DOCUMENT RESUME

ED 104.737 SO 008 190

TITLE The Educational System of Tunitia. INSTITUTION Office'of (DREW), Washington, D.C. REPORT NO DHEW-OE-74-19109 PUB DATE 74 NOTE 19p. AVAILABLE FROM Superintendent of Documents, U.S. GovernmentPrinting Office, Washington, D.C. 20402 (Stock No. 1780-01369; $0.40)

EDRS PRICE MF -$0.76 HC-$1.58 PLUS POSTAGE DESCRIPTORS *Comparative Education; *Developing Nations; Developmental Programs; Educational- Administration; *Educational Development; Educational Finance; *Educational Programs; *Educational Strategies; Elementary Secondary Education; Government. Role; Higher Education; Public Education; ; IDENTIFIERS- *

ABSTRACT An overview of the basic system of education.in Tunisia is presented in this booklet. Since a'sindependence in 1956, the government has amphasized the role ofetucation as a major factor in building a modern nation. The educational systemin Tunisia is based on both the nations own rich culturalbackground and also on the linguistic and pedagogicalheritage obtained from France during the French Protectorate (1880-1956). Tunisia'sleaders are committed to attaining universal primary education,providing educational opportunity to all levels of society, anderadicating illiteracy. Today the system is organized into a 6-yearprimary cycle And a secondary cycle that includes academic.,technical, and vocational programs of varying lengths. The structure,control, language of instruction, grading system, academic calendar,legal basis, administration, and financing of the system arediscussed. Special emphasis is given to the description of programsfor primary education, secondary and vocational education, teachereducation, and higher edrcation. Current plans for the future, aselected glossary of terms, and a selected reading list are alsoincluded. (Author/DE) U S DEPARTMENT OFHEALTH, EOUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION tr\ THIS D'ICUMENT MAR 21 19:15 HAS BEEN REPRO DuCED EXACTLYAS RECEIVED FROM Till PERSON OR ORGANIZATION ATING IT POINTS ORIGIN statco 00 NOTOF VIEW OR OPINIONS SENT OFFICIAL NATIONALNECESSARILY REPRE O EDUCATION POSITION INSTITUTE OF ri OR POLICY

The Educational System of

it U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Caspar W. Weinberger, Secretary Charles B. Saunders, Jr., Acting Assistant Secretary for Education ___Officcoaducation- John Ottina, Commissioner

THE COUNTRYAND THE PEOPLE

Location: Northern coast of : bordered on the north Berber-spoken by approximately Ipercent. and cast by the , on the cast and south Population: 5.1 million (1971 estimate). by , on the west by . People: 97 percent Arab, Berber, or mixture; small Euro- Size: Approximately 63..100 square miles. pean minority. Major Subdivisions: 13gouvernorats(provinces). Official Language:- Arabic: Fiend' spoken as a second lan Literacy Rate: 80 percent (1970 estimate). guage by approximately .15 percent of the population Religion: More than 95 percent Muslim; small Christian and used widely in government, business, and education; and Jewish minorities.

THE BASIC SYSTEM traditionally been accorded a place of respect in society. Until the latter half of the 19th century, however, education was primarily religious, with History instractinninthe Quran (Koran) offeredin Since Tunisia's independent._ in 1956, the Gov-kuttabsFor those who wished to continue their ernment has emphasised the role of education asreligious education at a higher level, there was the a major factor in -building a modern nation, andZitouna mosqueuniversity. By the latter half of its leaders have committed themselves to attaining the19th century, increasing contact with the universal primary education, providing educa-Westein Wor k! had resulted in a growing aware- tional opportunity to all levels of society, andness of Western ideas and .technology and their eradicating illiteracy. role in development. This awareness was reflected Education in Tunisia today is based both on in the curriculum of Sadiqi College, established in the nation's own rich cultural background and also 1815. Representing an attempt to combine modern on the linguistic and pedagogical heritage fromsubjects taught by Westerners with traditional France during the long period of the French Protectorate (1880-1956). 1 Kuttabs Imre religious schools where pupils, generally Tunisia is steeped in the religious and cultural aged 5 through 16, memorized the Quran and ivere taught Islamic traditions, and, in some cases, elementary reading heritage of Islam, a heritage in which learning has and writing.

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2 " Tunisia: 1971

00003 Islamic studies, Sadiqi College offered a programliterature, Islamic religion ana thought, and--the that included mathematics, science, and geography, history and and the Arab in addition to religious subjects. World. From 1880 to 1956.During the French Pro- Under the Law of 1958 the system was organized tectorate (1880-1956), schools identical to those into begin with a 6-year primary cycle, which was France were set up for and primarily attended byto be followed either by a 6-year academic sec- children of European (chiefly French) settlers.ondary cycle leading to abaccalaureate or a Parallel to these, a system of Franco- Arabic schoolstechnical diploma, or by a 3-year terminal cycle developed that offered essentially French educa-(intermediate school, or college moyen) that would tion with the addition of Islamic studies andprovide practical training in addition to academic Arabic. This system later served as the model forstudy. Instruction during the firt 2 years at the the school system of inuependent Tunisia. Thereprimary level was to be entirelin Arabic; the were also two types of Quranic (religious)- schools:study of the French language was begun in the (1) Those that had added some modern subjectsthird year; and French becamejhe language of to the basic curriculum of Islamic studies, and (2) instruction for certain subjects inthe fourth year. those that had maintained the traditional cur- Entrance into either type of secondary program riculum without adding modern studies. Thewas based on results in a competitive,.entrance FrancoArabic and the Quranic schools were at-examination, with a third of. those .who-continued tended primarily by Tunisian Muslim children. Byat the secondary level directed into the-intermedi- the end of the Protectorate, however, only aate program. The goals of the academi secondary small percentage of Tunisian children were attend- prograth were to -provide_a general ed to ing primary and sccondary schools.= trainmiddle-levelpersonnel, andtoprepare From independence to 1967.Education, to thestudents for higher level study. The collte moyen, leaders of independent Tunisia, was a means ofa new creation of the1958 reform, provided creatinganindigenoussupplyof manpowerstudents 1%ith special skill training as well as gen- trained- in the skills and specialties needed toeral-education, thus enabling themtheoretically, -build and run a modern nation. It was also a-at leastto be absorbed into the economy in a means of developing an enlightened citizenry,comparatively short time. modern in thought and viewpoint and receptive The baccalaureate program was made up of two to new ideas of progress and social reform. Estab-3-year cycles. In the first cycle sttKlents followed lishing- a modern education system, to which alla uniform first-year curriculum, and then were Tunisians would have access,thus became adirected -toward more specialiied study for the matter of high priority. second and third years. The second cycle included Soon after independence in 1956, therefore, aa general program, an economics program,and technical committee addressed itself to the specifican industrial program. The general program was tasks of-unifying the existing educational structure,made up of the following specializations leading "renationalizing- the content of the curriculum,to a baccalaureate: Modern languages (including adapting it to the Tunisian context and to theboth Arabic and modern foreignlanguages), goals and needs of the country, and extending itclassical languages, sciences, or mathematics. In vertically and horizontally. The work ofthis addition, the general program included a 6-year committee resulted in the Education Reform Lawnormal school course following immediately after of 1958, which integrated- the various types ofthe primary cycle and leading to a diploma. The schools intoaunified national school system,economics program included an economics section modeled on the Franco-Arab schools and placedleading to _a baccalaureate and a commercial sec- under the jurisdiction of a Ministry of Nationaltion leading to a diploma. Students in time indus- Education. It also extended educational oppor-trial program could follow a specialization-either tunity to all social classes, and made education freein technical mathematics leading to a baccalau- at every level. A uniform curriculum was devel-reate or in industrial studies. In_the latter case a oped- for both primary and-secondary schools thatdiploma in industrial studies (brawl d' enseigne- included greater emphasis on Al abic language and molt industrial) was awarded after the fifth year, and a diploma of technician (brevet de- technician), 'According to Leon Carl Brown, in 1955 only 26 percent of all primary schoolap children and 3 percent of all after time sixth year. secondary school-age children i%ere attending school. Sec The intermediate (or middle) school included Leon Cai 1Brown. 11misia," Education and Political industrial,andcommercialsections, Dcyclopmcnb James Coleman, ed.PrincetonUniveisity general, Press, 1965. leading to a middle school diploma.

