DOCUMENT RESUME ED 043 967 · 2013. 11. 8. · Agence Tunisienne de Public Relations, Tunis...

DOCUMENT RESUME

ED 043 967 EA 003 117

AUTHOR Azzouz, Azzedine, Comp.; And OthersTITLE Selected Bibliography of Educational Materials:

Algeria, Libya, Morocco, Tunisia. Vol. 4 No. 3, 1970.INSTITUTION Agence Tunisienne de Public Relations, Tunis

(Tunisia) .SPONS AGENCY National Science Foundation, Washington, D.C.;

Office of Education (DHEW), Washington, D.C.REPORT NO TT-70-58034-3PUB DATE 70NOTE 48p.

EDRS PRICE EDRS Price MF-$0.25 HC Not Available from EDRS.DESCRIPTORS Administrative Crganization, Adult Education, Art

Education, *Bibliographies, Educational Philosophy,*Literature Reviews, Mechanical Teaching Aids,*Periodicals, Religious Educat.ion, SpecialEducation, Teacher Education

IDENTIFIERS Algeria, Libya, Morocco, Tunisia

ABSTRACTThis report, part of a series of educational

bibliographies frcm the Maghreb countries (Algeria, Morocco, andTunisia) and Libya, consists of excerpts from periodicals publishedin those countries. Each entry is marked to indicate the particularcountry. The articles are organized under 13 major subjects thatinclude:.the structure of educational organization in North Africa;adult educaticn; teacher tzaining; and religious, artistic, andspecial education. Related documents are ED 023 063, ED 026 892, ED026 920, ED 029 527, ED 031 123, ED 034 455, ED 038 074, and ED 032818. [Not available in hard copy due to marginal legibility oforiginal document.] (JF)

N. 77 9O - 13.634//3

rfN

CDSELECTED BIBLIOGRAPHY OF EDUCATIONAL hATERI;1LS

w :LGERIALIBYAEOROCCOTUNISIA

Vol. 4 N° 3 1970

Compiled for the Office of Education.4)U.S. Department of Health, Education and Welfare

It and The National Science FoundationWashington D.C.

by the "hgence Tunisienne de Public Relations"6, Rue de Hollande - Tunis

Tunisia

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

ti OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

1,13

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

Ga STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

4C2 POSITION OR POLICY.

ti

Pr*.

OO

TT 70-58034/3

Prepared for

THE OFFICE OF EDUCATIONU.S. DEPRTLENT OF HEALTH, EDUCATION AND WELFARE

and

THE NATIONAL SCILCE FOUNDATION, WASHINGTON, D.C.

by the

AGENCE TUNISIENNE DE PUBLIC - RELATIONS

Prepared by Azzedine Azzouzwith the asbietance ofMargaret GuiomarHanni'Nnjar,

TABLE OF CONTENTS

PHILOSOPHY AND THEORY OF EDUCATION

ADMINISTRATION OF THE EDUCATIONAL SYSTLM... 4

EDUCATIONAL STATISTICS

STRUCTURE OF EDUCATIONAL ORGANIZATION IN NORTH

AFRICA

EDUCATIONAL ORGANIZATION

1

2

4

8

12

Primary Eduction 12

Secondary Education 000000000000000000000

Vocational Education

Higher Educationweee. 000000000000000000000000000 20

ADULT EDUCATION 28

TEACHER TRAINING. ....... 00000000 000000000000 oo ..00.0 29

TEACHING AIDS 30

RELIGIOUS EDUCATION 00000 00f.0000D 00000 0000000 0000000 32

1JITISTIC EDUCATION ........................... 00000000 0 33

SPECIAL EDUCATION

COOPERATION

36

36

SPECIALPROBLE1 ViS00000000000000000050000000 00000000000 43

NOTE : Each entry is marked with either A(Algeria), L(Libya)

Morocco), T(Tunisia) or MiG(Maghreb countries) to indicate

the country under consideration.

PREFACE

The Maghreb countries share, in somewhat differentdegrees, important problems that deeply mark their educationalsystems: illiteracy and multilingualism. Illiteracy is beingreduced by spectacular scholarization efforts made sinceindependence which emphasize results in the immediate future,thus meeting the requirements of modern society. Multilingualism necessitates freouent and disrupting reorganizations ofcurricula as the relationships between Arabic and French inTunisia, Morocco and Algeria end English, Italian and Arabicin Libya are constantly changing.

In'addition, education in general is in a periodof trr,lasition in the Maghreb countries, and the systems whichare evolving are still

The principal difficulty we *encountered in compilingthis bibliography was that, apart from governmental publications, materiel is not easily obtained. Much recent materialhas not yet been classified, and many texts are publishedoutside the country. This is particularly true for Libya.

We do hope, however, that these issues will beuseful not only to educators and students, but also to thosewl,o have a general interest in North Africa.

PHILOSOPHY AND THEORY OP T.;:n rTC A TION

T 1, Efficacite (Efftcienc)a

La Presse May 8, 1970

The problems caused by the development of education inour country have increased over the last few Years, and atthe end of the last ten-year plan (19r8-68), a neweducational policy, more suited to the country's economicand social position, was necessary. In a press conference,M. Mohamed Mzali, the Minister of'rational Education, spokeof his determination to eliminate the lack of balancebetween the aims and means of our educational system. Thefundamental problem is that of the democratization ofeducation, for although no one can deny every child's rightto be educated, lazy or mediocre pupils who later hindermore gifted children, and are a burden on the State budget,cannot be justified. Lacking sufficient financil resourcesand qualified teaching staff, only good results and scholasticsuccess must Five a child the right to pursue his studies.Thus the principle of the donocratizaoion of education mustcontribute to an efficient system.. and not as has been thecase, lead to a deterioration of the cereral level.

.

A 2. L'Ori.entat4on generale de l'ecole alcerienne a l'ordredu lour (The general. policy of Al.erirrn education on theagenda).

771 Jay 21 1971. .

In tie presence of President Bnumedienne the nationalcommission for edlcational reform continued to nrepare thefuture oolicy of /Ilgcrian ed'ication. Based on five fundamentalPrinciples, 1*,e education will talfe into consideration thereligious, historical, and geographical sit.lation of theAlgerian people. As Algeria has chosen to develop as asocialist state, the great task of education and trainingmust be revolutionary, and aim at a positive transformationof society. The commission's final objective will be theconception and elaboration of an Education Charter, whichwill be based on authentic national values, and willdecolonize Algeria's culture and heritage.

T 3. En relgchant les 4tudiants interpelles anises lesmanifestations, la gouvernomen.t espare les voir rallier lepeuple mobilise pour 116dification d'un avenir meilleur.(By freeing the students summoned after demonstrations, thegovernment hones to see them rally the nation mobilized tobuild a better future).

La Presse February 2, 1970

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By deciding not to pursue charges against students afterrecent demonstrations, the Government has again shownpatience and indulgence towards this section of society,hoping thereby to see them help the nation towards a betterfuture. Since Independence, the Government has devoted morethan a quarter of. its budget to generalizing education andtraining qualified personnel to the country's needs.All students in higher education receive a grant of atleast 30 dinars a month the equivalent of an averageTunisian salary, net '0% of them feel under no obliationto sit for t-,eir end-nf-year examinations, This intolerablesituation must not he snowed to contnue, and the Universityshould take strict measures ne,_einst the subversive activitiesof the minority. University orofessors should teach studentsnot on17 theories but also the history of their country,traininr- theo3 to, accept resoonsibilities towards their'eoole The famil-, nest nrovido a healthy moral environmentfor the stndent, and national or7an1 zations should providea beneficial crogram for leisure tine.

ADMINISTRATION OF THE EDTTATIONAL SYSTEM

T L'Attribution des bourses. (The Attribution ofScholarships).

L'Action march 6, 1970

A Ministerial committee is studying new methods ofawarding student gra-its, which in the future are to bebased on examination success and family income. Up tonow all grants have come from the State Budget, but anew policy alms at making national economic institutionssupport the scholarship fund, as these institutions usethe services or a large number of students who have benefitedfrom higher education.

A 5. Refonte de l'enselamenent: la langue nntionale, fonde-ment essential de notre oersnnlite. (The Remodelling ofFducatiorit the national languar4e. essential foundation ofour nerw-ellitv).

El Moudiahld July 20. lq70

The members of the national commission for theremodelling: of. odo.cation have raceived the retort onarabization rIch defines the best ways and means of carry-ing out this project in a national context. Several concreteachievements have slread: maroced the beginninq of thisprocess. The first two ,rears of orimnr- education have beenarabi zed, and the third and fourth years will soon follow.Total arabization of primary education is possible within

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the scope of the four-year plan. Secondary schools haveseven ho-rs taught in arabic a day: history, geography andphilosophy are taught entirely in arabic in primary schoolsand this measure will extend to secondary schools duringthe fosr-year plan.

T 6. Les problemes de l'enseignement (Educational problems).

La Pressa April 18, 1970

The interministerial committee which was created inNovember 1969 to examine the problems of education andprepare n reform of the structure, has presented the resultsof its research to the Government. In a speech, M. Bahl.Lalleikam the Prime Minister, rema rked tbnt the Governmentm-est not allow edetcetion to become too heavy a burden onthe State budget. The standerd of both pupils and teachersshoeld be raised, since a certnin indulgence in the principleof the democratization of education has allowed inferiorstudents to accede to higher studies, and at least 50% ofall first-year university students are below the levelreouired for satisfactory higher education. Scholasticprograms must be revised to give pupils a higher oualityeducation and a of of increasingly greater importanceis to be given to the tenchin.fr, cf the Arebic language andnational history. The level of teachers, many of whom areunonalified, must be raised, and both overcrowded classesand serious anomalies in the allocation of grent3 abolished,if the sacrifices made by the State for education are notto be in-vain.

T 7. M. Chedli Ayari: L'Etet est decide G. encoerager ladecentralisation de l'enseignement. (M. Aypri: theState is determined to enco-;rage the decentralization ofeducation).

Le Presse August 26, 1970

On August 25, 1970, M. 4nedli Ayari the ,;sw. Minister ofNational Education, Youth, snd Sports, presided over ameeting of regional administrators at Gabes. Among educa-tional problems discussed were the need to restore schoolsdamaged by the floods of last autumn, and to improve theconditions of local teachers, who in ruril areas are oftenbadly lodged and have no drinkable water. The schools arealso poorly eoeipped and some are constantly invaded bysand and reptiles. The Minister announced that flood damagewas being repaired as wickly as Tunisia's financialcondition and foreign assistance permitted, and that 20,000 .

