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Algeria Readiness Report
Algerian Research Network Readiness Assessment Report June 2016 © ASREN 2015 All rights reserved Parts of this report may be copied, provided that the original source is acknowledged and copyright preserved. Authors: Aouaouche Elmaouhab, Algerian Research Network, Algeria Salem Al-Agtash, German Jordanian University, Jordan For further information or to place an order, please contact: ASREN Office P .O.Box: 921951 Amman 11192 Jordan Tel: +9626 5100900 Fax: +9626 5100901 Email: [email protected] The development of this report has been a consolidated effort between the Arab States Research and Education Network and Algerian Research Network (ARN), as part of the deliverables of the European Community’s European Neighbourhood Policy (ENP) South Regional Programme funded projects: EUMEDCONNECT3 and AfricaConnect2. ASREN and ARN are solely responsible for this publication, which does not represent the opinion of the European Community; nor is the European Community responsible for any use that may be made of the data appearing herein. Forward It gives me pleasure to introduce this readiness report on the Algerian e-Infrastructures, as we move into an era of change towards investing to advance the pan-Arab research and education high-speed communication networks as part of the funding schemes provided by the European Commission in the context of EUMEDCONNECT3 and AfricaConnect2 projects. These networks provide powerful means for team collaboration, sharing of resources, and exchange of real-time simulation and data transfer at the national, regional and global levels. With the support of the European Commission and Talal Abu-Ghazaleh Organization, ASREN has been developing means to connect all Arab research and education institutions in a unified network that provides scientists, academics, students, and researchers with state-of-the-art connectivity. -
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ALGERIA: ADVERSARIES IN SEARCH OF UNCERTAIN COMPROMISES Rémy Leveau September 1992 © Institute for Security Studies of WEU 1996. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photo-copying, recording or otherwise without the prior permission of the Institute for Security Studies of WEU. ISSN 1017-7566 TABLE OF CONTENTS Preface Introduction The context of coup d'état The forces involved in the crisis Questions and scenarios Postscript PREFACE Earlier this year the Institute asked Professor Rémy Leveau to prepare a study on `Algeria: adversaries in search of uncertain compromises.' This was discussed at a meeting of specialists on North African politics held in the Institute. In view of the continuing importance of developments in Algeria the Institute asked Professor Leveau to prepare this revised version of his paper for wider circulation. We are very grateful to Professor Leveau for having prepared this stimulating and enlightening analysis of developments which are also of importance to Algeria's European neighbours. We are also grateful to those who took part in the discussion of earlier drafts of this paper. John Roper Paris, September 1992 - v - Algeria: adversaries in search of uncertain compromises Rémy Leveau INTRODUCTION The perception of Islamic movements has been marked in Europe since 1979 by images of the Iranian revolution: hostages in the American Embassy, support for international terrorism, incidents at the mosque in Mecca and the Salman Rushdie affair. The dominant rhetoric of the FIS (Islamic Salvation Front) in Algeria, which has since 1989 presented a similar image of rejection of internal state order and of the international system, strengthens the feeling of an identity of aims and of a bloc of hostile attitudes. -
Co-Opting Identity: the Manipulation of Berberism, the Frustration of Democratisation, and the Generation of Violence in Algeria Hugh Roberts DESTIN, LSE
1 crisis states programme development research centre www Working Paper no.7 CO-OPTING IDENTITY: THE MANIPULATION OF BERBERISM, THE FRUSTRATION OF DEMOCRATISATION AND THE GENERATION OF VIOLENCE IN LGERIA A Hugh Roberts Development Research Centre LSE December 2001 Copyright © Hugh Roberts, 2001 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior permission in writing of the publisher nor be issued to the public or circulated in any form other than that in which it is published. Requests for permission to reproduce any part of this Working Paper should be sent to: The Editor, Crisis States Programme, Development Research Centre, DESTIN, LSE, Houghton Street, London WC2A 2AE. Crisis States Programme Working papers series no.1 English version: Spanish version: ISSN 1740-5807 (print) ISSN 1740-5823 (print) ISSN 1740-5815 (on-line) ISSN 1740-5831 (on-line) 1 Crisis States Programme Co-opting Identity: The manipulation of Berberism, the frustration of democratisation, and the generation of violence in Algeria Hugh Roberts DESTIN, LSE Acknowledgements This working paper is a revised and extended version of a paper originally entitled ‘Much Ado about Identity: the political manipulation of Berberism and the crisis of the Algerian state, 1980-1992’ presented to a seminar on Cultural Identity and Politics organized by the Department of Political Science and the Institute for International Studies at the University of California, Berkeley, in April 1996. Subsequent versions of the paper were presented to a conference on North Africa at Binghamton University (SUNY), Binghamton, NY, under the title 'Berber politics and Berberist ideology in Algeria', in April 1998 and to a staff seminar of the Government Department at the London School of Economics, under the title ‘Co-opting identity: the political manipulation of Berberism and the frustration of democratisation in Algeria’, in February 2000. -