00004 Structure of the Tunisian Educational System

PRIMARY LOWER UPPER HIGHER SECONDARY SECONDARY The of Tunis aaaaaE.] a El 10 111 EG G3 and specialized schools and institutes°

"Long" Secondary General (academic)

Letters

Mathematics

4 Science Baccalaureate

Economic sciences

Technical sciences

1st cycle Technical (Tronc commun).

Commercial: Administration' Preprimary Primary Commercial diploma Commercial: Management r 1H- r 1--J- L-11El El El 13 El El Industrial: Electromechanical 1-Technical diploma Industrial: Civil engineering

Teacher Education

Normal school diploma

Vocational Secondary Industrial Vocations) diploma**

OtherVocational Agricultural

(agricultural vocational training centers) IA El El(technically oriented) Agricultural diploma (scientifically oriented) IBEIE111Agricultural baccalaureate Public health ICertificate or diploma

Social service Certificate or diploma

Manual skills I(pre apprenticeship training centers)

*In exceptional cases student may enter final year of one of the -7 -year secondary programs and complete study for the baccalaureate. **Exceptional students may be permitted to complete the final cycle in either the commercial or the industrial "long" 6-year secondary program.

00005 Agricultural secondary education was offered atfaculties, attached schools, and institutes of the the middle level in colleges moyens d'agriculture,University of Tunis, and in a number of other and at the upper secondai) level in colleges sdc-specialized institutions. A number of Tunisians ondaires &agriculture, each of which offered aare sent abroad, primarily to France, to continue 3-year program. their education at the higher level. In that same year (1958), a 10-year plan for Ministries other than the Ministry of National education was announced that set the trend andEducation (chiefly of Agriculture; Youth, Sports, pace of educational development duringtheand Social Affairs; Cultural Affairs and Informa- decade to follow. It assessed the specific require-tion; and Public Health) have established their ments of education in terms of personnel andown specialized educational institutions. facilities,_ projected costs, and called for imple- The Governmentalsoprovides schoolsfor mentation of universal p,'-nary education withinchildren who are handicapped. the 10.year period. Since 1967.Various special commissions and Control committees appointed to analyze the -education system have introduced a number of reforms, pri- Tunisian schools may be either public (state) marily affecting the secondary level, with the aim or _private. The establishment of a private school of making education more responsivetothemust be approved by the Ministry of National country's economic and social needs? -Education; and all private schools must follow Ministry regulations regarding curriculums and staffing. Private schools, most of which are operated Structure by- -religious organizations, are relatively few- in The education system in Tunisia today, ad-number and are located principally in the capital ministered centrally under the Ministry of Na-city of Tunis. A number of French primary and- tional-Education, is organized into a 6-year primarysecondary schools are run by the Mission Univer- cycle and a secondary cycle that includes-academic,sitaire et Culturelle nanfaise (MUCF), a section technical, and vocational programs of varyingof the French Embassy. Although these schools lengths. A few private preprimary schools, openwere established chiefly for children of French to children aged 4 to 6, are found in the majornationals, Tunisians make up a significant. per- urban areas. centage of the school's enrollment. Primary and secondary schools may-be for boys exclusively, girls exclusively, or both. -Since 1968Literacy and there-has-been an increasing emphasis on coeddca- tion, particularly at the primary level. -Because expansion of the education system has In the "long" secondary program (l'enseigne-taken place only in the last 15 years, a large per- ment secondaire long), all students in either thecentage of the adult population is-still illiterate.* 7-year academic course or the 6.year technicalSoon after independence, an Institute of Adult course complete a uniform 3-year first cycle (troncEducation was established as part of the Govern- commun) before specializing in one of a numberment's campaign to reduce illiteracy. This Insti- of academic or technical fields. In the vocationaltute (now a part of the Ministry of Cultural secondary program (renseignement secondaire pro-Affairs and Information) has established a number fessional), students (immediately after the pri-of literacy training and social education centers mary cycle) receive 4 years of training in oneof athroughout the country. Literacy classes are also number of specialized skills. provided by businesses foi employees, by the armed Also offered ai the secondary level are teacherforces, and by the National Union of Tunisian- training, , and other train-Women. ing programs. In addition, training in agriculture A new and promising development inthe and various nades is available in special trainingcampaign against-illiteracy is the use of television centers for primary school graduates. programs designed to teach basic literacy and Higher educationisofferedinthe various

' For a more detailed stepbystep discussion of these As late as 1968, the rate of adult Met ley was estimated changes, the readetis ieferred to llechir Chouron.Educa- at 70 pet cent for men and 90 percent for women. See: U.S. tion and-Independence in a Developing Country. The Case Department of Defence. Department of the Army.Area of Tunisia.Northwestern University: School of Education, Handbook for the -Republic ofTunisia.DA Pamphlet International 'ITT Project. 1973. 550-89. 1970.

5 00006 skills and subjects such as history and geography, Although one of the educational -goalsisto family planning, and -basic accounting. To make"Arabicize" the system by offering all instruction educationaltelevision even more effective, thein tie native language, it appears that, as long as Institute of Educational Television, operating inTunisia continues to rely _on French teachers to cooperation with a number of concerned minis-supplement its own teachbq staff, education will tries,is now working on a long-range programcontinue to be offered on a bilingual bases. under the guidance of UNESCO and with the financial assistance of the Swedish Inteinational Grading System Development Agency. The Tunisian grading system, modeled after Language of Instructior. 5 the French, is based on a scale of 0 to 20, with 10 (often written as 10/20, indicating 10 out of a The school System today operates on a bilingual possible 20) as a minimum passing mark. The bask, with both French and Arabic as languagesgrades are categorized as follows: of instruction. At an early stage a decision was made to retain the large number of foreign (pri- 16-20 Tres Bien marily French) teachers in the Tunisian schools, 14-15 Bien and (with them) French as a language of instruc- 12-13 Asset bien tion. A large number of French nationals still 10-11 Passable teach at the secondary and higher education levels. Instruction inthefirst year of the primary Generally, students failing to obtain a grade of school is entirely in Arabic. The study of the 10 or above on the final examination-in June may French language is introduced in the second year, retake it the following October. and the curriculum beyond this year employs both The Higher Institute of Management (Institut French and Arabic as languages of instruction. Superkur du Cestion des Enterprises) grades by During the second and third years of primarya scale of "A" through "D." The students are education, 15 of the 25 hours per week of instruc-required to maintain an overall average of "B." tion are offered in Arabic, with the remaining 10 in French. In the fourth through the sixth years, Academic Calendar this proportionisreversed, with15 hours in French and 10 !loins-in Arabic. At the secondary The academic year, divided into -three terms at level, approximately _one-half to three-fourths ofthe elementary and secondary levels, runs from the instruction is in French; the proportion varyingOctoberIthrough June 30, although in the with the program. southern part of the country, where the weather GenerallyFrenchisusedformathematics,is considerably hotter, schools may close in the science,technical_subjects,andFrenchandmiddle of June. Students attend school morning European languages=and literature. Arabic is usedand afternoon Monday through Thursday, and in Islamic studies,_ Arabic language and literature,generally on Friday and Saturday mornings with and the history and geography of Tunisia andvariation dependent upon the particular program the Arab World. of study. Instruction at the higher levelis offered pri- In certain areas primary schools= operate on a marily in French, although certain faculties anddouble-shift basis to compensate for shortages in other institutions do use Arabic. Chief amongeducation facilities. these are the following: The Faculty of Theology;` the Department of Arabic Law in the Faculty ofLegal Basis Law, Economics, and Political Science; the De- partment of Arabic -Language and Literature in The education system is based primarily on Law the Faculty of Letters and Human Sciences; and58-118 of November 4,1958, which, under its those sections of the Ecole Nationale des Proles-various articles, outlined the structure of the ed- seurs Adjoin Is and -the Ecole Normale Superieureucation system; specified that education should be that prepare teachers to instruct in Arabic. available to all regardless of race, sex, religion, or social status; declared that it should be face at all As a result of present-planning, which calls for increased levels; and laid down conditions for -establishing, emphasis on Arabic in=the primary school, there may be some changes in use of language in the curriculum. private schools. The system has been modified