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dinars had been allocated for the maintenance of schoolsin the region during 1970-71. 500 rural habitations forteachers will be build near Gabbs, and 4 new schoolroomswill be opened this year. The Minister concluded that theState had decided to encoorage the decentralization ofeducation in order td help promote life in rural areaslike Gabbs.

T 8. M. Mzali d4finit la mission de l'Office National desaffaires nniversitnires. (M. Mzali defines the mission ofthe National university service )..

La Presse February 26, 1970

M. Mohamed Mzali, the Minister of Education, Youth, andSports has announced the creation of a National UniversityService which will help students to pursue higher studiesin better moral nand material conditions. The service willcentralize and administer grants for higher education,supervise student accomodation and promote social andmedical aid for students.

T 9. Séance de travail consacr4e A la tunisification del'enseignement. (Meeting devoted to the "tunisificPtion"of edlcntion),

La Presse April 9, 1970

Cn April 8, 1970, the Minister of Education,M. Mohamed Mzeli, presided over a meeting of secondary andprimary school headmasters and professors from Tunisuniversity. M. Mzali stressed the need to "tunisify"education, yet remain open to scientific and technicalinfluence from the outside world. The Minister declaredthat Tunisia's educational policy aimed to give everypupil a good aesthetic and civic education, awaken hissense of responsibility, and form his character. FutureeducatiuAal programs must give a place of importance tothe history of the Tunisian national movement and Tunisianliterature, which should guarantee the pupil's attachmentto his surroundings. M. Mzali concluded that these goalscould only be attained if teachers were correctly trained,and special interest would be given to teachers' trainingcolleges and pedagogical inspection and control.

E1DUCATIONAL STATISTICS

N 10. 1842 candidats admis aux examens baccalaurdat marocain.(1,842 successful candidates in the moroccan baccalaurdat).

L'Opinion June 5, 1970

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4,425 candidates took the June 1970 session of theMoroccan baccalalrePt and 1,842 of these candidates,including 257 girls, were sucuessful. 950 of the candidateshad specialized in literature, 551 in experimental science,188 in mathematical science, and 151 in economical science.

A 11. L'enseignement dens laT4ilaya de Tlemcen. ( Education inthe Territory of Tlemcen).

El 'oudiahid July 1, 1970

In the territory of Tlemcen, the overall rate ofprimary education is only 49.25% and a considerable effortmost be made to improve this figure. However, there are9,188 pupils, of whom 73.50% are boys and 26.50% girls insecondary schoold. In the territory there are 3 grammarschools, 9 OEG (colleges of general education), 6 OET(colleges of technical education), and one teachers'tra ining college. These 19 establishments employ a teachingstaff of 466.

L 12. Libya, Royaume des Sables. (Libya, kingdom of the sonds).by Freddy Tondeur

Editions Nathan, Paris, 1969,158 pages.

The P-ethor states that Libya's greptest effort hasbeen made in the field of educption. A-Iter the war, Libya'spopulation was 90% illiterate, the rare schools scatteredaroend the coentry had less than 5,000 pupils, and there wereno engineers or doctors of Libyan nationality. Lack ofteachers and school buildings nade the first years ofindependence difficult, but as oil made the country pros-perous, the government gave priority to the problem of.edication. The 1968-9 Education budget was 42 millionpounds, double that of the preceding year, and the largestsingle item in the State budget 250,000 Libyan children,including 30,000 girls, are now able to attend school, endtheir thirst for knowledge is remprkable.

T 13. M. Hassib Ben Ammar: noire budget de l'Oncationconstitue en record absol, dans le monde entier. (M. HassibBen Ammar: our education budget is an absolute record inthe whole world).

La Presse July 23, 1970

In a speech given to a seminar of students who hadpassed the "baccelaur4at" examination, M. Hassib Ben Ammarthe Minister 6f Defence, reminded the students that after

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Independence, Tunisia had put education before e,Ten socialand economic proacts, and that her 7d'ication Budget of 8.8%was a world record. He told the students that they shouldfeel gratitude towards their people, who had consented tomake sacrifices for the promotion of education.

A 14. La situation de l'enseignement d-nseonstnntine. (The educational situationof lonstnntine).

71 Moudinhid

la Wjlaya dein the governorate

May 10, 1970

In the territory of Constantine there are 509 element-ary schools with 4,534 teachers and 210,754 pupils, of whom78,657 are girls. The percentage of education at this levelis 47.33%.

The territory has 74 establishments of secondaryeducation: 45 general colleges, 18 technical colleges,9 agricultural colleges, and 2 teachers' training colleges.There are 22,024 including 5,960 girls, at theseestablishments. 10,000 new places will be created duringthe four -year plan, as well as new centers of secondaryeducation at Djidjeli and An Beida.

Finally, higher education will be provided for by theconstruction of a UniJersity for 10,000 students at Constantine.

A 15. L'enseignement en Yabylie: 40,000 nouveaux 41eves dansle primaire depuis la mise en chantier du programme sp4cial.(education in Ynbylie: 40,000 new pupils in primary schoolssince the beginning of the spec ail program).

El floudiabid June 27, 1970

Edu-ational problems have always been acute in thegovernorate of Grande 7nbylie, bit measures taken by aMinisterial council held at Tizi Onzoi. in October, 1968,have led to en increase of more than a third in the tlmberof pupils at school. 1,000 additional classes have beenopened, enabling 40,000 new pupils to benefit from primaryeducation, and 7 colleges of education will soon becompleted. This year the governorate of Grande Kabylie hasbeen accorded 500 clnssP^cms and 500 lodgings.

A 16. Education in Algeria. Jenne AfrieTte DocumentAugusf-77, 1970

After Independence, Algeria found herself withoutsufficient human resources to replace the "pieds noirs"

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who had left the country. In 1961, for example, there wereonly 4 Algerians at the School of Administration, and from1962 -3 only 2,500 students at Algiers University. Only 20agricultural engineers are trained a year at the El HarrachInstitute, and since 1965 only 150 agricultural engineershave ounlified.

Algeria has therefore undertaken massive educationalprogram to overcome this disadvantage and satisfy her futureneds. The Government hns devoted 12% of the credit of thefo-r-yenr plan, 30% of its budget, and 18 to 20% of thenational revenue towards this aim.

Primary education , which covered 777,636 pupils in1963, will extend to 2,624,000 pupils in 1973. 3,500 newclasses will have to be created, and 40,300 extra teacherstrained. This sector will then be completely algerianized,and will educate 75% of all school-age children, and 100%of the children belonging to the "Independence generation".The total abolishment of illiteracy in the young is forecastfor 1980.

Secondary education, which covered 51,144 pupils in1963, will extend to more than 400,000 in 1973, and thenumber of teachers will increase from 8,000 to 18,000.

The number of students receiving higher education,which was only 2,803 in 1963, should increase to 27,000in 1973, whereas the number of professors will increase by170%.

Algeria's national education should therefore cover atotal of one million more pupils in four years' time, andthe percentage of children educated should rise from thepresent-day 57% to 73%. This enormous effort will becompleted by a parallel campaign to make a million adultsliterate.

By 1972 the educational system should also have -under-gone a complete remodelling based on the following principles:

(1) total arabization, doubled by a modernization of thearabic language. Bilingualism will only be temporarilymaintained.

(2) the scientific and technical aspects of education willbe stressed, to fulfil the country's needs.

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(3) Permanent "bridges" will be established between educa-tion .and training.

(4) the educational s,rstc:Jr will be demoevvtiied land'unIfiedlondpednaoHic-.1 methods rformed.

STRICTURE OF EDUCATION IN NORTH AFRICA

A 17. Chronique sociale et culturelle: llenseignement. (Socialand Cultural News - Pducation).

Annuaire de 11Afriquo du Nord TVII, 1968. p.261-277.

The process of aribization continues in Alaeria. Ahistory decree in .rabic has been created, and a test inarable has beCome compulsory for the entrance and other.examinations of the School of Arts end Letters. The creationof an arable section. at the Algiers School of Law was onvis-aed during a recent discussion in Cairo on universityrelations between. Algeria and Egypt. A delegation of Algerianeducation ins aectors also visited Tunisia to study theTunisian process of arabization.

.A 18. Formation et Devclopoemont: le second semtnaire national

cratu -0' eujourd'hui. (Tr-zinina end Development: the secondnational seminar closed todn'7I.

El Youdiehid January 10, 1970

The participants at this seminar merle certainrecommendations concernina the Technical Institutes whichcould. their said, be rafted on to organizations and wouldtherefore create an indisoLnsablesupPort in the admini-strative domain. The.,, rcconminded that the current systemof training could bt made more dynamic and that it wasnecessary to modernize and increase the use of instrumentssuch as agdio-visual aids, etc. The:, also defined the newconcention of tho student who must pla-, an active role in

own training, t:irough individonl or grolp participation.

.A 19. Assemblee oleniere de la Commission re gionalc de

Mostaganem. (Full Assembly' of the Regional Commission ofMostaganem).

El Moudjahld June 16, 1970

A full assembly of the Yostagnnem rep:lanai commissionfor oducationni reform discussed nnd adopted the followingreport prepared by sub-commissions:

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1) Democratization - means giving every child the maximumchance to prsie his studies as long as possible. This impliesthe idea of generalization - primary education, and thepossibility of secondary and higher education, for everyone.

2) Arabization - is a 4'undamenta1 principle of educationalreform. The crab language must have priority in the training offuture generations.

3) Scientific and technical options - are a necessity. Ourcountry needs ounlified staff and must adapt itself to worldindustrial evolution.

4) Principles - our schools must further the expansion of thenational language, history, and geography, which form the21qerian personality.

M 20. Hessen II ennule les renvois d'41eves exclus pour faits degrove (Hassan II cancels the measure dismissing pupils whohod gone on strike).

Le :Monde March 19, 1970

In a speech given to professors and students at nconference on education at Ifane, ving Hassan II decle2ed,that student strikes did not wcrry the government unduly, forthey were sure that solutions to the problems would soon befound. His Majesty declared that he had decided to cancel themeasure dismissing students who had gone on strike, and that thenumber of grants available to students, and teachers' salaries,were to be increased. Speaking with great frankness, the Kingdiscussed problems facing his country. After Independence,he said, they had tried to put into practice principles likemarocanization, arebization, generalization, and unification,but these ideas bad been manipulated end combined withltsufficient discernment and had therefore given a negative result.The country should first concentrate on marocanization, thenarabization, and end with generalization.

FAucption absorbs almost a ounrter of the State budget,but less than 7% of the children in primary education accedeto higher studies. The King considers it necessary for Moroccoto stop copying the French educational system, and to devisea structure of her own which would be more suited to thecountry's needs.

