DOCUMENT RESUME ED 026 920 72 FL 001 170 By- Azzouz, Azzedine; And Others Selected Bibliography of Educational Materials: Algei-ia, Libya, Morocco, Tunisia, Volume 1 Number 4 1967. Agence Tunisienne de Public Relations, Tunis (Tunisia).; National Science Foundation, Washington, D.C. Spons Agency-Office of Education (DHEW), Washington, D.C. Report No- TT -67-59-301-4 Pub Date 67 Note- 48p. EDRS Price MF-$0.25 HC-$2.50 Descriptors-Adult Education, *AnnotatedBibliographies,Arabic, *CulturalDifferences,*Education, *Educational Problems, EducationalTheories, Elementary Schools,English, *Foreign Countries, Foreign Relations,French,HigherEducation,InstructionalMaterials,InternationalEducation,Italian,School Administration, Secondary Schools, Statistical Data, Teacher Education Thisisan annotated bibliography with abstracts of 110 entries including materials in English, French, and Arabic on educational organization, philosophy and theory, school administration, higher education, adult education, special problems, and structure of North Africa's educational organization. Vocational, religious, fine arts, and special education receive briefer attentio.n along with educational statistics, teaching aids, international cooperation, and a. Tunisian presidential address. For a related document see FL 001 056. (AF) U.S DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. TEt 2113110GRAPIIT:O1EDUCtiTIONAL. ALGERIA flBYA MORO cco ISIA No. ifii 44 , - , , 1 , r t a )1 , ' ' 1,;' , ,1 I t- -: : r.:1' i , rrrti:na , - '',' I I, '. 4 : : 1'., . -,, ,,.' ': - Office ofEducation .. -,trompiled for the and Welfare' 4 ,I.,S; DeDartmeat ofHealth, EducatLon , ae I 1 The:National Sciei/cet'oundation_ , . V a 4 4.4 414* I Washingtont D.C. tq- -the 74genVeTunioienne de Nat , , gue-'de Ea , .--s; 0.,-. ,, , WI Art ,-, - . t r -, , rr _ ,, 0- . , . : -711': . ,-- I ,I I -, , =`,-',,,-.: .-, -.,{ , . , - . , 0 ,.. r. I ,r -.1 1 r -.t.--, "' --,' ''',"" .`,.i i' c-, If -`.L...,_Z ..-..-'- '-.,-__ '*-- . .. -:- ' ,. r .4r r':',:,fr.' - TT67.59.301/L1 Prepared:for THE OFFICE OF EDUCATION 'U.$. DEPARTMENT OF HEALTH, EDUCATION AND WELFARE and THE NATIONAL SCIENCE FOUNDATION, T/ASHINGTON, D..C. by the aGENCE TUNISIENNE DE PUBLIC REIATIONS Prepared by 2,zzedine 1.,zzouz with the assistance of Patricia Ann Clallagher, Alexandra Clement Gamier Alan Ely and Fatma Houidi a. --"~"'"!,4,10111.1.- PREFACE The Maghreb countries share, insomewhat different degrees, important problems that deeplymark their educational systems: illiteracy and multilingualism.. Illiteracy is being reduced byspectacular scholarization efforts made since independence whichemphasize results in the immediate future, thusmeeting the requirements of modern society. Multilingualism necessitatesfrequent and disrupting reorganizations ofcurricula as the relationships between Arabic and Frenchin Tunisia, Morocco and Algeria, and English, Italian and Arabic in Libyaare constantly changing. In addition, education in general is ina period of transition in the Maghreb countries, and thesystems which are evolving are still ill-defined. The principal difficultywe encountered in compiling this bibliography was that, apart fromgovernmental publications, material is not easily obtained.Much recent material has not yet been classified,and many texts are published outside the country. This is particularly true for Libya. We do hope, however, that these issues willbe useful not only to educators andstudents, but also to those who have a general interestin North Africa. PHILOSOPHY AND THEORY OF EDUdATION T 1. Abdelaziz, Ben Hassen. "Culture Al Fikr No 9 Tunis. June 1963. Culture is a vague word which is very difficult.to define.We may say that ''cuiture" represents an intellectural maturity. However, there is a confusion between Education and Culture: Education helps people to attain intellectualmaturity-to first acquire a certain amount of knowledge..The maturing of knowledge gained through education represents culture. It is the aim of every teacher to notohly instill knowledge in the pupils, but to give them an idea of culture as well. T 2. Ahmed, Abdesslem. "Itijahu at-taalim" (The Purpose of Learning). Al Fikr No. 5. Tunis. February 1958. Pgs. 6-8. Teaching is the most important element of the whole educational system ar it forms a man able to live with others. This article discusses the traditional approach and the modern one. The former holds that instruction must be based on the keeping oftradition-and every p4Pil must be taught according tohis social back- ground. The latter believes in the democratization of education, in other words, generalization of education from the elementary