DOCUMENT RESUME

ED 123 180 95 SO 009 136

AUTHOS Azzouz, Azzedine; And OthersTITLE Selected Bibliography of Educational Materials:

Algeria, Libya, Morocco, Tunisia. Volume 8, Number 2,1974.

INSTITUTION Agence Tuhisienne de Public Relations, Tunis(Tunisia).

SPONS AGENCF National Science Foundation, Washington, D.C.; Officeof Education (DREW), Washington, D.C.

REPORT NO TT-75-55070-2PUB DATE 74NOTE alip,; For a related document, see ED 114 352; Not

available in hard copy due to marginal legibility oforiginal document

?DRS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS.DESCRIPTORS Adult Education; *Annotated Bibliographies; Art

Education; Bilingualism; *Comparative Education;Conflict; Developing Nations; Educational Philosophy;*Educational Practice; *Educational Programs;Educational Theories; Elementary Secondary Education;Higher Education; Teacher Education: VocationalEducation

IDENTIFIERS *Africa; Algeria; Libya; Morocco; Tunisia

ABSTRACTThis bibliography contains 100 English-language

annotations of newspaper articles and government publications fromfour North African nations. Most of the items were published in 1974.Annotations are categorized by topic; philosophy and theory ofeducation, educational level, adult education, teacher training,teaching methods and aids, artistic education, and Arabization andbilingualism. The unrest at the University of Tunis is covered as aspecial topic. A list of periodical sources concludes the document.(ND)

***********************************************************************Documents acquired by ERIC include many informal unpublished

* materials not available from other sources. EPIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal ** rep:oducibility are often encountered and this affects the quality ** of the microfiche and hardcopy reproductions ERIC makes available ** via the ERIC Document Reproduction Service (EDRS). EDRS is not* responsible for the quality of the original document. Reproductions ** supplied by BM are the best that can be made from the original. ************************************************************************

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SELECTED BIBLIOGRAPHY OF EDUCATIONAL MATERIALS

ALGERIA

LIBYA

MOROCCO

TUNISIA

VOL. 8 N°. 2 1974

BEST COPY AVAILABLE

OE/RW.41Ni OF .11AtT.IEDUCATION &WELFARE0147SONAL tidSTI gine OF

EDUCATION

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Complited for the Office of Education

1) U.S. Department of Health, Education and Welfare0

and the national Science foundation, Washington, D.C.

07 by the Agence Tunisienne'de Public.Relations,

6, Rut de Nollande, Tunis, TUNISIA

2

TT 75-55070

Prepared for

THE OFFICh OF EDUCATION

U.b. DEPARThaT OF HEALTH, LDUCATIOD AND WELFARE

and

THEE NATIONAL SCINCE FOUNDATION, WASHINGTON, D.C.

by the

AGtNCE TUNISIzNNE DE PUBLIC- RELATIONS

Prepared by Azzedine Azzouzwith the assistance ofLaurence EscoffierChristiane DjemiliMargaret Saidi

c:r: pi .77 r;r7 TT A DUU :01

C-,

PR FACE

Combatting illiteracy, preparing an often isolatedyouth with little broad cultural background to meet theneeds and to face the requirements of modern society, andadapting to a multilingual situation these are themajor factors influencing educational philosophy in theNaghreb.

Illiteracy is being reduced by spectacular effortsat universal schooling.

In view of the widespread and sometimes dramaticsocial change taking place in these Countries, educationis in a transitional period during which it is trying toachieve a balance between the classic values and methodsinherited from the colonizing countries and the practicalneeds imposed by a society which is increasingly in needof skilled labor and of teachers themselves.

Adapting education to the peculiarities of a multilingual population has in the past been a cause offrequent and disrupting changes of curriculum, but manyof the problems related to this are now being resolved,and a clear trend towards "Arabizationu can now beremarked, with an attendant emphasis on instilling inchildren a consciousness of their Arab and Islamic heritage.

The main difficulty in compiling a bibliographysuch as this is that: most material must come from newspapersand from government publications. Other material, where itexists, has been pu'alished outside the countries and hasnot always been classified. Thus there are availablemany figures, many statements of policy, some evaluationof past results and practices, and very little thoroughanalysis.

Despite the inadequacies which necessarily resultfrom these difficulties, these issues will, we hope, be ofuse not only to educators and students, but also to thosewith a general interest in North Africa.

4

TABLE OF CONTENTS

PHILOSOPHY AND THEORY OF EDUCATION 1

EDUCATIaNAL ORGANIZATION 9Primary Education 9Secondary Education 10Vocational Education 15Higher EdLcatioll le

ADULT EDUCATION 23

TEACHER TRAINING 25

TEACHING iETHODS AND KIDS 27

ARTISTIC EDUCATION 32

KRABIZATIGN Kip bILIGUALISN 33

SPECIAL PROBLEPA: UNREST AT THEUNIVERSITY OF TUNIS 33

LIST OF PERIODICAL SOURCES 39

Note: Each entry is marked with a letterA (Algeria), L (Libya), 14 (Morocco),i (Tunisia) to indicate the countryunder consideration.

5

PHILOSOPHY AND THEORY OF EDUCATION

T 1. "14. Basted Zghal dans le Gouvernorat de Kasserine.Wenseignement est avant tout tin moyen dtaffronter lavie." (Earned Zghal in the province of Kasserine.Education is first of all a means to face life.)La Presse, April 30, 1974* P. 9.

During a work session in Kasserine the Secretaryof State to the flinistry of National Education spokeof the interest which the government accords education.

Because education is not only a way to find em.ployment, but a means to face life, the governmentwishes to reduce the rate of failure in primary schoolsand increase the chances of Tunisian youth to arriveat secondary levels: From now on primary education willinclude agricultural labor and certain manual tasks, aswell as an appropriate vacation schedule, for ruralschools. In secondary schools the accent will be ontechnological and technical studies according to theneeds of industry. Educators are urged to pay moreattention to the teaching of mathematics. New coursesin management and administration are planned.

T "Au Oongres du Ocmite de Coordination de Kasserine,M. Dries Guiga: accorder des chances &gales a toesles jeuaes dans le domaine de llenseignement, (At

a meeting of the Committee for the Coordination ofKasserine, Driss Guiga: ve an equal chance toevery youth for education).

giLa Presse, May 28, 1974,

p. 2.

The Hinister of rational Education stressed thecommitment of the Government to National Education,particularly in higher education where 85% of thestudents benefit from scholarships.

He called the University of Tunis an "open" one,pointing out that certain programs included course-work in political events and ideologies incompatiblewith the national one. He added that the Gofrernmentdoes not oppose freedom of choice of political view-point so long as such choice does not endangernational security, which has permitted certain smallgroups of students to foment unrest. The governmenthas decided to discourage these groups from theiractivities while encouraging communication betweenfaculty and students. Arabization is a definite goal,but due to the lack of qualified teachers and propermaterial, it must be carried out in stages.

T 3. "Oongres des Oirconscripttons du Parti."(District Meetings of the Party). La Presse,April 23, 1974, p. 8, 6

During a- District Party Meeting an.Nabeul,rshmoud Lessadi, the Minister of Culture, declaredthat Tunisia ranks very highly among other nationsin the quality of education and the degree ofsoholarization it has achieved. Concern must now boplaced on program reforms in accordance with present-day priorities.

In El Jem, Slaheddine Bali, Minister of Justice,showed that current educational policies reflect theimportance placed in Tunisia on the training of youth.

A 4. "Reunis du 15 janvier au 7 fivrier ainsi qu'hier,le Conseil de la Revolution et le Conseil desfl nistres ant areete les objectify et les programmesd'action du deuxieme plan quadriennal." (In meetingsfrom January 15 to February 7 as well as yesterday,the Revolutionary Council and the Council ofMinisters have established the goals and the actionplanF'of the decond Four-year Plan). El Lbud'ahid,May 15, 1974, P. 2, 3.

Concerning education, the Revolutionary Counciland the Government stress that development in generaldepends on the educational effort. They reaffirmthe importance of arabization and restoration of therational personality. The institution of thefundamental school guarantees everyone nine years ofschooling. It is recommended that education beadapted to its milieu and that its quality be improved.

A 5. Benzaghou, Djamel. "Deuxieme Plan: l'ecole dedemain." (Second Plan: the school of tomorrow).El Moudjahid, Nay 18, 1974, D. 1.

The development of the national economy is onlyvalid if competent managers are provided, Which-iswhy Algeria's Second Four-Year Plan has placed em-phasis on the relationship between economical growthand education. The main objectives in education arealgerianization, arabization, democratization andscientific and technical orientation. The resultsobtained provide amply proof of the worthiness ofthis program in rendering education more profitable.

N 6. "L'Editorial de notre confrere "Al Alain ": laculture et llenseignement." (The editorial of ourcolleague "Al Alain": Culture and Education).L'Opinion, June 27, 1974. p. 2.