6 00007 several times since 1967, primarily by restructur-Action Centers that train women in basic literacy ing the secondary level. and child- and family care. Established by the Plinialy education ieceied mole specificat- Union of Tunisian Women, 'these centers ale now tention under Decree 61-11 01 January 3,1961, operated by the Ministry of Youth, Sports, and and an order of May 3, 1963. Decree 63 -187 of SocialAffairswithfinancialassistancefrom .April1, 1963, and orders of April 14, 18, and 25, UNESCO. 1970, ale among those concerned with the various Most literacy training and- adult education (as types of secondary education. Agriculturaled- discussed pi eiousl)) conic under the purview of ucation_ was reorganized by Law 59-97 of April the Ministry of Cultural Affairs and Information 20,1959, and revised by Law No. 72-66 ofthrough its Institute of Adult Education. August 1, 1972. Numerous laws, decrees, and orders have dealtFinancing with establishment and organization of institutions of higher education. Tunisian education legisla- Public educationisfree at every level. The tion (together «ith all other legislation) can beCentral Government provides funds for building, read in its complete form in the Journal Officielmaintaining, and operating educational institu- de la Republique Tunisienne. tions.(Fundsforoperationincludeteachers' salaries.) Some local assistanceisprovided :for Administration school construction. The GOvernment also finances school supplies, clothing, and meals to children of The Ministry of National Education is-respon-the indigent. Private schools are supported chiefly sible for all educational matters, including super-by their sponsor ing organization's and attendance vision and controlof educationalinstitutions fees, with some assistance from the Government. (except those sponsored by other ministries and the Tunisia's commitment to education has been autonomous University of Tunis). The Ministryunderscored by its continuing significant financial determines operating procedures for all schools,support of education. In 1973 the education budget and approves curriculums and textbooks. At thetotaled 63,66,1,000 dinars,6 an amount approxi- provincial -leveltheGovernors supervise -themating-8.3 percent of the country's Gross National schools' day-to-day operation and report on ed-Product (GNP). The education management bud- trational -matters to the Ministry of Nationalget is approximately 27.1 percent of the national Eciication. management budget; and the education equip- The Minister is assisted by a Director Generalment budget, 6.7 percent of the national equip- who serves as CounseltotheMinister. Thement budget.7 Ministry includes Directorates for Primary Ed- In addition to standard educational expenses ucation, Secondary Education, Higher Education(buildings, teachers, equipment, etc.), the Govern- and Scientific Reseal ch, Pedagogic Orientation,ment offers agenerous program of scholarships -and Statistics and Planning, and External Relations;financial assistance to needy students as a means the latter has responsibility for matters involvingof &moil atizing education. In 1971 it was -esti- other commies 01 him national_ organizations. Inmated that approximately 60 percentofthe 1969 the Thstitut des Sciences de l'Education wasstudents at the higher education level were receiv- createdto undertake pedagogical research oning financial assistance. specific educational problem areas. The Ministry's For its educational efforts, Tunisia has received Centre National Pddagogique issues the Revueand continues- to receive assistance from a number Pddagogique, which containsin ticksinbothof foreign countries, especially Franc. Soon after Arabic and French. The Center also makes avail-independence Tunisia entered into acultural able other education publications and materials. agi cement with France to provide teachers for In addition to the Ministry of National Educa-Tunisian schools. French educational assistance tion, the National Office of Vocational Training 'Or about $150 million. As of February 1971, .42 dinars and Employment, under the Ministry of Youth, equaled $l. Sports, and Social Affairs, with assistance from 7 1 he total education Midget is divided into a manage- ment budget and an equipment budget. The percentages UNICEF, operates a system of preapprenticeship are given in terms of the national management budget and training center that offei basic vocational training the national equipment budget instead of a percentage of an overall state budget. Sec Ministry of National Education. to primary school graduates. The same ministry Report On the Educational Activities in Tunisia: 1971-1973. sponsors a number of regional and local Social September 1973.

7 .00008 has played a major role in the development ofthe pre-apprenticeship training centers, and, in educationinindependent Tunisia, and todaycooperation with the Tunisian Ministry of Labor, there are still a large number of French nationalsis studying the country's employment patterns and supplementing Tunisian personnel as teachers andits imnpower needs and availability. The findings in other educational_roles. of this study are expected to affect educational The United States has also aided Tunisian ed-planning, particularly in vocational and technical ucational efforts. -For example, the U.S. Agency-fields. for International _Development (AID) has sup- ported various projects in past years. It has given financial and technical assistance to agricultural PRIMARY EDUCATION- e.lacat ion and has helped with school construction, The 6 -yearprimary cycleis compulsory for school meals for children, and training Tunisianschildren aged 6 through 12, although a child may in U.S. educational institutions (principally in thecontinue through age 15. During the academic year fieldsofagriculture,businessadministration, 1972-73, there were 883,734 children enrolled at economics, education, engineering, and science). the primary leve1.8 This figure represents 70 to 75 In addition, AID has assisted in establishing a percent of all Tunisian children between the ages model secondary agricultural school, the Chouof 6 and 14. Maria (Chou Meryem) Agricultural School. At A majority of children receive -no education the University of Tunis, AID built the physicalbeyond the primary level, and many_who begin still facilities for the Faculty of Law, Economics, anddo not complete this cycle .° For these children, Political-Science, supplied technical assistance tothe-content of primary education becoMes crucial, the economic sciences department of that faculty,and- therefore the Government is presently under- assistedin equipping thelaboratories inthetaking a project to augment the -teaching of Faculty of Mathematical, Natural, and Physicalpractical subjects within the primary school cur- Sciences, and helped to establish the Higher In-riculum. stitute of Management to prepare graduates for The curriculum includes Arabic, arithmetic, Tunisian management positions.Further U.S.drawing, French, geography, , support is seen in Bourguiba institute, which wasreligious and moral education, and singing; and is originally founded- with United States assistanceaimed at giving the child basic knowledge and as an English-language training school and nowtraining, developing his elementary skills and offers programs in a number of foreign languagesabilities, adapting him to his environment, and (see Higher Education). Also, the Peace Corpsrevealing his potentiality for further-study. volunteers continue to play a role in teaching Before 1967, students attended class for 15 hours English, both at -the Institute and in Tunisianpet- week in the first and second years (in Arabic) secondary schools. The Ford Foundation main-and _25 hours in the third through sixth years (in tains a staff in Tunis and, at present, is workingArabic and French).Since- then, the number of incooperationwiththeBritishCouncil onhours per week in each year has undergone several developing a set of materials to be used in teachingchanges, with the result that as of October 1973 English. students attend 20 hours per week during the A number of international organizations havefirst year and 25 hours per week during the second also been active in Tunisian education. For ex-through-sixth years." ample, UNESCO- has assisted in equipping the Ibid. Soc;a1 ActionCc:liters(see Administration); in 'A Ministry for Planning report indicates that, out of 1,000 pupils who begin the primary level, 127 will be ad. developing educational telei ision to supplement mined to the secondary level in 6 years (without repeating any -year during the primary cycle), an additional 89 will Tunisia's teachingstaff; and inpreparing an be admitted in 7 years (repc..ting 1 year during the primary evaluative study of-higher education. UNICEF hascycle), and 12 more, in 8 years (repeating 2 years during the primary cycle). Thus, of 1,000 pupils, only 228 will been active in family planning, child and familycontinue at the secondary level. Ministere du Plan. Projet care programs, and social education for rural de Planification de l'Emploi. Situation des Effectifs Rele- vant du Ministere de PEduration Nationale Pour PAnnee women; in operating pre-apprenticeship training Scolaire 1971-1972.Tunis, December 1972. 70 In 1967, 5 additional hours (in French) were added to centers for girls and boys in both urban and ruralthe sixth year, and since aim the number of hours per areas; and in revising the primary school cur - week in each year has undergone several changes. According to the 1970-71 revision, school was in session 15 hours per riculums to include more practical subjects(see week during die first year and 25 hours per week during Primary Education). Also, the International Labor die second through sixthyears. Beginning inOctober 1973, the mimber of hours for the first year was increased Organization has helped to prepare instructors for from 15 to 20.

