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And Others Selected Bibliography of Educational Materials: Algeria, Libya, Morocco, Tunisia. Volume 3, Number

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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. DEPARTMENT OF HEALTH, EDUCATION &WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLYAS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDUCATION POSITION OR POLICY. :Comm torr the p0OartilleAt 0;f: '1foroa 044 the'yatiOrioi 846-id 0.914ftatco by .0.1e* Agenqit: 1:0634.0.0pgi rue de .11031taide.;,, Ta n s T IN,. rr .41 rrN C) TT 69-52000/ C:3 Prepared for THE OFFICE OF EDUCATION U.S. DEPARTMENT OF HEALTH, EDUCATION AND WELFARE and THE NATIONAL SCIENCE FOUNDATION, WASHINGTON, D.C. by the AGENCE TUNISTENNE DE PUBLICRELATIONS HEALTH, EDUCATION &WELFARE U.S. DEPARTMENT OF OFFICE OF EDUCATION EXACTLY AS RECEIVEDFROM THE THIS DOCUMENT HASBEEN REPRODUCED OPINIONS ORIGINATING IT.POINTS OF VIEW OR PERSON OR ORGANIZATION OFFICIAL OFFICE OFEDUCATION STATED DO NOTNECESSARILY REPRESENT POSITION OR POLICY. Prepared by Azzedine Azzouz with the assistance of Rala Stone Yannick Yotte A*1 1.6"""tlawAs 4 TABLE OF COFTENTS PHILOSOPHY AND THEORY OF EDUCATION"... 1 ADMINISTRATION OF THE EDUCATIONAL SYSTEM 2 EDUCATIONAL STATISTICS . STRUCTURE OF EDUCATIONAL ORGANIZATION IN FORTH AFRICA 7 EDUCATIONAL ORGANIZATION o 10 Primary,. Education 10 Secondary Education04.5, 11 Vocational Education 13 Higher Education 15 ADULT EDUCATION .. e 18 TEACHER TRAINING 9 21 TEACHINGAIDS 23 RELIGIOUSEDUCATION 0 24 ARTISTIC EDUCATION 25 SPECIAL EDUCATION . 27 COOPERATION 28 SPECIALPROBLEMS OOOO 29 Note ; Each entry is marked with either A (Algeria), L (Libya), M (Morocco), T (Tunisia) or NAG (Maghreb countries to indicate the country under consideration. it PREFACE The Maghreb countries share, in somewhat different degrees, important problems that deeply mark their educational systems: illiteracy and multilingunlism. Illiteracy is being reduced by spectacular scholarization efforts made since independence which emphasize results in the immediate future, thus meeting the requirements of modern society. Multilingual- ism necessitates freruent and disrupting reorganizations of curricula as the relationships between Arabic and French in Tunisia, Morocco and Algeria and English, Italian and Arabic in Libya are constantly changing. In addition, education in general is in a period of trr;nsition in the Maghreb countries, and the systems which are evolving are still The principal difficulty we encountQred in compiling this bibliography was that, apart from governmental publica- tions, material is not easily obtained. Much recent material has not yet been clrssified, and many texts are published outside the country. This is particularly 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. " '" r PHILOSOPHY AND THEORY CF EDUCIATiON A 1, SAYAD A. "Bilinguisme et Education enAlgerie'47 (Bilinguism and Education inAlgeria). Communication to 1.,1:'9 Colloquium held in Dubrovnik in1965 about ,'Sociai Systems in Rural Milieus and Educationsystems in the Mediterranean Countries", published together withthe communications to the Madrid Colloquium(1964) by the CAHIERS DU CENTREDE SOCIOLOGIE EUROPEENNE under thegeneFFrErEfrmrIUC=66., -13-6761WE=Tenio7racy" (1967). Abdelmalek Sayad, from the EuropeanCenter of Sociology, explains the role of bilingualismand its probleas, in . formerly colonized countries which nowhave to build new national cultures. Both an instrumentand an object of education, language is a priori the centerof any education problem. In Algeria, afterIndependence, new life conditions have given separate functions toFrench, to Arabic and to the different Berber dialects.As the latter languagesalways become more charged with religious andsacred meanings, and ere in part useless languages(exceptfor women