ED 104.737

TITLEINSTITUTIONREPORT NOPUB DATENOTEAVAILABLE FROM

DOCUMENT RESUME

SO 008 190

The Educational System of Tunitia.Office'of Education (DREW), Washington, D.C.DHEW-OE-74-191097419p.Superintendent of Documents, U.S. Government PrintingOffice, Washington, D.C. 20402 (Stock No. 1780-01369;$0.40)

EDRS PRICE MF -$0.76 HC-$1.58 PLUS POSTAGEDESCRIPTORS *Comparative Education; *Developing Nations;

Developmental Programs; Educational- Administration;*Educational Development; Educational Finance;*Educational Programs; *Educational Strategies;Elementary Secondary Education; Government. Role;Higher Education; Public Education; TeacherEducation; Vocational Education

IDENTIFIERS- *Tunisia

ABSTRACTAn overview of the basic system of education. in

Tunisia is presented in this booklet. Since Tunis a's independence in1956, the government has amphasized the role of etucation as a majorfactor in building a modern nation. The educational system in Tunisiais based on both the nations own rich cultural background and also

on the linguistic and pedagogical heritage obtained from Franceduring the French Protectorate (1880-1956). Tunisia's leaders arecommitted to attaining universal primary education, providingeducational opportunity to all levels of society, and eradicatingilliteracy. Today the system is organized into a 6-year primary cycleAnd a secondary cycle that includes academic., technical, andvocational programs of varying lengths. The structure, control,language of instruction, grading system, academic calendar, legalbasis, administration, and financing of the system are discussed.Special emphasis is given to the description of programs for primaryeducation, secondary and vocational education, teacher education, andhigher edrcation. Current plans for the future, a selected glossaryof terms, and a selected reading list are also included.

(Author/DE)

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MAR 2 1 19:15

itU.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

Caspar W. Weinberger, SecretaryCharles B. Saunders, Jr., Acting Assistant Secretary for Education

___Officcoaducation-John Ottina, Commissioner

U S DEPARTMENT OF HEALTH,EOUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS D'ICUMENT HAS BEEN REPRODuCED EXACTLY AS RECEIVED FROMTill PERSON OR ORGANIZATION

ORIGINATING IT POINTSOF VIEW OR OPINIONSstatco 00 NOT NECESSARILY REPRESENT OFFICIAL NATIONAL

INSTITUTE OFEDUCATION POSITIONOR POLICY

The Educational System of

THE COUNTRY

Location: Northern coast of Africa: bordered on the northand cast by the Mediterranean Sea, on the cast and southby Libya, on the west by Algeria.

Size: Approximately 63..100 square miles.Major Subdivisions: 13 gouvernorats (provinces).Official Language:- Arabic: Fiend' spoken as a second lan

guage by approximately .15 percent of the populationand used widely in government, business, and education;

AND THE PEOPLE

Berber-spoken by approximately I percent.

Population: 5.1 million (1971 estimate).

People: 97 percent Arab, Berber, or mixture; small Euro-pean minority.

Literacy Rate: 80 percent (1970 estimate).

Religion: More than 95 percent Muslim; small Christianand Jewish minorities.

THE BASIC SYSTEM

History

Since Tunisia's independent._ in 1956, the Gov-ernment has emphasised the role of education asa major factor in -building a modern nation, andits leaders have committed themselves to attaininguniversal primary education, providing educa-tional opportunity to all levels of society, anderadicating illiteracy.

Education in Tunisia today is based both onthe nation's own rich cultural background and alsoon the linguistic and pedagogical heritage fromFrance during the long period of the FrenchProtectorate (1880-1956).

Tunisia is steeped in the religious and culturalheritage of Islam, a heritage in which learning has

traditionally been accorded a place of respect insociety. Until the latter half of the 19th century,however, education was primarily religious, withinstractinn in the Quran (Koran) offered inkuttabs For those who wished to continue theirreligious education at a higher level, there was theZitouna mosqueuniversity. By the latter half ofthe 19th century, increasing contact with theWestein Wor k! had resulted in a growing aware-ness of Western ideas and .technology and theirrole in development. This awareness was reflectedin the curriculum of Sadiqi College, established in1815. Representing an attempt to combine modernsubjects taught by Westerners with traditional

1 Kuttabs Imre religious schools where pupils, generallyaged 5 through 16, memorized the Quran and ivere taughtIslamic traditions, and, in some cases, elementary readingand writing.