7

This editorial resumes the opinions of the lateAllal El Zossi, leader of the Istiqlal Tarty,concerning this subject. For him teaching was at thesame time culture and education. He considered thephase of secondary education as obligatory andsupported democratization of school systems. Heconsidered that the present system of primary education did not guarantee a high enough level of scholarship. He opposed the idea of education as aninvestment, and the turning of universities andschools into factories with students as tools. Heregretted to see that education in Arab countrieswas based on the occidental system, as he himself wasa firm follower of Muslim thought.

M 7. no Ministre de 1/Education Nationale regoit enaudience une delegation de la F.A.E.U.G.T.M." (TheHinister of National Education meets with a delegation of the F.A.B. L'Opinion, A3 ..:11 3,1974. p. 3.

The SecretaryGeneral of the Autonomous Federation of Education (F.A.E.), !it Afilal, spoke at thismeeting about the principal problems of education inMorocco, characterized by instability and unrest.Despite enormous annual appropriations, the resultsin this field leave much to be desired. Hr. Afilalproposed several possible solutions: directcommunication with the teaching staff, modificationof school programs to increase "moroccanization" andnationalism, organization of seminars and study cycles,founding of educational literary magazines, andmodernization of equipment. He then spoke of theerrors of the new administration and of the situationof teachers at all levels. In his response theMinister of National Education agreed with Er. Afilalisremarks and indicatel the goals held by his department.

M 8. "Institut des Sciences de 1/Education. line

experience de prevention du retard scolaire. Preparation de l'enfant aux trois apprentissages de base:lecture, ecriture, mathematiques. Par Mlles Moaouiaet Mostouri, Eke Belejouza et 41." (Institute ofEducational Sciences. An experiment in preventionof scholarly backwardness. Preparation of the childfor learning the three basic subjects: reading,writing and arithmetic. By Ms. Moaouia, Mostouri,Belejouza et al.) June 1974. 24 pages.

.:%n experimental group was formed to study,scolarly backwardness and to develop a preparatoryphase of work to introduce the child to basic elementsof reading, writing and arithmetic. It was hoped thatthis preparatory phase would reduce the rate of early:backwardness which presently attains 80% of elementarystudents. This high. rate, which has grave economicrepercussions, can be explained by socioeconomic,cultural, psychological and pedagogical factors.Studies have pointed out the relationship between achild's understanding of these basics and his maturity,or level of intellectual comprehension despite anunfavorable environment. In this article themethodology and results of the experiment are discussed.

T 9. Ben Hand, Sadole et Touati, Sadok: "Universiteset Marche de l'Emploi." (Universities and the LaborMarket). Bulletin d'Information Economique,April 1, 1974.

During a meeting on Varch 4 concerning "the aimsof the University," the participants recalled theimportance of providing students with a real trainingfor active life. The university must be capable ofplacing graduates in the labor market. Programreforms and workstudy groups are properly addressingthemselves to the problem of student placement.

T 10. "iiecorder une place privilegige la techniqueet aux sciences dans notre systeme educational."(Ls sign a privileged spot for technical and scientificstudies in our educational system). La Presse,June 30, 1974. p. 1, 5.

President Bourguiba presides over a graduationceremony at the El Lfenzah University campuscommemorating the Day of Knowledge. The Minister ofNational Education presented the results of theschool year and President Bourguiba made a speechand presented the prizes. In his speech PresidentBourguiba recalled the effort made for bettereducation and examined the essential elements forfurther improvement of the quality of education. Hestressed the importance of science and technologyand the fact that the goal of educational structuresmust be the service of the nation. He also spoke ofteaching goals and the need for.- communication betweengenerations.

A 11. "Un grand effot de scholarisation." TA strongscholarization movement). Le Monde, June 1974. p. 4.

04-1

Since the time of Algeria's independence,education and vocational training there have undergone tremendous changes. Very large budgetaryappropriations have been made for education. Despitedefinite progress however, total scholarization isnot expected fbr many years.

The University accepted nearly 22,000 studentsin 1972. Severe overcrowding is caused by a rapidpopulation growth. International cooperation(especially French) plays an important role in theeducation and training effort. There is evidenceof an increasing interest in science subjects amongAlgerian students.

T 12. "Compte rendu de la seance: "Debat", journeepedagogique du 22.1.74 a. Oued 11111." (Resume ofthe session: "Debate", pedagogic day, January 22,1974 at Otv,d An4TachraAtTabawya, Revuepedagogigas_No. 4, 1974. p. 13-15.

The participants of this pedagogic meeting atOued 1lil brought forth different ideas on educationfrom the points of view of sociology, psychology andthe concept of labor. The experimental day wasmarked by an absence of teachers, who did notparticipate in great numbers because the meetingma not amply advertised, a lack of communicationevidenced in the educational system in general. Itis pointed out in this article that such "pedagogicdays" would be more useful with the proper organization beforehand.

M 13. "Selon une note du Ilinistere de l'Education, laduree des grandes vacances scolaires ecourtee."(According to a notice from the Linistry of NationalEducation, the summer vacation is to be shortended).L'Opinion, April 27, 1974. p. 3.

The Ministry of National Education has releaseda notice prolonging the school year and explainingthe reasons behind this decision, which was based onperiodic psychological and pedagogical studies. The

'main reason put forth was that lengthy summervacations had a detrimental effect, both psychologicaland moral, on students.

M 14. "Memorandum analytique sur la prolongation del'annee scolaire." (Analyvic :lemorandum on theprolongation of the school year). L'Opinion,April 30, 1974. p. 3.

10

This article is an explanation of the motivationof the Linistry of National Education in lengtheningthe school year in Horocco. 4 shorter school yearhas not yielded satisfactory results in education.Statistics showed the insufficiency of the timeallotted. . proper equilibrium between the schoolyear and vacation time is considered the primaryproblem. From the legal standpoint, shortening thevacation period does not adversely affect theteaching staff, which is only allowed one paid monthof vacation per annum. In addition, too lengthyvacations lead to boredom in the child, and oftenmay lead either to lethargy or juvenile delinquency.

M 15. "Communique du Bureau regional de la FederationAutonome de l'Enseignement 5. Rabat." (Report of theregional office of the Autonomous Federation ofEducation of Rabat). L'Opinion, May 13, 1974. p. 5.

The participants at this meeting of the F.4.B.devoted themselves to the analysis of current policiesin education and the study of the latest memorandumof the Ministry of National Education concerning thelength of the school year. According to their report,the observations made in this memorandum do notreflect certain pedagogical principles. Schoolvacations are necessary and must be preserved.Lengthening the school year alone will not improvescholarly results. One must change present policiesand revise the school programs to eliminate bilingualism, overcrowding and the system of rotation.Only a pedagogic plan aiming towards improvement ofschool standards will be able to reform education.

M 16. "Communique de la Comite executif de l'U.G.E.M."(Report of the Executive Committee of the U.G.B.11.).L'Opinion, April 27, 1974. p. 1 and 2.

In this report the Executive Committee condemnsthe bad conditions in which students must preparetheir examinations: lack of books, poor libraryfacilities, drafting into civil service. Studentcomplaints are listed.

M 17. M.L. Loutfi: "Proposaux examens." (Remarks onexaminations). L'Opinion,

rI

sur la reussite et l'cchecsuccess and failure atJune 11, 1974. p. 4.

June is a crucial month for students as it isexamination time, and one cannot speak of examina*ions without mentioning results. The author cautions6tudents, however, to accept the risk of failure andnot. be overinfluenced by it. It is no use dwellingon the causes and consequences of failure. Studentsshould adopt a positive attitude and not let themselves be discouraged in the face of poor examinationresults.

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A 18. "Baccalaureat 1974: A la croisee des chemins."(Baccalaureat 1974: At the .crdssroads). RevolutionAfricaine. No. 539 June 1974. p. 19.

There are five times as many Baccalaureat candidatesin Algeria in 1974 than there were in 1970. These students must choose their professional future based notonly on their personal aptitudes but also on the socioeconomic and cultural realities of their country, asthey must participate in the growth of the country.

The elimination in 1970 of the probationary examination has encouraged freer application to the Baccalaureatexamination. Once again the real necessity of examinations is brought into question.

T 19. "Au tours (Pune reunion avec les enseignants deGafsa, Zghal: la politique educationslle tend a.lfamelioration de la situation materielle et moraledes einseignants." (During a meeting with teachersin Gafsa, Hamed Zghal: education policies are tryingto improve the standard of living and the moraleof teachers). La Pzesse, May 5, 1974, p. 4.

Famed Zghal, Secretary of State to the Ministryof Education, presided at a meeting of teachers inGafsa and discussed different aspects of educationalPolicy. He Underlined the need for scholarization ofyoung girls in the Gafsa region, stating that while50% of elementary school students were girls, theproportion dwindled significantly at the secondaryand higher education levels. He also .discussed thestrong effort being made towards arabization, butstressed that this change must be achieved in stages.

He then spoke of projects aiming at the amelioration of teaching conditions.