Other preoccupations mentioned by King Hassan II were theneed'to develop technical education, and to continue arabiza-tion, although other foreign languages would continue to betaught.

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M 21. Consid4rpnt la situation actuelle de notre enseignement,les professeurs techniques de Marrakech effilies A l'ITGTMpr4sentent une motion. (Considering the current educationalsystem, the Marrakech union of technical teachers presents amoti:n).


After having studied their morel and material situation,the Marrakech union of technical teachers presented the follow-ing motion - that, considering the importance of this branchof education for a developing country, and the lack of quali-fied staff to filfil the country's needs, they consider aradical reorganization of technical education necessary. Themotion demanded that:

(1) incompetent staff should be lefnsiesle(2) a higher teachers' training col:Lege should be opened(3) a enter of leseprch and Technical documentation shouldbe created to help teachers improve and perfect their knowledge(4) workshops should be equipsed with modern material(5) industrial training periods should be organized for techni-cal teachers.

T 22. Tunisia: l' enseignement dolt 6t re adapt4 nix besoins dupays. (Tunisia: teaching must be adapted to the country's reeds).

Le Monde June 3, 1970

M. Mohamed Hzeli, the Tunisian Ninister. of Education,Youth, and Sports, described in a press conference thetremendous effort Tunisia has been making in education forthe last eleven years. Since 1959, the aim has been to constructschools and open them to all Tunisien children, but now arevision of this project is due, It is imperative for Tunisiato avoid the dangers of a lack of balance between the country'spossibilities and the investments devoted to education, andbetween the training of qualified staff and possibilities ofemployment.

Reform must be carried ost in this perspective. It is nolonger a question of opening schools and convincing parents,for the schools are there and education is accepted. Now thelevel must be readjusted, the programs adapted to the country'sneeds, and more professional schools with greater scope built.

M. Mzali concluded that bilingualism, which hes alwaysbeen the rule since Independence, would be continued in thenational interest.

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T 23. M. Mohamed Mzeli: a l'4cole en priorit4 cue revientle r6le d'4ducluer et de former les g4n4rations montantes"N. Mohamed Mzeli: "The role of educating and training therising generations belongs to the school".

La Presse April 14, 1970

'During a teachers' meeting at Sousse, N. Mohamed Mzali,the Education Ilinister, spoke of the need to continue democraticeducation. He said that soon every young Tunisian would be ableto go to school, rnd in fact the primary schools would welcomean estimated 125,000 children this September. The Ministerreminded the meeting that the percentage of her revenue thatTunisia devoted to education was a world record. Speaking of the"tunisification" of education, he declared that school text-books and programs should be revised, for 90% of all textstaught were the work of foreign authors. When 50% of all litera-ture studied is Tunisian, children will receive an excellentcivic education that will teach them authentic national realities.M. Mzali added that this change would not contradict Tunisia'sdesire to remain in communication with the outside world,particularly in the scientific domain, and the teaching offoreign languages, especially French, worild continue to beencouraged. The Minister concluded his speech by saying thatsince the majority of educational programs put into practice-.1p to now had failed through lack of cualified staff, prioritywas to be given to teacher training.

L 24. The Advance of Education

The Libyan Review December 1968 Vol III, no.12

During the Italian occupation, primary education alone wasavailable to Libyans, and Arabic was only ta=ught as a supple-mentary subject in the final stages of primary' education. Inthe course of time, this would have created a week,, illiteratesociety, had it not been for the parents who orgenizad.pf!ivatereligions tuition for their children, or who sent them abroadto Arabic countries where they could be brought up under thereligions educational system.

Since Independence, Libya hes paid close attention to theproblem of spreading literacy among the people, and educationaccounts for r large part of the country's budget. An all-timerecord of 41,245,670 Libyan pounds was made available foreducation in 1968-9, an increase of 100% on the 1967-8 educationbudget of 20,812,000 Libyan pounds. This is in response to thegrowing interest in education shown by Libyan youth.

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L 25. Study of Existin5 Cchool buildings".by I. '7. Benton

Regional Educational Building rEFFIEUEFT3r Africa,Khartum- Sudan, 1969.

This report was prepared after a mission to Libya whichtook place on June 9-25, 1969. Typical schools built fromstandard plans were visited in and around Tripoli, and copiesof t'le standard plans, prepared by the Department of PublicWorks in Tripoli and Bengl-,azi, were studied. The mission wascarried out in conjunction with a UN,7Sce mission on schoolbuilding programs. The report s-,ofests ways of economizing theuse of space in schools to give grey ter flexibility andefficiency, and several examples of small schools designed invarious countries were included for reference.

L 26. Arab Education Conference in Tripoli calls for the unifica-tion of education in Arab countries.

The Cyrenaica weekly news 12 April1970

The conference of Arab Ministers of Education which metrecently in Tripoli adopted a resolution to unify the variousstages of education in Arab countries. The conference entrustedthe Arab League with organizing e symposium to study examina-tion systems and principles for coordinating and unifyingexaminations. Finally, it was decided that Arab countrieswould work to unify school programs, and that the number ofhours necessary to assimilate this common program would befixed.

EDUCATIONAL ORGANIZATION

Primary Education

M 27. Les cantines Scolaires (School refectories).

Maroc Documents March 1969

The Moroccan Ministry for Primary Education has at itsdisposal 1,980 refectories in schools in rural districts.200,000 pupils use these refectories, which play an importantsocial role, especially in the countryside where Moroccanchildren can enioy nourishing meals without having to walk longdistances to lunch at home.

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Secondary Education

A 28. "Hier e4arcives de longues. pour 6,981 candidats an Bac 70"(Language examinations for 6,981 candidates in the 1970Baccnlaurent took place yesterday).

71 24oudjahid June 4, 1970.

The first language examination of the 1970 baccalaurdattook place _yesterday. The program of the bacca1Pur6nt this yearis identical to that of previous years, but the examinationmethods and the examinations themselves have undergone certainchanges. These changes will allow pupils who have been able toassimilate their propzrams to rely on their aptitude anddiligence alone for success, as the "chance" factor will bereduced. The "new formula" baccalauroat, therefore, will be away of controlling the degree of assimilation and the aptitudefor synthesis which must be acnuired before undertaking higherstudies.

A 29. Dix nouveaux 4tablissements secondaires Ouvriront leursporteb en octobre prochain. (Ten new secondary schools willopen next October).

El Moudlahid, June 3, 1970.

Up to now, secondary education has not made as rapidprogress as primary education, and the academic "explosion"in primary schools after Independence has produced a multitudeof pupils wanting to further their education but unable to findplaces. However, considerable changes in Algeria's grammarschools and colleges, and a rapid building program, will helpto create favo-,Iblo conditions to carry out the four-yearplan.

Ten new grammar schools, each for 1,000 or more pupils,will be finished next Cctober and open for the next academicyear. 31 colleges of general education (r7RG), each for 600pupils, will also be completed in this period, and 6 teachertraining colleges are being constructed.

M 30. Iraportantes recommandations ^ollocue sur les problemesde l'enseignement de l'histoire at de le ge5ographie: refontetotale des programmes pour les adopter aux donnees pddogogioueseta, /a r6alit4 marocaine. (Important recommendations made bythe lonference on the problems of history and geographyeducation: complete remodelling of the programs to adapt themto pedagogical data and lloroccan reality).

L'Opinion July 8, 1970

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The Moroccan association of history and geography teachersrecently orrranized a conference at r?.abat on the problems ofhistory and g ography education in secondary schools. Thefollowing recommendations were submitted for the participants'approval:- the staff teaching history and geography should berwroc.o.-aridt- education in these two sub'ects should be arabized.- both national and moslem history should be taught.- important questions which have been neglected, such asEuropean feudality, the Palestinian affair, and the history ofthe Arab countries, should be included in education programs.- it would be useful for secondary teachers to participate inthe preparation of history and geography programs.

vocational Education

L 31 "Training course in farming statistics here ",

The Cyrenalca weekly news, April 20, 1969

The Under Secretary of the Ministry of Planning andDevelopment last week opened a course on agriculture statistics,attended by trainees from Libya, the UAR, Sudan, Somalia, Jordan,the Lebanon, Syria and Saudi Arabia. The coursewas sponsored bythe Department of census and Population, in collaboration withthe Ministry of Agriculture and FAO (Food and AgriculturalOrganization).

L 32 A11 around progress by Libyan University.

The Libyan T:teview December 1963

Arrangements are ".rider way to start the School of Medicinein the Libyan University during the academic year 1971-2. Therewill be about 60 students in the first year, and the course ofstudies will last for 6 years - 5 years in the School ofMedicine, followed by 1 year's practical training in a hospital.The first graduate doctors from the Libyan University shouldstart serving the nation by 1978

The School of Medicine will be part of the new LibyanUniversity campus now under construction in Benghazi. A 1,200bed hospital with modern equipment will be attached to thecampus and should be completed by 1973. The Libyan Universityis buying ec'uipment for the School or. Medicine from variouscountries, and also recruiting staff for the proposed openingin 1971.

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L 33 The Islamic Arts and (rafts school

The Libyan Peview December 1968

The Islamic Arts and r!rafts school is another landmark inthe field of education in Libya. When it started in 1895 inTripoli, during the rule of Suleiman Name' Pasha, it was thefirst school for science, arts, and industry. created withthe help of popular contributions and encouraged by theauthorities, the school made a good start, taking 'are oforphans and youngstersand providing them with technical skillsand abilities. At a time when printing presses were rare, theIslanic Arts and Crafts school had its own press and one of thebest science magazines. After Independence, during the atmos-phere of freedom that prevailed, the school received moreattention and its scope was widened to cover new subjects andabsorb an increasing number of students. Consequently, it hasbecome the biggest schu31 of its kind in the country, with awell-defined program of studies, an efficient administrationand progressively increasing ache cements. For three cuarters ofa century, it has provided Libyan society with a cultural andskilled body of citizens experienced in a good number oftechnical and vocational fields.

A 34 Cr4ation de l'institut Ilinier et Wetcllurgique d'Annaba(Creation of the Anneha Mining end Metallurgic Institute).

El Moluilabid June 6, 1970

The Fining and Fetall-rgic Institute which will be createdat Annaba will train engineers and higher technicians in thefields of mining, metallurgy, mechanical constructions, andconstruction materials. The length of studies for an engineerwill he 6 yenrs, and for a higher technician 4 years. TheInstitute will train engineers in the following specialities.

MinesThe working of mines.

2. Electro-mechanics of mines.

Netallurgy.3. Metallargic Production.4. Thermic and plastic treatment of metals.

Construction Materials.5. Technology of silicates and construction materials.