The Higher Education System in Algeria National Report
The Higher Education system in Algeria National Report September 2019 ‘The European Commission support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.’ 1. Introduction Overview of the educational system In Algeria, education is compulsory from the age of six. Education is one of the main priorities of the Algerian government. The Algerian educational system is divided into several levels: preparatory, basic (primary and secondary), secondary, vocational and higher education. Access to higher education is subject to obtaining an A level equivalent or an equivalent foreign qualification. In 1962, Algeria had only three higher education establishments (Algiers, Oran and Constantine) with fewer than 2,000 students, of which only 1% were women, and a total of 250 teaching staff. It was only after independence (1963) that the Algerian government began to rebuild its country and its educational system. After the creation of the Ministry of Higher Education and Scientific Research in the 1970's, universities gradually came into being. The university network represented 107 universities in 2015 and more than 1,500,000 students, 60% of whom were women, for a total of 54,000 teaching staff. Algerian universities are public institutions and scientific, cultural and professional bodies, endowed with corporate status and financial autonomy. They are composed of governing bodies (board of directors, scientific council), a dean, faculties, institutes and annexes; common administrative and technical departments. The Algerian educational system in terms of structure was influenced by the Napoleonic system for historical reasons, which go back to the French colonisation. -
The Left and the Algerian Catastrophe
THE LEFT AND THE ALGERIAN CATASTROPHE H UGH R OBERTS n explaining their sharply opposed positions following the attacks on the IWorld Trade Center and the Pentagon on 11 September 2001, two promi- nent writers on the American Left, Christopher Hitchens and Noam Chomsky, both found it convenient to refer to the Algerian case. Since, for Hitchens, the attacks had been the work of an Islamic fundamentalism that was a kind of fascism, he naturally saw the Algerian drama in similar terms: Civil society in Algeria is barely breathing after the fundamentalist assault …We let the Algerians fight the Islamic-fascist wave without saying a word or lending a hand.1 This comment was probably music to the ears of the Algerian government, which had moved promptly to get on board the US-led ‘coalition’ against terror, as Chomsky noted in articulating his very different view of things: Algeria, which is one of the most murderous states in the world, would love to have US support for its torture and massacres of people in Algeria.2 This reading of the current situation was later supplemented by an account of its genesis: The Algerian government is in office because it blocked the democratic election in which it would have lost to mainly Islamic-based groups. That set off the current fighting.3 The significance of these remarks is that they testify to the fact that the Western Left has not addressed the Algerian drama properly, so that Hitchens and Chomsky, neither of whom pretend to specialist knowledge of the country, have THE LEFT AND THE ALGERIAN CATASTROPHE 153 not had available to them a fund of reliable analysis on which they might draw. -
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https://theses.gla.ac.uk/ Theses Digitisation: https://www.gla.ac.uk/myglasgow/research/enlighten/theses/digitisation/ This is a digitised version of the original print thesis. Copyright and moral rights for this work are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This work cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Enlighten: Theses https://theses.gla.ac.uk/ [email protected] I THE RELATION OF FRENCH AND ENGLISH AS FOREIGN LANGUAGES IN ALGERIA MOURAD ALLAOUA Submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy Department of English Language University of Glasgow May 1990 ProQuest Number: 11007336 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 11007336 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. -
And Others Selected Bibliography of Educational Materials: Algeria, Libya, Morocco, Tunisia. Volume 3, Number