M 20. "Prochaine ouverture de plusieurs etablissementsecolaires a. Tarfaya." (Several school facilites toopen soon at Tarfaya). L'Opinion, April 26, 1974.P. 3.

The educational situation in the province ofTarfaya was the subject of a meeting held by theMinister of National Education. At this meetingseveral decisions were reached: the creation ofseveral new schools, the extension of present schools,the increase of the number of scholarship Inlders andinterns, and construction of lodgingspace f,rteachers.

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T 21. "Ti. Driss Guiga preside une reunion consacreel'examen des structures universitaires." (Driss

Guiga presides at a meeting devoted to study ofuniversity structures). La Presse, April 18, 1974.

Driss Gulp, presides over the periodic meetingof the Committee created by the Education Councilto study reform of university structures.

The meeting, which was held in the School ofLiberal Arts and Human Sciences, was open tomembers of the Faculty Council.

22. "Le nouveau systeme edueatif dolt former descadres dont l'econonie a besoin, declare

Benmahmoud a l'APS." (The new educationalsystem must produce managers needed by Algeria'seconomy, declares Mr. Benmahmoud to the ...PS).El Moudjahid, June 6, 1974, p. 1, 3.

In an interview accorded to the Associated PressService Abdelkrim Benmahmoud, Minister of Primaryand Secondary Education, outlined the main pointsin the new educational system and showed how itdiffers from the old one. He particularly underlined the democratization and generalization of.teaching practices which are part of a realsocialization.

Boarding schools and teaching centers will bemultiplied in order to ensure an equal chance toall desiring education.

A 23 "L'enfant face a llenseignement." (Childrenin front of education). El Uoudjahid, May 31, 1974,p. 11.

conference was given by sibdelkader Had jar,professor of the Faculte des Lettres et SciencesHumaines of Algiers, on the subject of "The Childand the Problem of Education."

The conference pinpointed the importance ofeducation and its present and future goals. W.Hadjar stressed the importance of motivation andobservation in learning. To retain new learning,the child must perceive it in the framework ofrealities he comprehends. Mr. Hadjar also spokeof the teacher-student relationship and of childpsychology in general, and said that schools mustdiscard all teaching methods based on the principleof absolute authority.

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EDUCiCIONaL ORGANIZaTION

Primary Education

T 24. "Recommendations du Congres extraordinaire duSyndicat National de l'Enseignement Primaire."(Recommendations of the Special Congress of theNational Union of Primary Education). La Presse,April 181 1974. p. 8

The Congress recommended that ,rabic be consideredthe main language during the elementary school levels,that civics and religious education be developed andthat technical study at this level be generalized.

The Union's educational conferences and vocationaltraining courses have been most successful and it wassuggested that they be extended to all regions ofTunisia.

The Union leaders complimented the Government forits attempts to resolve educational problems and urgedthat the school program and the levels of elementaryeducation be revised.

25. hit Aorani, (Saddek) Tiaret: "Des retards dans larealisation des constructions scolaires." (Delays inthe construction of school buildings). El :loud "aphid,

nay 4, 1974. p. 6.

Lecording to reliable authorities primary schoolconstruction plans in :1geria are meeting withdifficulties. Each district is supposed to have attheir disposal the means necessary for constructionand maintenance of school facilities. However areview of construction costs is necessary, since thenumber of school-age children is increasing fasterthan the rate of construction of necessary classrooms.

26. "Des internats primaires pour les enfants de lacommune d'El Riche." (Primary boarding schools forchildren of the El Riche community) . El ricudiallid,hpril 3, 1974. p. 8.

Several classes, as well as primary boardingschools, are planned for the children of nomads inthe El Richa region. L specific problem is that ofeducation of girls since in this ease national policyclashes with social prejudice.

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27. "Reforme des enseignements primaires etsecondaires: une ecole sur mesure." (Primaryand Secondary School Reform: a school made toorder). Revolution ;fricaine No. 537, June 1974,p. 20-30.

The next plan must relate quantitative goals(obtained in part from the first Four-year Plan) toqualitative goals within the framework of a globalreform of primary and secondary school education.This is the subject of this article, which presentsthe "why" and the "how" of such a reform. Importantmeasures to be taken will lead to a school systemwhich will have undergone an in-depth renewal.

Secondary Education

28. "Congres Constitutif de la Cellule del'Enseignement secondaire a, Sousse:" (Constitutionalcongress on Secondary Education, at Sousse).La Presse, Lpril 14, 1974. p. 5.

Hared Zghal, Secretary of State for theMinistry of National Education, presided over thismeeting where the organization of Tunisia'ssecondary educational system proposed structuralreforms, and ways of inciting, outh to opt fortechnical studies were discussed.

las° studied were questions relating tocandidates for higher education teaching positions,student orientation and decentralization of highereducation.

T 29. Republique Tunisienne. ninistere de l'EducatioNationale. Direction de l'Enseignement Secondaire,Technique et Professionnel. "Note de Synthese surl'enseignement secondaire technique et prefessionnel.;&nnee scolaire 1973-74." (Republic of Tunisia.Uinistry of National Education. Department ofSecondary, Technical and Professional Education.".& summary of Secondary, Technical and ProfessionalEducation; School year 1973741

Thissecondarysegments,secondarypertinent

summary describes the structure of theeducation system and its differentas well as that of the professionalsystem for boys and girls. It also givesstatistics for the school year 1973 -74.

1.5

The percentage of students admitted for studiestowards the Baccalaureat was 51.613, for studiestowards the technical diploma: 26.86% (economics)and 32.89% (industry). The number of students .

admitted to the two sessions is detailed in theappendix of the summary, as well as results brokendown by governorate. The number of scholarshipholders reached 491379.

T 30. Republique Tunisienne. Hinistere de l'EducationRationale. Direction des Etudes des Statistiqueset de Planification. "Service des Statistiques del'Enseignement du Second Degre: Production deliEbseignement du Second Degre; sorties avec ousans diplome." (Republic of Tunisia. Ministry ofVational Education. Department of Statistics andPlanning. "Service of Educational Statistics cfthe Second Degree: Graduation results for secondarylevel: with or without diplomas'!). Statisticalsurvey 1973/74. 105 pages

This document gives statistics on studentsfinishing primary/secondary educational levels(with or without diplomas) and professionalsecondary school. The distribution curves arebroken down by governorates according to class levels,sex, and speciality. The appendix contains twoministerial circulars concerning admission require-ments for higher education, one in Arabic (April 6,1973) and one in French (February 13, 1971), andextracts from the Work Code concerning minimumwork age requirements.

If 31. El Fadili: "De liabsurdite du systeme d'orienta-tion dans la troisieme annie secondaire." (Concern-ing the absurdity of the orientation system in thethird year of secondary school). Z'Opinion, June 7,1974. p. 4.

Several teachers were contacted to better unde2.-stand orientation problems in Horoccan secondaryschools. The orientation process seems quite complex.It begins with a tight control by means of homeworkand classwork grades throughout the year, followedby the final examination. However the final decisionremains up to the class guidance counselor, whoeither orients the student towards a specific branchor makes him repeat the year. This method oforientation leaves much to be desired. The systemis complex and often subjective, and the detrimentaleffect it has on students in general is reflected inthe student complaints which threaten to changetraditional education permanently.

Le

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32. "Bac 1974" (Baccalaureat 1974). Revue dePresses June-July 74, vol. 19. NO. 186:--V2 aige.

In article entitled "what one thinks of schoolsubjects", La Republique of Junc 13, 1974, gives thenumber of candidates for the Baccalaureat indifferent centers of the nation, (27,657 in all).An important fact to be noted is the total arabiza-tion of the literature examination damned for 1975.The scientific subjects retain the most candidates,and the technical-mathematical and -economicbaccalaureat the least. The arab option isprogressing; this year there are 9,469 candidates.

T 33. "19,108 elilves aux doreuves du Beccalaureat."(19,108 students take the Baccalaureat examination).La Presses June 14, 1974. p. 4.

19,108 students have taken the Baccalaureatexamination this year, 4,000 more than last year.Three additional correcting centers were added.The oral part of the examination will be held inTunis, Sousse and Sfax.

34. "a l'heure du Bac." (The hour of theBaccalaureat). L'Opinion, Junc 11, 1974. p. 1.

This short article indicates that the numberof candidates for the Baccalaureat and the TechnicalDiploma reaches 23,000, of which 7,300 arc applyingfor Sciences 3,400 for Arabic, 7,800 for thebilingual Baccalaureat, 2,100 for the technicaldiploma and 860 for the technical Baccalaureat.

11 35 "1 Pedili: Baccalaureat: mon amour!"Fadili: Bacealaurcat: my love!) L'Opinion,

June 11, 1974. p. 4.