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Mechanical r,onstructions.b. Mechanicalecaent of industrial companies and technologyof mechanical constructions.

Electro-technics.). Electrical equipment of industrial companies.

A 35 Interview - Abderrahmane Pemili. responsable Socio-6ducatif an ministLr'eolgerien du plan, nous declare

(Interview with M. Abderrahmone Remili, who is in charge ofsocial - educational 'affairs for the Algerian Planning Ministry)

,Jenne Afrioue No. 481 March 24, 1970

100,000 French ounlified staff left Algeria after Independ-ence, and must be replaced if industrialization is to succeed.M. Abderrahmane aemili, who in charge of social-educationalaffairs for the Planning Minister, described in en interviewAlgeria's new experiment in Institutes of Technology. The needto form a large number of oublified ataff very ouickly m: ansthat only essential training,' directly linked to the post thestudent will occupy after his studies, will be given. Time willbe economizel by an academic yeer of 11' instead of 7 months, andby using former army barracks instead of constructing newcolleges. The basic pedagogic principles will be:

(1) to link the training directly to the specific post to beheld.(2) to make the training: practical, with engineers and techniclans forming half the teaching staff.(3) to link the Institute's work very closely to the country'sdevelopment.

About 30 Institutes will be created in all domri-a:agriculture, public works, mines, chemistry, metallurgy,planning, accounting and administration, commerce, tourism, etcEntry will not be by diploma, but by a system of tests andinterviews, and the Institutes will train students at bothhigher and average levet.s. The students will hove a veryparticular status. Daring their training, they will receive a"salary" to cover educational expenses, and in return thy mustgive triple their training-time to the company or administra-tion which offers them a position at the end of their studies.These companies sign contracts with the Institutes agreeing totake a specifie(1 number of graduates each year.

Algeria still needs some 4,000 more engineers, 10,000technicians, and 30,000 oualified -eorkmen. With the contribution

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of these Institutes by 1973 there should be 15,780 trainedhigher and average oualified staff to help fulfil this need.

A 36 he Centre africrin des hydrocarbures et du textile deBoumerdes. (The African 7enter of Hydrocarbons and Textilesat Bonmerdbs).

El V'ondiathid June 23, 1970

The African Center of Hydrocarbons and Textiles hrstrained engineers and higher technicians specializing in oil,gas, and textiles since 1964, and branches of chemistry andmining geology hs-e been created. In 5 years, the Centerhas produced 309 engineers and technicians who work in thedomains of industry and energy. With a total of 1,500 students,which will increase to 2,000 in October and to 3,000 before theend of the Four -Year Plan, the CART represents more than halfthe number of scientific and technical students being trained atthe present time in Algeria.

A 37 Trois instituts technologioues: commerce. planification -comptabilit4, accucilleront en octobre plus de 1,000 4tudiants.(Three Technological Institutes - Commerce, Planning andAccountancy - will receive more than 1,000 students in October).

El roudjahid May 7, 1970

These three Institutes will help to fulfil the aims of theFour-Year Plan. The Technological Institute of Commerce, underthe Ministry of Commerce, will train qualified staff for inter-nal and external trade. The Institute of Accountancy andFinance, under the Ministry of Finance, will train qualifiedstaff for the domains of finance and accountancy. The Instituteof Planning will be under the Ministry of Finance, and moreparticularly the nirection of the Plan, and has been createdto improve planning and statistical knowledge in Algeria. Itsstudents will become statisticians and development economists.

The (mantled staff trained by these Institutes will workin the Ministries, regional economic departments, and businesscompanies. According to the forecast of the Four-Year Plan, theInstitutes should have more than 2,000 st. ._ lents by 1973.

A 38 A la recherche dune vocation. Un m4tier psssionnant:technicienne agricole. (In search of a vocation. An excitingprofession: female agricultural technician).

I1212201122ILI June 5, 1970

A certain evolution has taken place in Algeria, and

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young Algerian women can now work in agriculture as technicians.A women's regional college, the only one of its kind at present,offers 3-year courses of specialized education in agriculturaltechnioues. After completing their studies, the graduates willbe able to choose between working in the agricultural researchlaboratory or becoming technical secretaries.

A 39 Ecole de formation hOteliere de Ben Aknoun (The Ben AknounHotel Trnining School).

El Moudiphid July 70 1970

At the Ben Aknoun Hotel Training School, situated a fewkilometers from Algiers, young people are trained fcr hoteltrades sich as cookery and restairant service. The traininglasts 18 months, with one year's apprenticeship at the schooland a 6-month practical training- period in a hotel. The pupilsare recruited between 17-13 years old, and are given additionalgeneral education (in Arab, French and calculation) as wellas a complete practical and theoretical professional trainingto prepare them for the hotel trade.

14 40 Le Ilinistre de ltagriculture et de la r4forme agrairepreside a Meknes La ceremonie de distribution des dipl6mesaux nouveaux ingenieurs agricoles. (The Minister of Agricultureand Agrarian Reform presides over the ceremony of the dis-tribution of diplomas to new agricultural engineers at Meknes) .

L'enirsion July 8, 1970

The Minister of Agriculture end Agrarian Reform presidedover the ceremony of awarding diplomas to the 1.7 engineers whohave graduated from the Meknes Nationel School of AgriculturalEngineers this year. In his speech, the Minister stressedthat they should devote themselves to applying the code ofagricultural investments, which is one of the bases of agrarianreform.

M 41 Pendant cino ens, une universIte pmerienine va former desprofesseurs marocains d'agriculture. (An American universityis going' to train Moroccan agricultural teachers for fiveyears),

L'C'pinion .Tune 4, 1970

A 5 -year contract to train teachers for Moroccanagricultural schools has been signed in Washington byMr. Samuel Adams, the assistant administrator of AID forAfrica, and Mr. Malcolm Moos, the President of Minnesota

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University. The contract concerns a program worth one million,four hundred thousand dollars, which will be put intopractice at Minnesota University and the Agronomic InstituteHassan II at Rabat.

42 Une grande reception a marnue l'excellent rendementobtenu l'ecole d' agriculture de Marrekech. (A big receptionmarked the excellent results obtained at the MarrakechAgricultural School).


The Soubla Az,ricultural School has just celebrated aremarkable academic year, for all the sixty pupils weresuccessful. The school, which up to now has produced 364graduates, is lg kiss. from Marrakech, in the middle of enimmense agricultural area dependent on the Ministry ofAgriculture and Agrarian Reform. It includes an experi-mental form of cattle-breeding, an experimental orchard,a hydraulic station and a center of professional training.The school concentrates mainly on arboriculture and breedingcattle for milk production. Its aim is to train technicalengineers for the Ministry of Agriculture who will bespecialists in irrigated cultivation and will popularizemodern methods of cultivation in irrigated areas. They willalso direct the agrivIltural monitors who introduce newtechnioues to rural populations.

M 43 Fin dn stage de la formation des cadres de la jeunessescolaire. (End of the training-period for the staffs ofyoung students' orgainizations).

L'Opinion March 31, 1970

More than 60 people, representing sections of the YoungPeople's Associations at '7asablanca, Marrakech, Rabat, Fes,Settat, Meknes, Yhourigba, Tetouan end Yenitre, were presentat the training meeting for the staff of cultural associationswhich was Field at La Pamora from March 29 to April 1.

The meeting had 3 main aims. Firstly, to train thegenaral staff of the various groups in educational andadministratie affairs- secondly, to further the evolutionof current methods of administration and direction- and,finally, to work out a serious, efficient plan to harmonizethe association's activities.

The participants nominated lour commissions to studythe following subjects - cultural affairs, artistic affairs,

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Tourneys and excursions, and secondary education.

Maghreb-44 La formation de cadres maghrebins de tons lenniveaux est primordiale pour r4aliser le d4veloppement duMaghreb. (The training of Maghrebian ouplified staff at alllevels is of vital importance for the development of the Maghreb)

L'Cpinion :hay 3, 1970

After having participated in the seminar on "Industrialcoordination between Tlaghreb countries", which took ?lace inTangiers, Dr. Abd'Ellatif rhemakhem, Director of the HigherInstitute of Business Administration at Tunis, commented thatthe Institute was the first of its kind in Africa. Its threefunczions, the Director said, are:

1) to provide 2 year programs leading to the DTS in businessadministration, and later to create a doctorate awarded 3years after the DES. The Institute will also retain higherqualified staff by organizing seminars in all subjects.

2) to encourage research in administration.

3) to advise business companies.

T 4.5 Le B.I.T. va cr6er 'an centre de formation professionnelleMclinin en Tunisie). (The B.I.T. is going to create a centerof feminine professional training in Tunisia).

La Presse May 6, 1970

An agreement was signed at Geneva by MM. Slim Benghazi and'rio "on qyden, the permanent representati,res of Tunisia andSweden to the United Nations' specialized agencies: andMr. Francis Blanchard, the assistant director - general of B.I.T.,concerning the creation of a national center of feminineprofessional training in Tunisia. This c.enter, which will costan estimated 760,000 dollars, will be financed by SI7.JA (theSwedish Agency for International Development), and the BIT willbe responsible for carryinp' out the project. The TunisianGovernment will provide the staff and cover general admini-strative expenses.

Higher Education.

A 46 A l'Ecole Nationale Polytechnicie:- Remise des dipl8mes a. la promotion 1970- Un nouveau dipl8me a. 1'Universit4 l'annee prochaine: Doctoraten Sciences de l'Ingdnieur.

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(At the National Polytechnic School:- Diplomas have been awarded to students who- A new diploma at the University next year:for engineers).

El Houdiahid July

graduated in 1970.doctor of science

7, 1970

The National Polytechnic School has already trained 350engineers, and its professors have organized 5-year educationalprograms, opened 26 laboratories, and prepared a hundred diff-erent duplicated copies of lectures. The close collaborationbetween Algerian teachers, UN7SCC experts, and international"cooperants" has given the school an international character,and its graduates bold key-posts throughout the country. Theschool has begun to develop scientific research, and the firstresults of this research in the use of hydrocarbons for motorsand oil-chemistry are already remarkable. A new addition to theschool's ecuipment will be a large high-tension laboratory of600,000 volts, financed by the special fund, to allow researchin t1-.e field of high tension.

A 47 L'Institut de psychologie appliquee at encumentatlonprofessionnelle: in auxiliaire efficace dins la planificationde l'enseignement. (The Institute of applied psychology andvocational guidance: an efficient auxiliary in educationalplanning).

