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Aspects of Education in the Maghreb Countries of Algeria, Libya. Morocco

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DOCUMENT RESUME ED 029 527 72 FL 001 283 By- Azzouz. Azzedine: And Others Selected Bibliography of Educational Materials: Algeria. Libya. Morocco. Tunisia.Volume 2. Numbers 1. 2. 3. 1968. Agence Tunisienne de Public Relations. Tunis (Tunisia). Spons Agency-National Science Foundation. Washington. D.C.: Office ofEducation (DHEW). Washington. D.C. Repor t No- TT-68-50081-1-2-3 Pub Date 68 Note-147p. EDRS Price MF-$0.75 HC-S7.45 Descriptors- Annotated Bibliographies.Arabic. Cultural Differences. *Education. Educational Philosophy. *EducationalProblems. Educational Theories. Elementary Schools.English.Foreign Countries. Foreign Relations.French,HigherEducation.InstructionalMaterials.InternationalEducation.Italian.School Administration. Secondary Schools. Teacher Education. Vocational Education Identifiers-Algeria. Libya. *Maghreb Countries. Morocco. Tunisia Three volumes comprise a 375-item bibliographywith abstracts of books and articles in English. French. Italian. and Arabic that providesinformation on various aspects of education in the Maghreb countriesof Algeria, Libya. Morocco. and Tunisia. Each entry identifies the country with which it isconcerned, and foreign language titles are translated into English. Special attention is given tothe subiect of educational organization, with listings covering primary.secondary. vocational, higher. and adult education. Along with entries dealingwith the administration of the educationalsystem.the bibliographyplacesconsiderable emphasis on items concerning educational philosophy andtheory. statistics. and cooperation. Sublects also treated are North African (1) educational structure. (2)teacher training. (3) teaching aids. (4) religious, art, and special education, and (5) specialproblem areas. For related documents see FL 001 056 and FL 001 170. (AF) ,st N. 're-63-6 6efl/ LeNt CE--7.1:2T-4 ON SELECTED BIBLIOGRAPHY OFEDUCATIONAL MATERIALa v r\I cD 11 3 cp ALGERIA U-1 LIBYA MOROCCO TUNISIA Vol.a N°11968 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, U.S. DepartMent of Health,Education and Welfare and The National Science Foundation Washington, D.C. bythe Agence Tunisienne dePublic-Relationsti 6, Rue de Hollande Tunis, Tunisia **1 TT 68-50081/1 Prepared for THE OFFICE OF EDUCATION U.S. DEPARTMENT OFHEALTH,EDUCATION AND WELFARE and THE NATIONAL SCIENCEFOUNDATION, WASHINGTON,D.C. bythe AGENCE TUNISIENNE DEPUBLIC-RELATIONS Preparpd by Azzedine AZZQUZ with the assistance of Alexandra Clement Garnier Elke Regnery 4 Fatma Houidi Marrakchi TABLE OF CONTENTS PREFACE00000000000000000.0.iii PHILOSOPHY AND THEORY OF EDUCATION e wowoott000wo 17 ADMINISTRATION OF THE EDUCATIONAL SYSTEM ..0.0......0000 4 EDUCATIONAL STATISTICS .........0....0...............0... 7 STRUCTURE OF EDUCATIONAL ORGANIZATIONIN NORTHAFRICA... 9 EDUCATIONAL ORGANIZATION ........0w. OOOOOOO . OOOOOOOO ... 12 Primary.Education and ExtracurricularActivities.... AD 12 Secondary Education and ExtracurricularActivities... 14 VocationalEducation. OOO 0".00000. 0 .. a7 Higher Education .....0.0............. OOOOOOO . .0 .04. 21 ADULT EDUCATION.00000 0 25 28 TEACHERTRAINING OOOOO 0 OOOOO 0 0 0 0 0 0 32 TEACHINGAIDS e 0 0 OOOO o 0 0 0 0 0 0 0 32 RELIGIOUS EDUCATION.,"000000 4 0 0 0 0 0 0 0 ARTISTICEDUCATION.O OOO 0 0 OOO 0 0 OOOOO 34 0 0 36 SPECIALEDUCATIONa OOOOO OO 0 0 0 0 0 COOPERATION. OOOOOOOO OOO OOOOOO 000 38 SPECIALPROBLEMS00000,00000 0 0 0 0 0 0 0 0 0 0 0 00 0 0 0 0 40 Note : Each entry is marked witheither A (Algeria). L(Libya) M (Mbrocco) or T(Tunisia), to indicate the country under consideration. 4. ,C...111.02:01110.1e-,11y10- - poP......sez at. Ar rrI PREFACE The Maghreb countries share, in somewhatdiffe- rent degrees, important problems that deeplymark their educational systems illiteracy and multilingualism. Illiteracy is being reduced by spectacular scholarization effort made since independence which emphasizeresults in the immediate future, thus meeting the requirementsof modern society. Multilingualism necessitates frequentand disrupting reorganizations or curricula as therelationc; ships between Arabic and French in Tunisia, Moroccoand Algeria and English, Italian and hrabic in Libya are mns- tantly changing. In addition, education in general is in aperiod 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- zing :- thehorizontal one i.e. arabizing of educa- tion class by class, the.vertical one i.e. teaching one single subject in Arabic History, in all classes 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 culture et 6ducation morale" (Mr. M9Zeli insists on 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. Fitouri, "Il noustaut adopter unsystème T. 3. M.Chedli (We must adopt a democratique qui faitdu dialogue" of which willbe a democratic system,the principle dialogue) - La Presse.21st.July1968. Mr. Fitouri,assistant ofthe University In his article of Letters,deals and a manresponsible forthe Faculty and selection,which with Croe problemsof orientation but particularlystudents concernstudents in general, in Literatureand Philosophy. limit the numberof It isabsurdpin hisview, to sector to thevacanciesavailable,Efforts students in one and futureneeds should be madeto reconcilethe immediate real vocation. of society withthe student's should be Mr.Fitouri alsodemands thatthere educational systemof Tunisia,which some reformsin the systemat has is mainlybased on theFrench educational the Frenchsystem is nolonger appropriate been proved that the changes inlifeat is a to the newcircumstances and andoppression.Mraitouri,therefore, system of coercion abolished in favourof a new would like tohave this system be democraticand based ondialogue.Other system that would 1) that studentsshould reforms he thinksnecessary are:- to the finalexamination,but not only bejudged according throughout the years. to theirachievements also according students shouldbe closer. 2) Contacts betweenteachers and fi mojtamain al Mokni"tarbia, dimokretia T. 4 Klmais in a democraticsociety) dimokrati" (Ademocratic Education Al Fikr No.6. March1957.Pages 35-38. role of education?The author says What is the yet difficult question,which has not that this is a very emphasizes thefact been answeredin Tunisia.The author countrylmeanspersonal that Educationin a Democratic society. Theremust be a linkbetween freedom in a good is followed teachers andpupils,If thisdemocratic ideal maturity to theTunisian society. it should givesome evolution. Education is theprincipal pillarof Tunisian Other changeswill developtherefrom. Education.Aforeward. T. 5. LamineChabi, FormerMinister of Al Fikr - No.9.June 1965. only a Tunisian The problem ofEducation is not also a general20th centuryproblem.The problem, but Educational systemmust author statesthat the Tunisian Parents mustbe aware of theimportance of be. modernized. child knowledge educatioh.Every educatormust give
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