The author writes that the Baccalaureat is anideal for each student even if he hasn't the qualities

".to achieve it. There are many other diplomas butfor many students the baccalaureat represents athreshold beyond which one cannot be stopped, andthe holder of a baccalaureat is a model to admireand copy. The author points out that one mustforesee where this "race for the Bac" (and fordiplomas in general) is leading us: to the sub-servience of the student to the school system, tothe creation of an intellectual elite, to thestratification of society, and to an interpretationof socio-economic relationships according todiplomas possessed!

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36. "Republique Tunisicnne. Office National duPlanning Familial ct de la Population. Division dela Promotion et de l'Educations Integration del'Education en population et planning familialdans l'enseignement secondaire." (Republic ofTunisia. National Office of Family Planning andPopulation. Division of Promotion and Education:Integration of education in Population and FamilyPlanning into secondary school programs). April1974. 11 pages.

This report of the National Office of FamilyPlanning and Population begins with an introductioninto Tunisia's demographic problems and familyplanning efforts, in particular the Office of FamilyPlanning, which was created with United Nations funds.

In this report the problem of integrating familyplanning courses into secondary school programs isdiscussed, and the proposed program's goals andsystem of execution are presented in detail, including its estimated budget.

T 37. "L'Education pour tous, un droit remis a.demain pour raisons demographiques." (Educationfor all: a right put off taltomorro% due todemographic reasons). La Presses :lay 15, 1974. p. 6.

Secondary schools have had a course on theproblems of population growth, the goals of familyplanning, and the influence of these factors on -

socio economic development and the standard ofliving.

Population growth creates many problems. InThird World Countries the number of school agechildren will double by the year 2000 AD. Themajority of Third World Countries having obtainedindependence in the 1950s have undertaken massivescholarization drives but this action was notaccompanied by the necessary birth control drive;hence the disequilibrium.

The effects of runaway population growth are tohamper economic and social development in the ThirdWorld.

18

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4". 38. "Hostaganem; 2.bdelarim Benmahmoud inaugureun lycee de 1000 places." (:tostaganem: adelarimBenmahmoud inaugurates a 1000-student secondary school).El Loudjahid, Say 4, 1972, p. 2.

The Hinister of Primary and Secondary Educationattended the opening of a State Secondary School atNostaganem in Algeria, and later visited the site ofa future Teaching College for 800 students. Heinspected the principal school buildings and helddiscussions with the school planners.

39. Bendiffallah Karel: "Concours d'entree enpremiere annee meyenne. Renovation des epreuves.Satisfaction generale des Ecoliers." (Entranceexamination for first year middle level. Renovationof tests. General Satisfaction of Students).El !"oud'ahid, June 8, 1974. p. 6.

For the first time, due to elimination cftraditional questions in this new entrance examina-tion, students could be truly said to have been"examined." The exercises were simple. The textof the Arab test was attractive, with modernlanguage closely resembling spoken Lratic.Studentsacre not asked to define words, but to use themcorrectly in sentences.

Innovations were also made in the French test.

The examination pleased everyone. There weremany improvements in the actual preparation of theexamination and in choice of subjects.

T 40. "Reunion de la Commission Nationale de laJeunesse." (:.eeting of the National Commission ofYouth). La Presse, April 27, 1974. p. 4.

The Secretary-General of the U.T.O.J. (UnionTunisienne de l'Organization des Jeunes) presenteda proposal underlining the lack of necessaryequipment needed for youths training. Thisproposal includes educational reforms, the creationof an Institute of Study Guidance and Student Orienta-tion, the founding of a Superior Institute of PoliticalSciences and Ideology, and the definition of the goalsand policies of education in general.

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VOCATIONAL EDUCATION

T 41. "Sghaiar, Habib: L'orientation professionnelledes jeunes lyeeens." (Sghaiar, Habib: Professionalorientation of young secondary school students).AnNachra-At-Tarbawya, Revue Pedagogique. No. 4,1974. p. 4-6.

In this article the author stresses the im-portance of manual labor as an alternative tohigher education. Technicians, be says, are pro-fessionals, and the public must be made aware of thealternatives to studying towards a Baccalaureat.Professional schools based on manual labor must begiven support by government authorities. In manycases, due to a meaningless orientation in present-day secondary school; students themselves arc turningtowards technical training. The author suggests afusion of professional and technical courses in anew five-year training program leading to arecognized diploma.

T 42. "Tunisie: it faut her la formation l'emploi."(Tunisia: vocational training must be related toemployment). Bulletin de l'Institut Int. d'Etudessur l'Education (Bulletin ofrthe Int. Institute ciEducational Studies) No. 49, :larch 28, 1974. p. 8, 9.

The deterioration of the employment situationcauses concern to the Tunisian government, as itdoes to governments of other developing countries.An international seminar was organized by Tunisiato discuss the economic situation. Among otheressentially economic subjects the topic "Education,Training and Employment" was discussed. Hr. Zghalof the linistry of National Education presented aHinistry report stating that Tunisia's overallachievements in education were good, although theproblem of vocation could not be ignored. 4i radicalrevision of the entire educational system is fore-seen to rectify faults in the present one. An inter-ministerial team is charged with overall plan, butthree interim measures have been decided: seculariza-tion of education, generalization of the elementaryschool programs, and introduction of manual work.The samina: siressed the importance of developingmanual 1 bor.

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T 43. "Hamila, "Experiences relatives & l'introduction du travail manuel dans les ecoles de Tunis Sad."(Hamila, ix. Experiences relative to the introductionof manual labor in schools of SouthTunis).AnNachraAtTarbawya, Revue Pedagogique, No. 6, 1974.p. 17-30.

In the view of promoting manual training in technical and agricultural fields, laboratory classes wereinitiated in certain schools to provide a rationalexploitation of the school environment to teach experimentation and group effort. The goals were definedin socioeducational and economic terms, and are inline with fl nistry policy. The economic perspectivesinclude a possible transformation of these schoolstructures into selfzdanaged dntekprises.

T 44. "Reunion de la Commission de la formationprofessionnelle et do l'Emploi." (fleeting of theCommission for Vocational Training and Placement).La Presse, April 5, 1974. p. 5.

At this meeting thc Commission discussed thepresent situation in agricultural education and theproblems which hinder it. It was stressed that thereis a great need to define Agriculture's needs foxi.3A-6orof all categories in order to establish a balancebetween supply and demand and encourage youth intothis vital sector.

Driss Guiga suggested the introduction ofagricultural education into the academic programparticularly in predominantly rural areas. Thesecourses would start at the primary school level andbe particularly valuable for those students failingto enter secondary school. This new school programis in its experimental stage at Tebourba and itsextension to several other provinces is beingconsidered.

T 45. "a. Wandia, Ghedina annonce la creation dedcux ecoles de Oche a Bizerte eta Sfax." (At flandia,Mohamed Ghedina announces thc opening of two fishingschools, one at Bizerte, one at Sfax). La Presse,June 13, 1974. p. 6.

During a work session in Mandia, Wohamed Ghedina,Seerctary of State to the 1"Inistry of Agriculture,spoke of the rapid development of the fishing schoolat Kelibia, thc opening of two new schools at Bizerteand Sfax, and the establishment of a specializedbranch at the School of Agronomy destined to ensurethe training of students in fishing studies. 21

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T 46. "Bcamen du probleme de l'enseignement agricole."(Study of the problem of agricultural education).La Presse, April 12, 1974.

Driss Guiga, Hinister of National Education,presided at a meeting of thc Under - Committee ofEmployment and Professional Training in theAgricultural Sector. Agricultural education fallsunder the Department of Agriculture which hascarried out a study of the nation's needs in thisfield and which plans a discussion of presentprofessional training in thc agricultural sector.This discussion will confine izself to the presentsituation in agricultural schools and institutes.

Mr. Guiga underlined the need for professionaltraining and placement and indicated the possibilityof additional courses to be established for studentsneeding extra help before being placed in jobs intheir local communities.

T 47. "Le problem° des defaillants de l'enseignementdans le gouvernorat de Sousse." (The problem ofscholarly failure in the province of Sousse).La Pressc, :Lay 14, 1974. p. 2.

Prom the report on scholarly failure releasedby the regional delegate of the Tunisian labor Office,it is apparent that the problem is three-fold:

1. Education: 85% of the faflures in thisregion were following an academic program, whereasonly 15% were following a technical program. Itis concluded that an orientation effort towardsmanual labor is warranted.

2. Professional Training; The Commissionrecommends the sector-training and motivation ofyoungsters towards skilled-manual labor.

3. Industry: The need for a skilled laborforce is indisputable.

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HIGHER EDUCATION

A 48. "Installation de la commission charge del'unification des systemes de formation superieureet spdcialisee." (Establishment of a Commission incharge of unification of the higher and specializedtraining systems). El fload'ahid, May 31, 1974. p. 1.

This new Commission has the task of drawing upa list of all training institutions not presentlyunder the auspices of the Ministry of Higher Educationand Scientific Research, to harmonize both theentrance requirements and the programs of theseestablishments with those of the State Universities;to approve the establishmeht of new traininginstitutions of this kind; to analyze their currenttraining programs and facilities, and to study waysof adapting these institutions to the needs ofnational development,

A 49. "Enseignement supdrieur: seminaire pour lesgestionnaircs des trois universites." (HigherEducation: Seminary for the directors of the threeuniversities). El Loudjahid, April 28, 29, 1974,P. 3.