tr. DOCUMENT RESUME ED 034 455 72 FL 001 537 AUTHOR Azzouz, Azzedine; And Others TITLE Selected Bibliography of EducationalMaterials: Algeria, Libya, Morocco, Tunisia. Volume 3,Number 4, 1969. INSTITUTION Agence Tunisienne de Public Relations,Tunis (Tunisia). SPONS AGENCY National Science Foundation, Washington, D.C.; Office of Education (DHEW) ,Washington, D.C. Bureau of Research. REPOT NO TT-69-52000-4 BUREAU NO BP-7-1275 PUB DATE 69 NOTE 34p. FDPS PRICE EDRS Price MF-$0.25 HC-$1.80 DESCRIPTORS Adult Education, *Annotated Bibliographies, Educational Administration, Educational Methods, Educational Needs, Educational Objectives, Educational Planning, Educational Practice, *Educational Problems, *Educational Programs, *foreign Countries, Instructional Aids, Instructional Materials, Instructional Program Divisions, International Education, Statistical Studies, Teacher Education IDENTIFIERS Algeria, Libya, *Maghreb Countries, Morocco,Tunisia ABSTRACT A 100-item bibliography withabstracts of books, newspaper articles, andPeriodical articles in English and French dating from 1953 offers information on variousaspects of education in Algeria, Libya, Morocco, and Tunisia.Emphasis is placed on sections dealing with educational organizationin primary, secondary, vocational and higher education; and the structureof educational organization in. North Africa. Less extensive sectionsdeal with: (1) educational philosophy, administration, statistics,and cooperation; (2) adult, teacher, religious, artistic andspecial education; and (3) teaching aids and special problems. Englishtranslations of foreign titles are provided and the country underconsideration is noted. For companion documents see ED 026 892, ED026 920, ED 029 527, ED 031 123, and FL 001 501. (RL) Irtrttr '2:4 Ciii444iaga0-4 - ,e-741.73- ) I A. 7 z aelfis 1.. SELEbTED ,BIBLIDGRAPiit OP 11,1DUC..TIONATJAWATZRIALS rI ol. No. 4 13 U.S. -
La Mise À Jour Du Profil Professionnel De L'architecte En Algérie
La mise à jour du profil professionnel de l'architecte en Algérie Présentée par : Dipl.- Ing Redha Mazoun Née à Alger, Algérie De la Faculté VI Planification Construction Environnement De l’université technique de Berlin Pour l’obtention du grade académique Docteur ingénieur - Dr. -Ing. - Thèse de doctorat approuvée Jury d’examen : Président : Prof. Claus Steffan Examinateurs : Prof. Rainer Mertes Examinateurs : Prof. Mohamed Salah Zerouala Examinateurs : Prof. Clemens Bonnen Date de la soutenance 20.07. 2017 Berlin 2017 2 Table des matières Résumé ..................................................................................................................................... 10 Abstract: ................................................................................................................................... 11 Liste des Tableaux .................................................................................................................... 12 Liste des figures ....................................................................................................................... 13 Glossaire ................................................................................................................................... 16 Chapitre Introductif ............................................................................................................... 18 Introduction: Problématique de la recherche ........................................................................ 24 Objectif de l’étude ............................................................................................................... -
Regional Report on Out-Of-School Children
ALL IN SCHOOL MIDDLE EAST AND NORTH AFRICA OUT-OF-SCHOOL CHILDREN INITIATIVE REGIONAL REPORT ON OUT-OF-SCHOOL CHILDREN OCTOBER 2014 ALL IN SCHOOL MIDDLE EAST AND NORTH AFRICA OUT-OF-SCHOOL CHILDREN INITIATIVE REGIONAL REPORT ON OUT-OF-SCHOOL CHILDREN OCTOBER 2014 © 2015 UNICEF MENA Regional Office Cover photos, left to right © UNICEF/NYHQ2013-1418/Noorani © UNICEF/ITAL2010-0069/Lombardi © UNICEF/NYHQ2011-2520/Arfa Preface In the last decade, the countries of the Middle East and North Africa have invested considerable resources and political capital to bring more children into the classroom. Most impressively, out-of-school rates for primary school children have plummeted, often by as much as half, bringing hope and new opportunity to millions. But in recent years, progress has stalled. 4.3 million primary-aged children and 2.9 million lower secondary-aged children are still not in school. If we include one year of pre-primary education – the foundation on which a child’s future learning is built – a staggering 12.3 million children across 20 countries are being left behind. Who are these children? Broadly speaking, they are the poorest, the girls, those who live in rural areas and those from minority communities. They are the millions of children whose lives have been torn apart and whose schools have been destroyed by conflict. And they are the large number of lower secondary-aged children, mostly boys, who drop out every year. What keeps them out of school? Sometimes it’s poverty and poor infrastructure – families can’t afford to send their children to school, or the schools are too far away, or of low quality, with badly trained teachers, poor learning outcomes and miserable, even dangerous, environments. -