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Islamic studies, Sadiqi College offered a programthat included mathematics, science, and geography,in addition to religious subjects.

From 1880 to 1956.During the French Pro-tectorate (1880-1956), schools identical to those inFrance were set up for and primarily attended bychildren of European (chiefly French) settlers.Parallel to these, a system of Franco- Arabic schoolsdeveloped that offered essentially French educa-tion with the addition of Islamic studies andArabic. This system later served as the model forthe school system of inuependent Tunisia. Therewere also two types of Quranic (religious)- schools:(1) Those that had added some modern subjectsto the basic curriculum of Islamic studies, and (2)those that had maintained the traditional cur-riculum without adding modern studies. TheFrancoArabic and the Quranic schools were at-tended primarily by Tunisian Muslim children. Bythe end of the Protectorate, however, only asmall percentage of Tunisian children were attend-ing primary and sccondary schools.=

From independence to 1967.Education, to theleaders of independent Tunisia, was a means ofcreating an indigenous supply of manpowertrained- in the skills and specialties needed to-build and run a modern nation. It was also a-means of developing an enlightened citizenry,modern in thought and viewpoint and receptiveto new ideas of progress and social reform. Estab-lishing- a modern education system, to which allTunisians would have access, thus became amatter of high priority.

Soon after independence in 1956, therefore, atechnical committee addressed itself to the specifictasks of-unifying the existing educational structure,"renationalizing- the content of the curriculum,adapting it to the Tunisian context and to thegoals and needs of the country, and extending itvertically and horizontally. The work of thiscommittee resulted in the Education Reform Lawof 1958, which integrated- the various types ofschools into a unified national school system,modeled on the Franco-Arab schools and placedunder the jurisdiction of a Ministry of NationalEducation. It also extended educational oppor-tunity to all social classes, and made education freeat every level. A uniform curriculum was devel-oped- for both primary and-secondary schools thatincluded greater emphasis on Al abic language and

'According to Leon Carl Brown, in 1955 only 26 percentof all primary schoolap children and 3 percent of allsecondary school-age children i%ere attending school. SecLeon Cai 1 Brown. 11misia," Education and PoliticalDcyclopmcnb James Coleman, ed. Princeton UniveisityPress, 1965.

literature, Islamic religion ana thought, and--thehistory and geography of Tunisia and the ArabWorld.

Under the Law of 1958 the system was organizedto begin with a 6-year primary cycle, which wasto be followed either by a 6-year academic sec-ondary cycle leading to a baccalaureate or atechnical diploma, or by a 3-year terminal cycle(intermediate school, or college moyen) that wouldprovide practical training in addition to academicstudy. Instruction during the firt 2 years at theprimary level was to be entirel in Arabic; thestudy of the French language was begun in thethird year; and French becamejhe language ofinstruction for certain subjects inthe fourth year.

Entrance into either type of secondary programwas based on results in a competitive,.entranceexamination, with a third of. those .who-continuedat the secondary level directed into the-intermedi-ate program. The goals of the academi secondaryprograth were to -provide_a general ed totrain middle-level personnel, and to preparestudents for higher level study. The collte moyen,a new creation of the 1958 reform, providedstudents 1%ith special skill training as well as gen-eral-education, thus enabling themtheoretically,at leastto be absorbed into the economy in acomparatively short time.