The goal of this meeting was to study methodsof achieving the aims of current higher educationsystem reforms, and to discuss better use of human,financial and material resources. Various speecheswere made concerning the organization of culturaland sports activities in the universities andregarding current university plans for expansion.

50. "Bourses d'enseignement superieur. Nouveauxcriteres d'attribution." (Higher educationscholarships. New assignment methods).El Moudjahid, June 25, 1974. p. 2.

Amidst the many other social reforms adoptedby the Algerian government, those relative to waysof assigning scholarships to University studentsand students of the technical schools should bepointed out. University directors have tried toconcentrate on a democratization of scholarshipassignment to allow an increase in enrollment,particularly among children of the working classand members of large families. At the same timecertain scholarships have been established forstudents desiring university or post-graduate studyabroad.

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T 51. "Rdpublique Tunisienne. iinistere del'Education Nationale. Office National desOeuvres Universitaires. Guide de liBtudiant."(The Republic of TunisiainisrnalEducation. National Office of University Works.Student Handbook). June 1974, 268 pages.

This student handbook attempts to summarizeall the different fields of study open toBaccalaureats. It is meant to provide practicaladvice. After giving general information on theNational Office of University Works, the handbooklists scholarships available and preparatory classesfor higher education offered, and gives an idea ofuniversity life.

A 52. "Constantine: Deux nouveaux instituts pourl'Universite." (Constantine: Two new schoolsfor the University) El Moudjahid, April 18, 1974.p.-1.

This new university will be endowed with aschool of Architecture and Urbanism, and a Schoolof Building Construction. These will have acapacity-for 2,500 students in different specializa-tions. By providing an advanced practical trainingprogram they will serve as a link between theUniversity and Algeria's economic sectors, and willfacilitate the integration of education andproduction/research. Other specialized Schoolsare also planned.

53. "Pose des premieres pierres pour la construc-tion de trois facultds." (The construction of threeUniversities begins). L'Opinion, April 6, 1974. p. 5.

The founding cf these three schools marks thebeginning of a series of constructions programmedby the ministry of National Education as Part ofthe Fifth Plan. These three schools are the Schoolof Arabic, the Law School and the School of Sciences.The number of students will reach 32,000 in 1975.The policy of regionalization in university educa-tion has the goal of spreading and creating newuniversity centers in order to reduce the over-crowding of the Hohamed V University. Schools ofhigher education are planned for Larakcch, Fez,Casablanca and Oujda.

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M 54. "L'Universite et les foncticnnairos etudiants."(The University and 3Mployed Students). L'Opinion,May 27, 1974. p. 1, 3.

The directors of the University at Rabat havedeclared their intention to forbid students who havenot followed their courses regularly to take finalexaminations. This decision directly affects theclass of students who are employees from differentMinistries attending courses sporadically to improvetheir cultural level or attain new promotions, aswell as those lazy students who needlessly encumberthe schools. In order not to limit education to acertain economic elite (i.e. uregulax"students) itis imperative to establish night courses. Thearticle points out that although education is aright, it is also a duty.

T 55. "Colloque de Medecine a. Tunis. M. Mali: itfaut revoir ltenseignement medical pour obtenir anplus grand nombre de generalistes." (MedicalConference in Tunis. Mr. Mali: Training inmedicine must be revised to yield more generalpractitioners). La Presse, April 8, 1974. p. 4.

The subject of this conference was "the teaching of Medicine and its Practice."

It was pointed out that the present number ofdoctors and paramedical technicians was insufficientdespite its continual increase. To equalize thepresent differences between regions there have beenattempts to hold entrance examinations in regionalschools of Public Health,

The present medical program, while a good one,needs revision to become more efficient and profitable. Studies have shown that only 177 studentswere able to reach the 5th year level in the Schoolof Medicine. The Minister of Public Health stated,"It is not normal that the rate of success is so low."Reminding the participants of the conference of themain principles behind teaching reform, the Ministerpointed out the most important goals: increase ingeneral practitioners, closer studentteacher cooperation, encouragement to practice in the interiorregions of Tunisia, simplification and revision ofthe Program Content.

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T 56. "26, 27 Lyra au Hilton, Celloque surltenseignement medical et l'exereise de laprofession." Worn 26, 27 at the Hilton Hotel:Conference on the teaching of medicine and itspractice). La Presse, April 26, 197. pc 2

The teaching of medicine and its practice arepreoccupying questions for teachers, doctors,students and government officials. After eighteenyears of independence, Tunisia can analyze itsprogress in this field. The investment has beengreat and in order that it not be wasted, one mustensure the efficient formation of generalpractitioners, oriented towards technique, nettheory. The number of teachers in the medicalfield approaches 200. The number of students isincreasing so rapidly that new centers will soonbe needed at Sfax and at Sousse,

A "HospitalUniversity Commission" has beenformed, under the auspices of the Ilinistry of PublicHealth, in order to supervise the conception, expansion and execution of medical programs as wellas ensure the proper coordination of hospitaluniversity services.

T 57, "Seances de travail z Sfax envers la construction (rune raculte de Medecine." (Tleetings at Sfaxtowards the construction of a School of Fedicine).La Presse, April 7, 1974.

Under the direction of the I'inister of Planning,Iansour Melia, a meeting was held to discuss thepossibility of future medical instruction in theregion. The site of the proposed liedical Schooland its faculty were discussed.

A Management Institute will open in Octoberand provide courses in middle management. Thestudies will last 2 years after the secondary education level. The Minister feels that a recyclingservice is also needed.

T 58. "Reunion de la commission de la reforme desetudes et carrieres medicales." (Meeting of thecommission for the reform of medical' studies andcareers). La Presse, April 2, 1974, p. 4.

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The goal of this meeting was the study andrevision of the Law of 1970 relative to medicalcareers and medical studies. It was pointed outthat any reorganization of the Aedical Program musttake into account the good of the community and theeconomic needs of the country. The School of !ledicinemust be capable of producing quality physicians,teachers, researchers and specialists. Specializa-tion certificates should be established.

A 59. "Znseignement: Ltepoque du "pharmacien-commorgant" revolue? Pour une formation adapteeaux realites nationals." (Education: End of theera of the "small-business pharmacist"? For trainingadapted to national realities). 21 rioudjahid,June 8, 1974, p. 8.

'Iodern pharmacy studies no longer aim at pro-ducing traditional pharmacists, but specialists whoare knowledgeable in the pharmaceutical industry.The four-year studies consist of a solid base in bio-medicine and chemistry followed by studies similar tothose of technicians in pharmaceutics. This is apart of the reform which aims at a higher system out-put and the training of operational managers. Thereis no longer a gap between theoretical and practicaltraining: the present studies include many brainingsessions in the field.

60. "LtEcele Nationale d'Administration a dix ans."(The National School of Administration is ten yearsold). El loudjahid, June 21, 1974, p. 2.

The National School of Administration wascreated in response to a distinct need and accordingto government policy. The School was only createdin 1964 due to the lack of potential condidates in1952.

;biter two years of common study, students areperuitted to choose among elective courses for thefinal two years. Students choose their specializationaccording their scholarly rank. The teaching methodsused include fundamental classroom lessons, metho-dological conferences, field visits and work-studyprograms. rbst students have scholarships.

T 61. "Nouvelles tondo:lees dans lienseignement de la.gestion." (New trends in Lanagement Education).La Presse, June 29, 1974. p. 10.

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In this article Professor Hohamed Ben mar ofthe Superior Institute of FAnagement in Tunis answersseveral questions concerning trends in managementeducation. He defines the role of management schoolsand delineates the future of management education.He gives his ideas on the definition of a relevantand multidisciplinarian education and says that post-graduate facilities should be developed.

ADULT EDUCATION

T 62. "La vulgarisation agricolc en Tunisie."(Education of the agricultural masses in Tunisia).Direct, No. 6. June 1974, p. 32-33.

A large part of the Tunisian effort in adulteducation is devoted to the agricultural sector.Tunisia is a largely rural country with an 80%illiteracy rate among its agricultural workers.

For this sector, the government is concentrat-ing on a program that favors agricultural develop-ment. Mass media (radio, television) are usedregularly. Film sessions are organized for groupsof 10-15 farmers, directed by the local agent.During the period June 1973 to April 1974, 178 suchsessions were organized. This project, nowpartially funded with Canadian assistance, willbecome completely Tunisian in Lay 1975. Tunisiantechnicians, trained in Canada, will then take overthe direction of the project.

A. 63. 11. hadani: "Pour ltacquisition dune languearabe directe et vivante." Propos recueillis parSarah Mouhoub. (Towards the acquisition of adirect and alive Arabic language. Remarks collectedby Sarah Mouhoub). El Moudjahid Oulturel,Lpril 26, 1974, p. 5.