8 00009 Promotion is generally based on a student's workcomplete a basic 3-year first cycle ( tronc common) during the school yea', and on the annual ex-beim e beginning one of a number of specializa- amination at the end of it. Those who success-tions. Students in the frolic common attend class_ fully complete the 1)11111.11y cycle with an averageappl oximately 26 hours per week. The curriculum of 10 or Bette' are eligible to take the admittanceincludes Arabic and French; civics, geography, examination for secondary school. history, mathematics, natural science, and religion; art, music, and physical education; home eco- nomics and technical orientation. - SECONDARY AND After completing the tronc common, students VOCATIONAL EDUCATION may continue in a 4-year general program or a Students continuing their educationat -the3-year technical one. The former includes the secondary level enter either the "long" secondaryfollowing sections:letters, mathematics, science, program (l'enseignementsecondairelong),theeconomic sciences, and technical sciences. The vocationalsecondaryprogram(l'enseignementcurriculum of all sections except that of technical secondaire professionnal), a teacher-training pro-sciences includes Arabic, civics, French, a modern gram (discussed under Teacher Education), or oneforeign language in addition to-French (approxi- of a number of specialized programs sponsored-bymately 90 percent choose English), geography, his- other minishies. Basically, secondary education istory, mathematics, Muslim thought and civiliza- gearedto developing astudent'scapabilities,tion, philosophy, physical education, religion, and training middle-level personnel for technical andnatural and physical sciences. Students in the commercialfields, and serving asabasisforeconomic sciences section also- take a program of specialized higher level study. specialized-economic studies that-includes account- Admission either to the "long" or to -the voca- ing,introductorybusiness education,business tional secondary program is based on a competitiveeconomics, general economics, and applied mathe- entrance examination and is -highly selective. Ofmatics. The curriculum of the technical sciences those who- took the examination in June 1972,section does not include civics, geography, or his- only 30,977-(0a about 27 percent) were admitted totory, but students do take specialized technical the secondary level. Of these, 19,033 (or 61 percent)_studies in mechanical design, practical shop work, clamed the "long" secondary program, and 11,944technology of building, and technology of manu- (Or 39 percent) the vocational-program. During the facture. academic year 1972-73, a total of 171,914 (122,214 Promotion from year to year is based on class boys and 49,700 girls) 11 wete_attending secondary work and on examinations at the end of the schools. academic year. At the end of _the sixthyear, According to government policy, of the studentsstudentsundergo aprobationary examinations, who pass the entrance examination, generally thoseand at the end-of the seventh year, the baccalaure- of no more than 14 years of age may enter theate examination. Those who pass this examination "long" plogranl, and those of 15 or 16 r.ars (butreceive the baccalaureate admitting them to study not older) are directed into the vocational pro-at the higher level. gram. The 3-yeartechnical program following the Specialized secondary programs generally requiretronc common is divided into two sections: (1) A entrance examinations also. commercial- section that offers specialization in The "Ions" secondary program offers both aadministration and management, and (2) an in- 7 -yearcourse that prepares students for higherdustrial section that is divided after the first year level study and leads to the baccalaureate (bacca-into electromechanical and civil engineering op- lourMt) and a 6 -year course that prepares middle-tions. Students in the commercial section complete level workers and leads to a technical diploma-a program that includes Arabic, French, mathe- (brevet de technician) or a commercial diplomamatics, modern foreign language, religion, and (dipldnie de fin d'audes commerciales). The voca- physicaleducation along withthespecialized tional program _is 4 years in- length and leads tocourses intheirparticularfield;those in the a vocational diploma (diplomeprofession ?lel). industrial section take Arabic, French, mathe- matics, religion, and physical education in addi- The "Long" Secondary Program tion to theirselected specialized program. All students in the "long" secondary program Classes are held approximately 31hours per week. Those who complete the commercial section " Ministry of National Education, op. cit.

9

00010 receive a commercial diploma (diplome de finOther Vocational Programs d'etudes commerciales), and those who complete the industrial section, a technical diploma (brevet Agricultural education, now administered under de technicien). In exceptional cases a student who the Ministry of Agriculture, is offered at special has received tbe commercial or technical diplomatraining centers as well as at the secondary and may enter the final year of one of the 7-yearhigher levels. Students who have completed pri- secondary programs and complete studies for themary education may enroll in one of a variety of baccalaureate. programs at an agricultural vocational training center (centre de formation professionelle agricole). The Vocational Secondary Program Secondary level agricultural schools (lycdes sec- ondaires agricoles) are open to students who have The secondary vocational program (renseigne-completed the first cycle of secondary education ment secondaire professionnel) has gone through(the tronc comma:), have good marks in mathe- several reorganizations- since its creation in 1967,matics and science, and have an overall grade when it was established as a 4-year program thataverage of 12 or above. Under the terms of a- a student entered immediately after completing the1972 law, these schools offer both a 3-year techni- primary cycle. In 1968- the secondary vocationalcally oriented program leadingtoa diploma program was reduced from a 4-year to a 2-year(certificat de fin &Mules techniques agricoles) and program entered after the tropic commun. In 1970, a 4-year scientifically oriented program leading to the original 4-year structure immediately follow-a baccalaureate in agriculture. This latter program ing primary education was reestablished. is designed to prepare students for higher level The goal of the secondary vocational programstudies in the National Institute of Agronomy. is to train workers so-that they can be immediately Holders of the baccalaureate in agriculture-may, utilized by the industrial sector. More emphasison the basis of a competitive entrance examination, is now given to-apprenticeship and practical workbe admitted to one of a number of specialized than had been given in the intermediate schools institutesfor a2-year program leadingto- a (colleges moyens), which the secondary vocationaldiploma-(dip/ome de technicien agricole). Present- schools replaced. The program was originallyly there are seven agricultural lycdes, located- in divided into an industrial and a commercial sec-Bou Cherik, Chott Meryem, Gammouda, Le Kef, tion,but thelatter,which offeredsecretarialMateur,iSottkra, and Thibar. training to girls, is being eliminated. The indus- Educationinnursing, midwifery, laboratory trial section offers specialization in the followingtechnology, and related professions is offered_ at skills: the secondary level in professional schools of pub- lic health (dcoles professionelles de la saute pub- Automechanics Hairdressing lique), Which are sponsored by the Ministry of Bookbinding Leatherwork and Public Health :Students are admitted to specialized Cabinetmaking shoemaking training programs on the basis of an entrance examination or level of previous education. Coin- Carpentry Masonry and con pletion_oLthese programs leads to either a diploma Dressmaking crete work or a certificate. Electrical work Metalwork The National School of Social Service (Ecole Graphic arts and off- Plumbing Nationale de Service Social), administered by the set work Tailoring and weav- Ministry of Youth, Sports, and SocialAffairs, General mechanics ing provides secOndary-level training for social service personnel anant auxiliary social personnel in _pro- In addition to their specialized skill traininggrams leading to a diploma or a' certificate, re- all students take Arabic and French; civics, geog-spectively. raphy, history, mathematics, and religion; and Pre-apprentices!) training centers, operated_by physical education. Students who complete thisthe Ministry for Yo th, Sports, and Social Affairs, program receive a vocational diploma (dtplome. enroll primary schoo leavers between the ages_ of professionnel), and exceptional ones may be per-14 and 18 for practi alinstruction in manual mitted to complete the final cycle in eitlr theskills. In addition tot wining in specific skills, commercial or industrial 6-year "long" seco darystudents are also given co uses in Arabic, French, program. civics, mathematics, and p ysical education.