phase. The author proposes that the government train qualified teachers, encourage vocational training, and reform the traditional education system in the immediate future. T 3. Ahmed al Fani. "Ab-taalim wa mokta dhaiate AlIsticila1" (Education and Independence Needs) Al Fikr No, 5. February 1958. Pages 9-13. Independence is not enough, it must bestrengthened to fight illiteracy and poverty, two elements ofnational life which are closely tied. It is also necessary to educate women and to give them an equal rolewith men, thereby impro7ing their social level. In addition, the -government should createeconomic 1 industry, commerce research centers,thus to develop agriculture. Thegoverniont must alto and especially to have, a morehighly multiply technicalschools in order qualified staff inthose fields. is AnArt) Ahmed al fani"at tadrisisfan" (Teaching T 4. No. 7. TunisApril 1957. Al Fikr: a monthlyreView. Pgs77-6-15. is an artbecause According to theauthor, teaching to "mad" characters. As an the role ofthe teacher is at the tam teacher educatesand cultivates artist, the dislikes He knowswhat motivateshis pupils, time. to reformhis methods andkeep laziness,constantly tries with reality. in touch pupils with asense of His duty isto imbue his as well asrespect for patriotism andlove of country, its institutions. a-rajuli alhore Ahmed al fani"Haula takwin T 5. Free Man).Al Fikr No., (Concerning theFormation of a Tunit. December1965. Pgs. 38-42. being longsfor freedom,in order to Every human Education is to exists. The role of feel that he in orderto correct his understandchildren's tendencies bring out thebest in hischaracter. defects, and to Children feelfree Freedom is ahuman feeling. train thechild to rely play. Educators must when they logic toconvince himin order on himself,and must use his thoughtprocesses. to develop by theteacher misses The childwho is indulged valuabletraining inself-reliance. "Istiklálouna wamashaki Lou at T 6. Ahmed elfani. ofEducation). taalim (OurIndependenceand Problems Al Fikr No.8. MaY 1965. is a surveyof the aimsof the This article period,notably in government inthepost-independence the field ofeducation. necessity ofarabiZing The authorunderlines the education, aswell as ofreducing and nationalizing number ofschools. illiteraey bymultiplying the v responsible The authorshold that eachindividual is collective decisions for the upcominggeneration, so the which are takenmust bewell-considered and wise. (The Principles of T 7. Ahmed Soua"maba di u at-tarbia" October 1955. Tunis.Pgs. 65-69. Education). Al Fi)r No. 1. According to theauthor, the governmentmust pay essential to moreattention toArabic, because it is the link betweenTunisia's past and nationalism and is Tunisia to other present. It is alsothe tie which binds Arab countries. has two aspects; The author stressesthat the language "written the formal orliterary one which maybe called Arabic" and the intermediatelanguage which isspoken and far from theliterary one. Students are generallynot strong inArabic because Arabic syntax is verydifficult. "A ha mi masha kiliat-taalim" T 8. Al Bachir Goucha. Problems). Al Fikr No.2 (The Most ImportantEducational Tunis. November1965. Pgs. 12-20. that the mostimportant educational The author states movement, a issue is to create aTunisian educational movement which will"arabize" and"Tunisify" the .educational system. national arts andsciences mustbe To do so, and rely on created, educatorsmust trainpupils to think themselves, and preventthem from imitatingforeigners. for physics, The governmentmust createresearch centers and architecture,train her own chemistry, astrology national theater. staff and instigate anational music and d'enseigne- Elements Bibliographiquessur lesproblbmes 90 (A Selected ment etd'education en Afriquedu Nord. Bibliography of NorthAfrican EducationalMaterials). I.B.L.A. No.67. 1956. Pgs.285-307. compiled after asocial This bibliography was in order studies seminarheld in Algiersin July 1953, to prepare forfuture conferences. 3 It was prepared by the Center of SocialInformation of the A.M.I.N.A. of Algiers withthe assistance of the library of the "Institut desBeIles Lettres Arabes" of Tunis. It deals with education in NorthAfrica, especially in Tunisia. The aim of the authors is to help thosewho are interested in education, to make readers awareof important educational problems, and tomake them apprebiate the efforts of educators,and of North African governments. The major subjects included in thisbibliography are: child psychology,pedagogy, psychological and pedagogical problems, special problems, moderneducational methods, theater, cinema and adulteducation. T10.