Ministry of Higher Education and Scientific Research
PEOPLE’S DEMOCRATIC REPUBLIC OF ALGERIA MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH Abou Bekr Belkaid University - Tlemcen – Faculty of Management and Economic Sciences Option: Management Business Intelligence and the Quality of Higher Education -The case of Algeria- Dissertation submitted in partial fulfillment of the requirement for the degree of PhD in management sciences Submitted by: Supervised by: BELHADJ Meriem Prof. BENBOUZIANE Mohamed Jury Members: Prof. DJENNAS Mustapha (University of Tlemcen) President Prof. BENBOUZIANE Mohamed (University of Tlemcen) Supervisor Prof. BENSAID Mohamed (University of Sidi Bel-Abbes) Examiner Dr. BOUSSALEM Abu-Bakr (University center of Mila) Examiner Dr. KERBOUCHE Mohamed (University of mascara) Examiner Dr. GHOMARI Souhila (University of Tlemcen) Examiner Academic Year: 2018-2019 DEDICATION ……There are people in everyone’s lives who make success both possible and rewarding. ………..My deepest gratitude is lovingly dedicated to my beloved mother ………….A special feeling of gratitude to my loving father – to whom I promised to dedicate this dissertation before he left this world. I miss him every day …………To my husband who encouraged me to pursue my dreams. ………………To my beloved family for moral support. ………….To my little angels: MALAK & INES, the source of happiness. You have made me stronger, better and more fulfilled than I could have ever imagined. I love you to the moon and back. MERIEM BELHADJ I ACKNOWLEDGEMENT Firstly, I would like to express my sincere gratitude and my special appreciation and thanks to my respectful advisor Professor BENBOUZIANE Mohammed, you have been a tremendous mentor for me. I would like to thank you for your guidance your encouragement, your motivation, your support, your patience, and your advice on both research as well as on my career have been priceless. -
The French Revolution in the French-Algerian War (1954-1962): Historical Analogy and the Limits of French Historical Reason
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2016 The French Revolution in the French-Algerian War (1954-1962): Historical Analogy and the Limits of French Historical Reason Timothy Scott Johnson The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1424 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] THE FRENCH REVOLUTION IN THE FRENCH-ALGERIAN WAR (1954-1962): HISTORICAL ANALOGY AND THE LIMITS OF FRENCH HISTORICAL REASON By Timothy Scott Johnson A dissertation submitted to the Graduate Faculty in History in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2016 © 2016 TIMOTHY SCOTT JOHNSON All Rights Reserved ii The French Revolution in the French-Algerian War (1954-1962): Historical Analogy and the Limits of French Historical Reason by Timothy Scott Johnson This manuscript has been read and accepted for the Graduate Faculty in History in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy Richard Wolin, Distinguished Professor of History, The Graduate Center, CUNY _______________________ _______________________________________________ Date Chair of Examining Committee _______________________ -
Islamist Vote’’
Chin. Polit. Sci. Rev. DOI 10.1007/s41111-016-0018-y ORIGINAL ARTICLE From Peak to Trough: Decline of the Algerian ‘‘Islamist Vote’’ Chuchu Zhang1,2 Received: 14 October 2015 / Accepted: 13 March 2016 Ó The Author(s) 2016. This article is published with open access at Springerlink.com Abstract What are the factors that facilitate or hinder Islamic political parties’ performance in elections in the Middle East and North Africa? Why did Algerian Islamists as an electoral force declined steadily over the past two decades? Why didn’t Algerian electoral Islamists present the same mobilization capacity as their counterparts in neighboring countries did in early 2010s following the Arab Spring? In analyzing the evolution of three related variables: incumbents’ power structure and political openness; electoral Islamists’ inclusiveness and unity; and the framing process of Islamic political parties to build a legitimacy, the article tries to address the questions and contribute to the theoretical framework of the political process model by applying it to a case that is typical in MENA. Keywords Islamic political parties Á Mobilization capacity Á Algeria 1 Introduction Understanding Islamic political parties1 becomes an urgent concern following the Arab Spring, as the anti-authoritarian protests resulted in the rise of Islamists at the ballot box in 2011 in lots of countries in MENA (Middle East and North Africa) including Egypt, Tunisia and Morocco. A wider audience are now interested in 1 Islamic political parties here refer to the organizations that are ideologically based on Islamic texts and frameworks, and seek legal political participation through elections. Apolitical Islamic cultural associations and armed Islamist organizations which refuse to engage in elections are beyond the scope of this article.