The baccalaureate program was made up of two3-year cycles. In the first cycle sttKlents followeda uniform first-year curriculum, and then weredirected -toward more specialiied study for thesecond and third years. The second cycle includeda general program, an economics program, andan industrial program. The general program wasmade up of the following specializations leadingto a baccalaureate: Modern languages (includingboth Arabic and modern foreign languages),classical languages, sciences, or mathematics. Inaddition, the general program included a 6-yearnormal school course following immediately afterthe primary cycle and leading to a diploma. Theeconomics program included an economics sectionleading to _a baccalaureate and a commercial sec-tion leading to a diploma. Students in time indus-trial program could follow a specialization-eitherin technical mathematics leading to a baccalau-reate or in industrial studies. In_the latter case adiploma in industrial studies (brawl d' enseigne-molt industrial) was awarded after the fifth year,and a diploma of technician (brevet de- technician),after time sixth year.

The intermediate (or middle) school includedgeneral, industrial, and commercial sections,leading to a middle school diploma.

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*In exceptional cases student may enter final year of one of the -7 -year secondary programs and complete study for thebaccalaureate.

**Exceptional students may be permitted to complete the final cycle in either the commercial or the industrial "long"6-year secondary program.

00005

Agricultural secondary education was offered atthe middle level in colleges moyens d'agriculture,and at the upper secondai) level in colleges sdc-ondaires &agriculture, each of which offered a3-year program.

In that same year (1958), a 10-year plan foreducation was announced that set the trend andpace of educational development during thedecade to follow. It assessed the specific require-ments of education in terms of personnel andfacilities,_ projected costs, and called for imple-mentation of universal p,'-nary education withinthe 10.year period.

Since 1967.Various special commissions andcommittees appointed to analyze the -educationsystem have introduced a number of reforms, pri-marily affecting the secondary level, with the aimof making education more responsive to thecountry's economic and social needs?

Structure

The education system in Tunisia today, ad-ministered centrally under the Ministry of Na-tional-Education, is organized into a 6-year primarycycle and a secondary cycle that includes-academic,technical, and vocational programs of varyinglengths. A few private preprimary schools, opento children aged 4 to 6, are found in the majorurban areas.

Primary and secondary schools may-be for boysexclusively, girls exclusively, or both. -Since 1968there-has-been an increasing emphasis on coeddca-tion, particularly at the primary level.

In the "long" secondary program (l'enseigne-ment secondaire long), all students in either the7-year academic course or the 6.year technicalcourse complete a uniform 3-year first cycle (tronccommun) before specializing in one of a numberof academic or technical fields. In the vocationalsecondary program (renseignement secondaire pro-fessional), students (immediately after the pri-mary cycle) receive 4 years of training in one of anumber of specialized skills.

Also offered ai the secondary level are teachertraining, agricultural education, and other train-ing programs. In addition, training in agricultureand various nades is available in special trainingcenters for primary school graduates.

Higher education is offered in the various

' For a more detailed stepbystep discussion of thesechanges, the readet is ieferred to llechir Chouron. Educa-tion and-Independence in a Developing Country. The Caseof Tunisia. Northwestern University: School of Education,International 'ITT Project. 1973.

faculties, attached schools, and institutes of theUniversity of Tunis, and in a number of otherspecialized institutions. A number of Tunisiansare sent abroad, primarily to France, to continuetheir education at the higher level.

Ministries other than the Ministry of NationalEducation (chiefly of Agriculture; Youth, Sports,and Social Affairs; Cultural Affairs and Informa-tion; and Public Health) have established theirown specialized educational institutions.

The Government also provides schools forchildren who are handicapped.

Control

Tunisian schools may be either public (state)or _private. The establishment of a private schoolmust be approved by the Ministry of National-Education; and all private schools must followMinistry regulations regarding curriculums andstaffing. Private schools, most of which are operatedby- -religious organizations, are relatively few- innumber and are located principally in the capitalcity of Tunis. A number of French primary and-secondary schools are run by the Mission Univer-sitaire et Culturelle nanfaise (MUCF), a sectionof the French Embassy. Although these schoolswere established chiefly for children of Frenchnationals, Tunisians make up a significant. per-centage of the school's enrollment.

Literacy and Adult Education

-Because expansion of the education system hastaken place only in the last 15 years, a large per-centage of the adult population is-still illiterate.*Soon after independence, an Institute of AdultEducation was established as part of the Govern-ment's campaign to reduce illiteracy. This Insti-tute (now a part of the Ministry of CulturalAffairs and Information) has established a numberof literacy training and social education centersthroughout the country. Literacy classes are alsoprovided by businesses foi employees, by the armedforces, and by the National Union of Tunisian-Women.