71 Uoudiehid June 24, 1970

The Algiers University Institute of applied psychologyhas played a considerable role in vocational guidance andplanning in Algeria. This Institute, which was formerly calledthe Institute of psycho-technics and biometry, was created bydecree in parch, 1967, and became responsible for trainingvocational guidance cobesellors. Students are enrolled after anentrance examination open to holders of the "baccaleureat" orsimilar nualification. The course of studies 1Psts for 3 years,and leads to the State diploma of vocational guidance counsellor.Subj.ccts studied include general and social psychology, childpyychology, psycho-technical methodology, sociology, demo-graphy, and economy, as well as scientific work organization,educational planning, physiology, mathematics and statistics.

A 48 Creation a. Oran dune 7cole Normale Superieure Polytech-nicue. (Creation of a Polytechnic teachers' training collegeat Oran).

El Moudjahid June 2, 1970

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This college for 2,000 students will open in October1970, and will train secondary teachers of technical andscientific subjects. Pupils in their final year of schooling,but who have not passed the "baccalanr4et" examination, mayenter the college after taking a control test and receiving ayear's preparatory training. Pupils who hp,-e passed the"baccalaur4at" examination with scientific or technical optionscan enter the ENSP directly.

During the first "observation" year, the college staff willdiscover each student's level and aptitudes. In the second year,the student will choose to specialize in either theoreticalsciences, or practical or applied sciences. Specialization willcontinue in the third year, and the fourth or final year willgive students practical training periods in industrial produc-tion units.

A 49 Des r4alisations universitaires d'un montant de 300 millionsde dinars alg6riens confi4es is D.N.O. - A.N.P. (Universityconstructions costing 300 million Algerian dinars entrusted tothe 7.N.1.-A.N.P.).

El Mondinhid May 22, 1970

The Ministry of Education and the Direction of the Army"cooperatives" have signed an agreement concerning the construc-tion and eouipping o7 important university projects in theFour-Year Plan. Under the terms of the agreement, the Army"cooperatives" will undertake the construction and eouipping ofthe following proiects:- the National School of Architecture.- 8 University colleges, 4 at 71 Harrach and 4 at Kouba.- the third section of Cren University, which includes 5 college,a library with reading space for 540 students, and a medicalcenter for 100 patients.- the Higher Technical Tenchecs' Training -Jollege at Oran.- a University complex at Alg:ters, composed of a National Cetttrof Generalized Education, a National Pedagogic Institute, theScientific and Technical EViversity (El Harrach) and the Higher-leterinery college (El Harrach).

Under the agreement, the Direction of the Army "coopera+tives" will also undertake the study and execution of thefirst part of the Annaba technological university.

A 50 "L'Universit4 d'4t4 70": porte ouverte sur les institutstechnologiones. ( "Summer University 1970": gateway to theTechnological Institutes).

El Mondial:lid May 26, 1970

"Sammer Oni 'ersity 1970" is the name of a training-periodfrom July 10-September 10 which will prepare students to enterthe new Technological Institutes. These training-periods,which aim at efficiency and economy of training-time, will helpcandidates enter the Institute best suited to their level andaptitudes. However, this "Summer University" will have no realvalue without the incorporation of ouelified professors whowill be able to bridge the gap between the actual level ofstudents and the standrrd they should reach if the TechnologicalInstitutes are to be wholly successful.

L 51 Libyan University for expansion

The r.7yrenallcp weekly review, April 5,1970.

In an interviera with the Libyan News Agency, Dr. Hadi AbuL-Igme, the University vice-7ector, said that new departmentswill be opened at the Libyan University next year, in a driveto develop and expand the University's edicationel structure.

Departments of Archaeology and French will be establishedat the School of Arts, as well as a department of Statisticsat the School of Commerce. The University board of Directors isalso studying pros antis to establish a department of higherstudies, leading to ani-.A. ..7eqree, at the School of Arts.

The vice-Rector added that 112 Libyan post-graduates havebeen sent abroad for higher studies, in addition to 2 teacherssent to Canada to study language lay oratories The EnglishUniversities of Birmingham, Leeds and Liverpool cooperate withthe Libyan University in scientific, educational, and archaeo-logical fields, as well as English language teaching. Dr. AbuLugma concluded that University committees will visit Arabcountries to select highly cualified teachers for the Universitystaff.

L 52 Students assist in Clive Harvest.

rlyrenetcs laeekly_am Novembmr 16, 1969

Clive picking by Libyan students has proved mostsuccessfal. Students from the Schools of Science, Agriculture,Engineering and Education -joined the olive-picking campaignat the J']ddayem grove in Tripoli and gathered about fourtons of oli -es. Students from the Ghairan AgriculturalSecondary school and the Zawis secondary school picked 2.6tons of olives from the school's plantation, thus bringing

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the total to 6.6 tons in a single day.. The plucked olives aretransported to the ilinistry of Agriculture's oil mill, andthe oil handed over to the Agricultural bank for marketing.

N 53 Panorama de l'r..ctsalite nationale: greve de la faimd'etudiants mnrocains h Paris. (Panorama of national news:hunger strike of roroccan students at Paris).


Twelve residents of the "N:oroccan house" at the CiteUniversitaire in Paris have decided to start a hunger strikein protest against the order to close the house next July.ThLs decision, taken last parch by the Administrative Councilof t",e National Foundaion which manic es the University ofParis, was partly dice to the collea,eis recorded deficit of27 million francs.

11 54 Maroc: Grecre l'uni7ersite at dans les lycees de Rabat.(Morocco: Strike at ?.abst University and grammar schools).

Le Yonde February 14, 1970

For reasons which vary accoring to the q:hool. thestudents of Rabat University, except for the School of Medecine,are on strike. Medical students were on strike two weeks ago,but recommenced studies after certain claims had been satisfied.The new strike is by the students of the Ecole NormaleSuperieure (Higher Teachers' Training College), who claim thatpromises made by the educational boards have not been kept.A similar movement is taking place in other schools, includingthe Notional Agronomic Institute.

At the same time, althougls for differ-I.nt reasons, thestrike has spread to the maiority of Rabat's secondary schools,and the police have arrested militants from the National Unionof Moroccan students.

M 55 La greve des etudiants est son vingt-denxibme lour. Unearmee universitaire spcsifiZe aura de dramatiques consemencessur l'enseignement et le budget du pays. (The students' strikereachs its 22nd day. A sacrificed academic year will havedramatic consenuences on education and the country's budget).


It is evident that a wasted academic year will engenderheavy material losses for the Nation. Boycotting the examinations

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will cost an estimated several billion dirhams, and the crisiswill prove disastrous for the State program of moroccanization.Moreover, the promotion of national qualified staff, which isindispens-ble to free the country from an inefficient andexpensive foreign aid program, will suffer an unprecedenteddelay.

The University structure will also suffer the consequencesof this strike. The Schools and rlit4 Universitaire are alreadyovercrowded, and it will be imnossible for the administrationto find places for the 2,000 new students anticipated.

/4 56 La session d'examens de JuLn est-elle compromise? (Is theJune examination session in jeopardy ?)

L'Cpinion June 2, 1970

The June examinations now seem unlikely to take placenormally. The students' position is unchanged, and they aredetermined to boycott all lectures and examinations until thegovernment has satisfied their demands, and given them per-mission to postnone their military service until the end oftheir university career. For their pert, the professors,members of the National Union of Higher Education, decidedlast thursday to give no further lectures until the situationhas been resolved. The medical examinations took place withonly 30 students present out of a total 500 enrolled.

M 57 Examens universitaires: premiere session en septembre).(University examinations: first session in September).


A full assembly of students was called to re-examine theirsituation after the communique issued by the University council-This communioud did not really satisfy the students' maincondition, for which they had gone on strike and boycotted theexaminations - that is, that every student should have the rightto postpone his military service until the end of hitt studies.This unconditional demand- would prevent the authorities frombreaking up the student movement by sending troublesome elementsinto the Army, and is especially important to the studentssince fifteen members of their organizations have alreadyreceived their convocations.

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T 58 24 precticiens: 1 ere promotion de Isde Tunis.

1700 nouveaux medecins en 1980.(24 doctors: first graduated from the

Medicine.1,700 new doctors in 1980.


Dr. Candau, the Director General of the World HealthOrganization, and many foreign and Tunisian doctors werepreset at the graduation ceremony of the first 24 doctors tobe trained at the Tunis School of Medicine. The School openedin 1964 with 54 students, and by 1969-70 this number hadincreased to 447. The medical students ha-7e one year's prepara-tory lectures, followed by six years of theoretical andpractical studies in various hospitals. Tunisia urgently needsmore qualified doctors, as foreign aid is only a temporarymeasure and medical services must be "tunisified" in thefuture. The present number of foreign doctors in Tunis is 351compared to 217 Tunisian nationals. However, as 95% of thestudents at the School of Medicine are Tunisians, 1,700 newTunisian doctors should have graduated by 1980. The four-yearforecast is as follows:

F.:notate de MAdecine

Tunis School of

1971 : 35 doctors1972 : 50 doctors1973 : 70 doctors1974 : 80 doctors

The percentage of success since the School opened is asfollows:

1964-5 : 77%1965-6 : 73%1966-7 : 56%1967-8 : 75%1968-9 : 64%

T 59 Un institut 3uperieur de Is sante publioue sera bientectcree en Tunisia. (A Higher Institute of Public Health willsoon be created in Tunisia).


In an interview, Dr. Candau, Director General of theWorld Health Organization, commented that he was pleasedto note Tunisia's progress in training doctors, and added

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that Tunisian doctors were necessary for only they could-understand their country's people and problems. In the areashe had visited, he had noticed the seriousness and devotion ofthe medical staff. Dr. Ilandan continued that, with the Einisterof Public Health, he had e- xamined the project of creating aHigher Institute of Public Health in Tunisia, which would trainhealth experts and be eruipped with a central and regionallaboratories.

1 T 60 A Tunis le premier institut spdrie,,r de gestion desentreprises d'Afriaque. (The first Higher institute of BusinessAdministration in Africa is at Tunis).

Jenne Afrioue May 19, 1970

The Higher Institute of Business Administration was createdin July, 1969, and is an integral part of the Tunis Universitycomplex. The Director is Abdellatif rhemakhem, Ph. D inadministrative control at Chio University in 1965. The Institutehas two missions: firstly, to prepare students or the DDS inbusiness administration, and secondly, to retrain and perfectbusiness and administrative strff. The Institute will also playa role in the country's economic life, by conducting researchand advising companies who 'vent to benefit from the experienceof highly anglified staff.

