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Algeria
EDUCATION
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Great Mosque and University of Islamic Studies, Constantine
Courtesy Embassy of Algeria, Washington
School childeren, Algiers
Courtesy Anthony Toth and Middle East Report
The French colonial education imposed on Algeria was designed
primarily to meet the needs of the European population and to
perpetuate the European cultural pattern. A large majority of
the students were children of the colonists. French was the language
of instruction, and Arabic, when taught, was offered as an optional
foreign language.
Segregated schooling of French and Algerian children was abolished
in 1949, and increases in Muslim enrollments were scheduled in
the comprehensive 1954 Constantine Plan to improve Muslim living
conditions. On the eve of independence, however, the European-oriented
curricula were still taught exclusively in French, and less than
one-third of school-age Muslim children were enrolled in schools
at the primary level. At the secondary and university levels,
only 30 percent and 10 percent of the students, respectively,
were Algerians.
At the beginning of the 1963 school year, the education system
was in complete disarray, and enrollments in schools at all levels
totaled only 850,000. In the years immediately following, teachers
were trained hastily or recruited abroad; classrooms were improvised,
many in the vacated homes of former French residents. Attendance
climbed to 1.5 million in 1967, to nearly 3 million by 1975, and
to 6.5 million in 1991-92 (see
table 2, Appendix).
At the time of independence in 1962, the Algerian government
inherited the remnants of an education system focused on European
content and conducted in a foreign language by foreign teachers.
Algerian authorities set out to redesign the system to make it
more suited to the needs of a developing nation. The hallmarks
of their program were indigenization, arabization, and an emphasis
on scientific and technical studies. They sought to increase literacy,
provide free education, make primary school enrollment compulsory,
remove foreign teachers and curricula, and replace French with
Arabic as the medium of instruction. They also planned to channel
students into scientific and technical fields, reflecting the
needs of Algerian industrial and managerial sectors. The approach
to education has been gradual, incremental, and marked by a willingness
to experiment--unusual characteristics in a developing country.
The high priority assigned by the government to national education
was reflected in the amount of money spent on it and on the existence
of free schooling at all levels. Between 1967 and 1979, a total
of DA171 billion (for value of the dinar--see
Glossary) was allocated for operating expenditures in this sector.
In 1985 approximately 16.5 percent of the government's investment
budget was devoted to education; in 1990 the education sector
received 29.7 percent of the national budget.
Algeria received substantial assistance from the World Bank.
Between 1973 and 1980, Algeria contracted five education loan
agreements for sums totaling US$276 million. The World Bank has
continued to provide funds and technical assistance in connection
with a fundamental reform of education, the latest phase of which
occurred in 1993. The structure of the existing basic and secondary
systems was being revised, and much heavier emphasis was being
given to technical and vocational schooling.
In the mid-1970s, the primary and middle education levels were
reorganized into a nine-year system of compulsory basic education.
Thereafter, on the secondary level, pupils followed one of three
tracks--general, technical, or vocational--and then sat for the
baccalaureate examination before proceeding to one of the universities,
state technical institutes, or vocational training centers, or
directly to employment. The process of reorganization was completed
only in 1989, although in practice the basic system of schooling
remained divided between the elementary level, including grades
one to six, and the middle school level of grades seven to nine.
Despite government support for the technical training programs
meant to produce middle- and higher-level technicians for the
industrial sector, a critical shortage remained of workers in
fields requiring those technical skills.
The reforms of the mid-1970s included abolishing all private
education. Formerly, private education was primarily the realm
of foreign institutions and schools often run by Roman Catholic
missions. Legislation passed in 1975 stipulated that education
was compulsory for nine years between the ages of six and fifteen,
and that it would be free at all levels. The Ministry of National
Education and the Ministry of Higher Education were assigned sole
responsibility for providing and regulating the education system.
In 1982 about 4 million pupils were enrolled in the nine-year
basic education track at a time when the government claimed 81
percent of all six-year-olds were attending school. Attendance
approached 90 percent in urban centers and 67 percent in rural
areas. Teachers were nearly all Algerian, and instruction was
entirely in Arabic, French being introduced only in the third
year.
In the 1991-92 school year, about 5.8 million pupils were enrolled
in grades one through nine; and the gross enrollment ratios reached
93 percent for the first six years of school and 75 percent for
the next three years. Algerian society in the early 1990s was
still not fully accustomed to women assuming roles outside the
home, and female enrollments remained slightly lower than might
have been expected from the percentage of girls in the age-group.