A new and promising development in thecampaign against-illiteracy is the use of televisionprograms designed to teach basic literacy and

As late as 1968, the rate of adult Met ley was estimatedat 70 pet cent for men and 90 percent for women. See: U.S.Department of Defence. Department of the Army. AreaHandbook for the -Republic of Tunisia. DA Pamphlet550-89. 1970.

00006

5

skills and subjects such as history and geography,family planning, and -basic accounting. To makeeducational television even more effective, theInstitute of Educational Television, operating incooperation with a number of concerned minis-tries, is now working on a long-range programunder the guidance of UNESCO and with thefinancial assistance of the Swedish InteinationalDevelopment Agency.

Language of Instructior. 5

The school System today operates on a bilingualbask, with both French and Arabic as languagesof instruction. At an early stage a decision wasmade to retain the large number of foreign (pri-marily French) teachers in the Tunisian schools,and (with them) French as a language of instruc-tion. A large number of French nationals stillteach at the secondary and higher education levels.

Instruction in the first year of the primaryschool is entirely in Arabic. The study of theFrench language is introduced in the second year,and the curriculum beyond this year employs bothFrench and Arabic as languages of instruction.

During the second and third years of primaryeducation, 15 of the 25 hours per week of instruc-tion are offered in Arabic, with the remaining 10in French. In the fourth through the sixth years,this proportion is reversed, with 15 hours inFrench and 10 !loins-in Arabic. At the secondarylevel, approximately _one-half to three-fourths ofthe instruction is in French; the proportion varyingwith the program.

Generally French is used for mathematics,science, technical_ subjects, and French andEuropean languages=and literature. Arabic is usedin Islamic studies,_ Arabic language and literature,and the history and geography of Tunisia andthe Arab World.

Instruction at the higher level is offered pri-marily in French, although certain faculties andother institutions do use Arabic. Chief amongthese are the following: The Faculty of Theology;`the Department of Arabic Law in the Faculty ofLaw, Economics, and Political Science; the De-partment of Arabic -Language and Literature inthe Faculty of Letters and Human Sciences; andthose sections of the Ecole Nationale des Proles-seurs Adjoin Is and -the Ecole Normale Superieurethat prepare teachers to instruct in Arabic.

As a result of present-planning, which calls for increasedemphasis on Arabic in=the primary school, there may besome changes in use of language in the curriculum.

6

Although one of the educational -goals is to"Arabicize" the system by offering all instructionin tie native language, it appears that, as long asTunisia continues to rely _on French teachers tosupplement its own teachbq staff, education willcontinue to be offered on a bilingual bases.

Grading System

The Tunisian grading system, modeled afterthe French, is based on a scale of 0 to 20, with 10(often written as 10/20, indicating 10 out of apossible 20) as a minimum passing mark. Thegrades are categorized as follows:

16-20 Tres Bien14-15 Bien12-13 Asset bien10-11 Passable

Generally, students failing to obtain a grade of10 or above on the final examination-in June mayretake it the following October.

The Higher Institute of Management (InstitutSuperkur du Cestion des Enterprises) grades bya scale of "A" through "D." The students arerequired to maintain an overall average of "B."

Academic Calendar

The academic year, divided into -three terms atthe elementary and secondary levels, runs fromOctober I through June 30, although in thesouthern part of the country, where the weatheris considerably hotter, schools may close in themiddle of June. Students attend school morningand afternoon Monday through Thursday, andgenerally on Friday and Saturday mornings withvariation dependent upon the particular programof study.

In certain areas primary schools= operate on adouble-shift basis to compensate for shortages ineducation facilities.

Legal Basis

The education system is based primarily on Law58-118 of November 4, 1958, which, under itsvarious articles, outlined the structure of the ed-ucation system; specified that education should beavailable to all regardless of race, sex, religion, orsocial status; declared that it should be face at alllevels; and laid down conditions for -establishing,private schools. The system has been modified

00007

several times since 1967, primarily by restructur-ing the secondary level.