The Institute is supported by several foreign organizations(of Great Britain, Franne, 'Ilanada), and is affiliatedto the American Association of. Business Schools. Aid is

Prill'oe,]17 in the form of grants and exchanges of teachers andexperts, as well as the perfectioning of pedagogic materialspecifically adapted to the African environment and under-developed countries. The Institute expects to offer a highaunlity education based on two principles: a close liaisonbetween the university and economic life, end the use of

American methods adapted to an African environment.

There are 41 students in the school's first year who studythe following subiects: politics of administrati7e control,marketing and international marketing, financial administration,and production administration.

The role played by the Institute in the Tunisian economywill be threefold: in the immediate future, the country'squalified staff will be impro7ed by seminars which will showthem new technioues of administration, and this will be followedby a supply of competent oualified staff who are trained toapply modern administrative methods to their environment. In thelong run, the Institute will pro-7ide help and advice enablingcompanies to perfect techniciues which will improve their output.

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ADULT EDUCATION

A 61. L'alphab4tisation des adultes: "Je veux m'instruire pourmienx comprendre". :T1aking adults literate: "I want to learnto understand more").

El Youdiahid July 21, 1970

The most notable event this year is undoubtedly theimportance given to the campaign against illiteracy in theFour-Year Plan. It is inadmie;:ible that in a modern socialistcountry men and women should suffer the handicap of illiteracy,and throughout Algeria classes of instruction are being openedby enterprises, national societies, regional agricultural boards,etc. The number of classes opened is still insufficient tofulfil Algeria's aim, which is to make one million adultsliterate by 1973.

A 62. La formation professionnel:e agricole a l'honneur.(Agricliltural professional training must have priority).

Tioudiel-id 8 June 1970

In Algeria, the problem of profess,ional t-caining isparticularly important in pgric-Iltnre. There is not enoighanalified and professional staff to keep up with the growth ofthe country's economy and the constant need to apply newtechnioues. Priority mist be given to professional training,which should in turn lead to a better preservation of thenational pata-imony, an increased output, due to the auality ofthe work, and conseanently an improvement in the agriculturalworker's standard of living.

A considerable effort is being made at the moment to giveworkmen a technical training (in pruning and grafting), and totrain specialized staff for administration and accountancy. Inthe governorate of Annaba, there is a regional school ofagriculture at Guielma and three rJ.F.P.AlsIn 1962, 25 technicianswere trained each year, whereas in 1972 the annual total willbe more than 100. The total number of (+gala:Led staff trainedby the a.F.P.A. is 359 monitors, 250 administrative staff, 150vineyard workers, and 300 accountancy clerks.

A 63. F -P..A. PU rythme du Plan; obiectiF: former 20,000 techni-ciens. (The F.P.A. follows the Plan's forecasts; its aim, totrain 20,000 technicians).

El Voud;ahid May 25, 1970

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The FPA (professional training for adults) must aim attraining 20,000 technicians, acc ording to the statistics givenby the Four-Year Plan to the Ministry of L bor and SOci.1Affairs. Programs will have to be revised to give a qualifiedtraining, and the FPA is hoping to promote education ineconomics to allow workers to aconire a rudimentary knowledgeof this subiect. Sectors given priority by the FPA will bemetallurgy, building and public works, hydrocarbons, textilesand leathers. The board of the FPA also wants to organize threeTechnological Institutes, the first to train more than 6,ouotechnicians for building and public works, the second to train2,300 technicians for electrical household apparatus, and thethird to train the monitors needed urgently by the hundredFPA groups.

/I 64. flans l' interest des cadres et salaries, ennugte slr lesdifferents types d'enseignement et de formation assures auYaroc. (In the interest of clialified and general staff, aninquiry into the different kinds of education and trainingassured in Morocco).

Lrcpinion June 2, 1970

The Teachers' Study Group, in close collaboration with theGan,Nrn1 Association of Moroccan Industries, is starting anin'uiry into 160 industrial and commercial enterprises whichtrain their oualified and general staff. This census willinform the heads of companies and staff directors of thepossibilities of training which exist in MoroCcoe The Teachers'Study Group innuiry deals with both training inside thecompanies and outside, in local organizations or foreigninstitutions, and stresses the continuation of this training byconstant evaluation and further education.

'FRAMER TRAINING

A 65. Cooperation ciaturelle avec l'Afrioue du Nord: Une lettrede l'embnssade d'Algerie. (Cultural Cooperation wich NorthAfrica: a letter from the Algerian P.mbAssy).


The Algerian Embassy gave the following facts on teachertraining in Algeria:

1) The number of pupils in primary schools has increased from735,000 in 1962 to 1,760,000 in 1969-70. The number of pupilsin secondary schools has ouadrupled in the same period to reach

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170,000, and the number of students in higher education hasincreased from 2,000 to 11,000.

2) It is evident that this increase is a result of the increasein the number of teachers. The number of Algerian primaryschool teachers, which was only 12,000 in 1962, has now increasedto 36,000, and Algerianization is therefore 90% in this sector.In secondary schools there are 5,000 Algerian teachers, 50% ofthe total number.

3) These results are dice to the vast program of trainingAlgerians at all levels which began in 1963. In 1964, thedecision was taken to create two teachers' training collegesin eery governorate to satisfy the needs of primary education.At the same time, the higher teachers' training college and thenational school of technical education ensure the training ofrialified teachers.

T 66. Pol..r vaincre la crise de recrutement, le statut 4conomiqueat roci.el des 4dncateurs doit-titre revaloris4. (To conquerthe -2:-.cruitment crisis, the social and economical status ofteachers must be revalued).

La Presse August 30, 1970

Mr, nhedli Ayeri, the Ninister. of National Tducntion,announced at Sousse that teachers' salaries were soon to beincreased. This measure has been expected for a long time, forteachers have had to make considerable sacrifices to allowTunisia's educational system to develop. It is a fundamentalproblem for Tunisia to recruit the large number of staff neededto ensure a competent educational service, and the currentrecruitment crisis is becoming more serious as the number ofschools multiply. This crisis is due to the fact: that thesocial and economical status of a teacher, and his futureprospects, are in every way inferior to other professions.Teachers have a key role in a developing country, and shouldbe given a salary which corresponds to their importance,responsibilities, and contribution to society.

TT AOHING AIDS

A 67. Le r4sean national de t414vision: nn succes marquant danela bataille du d4veloppement cultural. (The National TelevisionNetwork: e striking success in the battle for cultural develop-ment).

71 Moudjahid June 18, 1970

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Cne of the most notable events at the ('ran Nationallultural r:reek will be the opening of the national televisionnetwork. f',070 of the population will be able to receive programsand the whole of the Northern part of Algeria will be coveredwhen the new 625 line broadcasting stations are opened.Nowadays ,television is one of the most efficient means ofeducation, particularly in a country like A7geria whertilliter-acy is still common and audio-visual techniques are necessary.The unification and extension of the national television networkare part of the revolutionary plan to develop culture amongthe people.

A 68. Edition: un bonnuet litt4raire pour c414brer le semaineculturelle nationale. (Publishing: a literary bouquet tocelebrate the National Cultural Week).

El Moudiahid June 20, 1970

At the Oran Cultural vle..ek, the SNED put on sale sometwenty new publications, including ten books of generalliterature, six studies or documents, three books of currentevents, and two books of history or civilization. This is partof the new impetus given to culture in general and literaturein particular, which began after the 1968 (Ilitural Couferenceat Algiers. The Government, acting on suggestions made by menof letters during the conference, decided to give the necessarymaterial and financial support to help further culturaldevelopment in Algeria. Evidence that an authentic Algerianculture is being reviewed can also be seen in music, thetheatre, and cinema.

A 69. La bibliothboue nationale: 650,000 outrages sur 17 km. derayonnages. (The National Library: 650,000 books on 17 kms. ofshelves).

El Yondiahid June 23, 1970

The Algerian National Library is at the present time thelargest in Afri9a and one of the most modern in the world. Itssize is 4,800 m- and the front of the building covers 120 m.There are 3 reading rooms with room for 450 people, and everyday 850 readers study there. The Library has 11,000 enrolledmembers, and receives 2,000 reviews and newspapers fromdifferent countries. By a decree of May 29, 1969, the Library'sfirst task is to classify and preserve for the public Algeria'scultural patrimony, and to acquire everything published aboutAlgeria abroad. It will therefore facilitate scientificresearch by possessing the necessary documentavion foruniversity research professors or ordinary citizens.

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T 70. Driss inausure i.an.e exoosition de livrcs demedccine. (M. Drins Gui7a onens an exhibition of medical books).

La Presse N. ll., 1970

Mr. Driss Gu1,7:5, TInisian 'i-Cinister for Public Hcalth,opened en exhibition of c'00 medical books on TJay 3, 1970, tocelebrate the Sixth ...aahreb ttF' dical The b-loks areprimarily for students, and deal with :Iedical Practice, autopsy,therapeutic methods, ::nd the w-o-s of treating various illnesses.They will be presented to the Tunision School ofgedicine bythe French Ambassador after the exhibition.

T 71. La Tunisie participe au C-,ire au seminaire sur llalpha-b(Itisation. (Tunisi^ p,,rticipates in the Cairo seminar, onliteracy) .

La Presse Mar:- 3, 1970

A Tunisi',n dt,:1(7ation, comnosod of Mr. Tahar El Arbi, thehead of the department of educational T,V., end mr. Taleb Elnett :b, br.9(1 of the dolvrtm,xt of audio-visual slids, w 11nartIcinate in 9 s-m4nar ora-ma4zed b- the "jirther Arab Councilfor Litcrac- ir fr,am 2-26, 1q7O. Thirteen Arabcolntries will be rclres,:-ted at tlis seminar , irf,'ich will dealwith rnFtl, As of toachir in the fiht ac!ainst illiteracy. Thiswill bc- the. second time Tunisia has plrtici?ated in theseseminars, ..nd her contribution is annreciated by Arab countrieswho intend to create cdoctional T.V.

T 72, M. Tinbib ttoile qui nous est delvoulue estd' assurer 'faeces et la or.rticination de chacun la vieculturelle do la communoute. (1'1. 7abib EimIlarct's,s: the taskaivcn to us is to assure the access to and the participationof each person to the cultural lifr of the community).

La '''rcsse A)gust 26, 1970

Durina the fl!ESCO confrence held in Venice, HabibBoularestInformation Culturrl Affairs lirtister, declaredthat modern audio-visual methods can aid a great dt-,a1 in thediffusion of national culture and education. Records, films,photographa, microfilta in archives and sound and light showsall are efficient means of conscrvin: and propa.7nting cultureand inserting outside contributions to the daily life o2 thenation.

RFLICTTOTTS 7DTECATION

M 73. Deux theses theoriques nresenteos a Rabat. (Two theoreticaltheses Presented at Rabat) .