Secondary enrollments totaled 280,000 in 1982, compared with
51,000 in 1962-63. The number of secondary schools increased from
thirty-nine to 319 over the decade, while the percentage of Algerian
teachers increased from 41 in 1975 to 71 in 1982. French continued
as the favored language of instruction in general, particularly
in mathematics and science. Despite these impressive gains, enrollments
still fell short of planned targets, especially in scientific
and technical fields. The same was true of female education. Nationwide,
in 1982 girls accounted for 38.8 percent of total enrollments
in secondary and technical schools. A great variation also existed
between the number of girls attending school in Algiers, where
the percentage nearly equaled that of boys, and Tamanrasset in
the south, where the percentage dropped to as low as 7. In 1984
national primary and secondary enrollments totaled 5 million.
In 1989-90, secondary school enrollments comprised 44 percent
of the school-age population, or a total of 743,000 students,
of whom 22 percent had entered the technicums, or technical
high schools. The proportion of girls in that cycle of education
was as high as that of the previous phase and constituted 44 percent
of total enrollment at the secondary level. Teachers were more
than 90 percent Algerian at all levels. Arabization of the education
system was considered an important objective of the 1990s.
Vocational education at the secondary level received attention
as part of the reorganization of the mid-1970s. The program was
designed with the requirements of industry and agriculture in
mind; students were to be trained as apprentices for up to five
years. As of 1990, a total of 325 vocational training schools
were in operation, and about 200,000 apprentices were in training.
Vocational skills were also taught as part of the national service
program, which provided employment and work experience for large
numbers of young men (see Labor
and Employment , ch. 3).
The major universities in 1993 were the University of Oran, the
University of Science and Technology at Oran, the University of
Algiers, and universities at Tlemcen, Sidi Bel Abbes, Constantine,
and Annaba and the Houari Boumediene University of Science and
Technology. There were also universities of Batna, Blida, Sétif,
and Tizi Ouzou and university centers at Bejaïa, Mostaganem, Chelif,
and Tiaret. Total higher education enrollment for the academic
year 1989-90 was 177,560 students as compared with 103,000 in
1983-84 and close to 8,000 in 1967. Only the Algiers campus predated
independence, having been founded in 1909.
The higher education system first adopted by the University of
Algiers was based on the French model. As such, it stressed autonomy
of the university faculties not only in administration but also
in designing curricula and organizing courses of study aimed at
particular degrees. The system resulted in unwieldiness, duplication
of academic offerings, and complete loss of credits by students
changing programs. In addition, it led to a very high attrition
rate. Some reforms designed to modernize the university system
were introduced in 1971, and major reforms were introduced in
1988. Nevertheless, the universities still loosely resemble the
French model, and French remains widely used for instructional
purposes. The number of French instructors has declined, however,
as the number of Algerian teachers has increased after 1980. In
1981-82, for instance, 64.6 percent of the teachers at all levels
of education were Algerian. By the academic year 1990-91, the
percentage had increased to 93.4 percent. Arabic was widely taught
at the tertiary level, and Zouaouah, the dialect of the Kabyle
Berbers, was taught at the University of Tizi Ouzou.
In addition to the universities, a number of state institutes
provide specialized technical, agricultural, vocational, and teacher
training. Some function under the direct jurisdiction of appropriate
ministries and provide one to five years of technical training
and job experience for trainees. The Ministry of Energy and Petrochemical
Industries and the Ministry of Agriculture and Fishing each has
a number of institutes. Algeria in the early 1990s had more than
thirty institutes of higher learning, including technical studies,
teacher-training colleges, and Islamic institutes.
Many Algerian students also study abroad. Most go to France or
other West European countries, various countries of Eastern Europe,
and the United States.
A variety of literacy programs for adults was initiated after
1962, when the national literacy rate was below 10 percent. The
Conquest of Literacy program was mounted to help people attain
literacy in Arabic or French or both languages. Volunteer teachers
held classes on the job, in homes, and in abandoned buildings;
old French or Arabic grammars, copies of the Quran, and political
tracts were pressed into service as texts. Wide- ranging approaches,
including correspondence courses and use of the public media,
were introduced during the Second Four-Year Plan, 1974-77. Major
responsibility for out-of-school education was assigned to two
specialized government agencies. These agencies benefited from
technical assistance under the second of the three World Bank
education loans, but the main emphasis of the government's education
program has been on the rapid development of the formal school
system.
Progress in literacy has been noteworthy. About 42 percent of
the population was literate in 1977. By 1990 adult literacy had
reached 57.4 percent, according to estimates by the United Nations
Educational, Scientific, and Cultural Organization (UNESCO); 69.8
percent of Algerian men and 45.5 percent of Algerian women were
literate. Because, however, priority has been given to the education
of youth, adult illiteracy has not yet received the attention
it needs.
Data as of December 1993
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