The radio broadcast "Arabic via the Radio"began in March 1970 to assist in the gradualarabization of "frenchified" portions of Algerianadministration. Students (mostly office workers)following the broadcast claimed excellent results.

Reading books related to the courses areavailable to students. The reading sections arebased on current affairs. The vocabulary is linkedto spoken language; in fact 60-70% of the wordsused are those found primarily in spoken Arabic.

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The coursework is based on dialogues on a choiceof subjects capable of interesting a range ofstudents. Declensions and other such rigidgrammatical exercises are eliminated. Thegranmatical program is that fixed by the Inter-ministerial Declaration of February 12, 1970, whichdetermines the necessary levels of language educa-tion for office workers.

64. "Regragui, Fquih. L'Institut marccain audio-visuel de Tanger present° une nouvelle methoded'etudes dactylographique." (The Ebroccan Instituteof Audio-Visual Arts in Tangiers presents a newmethod to learn typewriting). L'Opinion, April 29,1974, p. 7.

This new "Olaf. System" is designed for theultra-rapid (20 hours) learning of tynewritingskills on both Arab and European keyboards. TheArab method of audio-visual tynewriting has mostlybeen developed in Morocco. The method is based onPavlov's theory of conditioned reflexes. Onceacquired the reflexes need only be practised toincrease speed. This method eliminates the needfor numerous teachers and hours of training.

T 65. "Iiinistere des Transports et des Communications."(Ministry of Transportation and Communications).La Press°, June 14, 1974. p. 8.

Various entrance examinations are announcedfor courses for assistant engineers and techniciansat the School of Civil aviation and Meteorology.An entrance examination organized by the Directorof Vocational Training in Transportation is announcedto recruit students in aviation mechanics.

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TEACHER TRLINIUG

M 66. "018ture des stages de formation des cadresensei a :4 ts." (Conclusion of the training phasesfor teachers). L'Opiaion, June 25, 1974, p. 8.

The closing ceremonies for these teachertraining phases were presided over by the "Unisterof Primary and Secondary Education. On thisoccasion the .'inister gave a speech in which he pre-sented the achievements of his Ministry concerningthe training and perfecting of teaching skills. Jul

"action plan" has been established to perfectteacher training and ameliorate the quality ofprimary and secondary school education. In primaryeducation the focal points are the Training Centerof Inspectors and Assistant Inspectors, thetraining of teachers in classroom methods, the useof television in education and education bycorrespondance, as well as periodic recyclingsessions for teachers. In secondary educationthe training plan for 1973-1978 foresees11,496 teachers.

T 67. "Boole normal° de prefesseurs adjointsdeeducation physique." (School of education forassistant professors of physical education).ONOU Informations, No. 6, lApril 1974, p. 13.

This article contains information concerningthe program and entrance requirements of this Schoolof Education, which turns out assistant professorsof secondary school levels after a three year program.

T 68. "Republique Tunisionne. Unistbre del'Edueation Nationale: Presentation de l'InstitutNational des Sciences de l'Education." (TheRepublic of Tunisia. ffinistry of NationalEducation: Introduction to the National Instituteof Educational Sciences). June 1974. 64 pages.

In this booklet, information concerning theInstitute is given: its organization, its history,its objectives, its options and other general in-formation. also outlined are the goals and programsof various research units concerned with secondaryeducation, higher education, child psychology,reading motivation, sociology, and audio-visualmethods.

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A. 69. "Dinist6re des Enseignements Prirnaires etSecondaires: Recrutement dans les Instituts deTechnologic de l'Education." (Ministry ofPrimary and Secondary Education: recruitment inTechnical Institutions of Education).

Moud'ahid, Ehy 3, 1974. p. 2.

In this article the method of. recruitment ofprofessors, teachers, lecturers and other elementaryeducation assistants is outlined. For each positionthe different regions and related payment are described,as well as ways. to apply and tests used to selectcandidates. Llso included is a list of necessarypapers for submission of applications.

A 70. "Benzaghou, Djanel: 4e Congres de la F.T.E.C.revaloriser la profession." (Benzaghou, Mama:Fourth congress of the F.T.E.C.; improve theprofession). El Koudjahid Culturel, April 5, 1974.p. 6.

The fourth congress of the Educational andCultural Workers included not only Algerian re-presentatives, but Moroccan and Tunisian delegatesas well. The main discussions concerned the roleof teaching in National Education. Other pointsdiscussed included: the strengthening of theteacher's union, the standard of living and themorale of present day teachers; improvement ofteachers' work conditions and salaries, andresearch into modern pedagogical methods to applyto current school programs.

M 71. "Tcbani, Ahmed. Wenseignement primaire oul'echec de la reussite." (Primary education, orthe failure to succeedj.. &'Opinion, Bay 12, 1974.p. 7.

Following the results of the examination forthe Certificate of Secondary Education for PrimarySchool Teachers, one might think that the rate ofsuccess allows a feeling of optimism concerningthe future of the teaching staff, particularly asthe results follow the curve anticipated byplanners. In reality the opposite is true, sincethose teachers having seven years of practicalexperience were automatically awarded theCertificate, and most pcople presenting themselvesfor the examination did not have to pass it.

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TEACHING :Xf!-IODS AND AIDS

72. "he 15 juillet w Sousse, Congres Internationaldes Sciences de l'Audio-Visuel." (July 15 at Sousse;the Internaticaal Congress of Audio-Visual Sciences),La Presse, June 30, 1974, p. 2.

This seventh Congress will bring together manyresearchers from various countries to discuss problemsof audio-visual techniques and to test different audio-visual systems for teaching modern literary Arabic,English and French.

pudic- visual systems are revolutionizingtraditions]. teaching met:v.tds. Television is themost complete system; although there are many others.Countless uses are foreseeable, but the most strikingresults have been in the fields of teaching andvocational training. These systems have the advantagesof catching and holding student attention by providingvisual and auditory stimulation and of simplifying therole of the teacher for more uniform teaching efficiency.However; in order to avoid too abrupt a change fromclassical teaching methods, a progressive introductionto audio-visual systems is suggested.

T 73. Jongbloed; Harry J. h.: The audio-visual servicesin 15 African ccuntries. Tunisia. The Hague,Internat,.onal" Council for Educational Media, pp. 65-70,May 1974, P. 65-70. (Comparative Study of the Ad-ministration of Audio-Visual Services in Advancedand Developing Countries. Part 4).

Material for this report was provided by therepresentatives of the Ministry of Education, nationalaudio-visual centers and other official bodies by meansof questionnaires. The description of the situation istreated under the following headings: Survey of theschool system; Survey of the audio-visual system:documentation, information; Methods of control,testing and evaluation; Training and advanced train-ing of teachers; Resereh; Coordination of activities;Distribution; Technical services; Production; Inter-national cooperation.

In Tunisia there are two organizations which dealwith this subject: the Institut National de Sciencesde l'Education, created in 1969, and the CentreNational do Pedagogic; established in 1972.

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The radio and television broadcast a largenumber of educational programs in different languages.There is a project for the establishment of educationalT.V. with the help of UNESCO and CIDA. Audio-visualaids are under the control of the Ministry of NationalEducation. The training of media specialists is doneabroad, but there are local experimental and researchunits. Production of educational films is only at theexperimental stage. The current organization is inneed of reform, especially in the development ofeducational television and the training of specialists.

L 74. Jongbloed, Harry J.L.: The audio-visual servicesin 15 African countries. Libya. International Councilfor Educational Nbdia. p. 16-21 (same reference as73). The Hague, nhy 1974.

A survey of the Libyan school system givespertinent figures for 1968. At the Ministry ofEducation there is an audio-visual department whosepurpose is to supervise production and training inthe field of audio-visual aids, and to provideservices to schools. The national organization has10 regional sections founded in 1970. The centraldepartment maintains a documentation center. .

Audio-visual aids for teaching are under control ofthe Ministry of Education.

A separate institute for the training of mediaspecialists does not exist, but Libya maintains closecontact with Egypt for that purpose. Research upuntil now has been very United, and no results havebeen published as yet. The AVA department has acentral service for distribution and a technicalservice center. Production is initiated at the AVAand financed by the government. There is no coopera-tion except in acquiring rights from other countries.Although it appears that the structure of the AVAdepartment can adapt to nevi developments, the authorimplies that work on education is insufficient andneeds to be reformed.

T 75. Burcsi, Michel. "Graphie et prononciation dufrangais chez les eleves tunisiens." (Writing andpronunciation of French by Tunsian students).Ibla, No. 133, 1st Sem. 1974, p. 139-162.Ibla, No. 134, 2nd Sem. 1974, p. 279.

Modern methods of language training that insiston the importance of oral exercise evidenced by thegrowth of language laboratories, use of records, taperecorders, etc. However few Tunisian schools own such

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apparata. languages are still often taught usinga written text and without oral exercises, which hasgrave repercussions on accent ana spelling. Suchlanguage problems are studied in this article, usingtwo types of exercises (dictation, phonetic trans-cription) and two differant levels (end of primaryschool and entrance level for higher education).The author attempts to provide an analytical methodof fault detection and proposes conclusions drawnfrom individual students and groups.