Plinialy education ieceied mole specific at-tention under Decree 61-11 01 January 3, 1961,

and an order of May 3, 1963. Decree 63 -187 of.April 1, 1963, and orders of April 14, 18, and 25,1970, ale among those concerned with the varioustypes of secondary education. Agricultural ed-

ucation_ was reorganized by Law 59-97 of April20, 1959, and revised by Law No. 72-66 ofAugust 1, 1972.

Numerous laws, decrees, and orders have dealtwith establishment and organization of institutionsof higher education. Tunisian education legisla-tion (together «ith all other legislation) can beread in its complete form in the Journal Officielde la Republique Tunisienne.

Administration

The Ministry of National Education is-respon-sible for all educational matters, including super-vision and control of educational institutions(except those sponsored by other ministries and theautonomous University of Tunis). The Ministrydetermines operating procedures for all schools,and approves curriculums and textbooks. At theprovincial -level the Governors supervise -theschools' day-to-day operation and report on ed-trational -matters to the Ministry of NationalEciication.

The Minister is assisted by a Director Generalwho serves as Counsel to the Minister. TheMinistry includes Directorates for Primary Ed-ucation, Secondary Education, Higher Educationand Scientific Reseal ch, Pedagogic Orientation,Statistics and Planning, and External Relations;the latter has responsibility for matters involvingother commies 01 him national_ organizations. In1969 the Thstitut des Sciences de l'Education wascreated to undertake pedagogical research onspecific educational problem areas. The Ministry'sCentre National Pddagogique issues the RevuePddagogique, which contains in ticks in bothArabic and French. The Center also makes avail-able other education publications and materials.

In addition to the Ministry of National Educa-tion, the National Office of Vocational Trainingand Employment, under the Ministry of Youth,Sports, and Social Affairs, with assistance fromUNICEF, operates a system of preapprenticeshiptraining center that offei basic vocational trainingto primary school graduates. The same ministrysponsors a number of regional and local Social

Action Centers that train women in basic literacyand child- and family care. Established by theUnion of Tunisian Women, 'these centers ale nowoperated by the Ministry of Youth, Sports, andSocial Affairs with financial assistance fromUNESCO.

Most literacy training and- adult education (asdiscussed pi eiousl)) conic under the purview ofthe Ministry of Cultural Affairs and Informationthrough its Institute of Adult Education.

Financing

Public education is free at every level. TheCentral Government provides funds for building,maintaining, and operating educational institu-tions. (Funds for operation include teachers'salaries.) Some local assistance is provided :forschool construction. The GOvernment also financesschool supplies, clothing, and meals to children ofthe indigent. Private schools are supported chieflyby their sponsor ing organization's and attendancefees, with some assistance from the Government.

Tunisia's commitment to education has beenunderscored by its continuing significant financialsupport of education. In 1973 the education budgettotaled 63,66,1,000 dinars,6 an amount approxi-mating-8.3 percent of the country's Gross NationalProduct (GNP). The education management bud-get is approximately 27.1 percent of the nationalmanagement budget; and the education equip-ment budget, 6.7 percent of the national equip-ment budget.7

In addition to standard educational expenses(buildings, teachers, equipment, etc.), the Govern-ment offers agenerous program of scholarships -andfinancial assistance to needy students as a meansof &moil atizing education. In 1971 it was -esti-mated that approximately 60 percent of thestudents at the higher education level were receiv-ing financial assistance.

For its educational efforts, Tunisia has receivedand continues- to receive assistance from a numberof foreign countries, especially Franc. Soon afterindependence Tunisia entered into a culturalagi cement with France to provide teachers forTunisian schools. French educational assistance

'Or about $150 million. As of February 1971, .42 dinarsequaled $l.

7 1 he total education Midget is divided into a manage-ment budget and an equipment budget. The percentagesare given in terms of the national management budget andthe national equipment budget instead of a percentage ofan overall state budget. Sec Ministry of National Education.Report On the Educational Activities in Tunisia: 1971-1973.September 1973.