10 00011 TEACHER EDUCATION the secondary technical or commercial diploma, or a normal school diploma. Students followed a Primary Teachers 2-year program leading to the ceraficat d'aptitude au f»ofesseur adjoin! (C.A.P.A.). The curriculum Primly teachers ale trained in secondary-level forthe !list year included general study in the normal schools. The 'Nuked entrance examina-discipline that the students expected to teach, tion ma) be taken by students 17 years of agealong with theoretical psychopedagogical studies; orless who have completed- -thefirstcycle ofthe curriculum for the second year consisted of secondary education or by those who have com-more intensive study in the specific discipline and pleted the fifth or sixth )ear of the secondarypractical pedagogical and psychopedagogical stu- program. The 4-year teacher-training programdies. includes general education as well as educational The E(o/e No/ male .Supericure is open to hold- psychology and . Those who completeers of the baccalaureate and the secondary normal the program receive anormal school diplomaschool diploma who are between the ages of 17 (diphinze de fin d'etudes normales). Prospectiveand 21. Under -legislation in 1972, the school's primary school teachers then undergo a proba-program was reorganized on the basis of three tionary period of 1 )ear, which combines theoreti-cycles. The first and second cycles are made up calandpracticalexpel ience and leadstoa of 2 years each. Students who have received the dipldmc de fin de stage. During this year theycertificat d'aptitude au professeur adjoin! or have follow a program that includes approximately 15completed the first year of study at the University hours ofpracticalteaching and15 hours ofof Tunis in either the Faculty of Letters and pedagogical study per week. Human Sciences or the Faculty of -Mathematical, Now that Tunisiaisproducing teachers inPhysical, and Natural Sciences may be considered sufficient quantity to staff the primal y level, thefor admission to the second year of the first cycle. emphasis has shifted to quality. Special inserviceThe second cycle admits those who have completed training programs are being offered to poorlythe first cycle as well as holders of the diplorne prepared or underqualified teachers. For the aca-universitaire d'etudes scionifiques or-the diplome demic )ear 1973-74, the number of secondaryuniversitaire d'etudes lateral-es. Those who com- normal schools was 'educed -from 19 to 14 soplete the 4-year program receive a diploma con- thatspecial- attention might be giventothesidered equivalent to the mat/rise. Holders of this quality of insti action offered at these institutions.diploma are required to undergo a year of pro- bation before they are given the title of teacher Secondary Teachers of secondary education (Professeur de l'Enseigne- men( Secondaire). Present plans call for establish- Teachers for the first and second cycles of theing a I-year third cycle of higher studies leading secondary level have been prepared by the Ecoleto the dip/dine d'etudes approfondics. Nationale des Thofessem Adjoints and the Ecolc Students in the Ecole Normale Superieure gen- Normale Superieure, respectively, both part oferally carryaheavier course load than those the University of Tunis. However, recent infor-preparing elsewhere for a license or mail rise. In mation indicates that the former school has nowthe first cycle they take courses in the appropriate been closed. faculty of the-University of Tunis while following The Ecole Nationale des Professeurs Adjointsa program of education and pedagogy atthe was established in 1962 to provide preparation inEcolc Nomale Superieure. Under the 1972 re- general, technical, practical, and pedagogical stu-organization, students in the second cycle will take dies toFuture teachersforthefirst secondaryall courses at the Ecole Normale Superieure; and cycle and the colleges moyens (since replaced by itis planned that eventually all courses :n both the secondary vocational schools). Applicants werecycles will be offered there. considered for admission if they had completed In additionto preparing new teachers,the the preparatory 1per " or held the baccalaureate,Ecolc Normalc -Superieure is also charged with " preparatory lycec to theEcole Mitionale des Pro. upgrading the qualifications of those teachers al- fesseurs Adjointshad also been established in1962for. ready in the classrooms. students at the upper secondary level who passed the re- quired entrance eNamination. its purpose was to prepare A new school, the Ecole Normak Superieure de students for higher level studies in a specific discipline and in pedagogy. This lycee was closed after the academicVEnseignement Technique (ENSET) has recently year 1971-72. been established to prepare teachers for technical

11 00012 subjects. It offers a 4-year program of two 2-year Law, Economics, and Political Science Arabic Law _cycles. Economic Scicnccs

In order to encourage students to prepare for TheologyLa teaching careers, the scholarship amounts offered Medicine and Pharmacy to those in the Ecole Normale Superieure (and, Students are admitted to one of the faculties inestimably, in the newly established Ecole Nor-on the basis of the baccalaureate in a program male Superieure de rEnseignement Technique)appi opt late to the discipline they wish to follow. arc higher than for those in the university faculties.Instr uction is both theoretical and practical, and IlotteN el, students who receive these scholarships promotion from year to year is based on the suc- ale required to teach for 10 years after completingcessful completion of the required k during their education. the year and on passing the final P. .m;nation. Students who fail the exam une are usually permitted to retake.. ctober. Those HIGHER EDUCATION who failita second time generally repeat the Higher education is provided at the Universityentire year. The Ministry of Education limits the of Tunis, with its faculties and attached schoolsnumber of times a student may repeat. and institutes, and at a few specialized institutions. Before 1970, students in the four Faculties of In 1960 the University of Tunis was created (1)Letters and Human Sciences,(2)Mathe- by consolidating the existing institutions offeringmatical, Physical, and Natural Sciences, (3) Law, higher education. From an original enrollment Economics, and Political Science, and(4) The- of 2,780 in19(10 -61. the student body grew toology were required to take a specified number of 10,6.16 in 1972-73." Of these, 2,506 are women.interrelated courses in a specific subject area each The Universityis an autonomous body headedyea', receiving acertificate(certificatd'etudes by a lector mud governed by a university-council.superietne,) upon successful completion of each In Law -69-3 of 1969, the organization of theyear's work. The Faculty of Letters and Human University was redefined and its aims were re-Sciences offered a licence, generally requiring 3 stated. The latter includes organization and dis-years of study, in the following specializations: semination of education; organization, coordina-Arabic language and literature, English language tion. and promotion of research; safeguarding andand literature, French language and literature, promotion of the national culture; and establish-geography, history, philosophy, psychology, pay- ment and coordination of international relationschopedagogy,andsociology. The Facultyof concerning education and research. To carry outMathematical, Physical, and Natural Sciences of- its work in the field of research, the university has fered a 4-yea licence in mathematics, physical a number of attached specialized centers and insciences (specialisation in physics or chemistry), stitutes, including the Institut de Physique Ato-and natural science(specialization in biology, mique, Centre de Recherches sm. les Problemes deearth science, or physiological chemistry). la Zone Aride, and Centre d'Elndes et de Re- Fneult.. of'otters mud Human Sciences.In cherches Economiques et Sociales. 1971, the Faculty of Letters and Human Sciences was reorganizedinto two 2-yearcycles. Com- pletion of the first cycle now leads to a diplome Faculties universitaire(Vehicleslitidraires(D.U.E.L.)in The University includes the following facultiesone ofthefollowing:Arabiclanguage and and their departments of study: literature, Englishlanguageandliterature, French language and literature, history, geography, Letters and Human Scicnccs Arabic Language and Litcraturc philosophy, sociology, or the science of education. English Language and Litcraturc Students completing the second cycle receive the French Language and Litcraturc Geography maitrise as lathes in one of the above-mentioned History disciplines. During the first year of the second Philosophy Science of Education cycle, students prepare for a basic certificate in Sociology one of the areas of their chosen discipline and a Mathematical, Physical, and Natural Sciences A1-bema tics complementary certificate in a related field. Dur- Natural Sciences ing thefinal year they preparefora higher Physical Sciences certificate in their specific discipline. Those who " Ministry of National Education, op. cit. complete a fifth year of research receive a maitrise