M 76. Ismet: "Pour une promotion de l'enseignement.Le circuit de distribution des livres scolaires:analyse descriptive et suggestions." (Ismet:Towards promotion of teaching. The distributioncircuit of school books: descriptive analysis andsuggestions). L'Opinion, June 1, 1974, D. 4.

The school book is of capital importance in thefields of education and culture, and the Ministrydoes not seem to devote enough attention to it.Several suggestions are proposed in this article:subsidize the publication of Moroccan books; lend Crrent books and school materials to students needingthem and reduce or even eliminate the middleman'sprofit margin by assigning school bock distributiondirectly to tho Ministry (thus also eliminating thedelay in distribution). All these suggestions arefor bettering education.

T "Au-dela des frontieres." (Beyond the frontiers).L'Action, April 4, 1974.

The Tunisian school manual goes beyond ordinaryboundaries and has met with approval everywhere.Senegal has just ordered 5,000 copies from theSociete Tunisienne de Diffusion (Tunisian Distribu-tion Company). Turkey has also placed a large orderwith the same company.

A Lemouri, Kamal. "L'I.P.H. et la reforme." (TheI.P.N. and Reform) . Revolution Africaine, No. 537.June 1974, p. 25-31.

The I.P.N. gives the impression of dynamism; ithas centered its activities on the production ofschool manuals covering a maximum of subjectspertinent to the realities of the nation. Its twoessential goals were "algerianization" and thedemocratization of educational mantras and documents:92,10 of the nation's needs in this area have been met.

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Concerning reform, 1.13.N. products spring fromthe principle of placing the individual in his en-vironment. The manuals are further supplemented byaudio-visual materials.

M 79. "Pour une promotion de la lecture en milieuscolaire. Nettro entre les mains de nos enfantsdes ouvrages ou ils doivent retrouver leer environ-ment et notre genic propre." (Towards a promotionof school reading: to put into the hands of ourchildren reading materials that reflect their ownenvironment and the character of our language).1'f:opinion, June 12, 1974, p. 3.

The social and economic development plan of1973-1977 foresees the extension of present libraryfacilities and the opening of reading rooms.Although the audio-visual art is of definiteinterest, it remains an auxiliary to the indispensablebook. However, it has been shown that due to lack oftime, means or motivation the average student readslittle or not at all. The Department of Culturalaffairs has decided to promote reading by opening,in an experimental phase, reading rooms in trainingschools attached to regional Schools of Education.These reading rooms will be supervised by instructors.Some short films are also planned to be circulatedamong the reading rooms.

A 80. "Eh visite Sidi Bel /Jibes chez ilohamed Hakemet Lbdelkader Bakhti. Avec 74 eleves, partir de zero.Entretien de Roger Ueberchlage." (Visiting MohamedHakem and Abdclkader Bakhti at Sidi Bel Abbes. With74 students, start from scratch. A conversation withRoger Ueberschlage). L'2ducation Pedagogique Freinet,N0. 16-17. May 1-15, 1974, P. 3-7.

This discussion concerned the introduction ofFreinet teaching methods into the Algerian schoolsystem. The basic Freinet principles are presented,including studies by correspondence, audio-visualtechniques and group work. There is a strong drivetowards increasing the use of modern teaching methodsin Algeria today, as evidenced by the creation of theAlgerian Uovemcnt for liodern Schooling in 1965.

T "Hamila, 4ohamed. 'Lc lyeee technique de Tunis'Groupe regional d'etudes pedagogiques. Journeepedagogique a l'ecole primaire Sidi Thabet 1."("Technical secondary school of Tunis." Regionalgroup for pedagogical studies. Pedagogy day atthe primary school of Sidi Thabet 1). An-Nachra-At-Tabarwta, Revile PeAmogine, N°. 6, 1974, p. 9-12.

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Lfter observing a sample classroom, the authorexplains his method of analysis, based on the"Freinet technique," which studies the behavior ofteacher and students and the "operational strategy"of the teacher. The author gives some of his generalimpressions on teacher- student relationships in thisclassrocm, stressing the teacher's attitude accordingto Prcinet methodology. Similar analyses of differentclassrooms, he points out, is very helpful in properteacher training.

T 82. "Education Nationale, ltordinateur entre enaction." (National Education: a computer goesinto action). La Presse, June 22, 1974, p. 2.

In this article concerning Tunisian examinationsit is stated that each year the end of June is atense period. lin analysis of different stages showsthe frightening amount of work to be done. To improvethe quality of the work a computer was put intoservice this year, and it has proved extremely satis-factory. Apart from providing results within hours,the computer can draw general conclusions about theresults which will prove very useful in guidingfuture educational. efforts.

T 83. "Inaugurant les ordinateurs de l'EducationNationale, le President Bourguiba recommende derenforcer l'enseignement professionnel." (Inaugurat-ing the national educaion computers. PresidentBourguiba urges the reinforcement of professionalteaching). La Presse, June 22, 1974, P. 1, 4. .

President Bourguiba gave the signal for thebeginning of a computer- administered entranceexamination for the secondary school level. DrissGuiga and Mohamed E1leuche provided him with ex-planation:. of the computer-operated examination.The President inquired about the effort being putinto the professionalization of teaching andrecommended the continuing use of modern teaehingmethods and aids.

T 84. "Des ordinateurs en service de l'enseignementen Tunisie." (Computers used for education inTunisia). La Presse, flay 5, 1974, p. 4.

About 140,000 students are preparing to take theentrance examination for first-year Secondary Educa-tion and Secondary Professional Levels. The examina-tion is administered by the Ministry of NationalEducation. It has always had the same format, and

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its results were generally not available until afterAugust. Because of the steady increase in numbers.of students taking this examination, the Ilinistryacquired a computer this year which will eliminatemanual correction of the papers, lighten the workload and allow the results of the examination to bepublished before the and of the school year. aterthe examination, further study of the answer sheetsby computer will provide different statistics use-ful for determining educational policy.

85. Bamzaoui, H. "Les epreuves de nivcau scolaireen arabe et en frangais." (School examinations inArabic and French). Revue Tunisienne des Sciencesde l'Education, 110. 1. June 1974, p. 83-92.

This article defines school achievement examina-tions and gives an outline of their advantages anddisadvantages. These examinations are an essentialinstrument for determining a child's school record,and allow school authorities to rank him with respectto other children of the same age and school level.

ARTISTIC EDUCATIOE

L. 86. "Un centre de formation pour enfants deChouhede." (Children's training center in Chouhede).El iloudjahld, April 7, 8, 1974, p. 8.

Safeguarding traditional art forms is an im-portant occupation in Algeria. Its developmentnaturally involves increasing the available marketbut also entails a necessary reinforcement ofartisans through generalized education that en-courages development of artistic talents at anearly age. A training institute under the auspicesof the 31inistry of noudjahidine will be created,with a two-year program including specializationsin copper work, wood sculpture and leather em-broidery.

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ARABIZATION AND BILINGUALISM

A 87. Vazoumi, Lbdallah: "Positions et propositionssur les bilinguismes." (Opinions and propositionson bilingualism). Revue de Presse, June/July 1974.Vol. 19, No. 186, 4 pages.

Mr. Mazoumi brings up a declaration made in anarticle ay Christiane Sourian entitled "Arabizationin Algeria," and published in the cultural supplement of El Poudjahid (dune 14, 1974), which heconsiders inexact. He replies to it in the culturalsupplement of El Houdjahid (No. 28 of June 28, 1974).

First, he says, one must define bilingualism.Bilingualism is the knowledge of two languages, butin itself has three aspectst reading, conversationand comprehension. From this are derived nineelementary classes of bilingualism, the highestbeing that of university level. The French languageis not at all an "exile" in Algeria. Many educatedAlgerians speak predominantly French, and almost allstudents learn French at school.

In summary, however, the author is againstbilingualism in primary schools and for a diversified bilingualism at the secondary and highereducation levels. Algeria has made progresstowards the goal of arabization but =Al remainsto be done.

SPECIAL PROBLEM: UNREST AT THE UNIVERSITY OF TUNIS

T 88. "Dans un appel lance aux etudiants, professeurset cadres de l'administration, M. Driss Guiga: Nousavons pris des mesures qui permettront aux etudiantsdesire= d'obtenir lours dipl6mes de poursuivre leersetudes." (In an appeal to students, teachers andadministrative personnel, Driss Guiga: We havetaken steps to allow those students who wish toobtain their diplomas to continue their studies).La Presse, April 22, 23, 1974, p. 1, 2.

In a televised statement, Driss Guiga, i misterof National Education, discussed the current problemsof the University of Tunis and the measures plannedto assure its normal functioning. He remarked thatunrest has occurred periodically over the past fewyears and appears to be due to organized and premeditated action planned to foment discontent.