.00008

7

has played a major role in the development ofeducation in independent Tunisia, and todaythere are still a large number of French nationalssupplementing Tunisian personnel as teachers andin other educational_roles.

The United States has also aided Tunisian ed-ucational efforts. -For example, the U.S. Agencyfor International _Development (AID) has sup-ported various projects in past years. It has givenfinancial and technical assistance to agriculturale.lacat ion and has helped with school construction,school meals for children, and training Tunisiansin U.S. educational institutions (principally in thefields of agriculture, business administration,economics, education, engineering, and science) .

In addition, AID has assisted in establishing amodel secondary agricultural school, the ChouMaria (Chou Meryem) Agricultural School. Atthe University of Tunis, AID built the physicalfacilities for the Faculty of Law, Economics, andPolitical-Science, supplied technical assistance tothe economic sciences department of that faculty,assisted in equipping the laboratories in theFaculty of Mathematical, Natural, and PhysicalSciences, and helped to establish the Higher In-stitute of Management to prepare graduates forTunisian management positions. Further U.S.support is seen in Bourguiba institute, which wasoriginally founded- with United States assistanceas an English-language training school and nowoffers programs in a number of foreign languages(see Higher Education). Also, the Peace Corpsvolunteers continue to play a role in teachingEnglish, both at -the Institute and in Tunisiansecondary schools. The Ford Foundation main-tains a staff in Tunis and, at present, is workingin cooperation with the British Council ondeveloping a set of materials to be used in teachingEnglish.

A number of international organizations havealso been active in Tunisian education. For ex-ample, UNESCO- has assisted in equipping theSoc;a1 Action Cc:liters (see Administration); indeveloping educational telei ision to supplementTunisia's teaching staff; and in preparing anevaluative study of-higher education. UNICEF hasbeen active in family planning, child and familycare programs, and social education for ruralwomen; in operating pre-apprenticeship trainingcenters for girls and boys in both urban and ruralareas; and in revising the primary school cur -riculums to include more practical subjects (see

Primary Education). Also, the International LaborOrganization has helped to prepare instructors for

8

the pre-apprenticeship training centers, and, incooperation with the Tunisian Ministry of Labor,is studying the country's employment patterns andits imnpower needs and availability. The findingsof this study are expected to affect educationalplanning, particularly in vocational and technical

-fields.

PRIMARY EDUCATION-

The 6 -year primary cycle is compulsory forchildren aged 6 through 12, although a child maycontinue through age 15. During the academic year1972-73, there were 883,734 children enrolled atthe primary leve1.8 This figure represents 70 to 75percent of all Tunisian children between the agesof 6 and 14.

A majority of children receive -no educationbeyond the primary level, and many_who begin stilldo not complete this cycle .° For these children,the-content of primary education becoMes crucial,and- therefore the Government is presently under-taking a project to augment the -teaching ofpractical subjects within the primary school cur-riculum.

The curriculum includes Arabic, arithmetic,drawing, French, geography, physical education,religious and moral education, and singing; and isaimed at giving the child basic knowledge andtraining, developing his elementary skills andabilities, adapting him to his environment, andrevealing his potentiality for further-study.

Before 1967, students attended class for 15 hourspet- week in the first and second years (in Arabic)and _25 hours in the third through sixth years (inArabic and French) . Since- then, the number ofhours per week in each year has undergone severalchanges, with the result that as of October 1973students attend 20 hours per week during thefirst year and 25 hours per week during the secondthrough-sixth years."

Ibid.'A Ministry for Planning report indicates that, out of

1,000 pupils who begin the primary level, 127 will be ad.mined to the secondary level in 6 years (without repeatingany -year during the primary cycle), an additional 89 willbe admitted in 7 years (repc..ting 1 year during the primarycycle), and 12 more, in 8 years (repeating 2 years duringthe primary cycle). Thus, of 1,000 pupils, only 228 willcontinue at the secondary level. Ministere du Plan. Projetde Planification de l'Emploi. Situation des Effectifs Rele-vant du Ministere de PEduration Nationale Pour PAnneeScolaire 1971-1972. Tunis, December 1972.

