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Baseline Study English FV Date: 16/05/2019 Version: V1.0 Curriculum Development: An Innovative Master in History and Archaeology _____________________________________________________________________________________________________________________ Project title Curriculum Development: An Innovative Master in History and Archaeology Project acronym CUDIMHA Project number 598749-EPP-1-2018-1-IT-EPPKA2-CBHE-JP Start date of the 15 November 2018 project Duration 36 months Deliverable number DWP.n1 Deliverable title Baseline Study for History and Archaeology Education Field in Tunisia Leading partner University of Alicante WP of reference WP1 Title of the WP of PREPARATION reference Task of reference T1.1 Title of the task of REALISATION OF A BASELINE STUDY FOR HISTORY AND ARCHAEOLOGY reference EDUCATION FIELD IN TUNISIA Deliverable type Public Due date 15/03/2019 Document Authors Gabriel García Atiénzar, University of Alicante (Spain) Tarek Bouattour, University of Cartaghe (Tunisia) Giacomo Latorraca, Fondazione FORMIT (Italy) CUDIMHA consortium: European Union: • University of Molise, Project Coordinator, (Italy) • Masaryk University (Czech Republic) • University of Alicante (Spain) • Fondazione FORMIT (Italy) • University of International Studies of Rome (Italy) Tunisia: • University of Cartaghe • University of Gabès • University of SFAX • University of Monastir Contact information: Website: www.cudimha.eu Acknowledgments: To the dedicated staff in the partner institutions who are truly invested in the success of this project and were responsible for distributing the questionnaires which provided the data for this analysis; as well as to the European Commission for supporting and co-funding this project through the Erasmus+ Programme. _____________________________________________________________________________________________________________________ 598749-EPP-1-2018-1-IT-EPPKA2-CBHE-JP Curriculum Development: An Innovative Master in History and Archaeology _____________________________________________________________________________________________________________________ Legal Notice The present document was developed and edited by the partner institutions of the Erasmus+ project CUDIMHA “Curriculum Development: An Innovative Master in History and Archaeology”, under the coordination of the University of Molise. The results, views and opinions expressed in this publication are those of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein. All contents generated by the CUDIMHA project are protected by intellectual property laws, in particular copyright. Developed by the University of Alicante, Spain © Universidad de Alicante 2019. All rights reserved. Reproduction is authorised provided the source is acknowledged. Please cite this publication as: Gabriel García Atienzar, Tarek Bouattour, Giacomo Latorraca (2019). Baseline Study for History and Archaeology Education Field in Tunisia. CUDIMHA project. Erasmus+ programme. _____________________________________________________________________________________________________________________ 598749-EPP-1-2018-1-IT-EPPKA2-CBHE-JP Curriculum Development: An Innovative Master in History and Archaeology _____________________________________________________________________________________________________________________ TABLE OF CONTENTS PART I. INTRODUCTION .................................................................................................................. 4 1. TUNISIA IN BRIEF: POPULATION, GOVERNMENT, ADMINISTRATIVE DIVISION, AND ECONOMY ..... 4 2. GEOGRAPHICAL OUTLINE .............................................................................................................4 3. A HISTORY OF TUNISIA ..................................................................................................................4 PART II. THE TUNISIAN UNIVERSITY ................................................................................................ 7 4. THE UNIVERSITIES (ONLY CUDIMHA PARTNERS) ...........................................................................7 5. THE UNIVERSITY SYSTEM IN TUNISIA: APPLICATION OF THE BOLOGNE PROCESS .............8 6. THE UNIVERSITY SYSTEM IN TUNISIA: THE LEARNING SYSTEM ............................................11 PART III. HISTORICAL AND ARCHAEOLOGICAL RESOURCES ...................................................... 16 7. MUSEUMS (GENERAL LIST) ............................................................................................................16 PART IV. BASELINE STUDY (ANALYSIS OF THE QUESTIONNAIRES) ............................................. 31 9. UNIVERSITY, HISTORY AND HERITAGE .....................................................................................31 PART V. SWOT MATRIX ................................................................................................................. 