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Br. Guiga underlined the government's desire topreserve the integrity of the University, for whichover ten million dinars are appropriated annuallyand expressed concern that a minority should undermine the efforts of an entire nation. Protectivemeasures have had to be taken to assure the safetyof students wishing to resume their course work:modifying University organization is under study.

T 89. Peyrol, Nanuele. "Tunisie. l'issue de deuxproces quarante etudiants ont ete condamnes 4. despeines de prison pour 'actes de violence'." (Tunisia.Lfter two trials, forty students were condemned toprison terms for "acts of violence"). Le :'sonde,rIpril 23, 1974, p. 13.

For several years the University of Tunis hasbeen the base of latent protest. Several demonstrations have led to student arrests. .1 radio tIppealfrom Driss Guiga promised reforms, particularlyconcerning 1969 Legislation which has proved inefficient. President Bourguiba called for a hardline policy against "bad seeds."

The student demands principally concern thefree election of their representatives to the UnionGenerale des Etudiants Tunisiens, military exemptionfor students and the release of fellow studentsarrested for political reasons.

T 90. "?I. Hedi Nouira preside la Commission Universitaire du Parti. "Il n'y a pas de probleme universitaire que nous ne soyons prgts e. discuter."(Hedi Nouira presides at a meeting of the PartyUniversity Commission. "There are no universityproblems we would not willingly discuss"). LaPresse, April 24, 1974, p. 1, 5. .

This meeting concerned the problems of highereducation, the present situation at the Universityand reforms that should be put into effect. Presentwere the Party Director, the Minister of Nationaleducation and many University teachers. The teachersproposed several reforms, in particular underliningthe need to adopt modern programs and structures.

The Prime Minister spoke about the presentsituation at the University. He had studied thedifferent problems and questions that create Wmsatisfaction and felt that more discussion wouldbe fruitful before specific decisions could bemade.

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T 91. "Sauver l'universit6 de ses maux endemiques."("Save the University from its endemic maladies").La Presse, April 25, 1974, p. 1.

In this editorial the author violently criticizescurrent student activity. He points out that from thebeginning respect for education has been one of thebasic values of Poslem thought. In the eyes of thepopulace, education is nest important and worthsacrificing for. In this light, the author considersthe behavior of certain students scandalous.

He quotes the Report of the Law Faculty Council,which gives a historical analysis of the presentunrest. Lmong other problems is that of the U.C.E.T.(Union Generale des Etudiants Tunisiens). Accordingto the author, members of this student union onlyseem to want to annihilate the University, by submitting the majority tc the rule of a minority inthe form of anarchy. He calls on professors anddeans to teach democracy and the laws of libertyand declares that "the Paople" are determined tosave the Uhivorsity.

T 92. "...pergu sur les etapes des troubles au seinde l'Universite." (Outline of the stages of University unrest). La Presse, 4ril 27, 28, 30; Hay 1, 3,4, 7, 1974.

Since the time of Tunisia's independence, thestrategy of the disbanded Communist Party has aimedat influencing the literate youth and especiallystudents in Tunisia and France.

The author explains the subversive goals ofthe group called "PERSPECTIVES" and outlines theirorganization and methods of operation. He alsorelates certain episodes of repeated troublemakingaimed at fomenting public unrest, despite offers ofclemency, and indicates why this group resorts toviolence and destruction as the only possible way(in its opinion) to achieve its goals.

The author then gives information about the"Ressemblement Tunisien d'Etudes et d'ActionsSocialistes" (Tunisian Organization of. Study andSocialist ..ction) , a group which has also encouragedcampus unrest.

Finally, the author explains the importance ofthis harmful propaganda and its influence on students.He concludes that students must be made fully awareof its misleading duplicity and should not forgetthe privileges the Nation bestows upon them. 40

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T 93. " University:. qui tire les ficelles?" (Theuniversity: who pals the strings?) La Presse,April 26, 1974, P. 1-5.

In this editorial, the authors present severalof their opinions on current student unrest.

The present troubles, they say, originate fromagitators who have infiltrated student ranks fromthe outside. The movement is not a spontaneousone but has been well planned according to adefinite strategy that recalls that of thebarxist-Leninist group. It is the same strategythat was used in 1967 and 1968.

Narxist-Leninist theories are well known. Itonly takes a few quotations from various sourcesto clarify Marxist-eninist doctrine and methodology.The followers of these theories are ardent andpropagate their teachings through the use ofcalumny, intimidation and violence. The Universityis doubtless only a springboard for action envolvingthe entire country. Tunisian students cannot be theinstigators of such action; indeed they are theuniversity's only hope for the future.

T 94. "Tunisie: Dep8che." (Tunisia: Hurry).Bulletin de l'Institut International d'Etudes surI'Education. April 29, 1974, N °. 50.

After public criticism of student behavior on4ril 17, the University once again was disturbedby strikes which are becoming a seasonal habit.Several schools declared themselves on strike.Students arrested during a demonstration wereconvicted without contest. President Bourguibaand the Minister of National Education, Driss Guiga,condemned the attitude of these small groups ofsubversives who obey orders from abroad, andcalled for unmerciful repression. Students claim,however, that they only wish a truly representativestudent organization.

T 95. "Au Kef, I1. Belkhodja: la reorganisation desstructures educationnelles sera examinee bient8t."(At Le Kef; Tahar Belkhodja: the reorganizationof educational structures to be studied soon).La Presse, :lay 5, 1974, p. 1.

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During a visit to the Governorate of Le Ka,Tahar Belkhodja, the :sinister of Interior, helda debate on certain important issues. Concerningthe extraordinary unrest in teaching institutes,the Minister said that there would soon be a studyof the organization of educational structures aimedat adapting them to the nation's development. Heunderlined, however, that the present unrest is dueto the activities of a small group of misled youthswho have adopted foreign ideologies.

T 96. "Troblemes universi.taires." (Universityproblems). Revue de Presse, !.y 1974, vole 19,NO. 185. 2 pages.

In an article entitled "Challange and Repression,"le Eende (Hay 11, 1974) spoke of crisis and repression in school systems leading to studentstrikes and unrest. Le :Londe of Lay 12-13, 1974,announces the end of the student strikes.

In three consecutive issues the magazine Contactfocuses on university problems. In one issue,gavernment point of view is presented by Driss Guiga,Jinister of National Education. In another apertinent sociological study is presented and inthe third a student presents university problemsfrom the students' viewpoint. The principalproblem is that of government opposition tostudent unions.

T 97. "Universite III." (University III). Contact,Lprll 15, 1974; N0. 21, p. 30.

This article is a response of the MOLT.(Union Generale des Etudiants Tunisiens GeneralUnion of Tunisian Students) to an article in Themagazine Contact written by a student on the presentconditioriFr7HE Tunisian student movement. Thearticle also speaks of university management, unionrepresentation and scholarships.

T 98. "Les peines dlitadiants contestataires sontaggrav6es en appel." (Sentences of studentdemonstrators are increased following appeal).Le monde, Way 10, 1974, p. 18.

The Court of Appeals in Tunis reexamined thecase of 32 students found guilty of chargesfollowing unrest at the University last April.Certain sentences were reduced, others increased.

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T 99. "L' niversite de Tunis retrouve enfin lecalme." (The University of Tunis finally calmsdown). Bulletin de l'Institut Internationaldudes sur l'Education. Hay 29, 1974, N3. 51,p. 4.

The fear of Government reprisals, the approachof examination time and the hope of pardon forthose colleagues arrested in April bas led studentsto cease their protest movement after two months ofunrest and three weeks of general strikes.

Springtime agitation has been endemic for a fewyears, and the cause is always the same: ingeneral the disputed role of the Union Generaledes Etudiants Tunisiens.

This year the movement began April 17. Thereturn to normaly on Hay 12 resulted from repeatedpleas from Government and school officials, althoughno student demands were actually met.

T 100. "Debut de detente à. l'Universite de Tunis."(Signs of quietening down at the University of Tunis).Le Hondo, June 7, 1974, p. 14.

Contrary to rumors of a possible boycott,examinations were held in relative calm despitethe fact sore students were not admitted for"unexcused absences." absences due to studentstrikes were considered "unexcused." Some freeelections within the University were boycotted bycertain departments.

Dries Guiga, the Minister of National Education,declared that the government fully intended tomaintain its attitude of firmness.

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LIST OF P1:.RIODICAL SOURCES

L'Action - Tunis

An-Nachra-At-Tarbawya, Revue Pedagogique - Tunis

Bulletin d'Information Economique

Bulletin IlhE - Brussels

Contact - Tunis

L'BducationPedagogiqueFreinet

El Moudjahid - Algiers

Le Monde - Paris

ONOU Informations - Tunis

L'Opinion - Rabat

LP Presse - Tunis

Revolution Africaine - Algiers

Revue de Presse - Tunis

Revue Tunisienne des Sciences de l'Education

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