12 00013 lettres de recherche upon presentation of a Faculty -of Medicine and Pharmacy.The Min- thesis. istry of National Education and the Ministry of Present planning calls for establishing a doctoralPublic Health jointly sponsortheFaculty of program in the Faculty of Letters ant HumanMedicine and Pharmacy. Applicants to this faculty Sciences beginn'qg in1974. Students preparingmust ha e received their baccalaureates in science. their (loco:mai degrees will be required to completeThe degree in medicine, doctoral d'etat, requires 2 years of course work and a third year of both7 years-1 year of preparatory work (annee pre- research and dissertation preparation. paratoire) in science subjects, 4 years of study in Faculty of Mathematical, Physical, and Naturalthe Faculty of Medicine, and 2 years of- practical Sciences.In 1970 the Faculty of Mathematical,work during which students prepare athesis. Physical, and Natural Sciences was reorganizedThose who wish to prepare for degrees in either into three cycles. During thefirst2-year cycledentistry or pharmacy complete the armee prdpa- students follow a program in either mathematicsratoire in the University of Tunis and then go and physics, physics and chemistry, or naturalabroad,usuallytoFrance,tocomplete their science, leading to a dipldme universitaired'- studies. etudes scientifiques (D.U.E.S.). Those whoreceive this diploma may continue in the second 2-yearSpecialized Schools and Institutes cycle, which leads to a maitrise es sciences in chemist!), mathematics, natural science, or physics. In addition to the university faculties, there are Students holding a licence (old) or a maitrise ina number of specialized schools and institutes, science or a diploma inengineering may bemost of which are attached to the university. admitted to the third cycle to complete a1- toThese are in addition to the pre. =t sly mentioned 2-year program in theoretical and practical work,specialized research_ centers and institutes and 'aiding a research paper. This third cycle leads include the following: the ciipioma of advance studies (diplome d'- Ecole Nationale &Administration eludes approfondies). The doctoral de troisieme (National School of Administration) cycle may then be earned after approximately 1 to 2 years of additional research and preparation Ecole Nationale dingenieures de Tunis of dissertation. (National School of Engineering of-Tunis) FacultyofLaw, Economics, andPolitical Institut Bourguiba des Langues Vivantes Seienee.A 4year program leading to a licence in (Bourguiba Institute of Modern Languages) law (French or Arabic Section) or a Um/cc in Institut des Hautes Etudes Commerciales economic sciences is offered in the Faculty of Law, (Institute of Higher Comrrercial Studies) Economics, and PoliticalSciences. The Ecole Institut National Agronomique de Tunis Superieure de Droit, formerly a separate institute, (National Institute of Agronomy of Tunis) is now the Arabic law section of this faculty. The Institut de Presse program is organized around two 2-year cycles, (Institute of Journalism) thefirstproviding a basic foundation in law, Institut Superieure du Gestion des Enterprises and the second, more specialized study in a par- (Higher Institute of Management) ticulararea. Students who have receivedthe licence may continue for an additional year of Institut Technologique d'Art, &Architecture et d'Urbanisrne study leadingtoa. higher diploma (dip/677w (Technological Institute of Art, Architec- &etudes superieures) in either law or economic ture, and Urbanization) sciences. The faculty also offers a 2-year program leading to a rapacite en sciences economiques or These institutions admit students on the basis a capacite en droit. of competitive entrance examinations or previous Facultyof Theology.Formerly the Zitounaeducation and offer programs of specialized study. mosqueuniversity, the Faculty of Theology offersAs in the various faculties, instruction hereis a 4 -year program leading to the licence in theology both theoretical and practical, and students are and in re'.,;ious science. This program is basedpromoted on the basis of completing the year's on _2 years of gencial Islamic studies and 2 yearswoi k and passing the required examinations. of specialized study. In addition a 3-year program Ecole Nationale d'Administration.Under the is offered leading to a dipldme Zeitounian dejurisdiction of the Office of the President of the predication et &orientation religieuse. Republic, the Ecole Nationale &Administration

18 00014 (NationalSchoolofAdministration)preparesgineeling, and topography is open to holders of administi atise personnel foications levels. Thethe technical diploma (brevet de technicien). school has been the subjat of sesetal deuces re- Institut Bouiguiba des Laagnes Vivantes.Or- organizing its programs of stud) and now includesganized in 1961 as pact of the Univeisity of Tunis, duce cycles of education and a center for re- theInstitutBouignibadcs Langues rivantes seal ch. and administiatise studies. The elementary(Boulgiliba Institute of Modem n Languages) now cycle (ty(le dc.:mentane) is made up of three levels, has centers in Bi/el te, Gabes, Kasserine, , each of which requii es an enhance examination., anr.I . It is open to anyone wishing to The first level admits to a 2 -y eau program studentsIca] n or to impose his or her skill in a foreign ho hale completed 3 years of secondary educa- language and offers classical and 1 unisian Arabic, tion. The second les el offers a program, also 2English, French, Gelman, Italian, Russian, and yea's in length, to those who have completed theSpanish. Time are evening pi ograms as well as fu st lei el of 5 yeais of secondary .education. Theintensive semi-inteosive, and special summer day- Child les el infers a funk' 2 years of education totime progiams. Cei tificates are awaided to those holdeis of the baccalaureate and to those who has ewho achiese a specified level of proficiency. Those completed the second level. Students who hasewho complete a Ileal evening program and pass completed 2 yeals of stud) in the Faculty of Law,the prescribed written and mal examinations re- Economics, and Political Science, or those whoceive a diploma. have completed the elementary cycle, may be Institut des Haules Etudes Commerciales.In admitted to the 2 -)cal program of the middle cycle 19(18 the Institut des Hawes Etudes Commerciales (cycle moyen). The program of the highei cycle(Institute of !Tighe'Commercial Studies) was (cycle suitWiicuie) is 3 years in length, includingcleated within the Uniseisit) of Tunis. Baccalau- both theoretical study and practital work, andlute holders are admitted to a 4-year program admits holdos of the licence in lass or economics,leading to a diploma of highei commercial studies or those sylu. have completed the middle cycle. (diplome dcs hantes Midas commerciales). Ecolc National d'Ingdhicurs de Tunis. - Students Institut :Voiotia! Agi onomique de Tunis.From with the baccalaureate in mathematics may be 1967 to 1970 the Institut National Agronomique admitted to the Ecole National d'Ingbiicurs dede Tunis (National Institute of Agronomy) was Tunis (National School of Engineering of Tunis)the Faculty of Agronomy of the Universiiy of and enter prop ams thatpi epare them eitherTunis but is now a separate institution under the for higher level study in France 01 for careers assponsorship of the Ministry of AgricultureIt engineers in Tunisia. Those intending to enteroffers a 1 -yearplogr am leading to the diploma one of the highei level schools (pandas tkolcs) of agiicnItinal engineering (diplihne d'ing(;nicur in Fiance follow a 2-year prow am speciali/ingagricole),uith an additional 2 years required for in claw' Inathematics 01physics and chemistry.an engineering diploma in agronomy (diplome This plug' am prepares them for the entrance ex-d'inOnieur agronome). Holders of the baccalau- amination into the highei level schools and formsreate in mathematics or science, or of the bac- the base for fuithei stud). The students preparingcalaul (ue from an agi icultin al secondary school, to become engineeis enter a 5-)cat progi am leadingma) be considered for admission to the first cycle. to a diploma. The 2 -)calfirst cycle emphasizesA student svho has completed the 3-year agricul- eithei mathematics of physics; the 3-)ear secondtin al secondary program at the head of his class cycleoffers speciali/ationincivilengineering,and who holds the certifical dc fin d'etudes tech- chemical and ilidustlial engineel ing, mechanicalniques apicoles may also be admitted. Achnission and electrical engineering, 01 mining. to the second cycle is open, on the basis of an Pl actical pl epai ation is offered in a 3 -year pro-entrance examination, to holdeis of the dip/omc gram open to holders of the baccalaureate orthed'ingenicur d'agricole. The program of studies at technical diploma Uneven de te(hnicien). Appli-both levels includes biology, chemistry, economics, cants holding the latter diploma are iequired tomathematics, physics, and other studies related to complete a1-year preparatory program three-rural life and development. qua' telof which consists of gene' al education and Institut do Thesse.Students in the Institut de science and the 'then qualm- of technical subjects. Theme (Institute of Join nalism), established during These applicants ale then admitted to the 3-yearthe academic year1967-68, complete a 4-year program on the basis of an ennanceexamination. ogram in join nalism while taking general studies Also, a1-}cal program illcal tography, civil en-for a degree in one of the university faculties.

