DOCUMENT
RESUME
FL 001 283
ED 029 527
72
By- Azzouz. Azzedine: And Others
Volume 2. Numbers 1. 2. 3.
Selected Bibliography of Educational Materials: Algeria. Libya. Morocco. Tunisia.
1968.
Agence Tunisienne de Public Relations. Tunis (Tunisia).
Education (DHEW). Washington. D.C.
Spons Agency-National Science Foundation. Washington. D.C.: Office of
Repor t No- TT-68-50081-1-2-3
Pub Date 68
Note-147p.
EDRS Price MF-$0.75 HC-S7.45
Arabic. Cultural Differences. *Education. Educational Philosophy.
Descriptors- Annotated Bibliographies.
Foreign Countries. Foreign
Problems. Educational Theories. Elementary Schools.
English.
*Educational
Italian.
School
International
Education.
Materials.
Instructional
Education.
Higher
French,
Relations.
Administration. Secondary Schools. Teacher Education. Vocational Education
Identifiers-Algeria. Libya. *Maghreb Countries. Morocco. Tunisia
with abstracts of books and
Three volumes comprise a 375-item bibliography
information on various
articles in English. French. Italian. and Arabic that provides
of Algeria, Libya. Morocco. and
aspects of education in the Maghreb countries
concerned, and foreign
Tunisia. Each entry identifies the country with which it is
the subiect of
language titles are translated into English. Special attention is given to
secondary. vocational, higher.
educational organization, with listings covering primary.
with the administration of the
and adult education. Along with entries dealing
considerable emphasis on items
the bibliography
places
educational
system.
theory. statistics. and cooperation. Sublects
concerning educational philosophy and
teacher training. (3)
also treated are North African (1) educational structure. (2)
problem areas.
teaching aids. (4) religious, art, and special education, and (5) special
For related documents see FL 001 056 and FL 001 170. (AF)
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EDUCATIONAL MATERIALa
SELECTED BIBLIOGRAPHY OF
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ALGERIA
U-1
LIBYA
MOROCCO
TUNISIA
Vol.a N°1
1968
U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT.
POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
Compiled for the Office of Educatiori,
Education and Welfare
U.S. DepartMent of Health,
and The National Science Foundation
Washington, D.C.
bythe Agence Tunisienne de
Public-Relationsti
Rue de Hollande
6
,
Tunis, Tunisia
**1
TT 68-50081/1
Prepared for
THE OFFICE OF EDUCATION
HEALTH,EDUCATION AND WELFARE
U.S. DEPARTMENT OF
and
FOUNDATION, WASHINGTON,D.C.
THE NATIONAL SCIENCE
by
the
PUBLIC-RELATIONS
AGENCE TUNISIENNE DE
Preparpd by Azzedine AZZQUZ
with the assistance of
Alexandra Clement Garnier
Elke Regnery
Fatma Houidi Marrakchi
4
TABLE OF CONTENTS
PREFACE00000000000000000.0.
iii
e wowoott000wo
PHILOSOPHY AND THEORY OF EDUCATION
17
4
ADMINISTRATION OF THE EDUCATIONAL SYSTEM ..0.0......0000
7
EDUCATIONAL STATISTICS .........0....0...............0...
AFRICA...
9
IN NORTH
STRUCTURE OF EDUCATIONAL ORGANIZATION
12
EDUCATIONAL ORGANIZATION ........0w. OOOOOOO . OOOOOOOO ...
12
Activities....
Primary.Education and Extracurricular
AD
14
Activities.
..
Secondary Education and Extracurricular
OOO 0".00000
a7
0 ..
VocationalEducation.
.
. .
4.
21
Higher Education .....0.0............. OOOOOOO . .0 .0
ADULT EDUCATION.00000
25
0
28
OOOOO
0
0 OOOOO
0
0
0
TEACHERTRAINING
32
0 0
OOOO
0 0 0 0
0 0
o 0
0 0
e
TEACHINGAIDS
RELIGIOUS EDUCATION.,"000000
32
0 0
4
34
0 0
0 OOOOO
0
0
OOO 0
0
0 0
OOO
ARTISTICEDUCATION.