70 In 1967, 5 additional hours (in French) were added tothe sixth year, and since aim the number of hours perweek in each year has undergone several changes. Accordingto the 1970-71 revision, school was in session 15 hours perweek during die first year and 25 hours per week duringdie second through sixth years. Beginning in October1973, the mimber of hours for the first year was increasedfrom 15 to 20.

00009

Promotion is generally based on a student's workduring the school yea', and on the annual ex-amination at the end of it. Those who success-fully complete the 1)11111.11y cycle with an averageof 10 or Bette' are eligible to take the admittanceexamination for secondary school.

SECONDARY ANDVOCATIONAL EDUCATION

Students continuing their education at -thesecondary level enter either the "long" secondaryprogram (l'enseignement secondaire long), thevocational secondary program (l'enseignementsecondaire professionnal), a teacher-training pro-gram (discussed under Teacher Education), or oneof a number of specialized programs sponsored-byother minishies. Basically, secondary education isgeared to developing a student's capabilities,training middle-level personnel for technical andcommercial fields, and serving as a basis forspecialized higher level study.

Admission either to the "long" or to -the voca-tional secondary program is based on a competitiveentrance examination and is -highly selective. Ofthose who- took the examination in June 1972,only 30,977-(0a about 27 percent) were admitted tothe secondary level. Of these, 19,033 (or 61 percent)_clamed the "long" secondary program, and 11,944(Or 39 percent) the vocational-program. During theacademic year 1972-73, a total of 171,914 (122,214boys and 49,700 girls) 11 wete_attending secondaryschools.

According to government policy, of the studentswho pass the entrance examination, generally thoseof no more than 14 years of age may enter the"long" plogranl, and those of 15 or 16 r.ars (butnot older) are directed into the vocational pro-gram.

Specialized secondary programs generally requireentrance examinations also.

The "Ions" secondary program offers both a7 -year course that prepares students for higherlevel study and leads to the baccalaureate (bacca-lourMt) and a 6 -year course that prepares middle-level workers and leads to a technical diploma-(brevet de technician) or a commercial diploma(dipldnie de fin d'audes commerciales). The voca-tional program _is 4 years in- length and leads toa vocational diploma (diplome profession ?lel).

The "Long" Secondary Program

All students in the "long" secondary program" Ministry of National Education, op. cit.

complete a basic 3-year first cycle ( tronc common)beim e beginning one of a number of specializa-tions. Students in the frolic common attend class_appl oximately 26 hours per week. The curriculumincludes Arabic and French; civics, geography,history, mathematics, natural science, and religion;art, music, and physical education; home eco-nomics and technical orientation. -

After completing the tronc common, studentsmay continue in a 4-year general program or a3-year technical one. The former includes thefollowing sections: letters, mathematics, science,economic sciences, and technical sciences. Thecurriculum of all sections except that of technicalsciences includes Arabic, civics, French, a modernforeign language in addition to-French (approxi-mately 90 percent choose English), geography, his-tory, mathematics, Muslim thought and civiliza-tion, philosophy, physical education, religion, andnatural and physical sciences. Students in theeconomic sciences section also- take a program ofspecialized-economic studies that-includes account-ing, introductory business education, businesseconomics, general economics, and applied mathe-matics. The curriculum of the technical sciencessection does not include civics, geography, or his-tory, but students do take specialized technicalstudies in mechanical design, practical shop work,technology of building, and technology of manu-facture.

Promotion from year to year is based on classwork and on examinations at the end of theacademic year. At the end of _the sixth year,students undergo a probationary examinations,and at the end-of the seventh year, the baccalaure-ate examination. Those who pass this examinationreceive the baccalaureate admitting them to studyat the higher level.

The 3-year technical program following thetronc common is divided into two sections: (1) Acommercial- section that offers specialization inadministration and management, and (2) an in-dustrial section that is divided after the first yearinto electromechanical and civil engineering op-tions. Students in the commercial section completea program that includes Arabic, French, mathe-matics, modern foreign language, religion, andphysical education along with the specializedcourses in their particular field; those in theindustrial section take Arabic, French, mathe-matics, religion, and physical education in addi-tion to their selected specialized program.