LtOpinion June 27, 1970

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At the ?abet Institute of Theological Studies, the twoprofessors Ahssaine and Lissaine 71 link defended their thesesfor the Diploma of Islamic Studies before numerousrelit7ions personalities. After having heard them speak, thejury's verdict was "fairly good" for the first thesis on "Thebasis of Islam" and "-,ery good" for, the second thesis on"The venerable contribution of Abuu Dir El Ghifari and hisconceptions of socialism."

ARTISTIC EUJCATION

A 74. le T.N.A. l'heure de /a decentralisation. (The T.N.A. atthe moment of decentralization).

El T4oudjahid July 3, 1970

On June 19 thr e statutes concerning the theatre werePublished. The first concerned the reorganization of theNational Algerian Theatre, the second defined the generalstatus of regional theatres, and the third concerned thecreation of a National Institute of Dramatic Art and Ohoreo-graphy. The aim of the National Algerian Theatre is to contri-bute to cultural development by prodwAng dramatic works withan educational and cultural basia.The National Theatre's mission is:- to undertake research work to discover the characteristics ofan authentic Algerian theatre.- to present, according to en annual plan, a minim.'m number ofworks by Algerian authors.- to enrich the repertory by presenting works by foreignauthors belonging to the universal classical and modern theatre.- to give the national troop a high artistic level.- to ensure a wide audience for the artistic works created byorganizing regular performances.

/4 75. Concours culture. et artistioue organise par l' inspectionprovinciale de la Jeunesse et des Sports. (Cultural andartistic competition organized by the provincial board of Youthand Sports).


As part of the activities organized for the Youth Festival,the provincial board of youth, sports, and social affairsannounced an artistic end cultural competition for youngpeople on the theme: "His Yaiesty Hassan II's achievements inthe social, cultural, and economic field." Prizes will beawarded to the best entries in the three sections, poetry,prose, and painting.

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M 76. Cnverture du 7.12. Festival National du Th45tre amateur:Plusieurs manifestations th4Atrales pr4vues pour aulaurd'hui.(Cpening of the 71 National Festival of Amateur Theatre:Several theatrical productions organized for today).


The 11th festival of amateur theatre opened yesterday inthe presence of numerous performers in the amateur theatrefrom all over Morocco. The festival, organized by the Ministryof Youth and Sports, will enable theatre-lovers to attendplays, lectures, and debates between intellectuals and Moroccan:theater linoplea. Today 2 plays will be presented at theNational Theatre Mohamed V, by the "Saisons" troop from Meknesand the Marrakech amateur company. M. Farid Ben M'Barek willalso give a lecture on the theme "Horizons in the moderntheatre".

M 77. Proiet de construction d'un nouveau thegtre municipalqasablanca: un instrument cultural ffui dolt toucher les massespopulPires. (Project to construct a new municipal theatre atCasablanca: a cultural instrument which should reach thepopular masses).

The prospect of enlarging the Municipal Theatre at"asablanca seems a good initiative from many points of view,but it would be preferable to separate the commercial admini-stration from the artistic branch.

The public is tired of seeing its theatre ignore popularaspirations and become a privileged meeting-place forbourgeois society. The theatre in Morocco is a cultural meansof popular education, and should play an educational roleamongst the least privileged members of society. The theatreshould therefore be made available to the maximum number ofpeople, and men of integrity should be responsible for theadministration.

L 78. Libyan Folklore group.The Libyan Review December 1968

The Libyan folklore group, a part of the State Depart-ment of Arts and Culture, has earned a reputation both athome and abroad. It has given more than 500 performances inLibya alone, since its formation 5 years ago. The folkloregroup has also visited Tunisia, Malta and Italy, and will begoing to other countries soon.

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There are more than 50 artists in'the group, including30 men and 5 girl dancers, and 10 musicians. The group performs;over 30 dances of various kinds. At present the majority of theartists are students, but next year they will become full-timemembers of the troop.

The Libyan folklore group won first prize for dancing atthe International Festival of Carthage in Tunisia, competingagainst 9 countries. The Maltese Government also praised thegroup when they alarmed at the Malta International Trade Fairthis year*

S PE:11AL E.' airIATION

L 79. La Libye ne participera pas an 21 jeux universitaires etscolaires maghrebins. (Libya will not participate in the 2nd.Maghreb school and university games).


The 2nd. Maghreb school and university games will takeplace at Tnnis from July 20-28, with the participation of900 athletes representinz Morocco, Algeria, and Tunisia.Libya, who participated in the let. Maghreb games organizedat Algiers in 196P, has decided not to take part in thissecond meeting. The Games this year will include athletics,table tennis, gymnastics, swimming, baslretball, football;handball, volleyball,' and f ncirrz.

M 80. Les Etudiants et is Jeunesse. (Students and Youth).

Annueire de L'Afrioue du Nord T VII 1968 p. 282.

Agitation is not new among Moroccan students. The problemsof youth in general, and not only students, preoccupy theGovernment - it could not be otherwise in a country where halfthe population is under 20 years old. The speech made by theKing on his 39th birthday was devoted to youth, and he develop-ed two main themes - helping young people to find employmentwith prospects, and assuring an education and culture foundedon national and religions values. In every province, acommission will be created to help young people with a primaryor secondary education diploma complete their training andfind employment. The King also announced the creation of"Houses of Thought" destined to bring young people up innntional and religious ideals, and to counteract the harmfulinfluence of certain foreign philosophers.

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81. T1r. Mohamed Mzali, Tunisian 14inister of Education, Youth,and Sports, presided over a meeting of the Directors of theBourguiba children's villages.

T.11 Amnl February 28, 1970

Nr1 Vohamed Vza.li, the Tunisian Ninister of Education,Youth and Sports presided over a meeting of the Directors ofthe Bourguiba children's cent-J-s and reminded them of the aimsof these organizations - to prepare young people for a decentlife through education, and to help them fit into society.

?'r. Mzali emphasized the fact that these children aredeprived of parents' affection, therefore their education is adelicate matter and reouires great care and attention from theteachers. Civic and religions education must be stressed, andan overall healthy education should be given. Finally,

Mzali gave priority to finding employment for young peoplewho are old enough to work.

T P2. Le 3 erne camp scientifinue international a achev4 sestravaur. (The 3 international scientific camp hascompleted its work).

LP Presse August 28, 1970

The "Young-Science" movement in Tunisia organized its3 r!'international scientific camp from August 12-28, 1970.Representatives of similar movements in European and Africancountries were invited, and the camp gave numerous opportuni-ties for young people to meet and cooperate together infriendship. The camp studied mainly natural sciences in theregion of Bir El Bey. The students collected plants growingon nearby mountains and analysed them in laboratories: theythen studied geology and climatic conditions to establish therelationship between these plants and their natural environ-ment. CtI-er studies were devoted to zoology and oceanography,and insects and animals common to the region were examined.Trips out to sea were organized to study the relationshipbetween the different sorts of fish found in the Tunis gulfand the temperature, and degree of salinity of the seawater.Finally, astronomy was practised every evening with a long-range telescope designed by members of the Tunis "Young-Science" club.

CCCPAPATION

A 83. "R4vol5Ition Africaine": les campagnes de recruitmentd'enseignants francais sont d4cevantes. ("African Revolution":

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the recr=uitment campaigns of French teachers are disappointing).

Le Yonde June 24, 1970

"African Revolution", the official newspaper of the FIN,commenting on the state of cultural relations between Franceand Algeria, declared that "since 1966, the recruitmentcampaigns of French teachers have been disappointing, and thishas delayed the normal development of national education inAlgeria". The newspaper continued that Algeria is aware thatrecriitment is voluntary, 13,-t even voluntary service can beinfluenced or discouraged, and France seems to make no partinlar effort to further Algeria's cause.

A S4. floop4ration claturelle avec l'Nfrioue du Nord: Le n4o-colonialisme. (' 111tura1 cooperation with North Africa - neo-colonialism).

Le T'onde Tune 24, 1970

Cne must seek the real explanation of the reserved, if nothostile attitude of the French towards cooperation with Algeria.Come feel resentment at Algeria's Independence, others opposi-tion to a country which is revealing itself capable of control-

ling its own future, often with, but sometimes without. France.This can in part explain the lack of candidates for posts inAlgeria.

Meg. 15. Le Centre Maghr4bin d'7.tudes et de Recherches Administra-tives install4 officiellement. (The Yaghrebian centre ofAdministrative Study and Research officially installed.

floudjahid July 4, 1970

The Centre will be a concrete stepping-stone toward'inter-maghrebian cooperation. Its first aim will be to maintainand develop close cooperation between the Institutes of PublicAdministration and the National Administrative Schools of theMaghreb. As the representative of the Maghreb countries, it willbe in contact with similar international organizations, and willaim at promoting exchanges of information, training staff, anderuipment, or organizing and carrying out communal proiects.The Centre's mission will also be to develop contacts andmutual understanding between higher ounlified staff in theVTarhreb, by organizing seminars where they can compare expert-.ences, and discuss achie-ements, failures, and reforms in theircountries.

37

POOR ORIGINAL LA.dir t


A 36. Les dirigeants d4plorent les d4faillanees de la France.(The lenders deplore France's "shortcomings").


Algeria is conscious of being the developing country mostopen to the spread of culture and teehnioues from the formercolonizer. The Minister of National Education declared: "Thereis no contradiction between our increasing realest for coopera-tion and our policy of Prebization, since the number of youngAlgerians who are taught in French at school has doubled sinceIndependence and must be tripled in 4 years time". He added thatAlgeria wanted to maintain the current proportion of 50% Frenchteachers in secondary education for many years to cole. However,the first results of the recr-itment campaign for the nextacademic year have been particularly disappointing. Algeria has3,500 teaching posts to be filled and wants to recruit 112professors and 205 assistants for higher education and research.

Hag. R7. La coop4ration culturelle franceise avec 1'Afrioue du Nord.(French cultural cooperation with North Africa).

Le Monde June 3, 1970MEMMO .i %WM

The number of French teachers in North Africa is very highOut of 17,000 French teachers abroad, 95% are in North Africa- ,8,000 in Morocco, 6,000 in /11cleria, and 3,000 in Tunisia. TheFrench Foreign Ministry, replying to Algerian criticism, gavethe following facts - that no other developed country sends sohigh a number of teachers °broad, and that France also receivesreouests from African English-speaking countries who want toincrease their teaching staff in French. To satisfy all thesere nests within the limit of the budget, the Direction ofCultural, Scientific, and Technical Affairs at the ForeignMinistry gives priority to countries wanting French teachers,not to teach, but to train local teachers.