and in familylift) French appears as a secular, realisticand "positive" language granting efficiency in the modernworld. It is seen es a criterion of adartation to modernlife, and reveals a whole hierarchy of representations, aspirationsand ideological references differentiating social groups.Bilingualism therefore leads to conflicts becauseit is obviously the manifestation of a general culturalsituation. A. Sayad concludes with a typology of the usesof bilingualism in Algeria. At the educational level,bilingualism appears a$ an effort to create a newlanguage which would be anadaptative answer to theobjective situation of Algeria. Ni 2. BELAL A. tiL/InvestissementIntellectuel au haroO, (Intellectual Investment in Morocco), in"190rientation des InvestissLtments et les Imperatifs duDeveloppement Economique National" (The Orientation of Investmentsand the Imperatives of National Development). BulletinEconomi ue et Social du Maroc, January-March 1966. TErgUthor suggests that a larger proportion of theMoroccan financial resources should be reserved forintellectual investment and generally that educationshould be conceived and oriented according to the necessitiesof economical developms Intellectual investment should beconsidered parallel to the increase of materialinvestments, which means economical growth through the developmentof the capacities of material production. Mag 3. MAZOUNI A. "Culture et Enseignement en Algerie et au Maghreb'? (Culture and Education in Algeriaand in the Maghreb) nrinted by Masnero, Paris: 250 .pp. 10-7,A,.q1 The author tries to give adefinition of Algerian"national specificity". He thus meetsthe problem oflanguages in the Maghreb : would it be better toteach classical Arabic, or to synthesize theAlgerian dialect and theliterary language ? The other questionbroached is that ofbilingualism which may compromise the future ofthe Algerian personality.Mr Mazouni feels that, finally, thedouble opening of Algeriatowards the occident and towards theorient represents achance to realize a new destinyfor the Arabo-Islamicworld. T 4. VEYSSIER R. "Kerschensteiner : Education etCulture" (Kerschensteiner : Education andCulture) Bulletin Pedagogique de 19Ensei nement Primaire, n.56, May 1966, Tunis, pp, ter a s ort biography ofthe German pedagogueKerschensteiner who died in 1932, the authoranalyzes the basicprinciples that Kerschensteiner exposed in two ofhis books (Frenchtitles : "Considerations sur,le Plan de1,Enseignement" and "LeMaitre Camarade"). Nr. Veyssier underlines thenecessity of organizingknowledge, the educative effect oflinking theoretical andAractical work and the necessity of personalexperience in sciencestudies. In the second part of hisarticle he stresses theidea set forth by Dewey and Kerschensteinerof an "active school". ADMINISTRATION OF THE EDUCATIONALSYSTEM A 5. "Plan Quadriennal Resorber le Corps des Moniteurset Algerianiser Totalement l'EnseignementElementaire" (Four-Year Plan : To reabsorb the Monitorsand Completely Algerianize Primary Education), El Moudahid, August 8,1969. In order to be able o a dustits equipment and operating program within theframework of the futuredevelopment plan from 1970-1973, nationaleducation set three mainobjectives. First, to provide for the systemof education a rhytbittof expansion which will be compatiblewith the available resources. Second, to start the process ofreforming the system of education. Third, to instituteinstruments of control,evalua- tion and correction so that abetter future plan canbe achieved. A 6. "En Algerie 80 % de la Populationest Analphabete" (In Algeria 80 % of the Population isIlliterate), Croissance des Jeunes Nations, February1964. zMETgar.ce,tWo important problems areanalysed. On the one hand, 80% of the population is illiterate,and on the other hand, one and one-halfmillion children do
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