O
0
36
0
0 0
0 0
0
OOOOO OO
SPECIALEDUCATION
a
OOOOOO 000
38
OOO
OOOOOOOO
COOPERATION.
40
0 0 0 0 0
0 0 0 0 0 0 0
SPECIALPROBLEMS00000,0000
0 0 0 0
0 0
(Libya)
either A (Algeria). L
Note : Each entry is marked with
(Tunisia), to indicate the country under
M (Mbrocco) or T
consideration.
4.
-
,C...111.02:01110.1e-,11y10-
poP......sez at.
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Ar
PREFACE
diffe-
The Maghreb countries share, in somewhat
mark their
rent degrees, important problems that deeply
illiteracy and multilingualism.
educational systems
Illiteracy is being reduced by spectacular scholarization
results in
effort made since independence which emphasize
of
the immediate future, thus meeting the requirements
and
modern society. Multilingualism necessitates frequent
relationc;
disrupting reorganizations or curricula as the
and
ships between Arabic and French in Tunisia, Morocco
Algeria and English, Italian and hrabic in Libya are mns-
tantly changing.
period
In addition, education in general is in a
of transition in the Maghreb countries, and the systems
which are evolving are still ill-defined.
The principal difficulty we encountered in com-
piling this bibliography was that, apart from Elovernmen-
tal publications, material is not easily obtained. Much
recent material has not yet been classified, and many
texts are published outside the country. This is parti-
cularly true for Libya.
We do hope, however,that these issues will be
useful not only to educators and students, but also to
those who have a general interest in North Africa.
PHILOSOPHY AND THEORY OF EDUCATION.
A.I. "Arabisation sous conditions" (Arabization under
conditions). Jeune Afrique No 393. 15-21 July 1968
The article deals with the present state of
education in Algeria and its achievements wdthin the
!I
five years since independence. At the recent confe-
rence of the Ministers of Education of the Maghreb
countries, M. Ahmed Taleb representing Algeria, announ-
ced that his country is now able to "arabize" educa-
tion in the second year of primary schools. In his
opinion, arabization is absolutely necessary, for Al-
geria has to reconauer its personality after I3o years
of foreign domination. There are three ways of arabi-
horizontal one i.e. arabizing of educa-
- the
zing :
tion class by class, the.vertical one i.e. teaching
History, in all classes
one single subject in Arabic
from primary school to baccalaureate, and punctual
arabization which is the most successful one and means
that there are some specific schools in which all
subjects are taught in Arabic (at present there are
at least five of these schools in Algeria).
Arabization is however confronted with many diffi-
culties; the principal one is the enormous difference
between literary and spoken Arab. The present teachers
however, are not appropriate to undertake this task
because they have all had a completely European edu-
cation.
In spite of the massive departure of French tea -
chers after independence, Algeria has succeeded in
filling the gap with Algerian teachers who have been
°grained rapidly thanks to modern methods such as
broadcasted and televised lessons far example, but
the number is still not sufficient and the popula-
tion is increasing.
T. 2. "M.MIZali insiste sur la nécessit6 de coordiner
on
culture et 6ducation morale" (Mr. M9Zeli insists
the necessity of.coordinating culture and moral edu-
cation.) l'Action July IOth 1968 (Tunisia).
I.
Mr. MIMi held a conference at IlfEcole des
cadres' in Kasserine. He insisted on the responsibi-
lity of youth and students in.promotingt Tunisia.
Students must forget about individualism. He tried
to define "Moral Education" and he stressed the fact
that teaching, culture and moral formation should
be coordinated in order to permit pupils to be real
patriots and to adapt Tunisian conditions to modern
times.
1.
système
taut adopter un
Fitouri, "Il nous
T. 3. M.Chedli
(We must adopt a
du dialogue"
democratique qui fait
be a
of which will
the principle
democratic system,
1968.