11 81. Marrakech: Onverture pier de la conf4rence r4gionale desministres arabes de lt4ducation. (Marrakech: opening yesterdayof the regional conference of Arab Ministers of Education).

El Moudiahid January 13, 1970__-The third regional conference of Arab Ministers of

Education and Planning, organized by UNESCO, opened yesterdayat Marrakech, with the participation of representatives from16 countries, observers from Yugoslavia, the Vatican, theGerman Federal republic, Spain, and the U.S.A., and delegates

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from 15 international organizations. In all 105 delegates,including 18 Ministers of '8ducation, were present.

N 89. Signature dune convention culturelle maroco-yougoslave.(Signing of a cultural agreement between morocco and Yugoslavia).

LICIpinion June 25, 1970

Dr. 7ejnovic, the President of the Yugoslavian Federationfor cultural relations abroad, who is on an official visit toMorocco, has signed a cultural agreement between Morocco andYugoslavia. This agreement will cover exchanges of scholarshipholders, lecturers, journalists, research workers, folk-dancetronpg, and artists, and also establish contacts betweencultural and scientific research :;nstitutions. Dr. Vejnovicdeclared that he hoped this agreement would establish animportant basis for cultural relationships, which would enablethe two countries to make historical, cultural, and scientificacnuaintance.

N 90. Le P.A.N. 700,000 dollars pour les Universit4s du Maroc.(The P.A.U. - 700,000 dollars for Moroccan Universities).


The June, 1970, edition of the PAM (World AlimentaryProgram) revue published an article on the plan to provideMoroccan Universities with alimentary aid worth 700,000dollars. This aid will help the Universities to train thenualified staff and technicians the country needs for economicdevelopment. At the moment, education is slowed down by lackof material and installations. For 5 years PAM will providecorn, cheese, eggs, powdered milk and vegetable oil, which willassure meals for at least 5,000 students. The money economizedby the authorities will therefore be used to improve buildings,and enuip the Universities of Rabat and Fes.

N 91. Coop4ration culturelle avec L'Afrinue du Nord: lesdifficult4s des professeurs francais au Maroc. (CulturalCooperation with North Africa: the difficulties of Frenchteachers in Morocco).


New recruits often learn after their arrival that theinformation given to them is out-of-date, and that certainchapters of the cultural agreement have been changed. Otherchapters, especially concerning salary, are ignored, and theadministration is so slow that some cooperants are paid for

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t1-e first time nine months after their arrival. The situationhas been deteriorating for several years, and the A.S.P.E.S.must now take the responsability of preparing future candidatesfor the problems they will face. It is unpleasant to denouncethe negative aspects of cooperation, but these must be rectifiedso that new recruits can work well, and stay long enough inMorocco to adapt themselves to local conditions of teaching,instead of leaving sickened by material difficulties and brokenpromises.

M 92. Un enseignement inadapte: lettre d'un professeur franceis.(An unsuitable education: letter from a French teacher).


It should be generally known that many French teachers inMorocco feel they are using up a lot of energy for nothing,considering the conditions in which they are obliged to work.For example, whet can a French teacher think the day hediscovers that his program is being duplicated by an Arabteacher? Fore generally, our teaching program is unsuitablefor the country's needs, and we often feel we are "training"young people who will become unemployed, with no professionalplialifications, divided between two cultures and cut off from'their origins, with all the social and psychological consectuencesthat implies. The language problem makes French teachers theinstruments of a "class" education, reserved for a French-speaking irban elite. We play two roles here, both that ofagents of a certain French cultural imperialism, and supportersof a despotic system and bol.7Geois domination. This helps toexplain the population's hostile attitude towards us.

L 93. U.N. ready to give massve support to Libyan technicaladvance.

The 0yrenaeca weekly new3 February 2, 1969.

The U.N. is allocating 1,5 million t:ollars for a five-yearscheme in which about 5,000 young Libyans will be trained, asexperts in a variety of trades. Training-centers will be openedin Tripoli, Benghazi, ald Misurata. In Tripoli almost 700applications have been received, and 120 workers have beenchosen for the first course in five trades which will begin inFebruary.

L 94. Perspectives de la coop4ration culturelle franco-libyenne.(Perspectives of Franco-Libyan cultural cooperation).

"Zdalit4s libyennes January-February 1969

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French cult:Ire has a Maghrebian passport in Libya, asit is the technical means of communication with Moroccan,Tunisian, and Algerian specialists trained in France. Thisyear there are 110 French teachers in Libya who will help theGovernment start a program of language training which shouldproduce more than 500 French language teachers in 3 years.French teachers will form en important part of the staff atfirst, but the ultimate aim will be to replace foreigners byLibyan teachers, trained at the University with the help ofstaff and material provided by French cultural ';ooperation.

T 95. La Suisse participate a la creation d'une ecole detechnologic forestiere et pastorale Tabarka. (Switzerland willparticipate in the creation of a School of Forestry andPastoral Technology at Tabarka).

La Presse August 29, 1970

Cn August 28, 1970, Yr. Taber Blkhoia, State Secretoryfor Education, Research, and Professional Training at theMinistry of Agriculture, and Mr. rtene Stoudmann, the SwissAmbassador, signed an agreement for creating a TechnologicalSchool of Forestry at Tabarka. This school, for training

fe%

technical assistants to s'ipervise the retimberiev and improve-menof Tunisian forests, will open next Cctober. Under theterms of the ar;reement, signed for 3 years with the possibil-ity of renewal, Switzerland will provide experts and ecnip-ment valued at 179,000 dinars, and Tunisia will be responsiblefor constructing the school. Mr. Tahar Belkhojn declared thatthis school formed part of a combined forestry policy. Twoschools had already been created, aria at Hemel, in collabora-tion with Finland, and the other at Ain Karma, in collaborationwith the FAC. The Tabarka school will eventually trainTunisian specialists to replace the Swiss experts.

T 96. Iters une cooperation tunico-italienne en matibre detourisme et d'h8tellerie. (Towards Tunisian- Italian cooperationin tourism and hotels).

La Presse August 2P, 1970

Cn August 27, 1970, a meeting took place between theItalian delegation of tourist and hotel administrators, ledby Mr. Michel Pandolfo, the President of the Italian TouristBoard, and members of the administrative councils of theTunisian Hotel and Tourist Agency Federations. Questionsconsidered were how to further profitable cooperation inthese industries, and the promotion of tourism in theMediterranean area. An agreement of principle was reached on

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POOR ORIGINAL COPY-BESTAVAILABLE AT TIME FILMED

the following points - the organization and extension inTunisia of tourist routes crossing Italy; a joint touristpublicity campaign to be launched in Italy and other countries;

an organization of tourist transport between Italy and Tunisia;the perfecting of some categories of hotel staff the organi-zaflorichirialC116-OfT;irirgiali-liFodiictthifirealian hotels andItalian products in T-nisian hotels; and the exchange ofinformation on the hotel industry and tolirism. The meetingconcluded that they TIould base their cooperation on this program.

97. Coopdration pour une Eclosion de jeunes talents axvriers.(' looperation for an "explosion" of young working talents)


The ceremony for the end of the academic year at theMenzel Bourguiba Centre of Professional Trainf.pg and Improve-ment also marked a t,,rning point for this school, created

years ago by cooperation between Germany and Tunisia. TheGerman experts who have been there since the beginning willnow leave the Centre in the hands of Tunisian instrvctors,who will be entirely responsible for future training.

The centre was constructed with the help of Bad Wurttemberg,which was in the last century a poor agricultural country likeTun:Lsia, but was able to make economic progress by industriali-zation and an increasers number of nualified workers. The peopleof Bad Wurttemberg wanted to help Tunisia ; afit from theirexperience, hence this cooperation by whicl Iley supplied allenuipment for the /;enzel Bourguiba Centre and paid for theservices of Germnn experts.

An indIstrialized country needs above all qualifiedworkmen, and the Centre's aim is to help this need.Instruction provided is either a year of improvement in achosen speciality (such as carpentry, industrial design, ormotor mechanics), or an apprenticeship as a mechanic lasting3 years. The training programs include 30 hours in the workshopand 8 hours theoretical lessons per week. This original systemwas directly inspired by the training system in Bad Wvrttembergwhich became a model for all Federal Germany. Besides theirprofessional training, pupils follow german language lessons,and take part in cultural and sporting activities. This year100 pupils followed improvement courses and S completed theirtraininEr.

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SPE.7.!IAL PRCBLElf

1444.98. Problems de l'ensei5,nement au Maghreb. (Problems ofeducation in the Enghreb).

1-a;',hreb No. 37 .7anuary, February,1970

It is not surprising that, of all the problems theEa7hreb has had to face after independence, education is themost serials, and a satisfactory solution has still to befound. The Ilaghreb countries wanted to achieve great ambitions -to make primary education accessible to all children, to allowten times as many pupils to benefit from secondary education,and to create a national nniv,:trsitv capable of satisfying theircountry's need for qualified staff . These difficulties weredoublad by the parallel effort to "nrabize" education. Francehad not attempted to renovate the traditional education ofKoranic schools and Islamic universities, but had introducedmodern forms of education in French. After Independence, theyoung States decided to gi-,e priority to their national andreligious language, thus setting themselves a double task forthe future.

T 99. Un livre sur la politinue de l'enseignement en Tunisia.(A book on Tunisian educational policy).


Two economists at the Tunis School of Law, Er. BsaTes andMorrisson, have published an analysis of Tunisian educa-

tional policy, explaining the role of investments in educationin the social and economic development of i:le iuntry. Alldeveloping countries have to :choose their investment priority,such as heavy industry, agrie,11t-ire, or educalion and health.Tunisia chose the latter, and now devotes a .very high percentageof her gross national product (8-9%) to education. This invest-ment has short and long term results .- in 5 -8 years it producesa r"ialified labor force necessary for the economy, and in thelong run it should lead to a transformation of mentalities andsociety itself. This long term result is rather a "bet on thefuture", but transformation of society is now recognized as ofvital importance for the growth of developing countries.

T 100. Lancement r4,ssi de la premiere fus4e expdrimentaleUtirvie. (Successful la'inchinp of the first experimental rocketat Utioue) .

LP Presse August 28, 1970

143 -

en August 23, 1970, tl-e first experimental rocket madeby the Tunisian "Yolinc- Science" movement was s,iccessfullylaunched from Utirlue plain. Yore than 1,200 hours of work weredevoted to this proect, which reveals both the ambition andt'-e scientific pro7Tess m-de by young Tunisinns. The rocket was173 cms. loner, and reached a height of 1,220 rqtres in 14.3seconds, then returned to 1Pnd by Parachute 31/ minutes after

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