14 00015 Institut Supeicine du Gestion des Ente. Students are admitted to theEcole d'Archilec- Also a part of the Ucti eisity of Tunis, theIn-lure et d'banise(School of Architecture and stitut Wet iewe du Cotton des Ente, misc.,(1 ligh- Utbanization) on the basis of a baccalaureate. el Institute of Management) was established with The school offers a 7 -)cal program in architecture, the assistance of the U.S. Agency lot International diNided into a first and second cycle of 2 years DeNelopment to prepare business executives foreach and a third cycle of 3 years. Certificates ace management positions in business and administra- ,matded upon completiun of the rust two cycles, tion. It offers a 2-year fp adnate lxogt.tm leadingand a diploma(diphhne (rat chitcoure)upon com- to a diploma in higher business studies(diploepletion of the thin!. A fourth cycle of 2 years d'dludes supe)icues en gestion)that is open towithspecializationinurbanization is being holders of either thelicencein economic science, planned. the nuiilrisein science, the diploma from the Institute of Higher Commercial Studies, the diplo- CURRENT PLANS ma from the National School of Engineering, or the diploma in engineering born the National Tunisia's leaders recognize that, if education is Institute of Agronomy. Students follow a programto begin to meet the goals the) had originally set of management and management-related coursesforit,a continuing effort must be made to and English. strengthen the educational system and to make To meet the need for middle-level managers, a 2-it responsive to the changing scene within the )ear program was organized in 1971. Admissioncount!). It is with this in mind that education is, is based on the entrance examination and theat present, undergoing a thorough and compre- baccalaureate or a diploma judged to be equiva-hensive review to make ita more effective agent lent. The program of both practical and theo-of modernization while preserving the country's retical studiesis geared to meet the needs ofcultural heritage. Present planning calls_ for an business and industryfor personnel to be im- increased emphasis-on the Arabic language at the mediately utilized. In addition, the institute sup--;mimicry level, eau ier introduction of a- second lions aCenterforStudies and Researchin foreign language at the secondary level, and greater 'Management and a specialized library; and or-emphasis on science and technological subjects. ganizes short-term seminars in executive develop- Furthermore, all sections of the "long" secondary ment. program will offer 7-year programs and will lead Institut Technologique d'Art, d'Archilecture etto a baccalaureate. At the higher level, the role d'Urbaisme.BoththeEcolc des Beaux Artsandof research as a function of_ the university will theEcole d'Architeclure et d'Urbanismeare in- receive added importance. cluded in theInstitut Technologique d'Art, d'- Architecture et d'Urbanisme(Technological Insti- SELECTED GLOSSARY tute of Art, Architecture, and Urbanization). TheEcole des Beaux Arts(School of Fine Arts) French English is made up of both apreparatory cycle and ilnme prOaratoire One year of university prepara- tory workinscience subjects sectionsin academic arts,arts and industries, thatpotential medical, dental, and culture and communication. The 3-year Fe- andpharmacy students must paratory cycleis opento students who have complete helot e beginning spe- reached the level of the fifth year of secondary cialind study. education. Those who complete this cycle receive a Baccalaun'at Diploma awarded upon comple- certificate(certifical de fin d'etudes du cycle prd- tion of the 7-year "long" sec- paratoire)and may continue in one of the sections ondary program. Itis generally mentioned above. Holders of the baccalaureate required for entrance into the may also be considered for admission to one of University. these sections. The culture and communication Brevet d'enseignement section prepares art teachers for secondary schools industriel Diploma awarded, under the education structure as-it existed and offers a program of two 2-year cycles leading from 1958 to 1967, in the indus- to a diploma (dip/once superieurede l'Ecole des trialsecondary program upon Beaux/Iis). Both the arts and industries and the completion of the fifth year of a 6-year plogram. (The breve/ academic arts sections offer 3-year programs in a dotechnicien was awarded upon timber of specializations. completion of the sixth year.)

15 -00016 Brevet de technicien Diploma awarded upon comple. to those who have completed 3 Lion of the 6year secondary in. years of secondary education, 5 dustt ial program. yearsof secondary education, and holders'of the baccalaureate. Capacite en (holt Diploma awarded upon comple tion of a 2-year program in law Cycle moyen Middle cycle program of the inthe Faculty of Law, Eco EcoleNationaled'Administra- nomics, and Political Science. lion.It offers a 2-year program to those who have completed Capacite en sciences eco thecycleelementaircorthe nomiques Diploma awarded upon comple. lust 2 years in the Faculty of Lion of a2year programin Law, Economics, and Political economic science in the Faculty Science. of Law, Economics, and Political Science. Cycle superieure Higher cycle program of the Eco leNationaled'Administra- Centre de Formation Pro- lion.It offers a 3-year program fessionelle Agricole Center offering vocational agri- to those who have completed the culturaltrainingtoprimary cycle moyenand to holders of school graduates. thelicencefrom the Faculty of Certificat d'aptitude an pm. Law, Economics, and Political fesseur adjoin Sciences. (C.A P 4-) Diploma awarded upon comple. Lion of the 2year teacher.train- DiplOme ('architecture ....Diplomaawarded upon comple- ing program of theEcole Nation- tion of the 7.year program in ale des Pro fessems Adjoin Is. architecture of the Ecole ('Architecture et d'iltbanisme.it Certifical de fin d'etudes du is open to holders of thebac- cycle preparatoire Diploma awarded upon comple- calaureat. tion of the secondary.level paratory cycle of theEco le des Dip !timed'etudesappro Beaux Arts. fondles Diploma of advanced studies awardedbytheFacultyof Certificat de fin d'etudes Mathematical, Physical, and Na- techniques agricoles Technical diploma awarded tural Sciences upon completion upon completion of the 3-year of a specific program of theoreti- upper secondary program at an calstudy andpractical work agriculturallycee. open to holders of themailrise.

College moyen institution that offered a 3-year Diplomed'etudessuper- terminalprogramingeneral ieures Diploma awarded upon comple- education and practical instruc- tion of an additional year of tion to students who had com- higher study open to holders of pleted the primary cycle. The thelicenceinthe Faculty of program included general, in- Law, Economics, and Political dustrial, and commercialsec- Science. tions. It was replaced by Penseignement secondaire pro. DiplOmecretudessuper. fessionnelunder the 1967 re- ie. vs en gestion Diploma awarded upon comple- vision of the educational tion of the 2-year graduate pro- structure. grain- in business and manage- ment offered by theInstitut College moyen d'agricul Superieure du Gestion des En- lure Former middlelevel agriculture terprises. school.It provided 3 years of education to students who had Diplame d'ingenieur agri completed the primary level. cote Diploma awarded upon comple- tion of the 4-year undergradu- College secondaire d'agri ate program of theInstitut Na. Former upper secondary agricul- culture lional Agronomique de Tunis. tureschoolthatprovided 3 years of education. Diplome d'ingenieur Diploma awarded upon comple- Cycle elementaire Elementary orfirstcyclepro- agronome grams of theEcole Nationale tion of the 2.year program open d'Administration.It offers three to holders of thedipldme d'in 2-year levels open, respectively, genieur agricole.