21st.July
dialogue) - La Presse.
the University
assistant of
Mr. Fitouri,
In his article
deals
of Letters,
the Faculty
responsible for
and a man
which
and selection,
of orientation
with Croe problems
students
but particularly
students in general,
concern
and Philosophy.
in Literature
of
limit the number
view, to
absurdpin his
It is
available,Efforts
vacancies
sector to the
students in one
needs
and future
the immediate
to reconcile
should be made
real vocation.
the student's
of society with
should be
there
demands that
Mr.Fitouri also
of Tunisia,which
educational system
in the
some reforms
systemat has
French educational
based on the
is mainly
longer appropriate
system is no
the French
been proved that
lifeat is a
the changes in
circumstances and
to the new
oppression.Mraitouri,therefore,
and
system of coercion
of a new
abolished in favour
have this system
would like to
dialogue.Other
and based on
be democratic
system that would
should
1) that students
necessary are:-
reforms he thinks
examination,but
to the final
judged according
not only be
throughout the years.
achievements
to their
also according
be closer.
students should
teachers and
2) Contacts between
fi mojtamain
"tarbia, dimokretia
al Mokni
T. 4 Klmais
society)
in a democratic
democratic Education
dimokrati" (A
1957.Pages 35-38.
No.6. March
Al Fikr
The author says
role of education?
What is the
yet
which has not
difficult question,
that this is a very
fact
emphasizes the
The author
in Tunisia.
been answered
personal
countrylmeans
in a Democratic
that Education
between
must be a link
society. There
freedom in a good
is followed
democratic ideal
pupils,If this
teachers and
Tunisian society.
maturity to the
some
it should give
evolution.
of Tunisian
principal pillar
Education is the
therefrom.
will develop
Other changes
foreward.
Education.A
Minister of
Chabi, Former
T. 5. Lamine
June 1965.
Al Fikr - No.9.
only a Tunisian
Education is not
The problem of
problem.The
20th century
also a general
problem, but
must
Educational system
that the Tunisian
author states
importance of
be aware of the
Parents must
be. modernized.
child knowledge
must give the
educatioh.Every educator
create a link
he must try to
personality and
and a strong
education.
and modern
between traditional
2.
.
enraciné
enseignement profondement
T...6. M. Sayah;
preoccupations" (a deqi,-
inspire essentiellement de nos
inspired by our concerns)
ply rooted education mainly
21st July 1968.
La Presse
the young teachers who
In a speech addressed to
Youth Union, Mr.
participated in the seminar of the
Destourian Party, under-
Sayah head of the Socialist
and of education
lined the importance of this seminar
with problems of educa-
in general. This seminar dealt
colonial era. One
tion in general inherited from the
has been
realizes that the Tunisian intelligentsia
of its
continuously isolated from the main concerns
their intellect-
people. Their educgtion *as such that
relation to the
tual.and Oultural'interests bore no
M. Sayah even
reality of their country and nation.
educated class and
spoke of the divorce between the
expressed his hope
the aspirations of the people, He
results. It is not suf-
that this seminar might have
discuss and ex-
ficient to make recommendations, to
philosophers but
change ideas; teachers must not be
most essential conditions
men of action. One of the
is flexibility.
of a valuable education, ha said,
continuous evolution
Education must always follow a
national reality
deeply cofinected with the social and
worthless.
otherwise it will be sterile and
a-chabab a Tunisi"
T. 7. Mohamed M9Zali "Manzilatu
(Situation of Tunisian Youth) Al Fikr - a monthly
39.
review. Tunis. N° 7 April 1957 Pages
educators is to
The aim of the government and the
between all
guide the young so es to create a harmony
period, Tuni-
members of the nation. In the transitory
sian youth is seeking its way.
in Tunisia.
There are different educational levels
be reformed be-
Zitounian education for instance, must
Tunisia. As for other schools
cause it is not adapted to
from foreign
the educational system has been copied
The author deplores
systems. Hence it is not Tunisian.
pre-independence methods and their consequences on
whole Tunisian edu-
youth. He proposes a reform of the
feel proud of
cational system, in order that the young
their country and of their institutions.