36 INTERNAL ANALYSIS .......................................................................................................................36 EXTERNAL ANALYSIS ......................................................................................................................37 PART VI. CONCLUSIONS ............................................................................................................... 38 ANNEXES ..................................................................................................................................... 40 _____________________________________________________________________________________________________________________ 598749-EPP-1-2018-1-IT-EPPKA2-CBHE-JP Curriculum Development: An Innovative Master in History and Archaeology _____________________________________________________________________________________________________________________ 1. PART I. INTRODUCTION 1. TUNISIA IN BRIEF: POPULATION, GOVERNMENT, ADMINISTRATIVE DIVISION, AND ECONOMY The Republic of Tunisia is the smallest State in the Maghreb Region, which comprises Algeria, Libya, Mauritania, Morocco, Tunisia and Western Sahara. It covers a surface of 165,000 square kilometres and borders Algeria to the West and Southwest, Libya to the Southeast, and the Mediterranean Sea to the North and East. The population of Tunisia was 11.435 million in 2017. The capitol city, Tunis, from which the country name is derived, has a population of around 2,700,000 inhabitants. Tunisia is a unitary semi-presidential representative democratic republic, divided into 24 governorates, which are further divided into 264 districts, and are ultimately composed of municipalities and sectors. The economy of Tunisia is well diversified, with a sectorial division mirroring that of Western economies, the primary sector accounting for 11.6% of national GDP, the industrial sector accounting for 25.7%, and the so called tertiary sector (services, tourism, financial etc.) occupying the remaining 62.8% (for a comparison, the average sectorial division by GDP of the EU in 2017 was: primary sector accounting for 1.6%, secondary sector for 25.4% and the tertiary for the remaining 74%). The sectorial imbalance towards the tertiary sector is largely justified by the importance of tourism in the economy of Tunisia. In 2018 alone, an estimated 8.300.000 tourists visited Tunisia, granting total earnings of around 4.090 million Dinars (DT). 2. GEOGRAPHICAL OUTLINE Located on a spit of land stretching almost 800km into the Mediterranean Sea, the Republic of Tunisia occupies a strategic location in the pumping hearth of the cradle of Western culture. Almost resembling the shape of a finger, pointing from northern Africa towards southern Europe, it embodies a number of epitomes from both continents, both in its historical and in its geographical configuration. Its northern shores, mirroring those of Sicily and, to a certain extent even those of Sardinia, present a temperate, typically Mediterranean climate, with hot, dry summers and rainy, warm winters, making this area of the country the easiest to live in and, consequently, the most populated. Moving along the eastern coastline, both climate and environment remain unchanged, with average temperatures rising slightly towards the south and the Libyan border. The internal part of Tunisia presents a more arid climate that, as one moves further inland, acquires the characteristics of a proper sand desert. 3. A HISTORY OF TUNISIA 3.1. From prehistoric era to Roman times: the rise and fall of Carthage Around the year 5000 BC, the agricultural techniques developed in the Fertile Crescent began to spread in North Africa, reaching the region corresponding to modern day Tunisia around the year 4000 BC. As it had happened elsewhere, this event represented a pivotal moment for the history of the region, allowing the local population to grow in numbers and to develop more modern and stratified social patterns. From semi-nomadic behaviours, most of the population became stationary, developing tribal social structures with hierarchical characteristic. The majority of communities inhabiting the area pertained to the Berber ethnicity, until the partial colonization operated by the Phoenicians that started around the year 900 BC, leading to the founding of the city of Carthage in, according to Timaeus of Taormina, 814 BC. Born as a commercial town founded by the Phoenician city of Tyre, Carthage soon gained importance and independence from its mother city, mostly because of the successful commercial routes that were established directly from the colony towards
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