16 00017 program that includes one pre- Diplome de fin d'etudes patatory year(annce prepara- commerciales Diploma awarded upon comple- lobe), 1 years of medical studies, tionofthe 6-year secondary and 2 years of practical work. commeicial program. Doctorat de troisietne Diplome de fin d'etudes cycle Degree awarded by the Faculty normales Diploma awarded upon comple- of Mathematical, Physical, and tion of the 4-year program at an Natural Sciences. Students hal- upper secondary normal school. ing the dipkinte dYtudes appto- fondies arc required to do ap- Diplome de fin de stage.. Diploma awarded upon comple- proximately 1 tion of the probationary year of or2 yearsof study and practical experience research and prepare a disser- that holders of the diplotne de tation. fin d'c'tudes normales undergo. Ecoles professionelles de la sante publique ...... Secondary schools sponsored by Diplome de technicien the Ministry of Public Health agricole Diploma awarded upon comple- and open for specialized train- tion of a 2-year program at a ing invariouspublichealth specialized postsecondaty agricul- fields. tural institute. l'Enseignement secondaire Diplome des hautes long Full secondary program. It in- etudes commerciales. ..Diploma awarded upon comple- chides a 3-year first-cycle (tronc tion of the 4year undergradu- common) and a second cycle of ate program of the Institut des either 3 years, leading to a tech- Hawes Etudes Commerciales. nicalor commercial diploma; or of 4 years, leading to the Diplome professionnel ....Diploma awarded upon cotnple- baccalauWat. don of the 4year secondary vocational program. l'Enseignement secondaire professional Four-year vocational secondary Dip Idme sups rieure de program open to students who l'Ecole des Beaux Arts..Diploma awarded upon- comple- havecompletedtheprimary tion of the 4-year program in level. It includes some general the culture and communication education along with raining in section of the Ecole des Beaux specificskills and has greater Arts, open to holders of cer- emphasis on practical work than lificats de fin d'audes du cycle had the program in the college preparatoire or of the bacca moyen. laurc'at. Grandes ecoles Prestigious Frenchinstitutions Diplome universitaires of .higher educationtradition- d'etudes litteraire.s ally aimed at preparing high- (D.U.E.L.) Diploma awarded upon comple- leel professional personnel and tion of the first undergraduate administrators. 2-year cycle in the Faculty of Licence Letters and Human Sciences. Degree awarded- upon comple- tion of 4 years of study in the Dipldme universitaire FacultiesofLaw,Economics, d'etudes scientifiques and Political Science and Thcol ogy; before their reorganizations (D.U.E.S.) Diploma awarded upon comple- tion of the first undergraduate in 1970 and 1971, respectively, 2-year cycle in the Faculty of theFacultyofMathematics, Physical, and Natural' Sciences Mathematical, Physical, and Na- awardedthelicence 4 tural Sciences. after years-of study and the Faculty of Letters and Human Sciences, Dipldme Zeitounian de after 3 years of study. predication et d'orien- tation religieuse Diploma awarded upon comple- Lycees secondaires agri- tion of a 3year undergraduate cotes Uppersecondaryagricultural program in the Faculty of The- schools offering 3 and 4 year ology. programs leading to atechni- caldiploma(certificalde fin Doctoral d'jtal Degreeinmedicineawarded d'etudestechniquesagricoles) upon completionof a 7year and a baccalatirM, respecthely.

17 (moss Maitrise Degree awarded by the Facul- - --. Nouvelle Structure De L'Enseignement Secondaire. tiesofLettersandHuman Tunis, 1970. Sciences, and Ma t hem a tical,-Phy- sled. and Natural Sciences upon - --. Rapport Sur Le Mouvement Educatif En Tunisie. Publishedannually1956-57-1967-68,1970-71, and completion of -1 years of under- 1971-73. graduatestudy(two2-year cycles). - --. Revue Pedagogique: Enseignment Primaire et En. seignement Secondaire. Tunis. Published 8 times a year Mahrise.es lettres de by the Centre National Pedagogique. recherche Degree awarded upon comple- tion of a fifth year of research - --. Study of the Creation of the University of Tunis. and presentation of a thesis in Tunis. (undated). the Faculty of Letters and Hu- - --. A Ten-Year Plan for School Attendance. Tunis, man Sciences. 1958. Tronc commun Three-year first cycle of second- Ministbre Du Plan. Situation Des Ellectifs Relevant Du ary education. Alinistere De L'Education Nationale Pour L'Annee Scot- aire 1971-1972. Tunis, December 1972. Ri,vue Tunisienne de Sciences Sociales. Scholarly journal SELECTED READING LIST published quarterly by the Centre d'Etudcs et de Re- choche Econotniques etSociales of the University of AlBukhari, Najati Mohammed Amin. Issues in Occupation- Tunis. Frequently contains articles on education and al Training: A Case Study in Tunisia. Stanfo>d Unice).- education - related topics. sit), Stanford International Development Education Cen-Sasnett, Martena, and Inez Septneyer. Educational Systems ter, 1968. of Africa. University of-California Press, 1966. American Friends of the Middle East. Basic Facts on Edr.- Sheffield, James R., and Victor P. Diejmnaoh. Non-Formal cation in the Middle East and North .1frica. Washington, Education in African Development. New York:, Aftican- D.C., 1966. American Institute, 1972. ---. Education in Tunisia. Washington, D.C., 1963. United Nations Educational, Scientific, and Cultural Or- Annuaire de l'Aflique du Nord. Pails. Published annually. gani/ation (UNESCO). Les Etudes Superieure: Presenta- tion Comparative Dec Regimes D'Enseignement Et Des Contains a section on educational and cultural develop- ments in Tunisia during the year, with a bibliography Diplomes. Paris, 1973. and selected articles, sonic of which focus on education. ---. International Yearbook of Education. Geneva: Inter- Arab Information Center. Education in the Arab States. national Bureau of Education. Published annually until Information Paper No. 25 (IXIII). New York, 1966. Sec 1969. "Education in Tunisia." ---. Statistical Yembooks: 1971. Paris, 1972. Brown. Leon Carl. "Tunisia," Education and Political De- II'm Id Survey of Education. 11-Primary Education. velopment, James S. Coleman, ed. Princeton: Princeton Paris, 1958. University Press, 1965. World Survey of Education: I11- Secondary Education. Cahiers di: C.E.R.E.S. Published by the Cottle &Etudes et New York: International Documents Service, 1961. des Recherches Economiques et Sociales. Occasionally con- - --. World Survey of Education: HI-HigherEducation. tains articles on education-related topics. See pat ticularly New York: UNESCO Publications Center, 1966. Serie Linguistic and Vile Economique. - --. World Survey of Education: P-EducationalPolicy, Chourou, Bechir. Education mid Independence in a De- Legislation, and Administration. Pails, 1971. veloping Count :7'he Case of Tunisia. Not thweston University. School of Education, Intonational 1-11* Proj- U.S. Department of Defense, Department of the /Wily. ect. 1973. Aim Handbook for the Republic of Tunisia. DA Pam. phlet 550-89.1970. Education and %Valid Allaits. Tunisia: Study of Ahnipower Needs, Educational Capabilities and Overseas Study. Re- U.S. Department of State. Background Notes: Republic of Tunisia. Washington, D.C.: Office of Media Services, 1971. port No. 8. New York, 1965. The World of Learning 1971-1972 (vol. II). 22d ed. Lon Kerr, Malcolm H. "'Tunisian Education: Seeds of Recolu- tion?"Middle East Forum. AntumnWinter 1971. don: Europa Publications Ltd. International Handbook of . 5th ed. Paris: In- Karen L. \Venk ternational Association of Universities, 1971. Education Program Specialist in Comparative Education Ministry of National Education. A New Concept of Educa- Division of International Education tion in Tunisia. Tunis, 1958-59.

*U.S. GOVERNMENT PRINTING OFFICE: 1974 0-550-192 18

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