(The teacher and reali-
T. 8. "L9enseignant et le reel"
28th July 1968 Tunis.
ty) La Presse
-
of the many
The article starts by enumerating some
achievements made by Tunisia after its independence,
and
emancipation of women, extension of instruction
methods
hygiene, development of industry and tourism, new
3.
..wom., ors,:
of exploitation of natural resources, the use of new
machines and computers. Although Tunisian society is
progressing very rapidly, one of the most important
fields, education is at a standstill. The result of
this gap between reality and teaching is that students
are unadapted to the society in which they are to
occupy important posts. The author accuses the teachers
of using out of date methods instead of illustrating
their lessons with examples taken from modern life. The
same problem exists in secondary schools and universi-
ties where the economical or philosophical do:ctrines
of some thinkers are taught like a 9vérité célestel
(icelestial truth) instead of teaching theories of
modern thinkers which deserve as much attention and
are much more useful to the students. The teachers
have to see the future citizens
in their students
and their most importilnt tasks are to adapt them to
the reality in which they have to live.
ADMINISTRATION OF THE EDUCATIONAL SYSTEM.
A. 9. Education in Algeria. The Great Arabic Maghreb
Annual. Page 31 (1965-66).
The objectives of the Government concerning educa-
tion are to achieve a full scholarization, to fight
illiteracy, to build schools and restaurants, to
res-
tore the importance of teaching, to revive National
Culture, to form a qualified staff. The Government
Department of Orientation is-responsible for vocatio-
nal guidance
- on a national scale, as well as for
information, coordination and the creation of
a Na-
tional University, the fight against illiteracy, and
adult education.
A. IO. nJeunessen (Youth)
Actualité et Documents.
-
Review No. 100 June 5th 1968. Pages 11-12 Algeria.
President Boumedienne held a press conference
during which he dealt with many subjects, mainly
Youth". The President stated that youth
was rela-
tively neglected. Importance must be given to educa-
tion and the problems must be carefully studied
so
as to find solutions. Teachers must help the gover-
nment with positive work, and pedagogical methodft
should be changed. The President
proposes the crea-
tion of a youth organization,
so as to facilitate
guidance.
II, Au Maroc, "In Morocco" Jeune Afrique, N° 301
M.
October 16, 1966, Page 74.
In Mbrocco, the 5th Conference of (Union Générale
des Etudiants Marocains) was held. The Members were for
tne Arabization of the educational system and have re
jected the idea of association with other Francophone
countries,
The U.G.E.M is against the application of the new
educational doctrine suggested by the Ministry for
National Education, The U.G.E.M. is also in favour of
tho independence of theUniversity of Rabat, so as to
allow students to.take part in its administration.
12, Presse 26/1/68. M. Ben Salah ouvre le 46me
T.
Seminaire national des étudiants en M6decine0 (Mr.
Ben Salah *opens the 4th national seminar of medical
students).
This seminar has been completely organized by the
students and will take place under the auspices of the
National Ministry of Education, the Departmnt of Public
Health, and the Faculty of Medicine of Tunis.During the
Seminar, all problems concerning students and future
doctors, will be considered, Mr. Ahmad Ben Salah, Secre
tary of State for National Education and Economy will
deliver a speech at the opening of the Seminar and the
Dean of the Faculty of Medicine, Mr. Amor Chedli, will
lecture on the "Problems of Medical Education in Tunisia"
The program of the first day includes a comparative
study of the American and the German Medical systems
:
A report will be made by the Preparatory com
mittee for the reform of medical efiucation. This report
will be a sort of dialogue between students and teachers,
13. La Presse, 19/7/68 Ma Ben Salah annonce la créa
T.
tion de directions régionales de l'Enseignement. (Mr.
Ben Salah announces the creation a local directors of
Education).
As chairman of a working team composed of local
inspectors of Primary Education, Mr. Ben Salah, Secre
tary of State for Plan, Economy and Education, announ
ced new development in this sector of Education. Each
department shall have a local inspector. Furthermore,
the Secretary of State proclaimed that new steps towards
decentralization are going to be made starting with the
creation of local directors thnt will assume all admi
nistrptive responsibilities; this will make the educa
tional system more efficient.
5.
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11110'.