Classes are held approximately 31 hours perweek. Those who complete the commercial section

00010

9

receive a commercial diploma (diplome de find'etudes commerciales), and those who completethe industrial section, a technical diploma (brevetde technicien). In exceptional cases a student whohas received tbe commercial or technical diplomamay enter the final year of one of the 7-yearsecondary programs and complete studies for thebaccalaureate.

The Vocational Secondary Program

The secondary vocational program (renseigne-ment secondaire professionnel) has gone throughseveral reorganizations- since its creation in 1967,when it was established as a 4-year program thata student entered immediately after completing theprimary cycle. In 1968- the secondary vocationalprogram was reduced from a 4-year to a 2-yearprogram entered after the tropic commun. In 1970,the original 4-year structure immediately follow-ing primary education was reestablished.

The goal of the secondary vocational programis to train workers so-that they can be immediatelyutilized by the industrial sector. More emphasisis now given to-apprenticeship and practical workthan had been given in the intermediate schools(colleges moyens), which the secondary vocationalschools replaced. The program was originallydivided into an industrial and a commercial sec-tion, but the latter, which offered secretarialtraining to girls, is being eliminated. The indus-trial section offers specialization in the followingskills:

AutomechanicsBookbindingCabinetmakingCarpentryDressmakingElectrical workGraphic arts and off-

set workGeneral mechanics

HairdressingLeatherwork and

shoemakingMasonry and con

crete workMetalworkPlumbingTailoring and weav-

ing

In addition to their specialized skill trainingall students take Arabic and French; civics, geog-raphy, history, mathematics, and religion; andphysical education. Students who complete this

.program receive a vocational diploma (dtplomeprofessionnel), and exceptional ones may be per-mitted to complete the final cycle in eitl r thecommercial or industrial 6-year "long" seco daryprogram.

10

Other Vocational Programs

Agricultural education, now administered underthe Ministry of Agriculture, is offered at specialtraining centers as well as at the secondary andhigher levels. Students who have completed pri-mary education may enroll in one of a variety ofprograms at an agricultural vocational trainingcenter (centre de formation professionelle agricole).Secondary level agricultural schools (lycdes sec-ondaires agricoles) are open to students who havecompleted the first cycle of secondary education(the tronc comma:), have good marks in mathe-matics and science, and have an overall gradeaverage of 12 or above. Under the terms of a-1972 law, these schools offer both a 3-year techni-cally oriented program leading to a diploma(certificat de fin &Mules techniques agricoles) anda 4-year scientifically oriented program leading toa baccalaureate in agriculture. This latter programis designed to prepare students for higher levelstudies in the National Institute of Agronomy.Holders of the baccalaureate in agriculture-may,on the basis of a competitive entrance examination,be admitted to one of a number of specializedinstitutes for a 2-year program leading to- adiploma-(dip/ome de technicien agricole). Present-ly there are seven agricultural lycdes, located- inBou Cherik, Chott Meryem, Gammouda, Le Kef,Mateur,iSottkra, and Thibar.

Education in nursing, midwifery, laboratorytechnology, and related professions is offered_ atthe secondary level in professional schools of pub-lic health (dcoles professionelles de la saute pub-lique), Which are sponsored by the Ministry ofPublic Health :Students are admitted to specializedtraining programs on the basis of an entranceexamination or level of previous education. Coin-pletion_oLthese programs leads to either a diplomaor a certificate.

The National School of Social Service (EcoleNationale de Service Social), administered by theMinistry of Youth, Sports, and Social Affairs,provides secOndary-level training for social servicepersonnel anant auxiliary social personnel in _pro-grams leading to a diploma or a' certificate, re-spectively.

Pre-apprentices! ) training centers, operated_bythe Ministry for Yo th, Sports, and Social Affairs,enroll primary schoo leavers between the ages_ of14 and 18 for practi al instruction in manualskills. In addition to t wining in specific skills,students are also given co uses in Arabic, French,civics, mathematics, and p ysical education.

00011

TEACHER EDUCATION

Primary Teachers

Primly teachers ale trained in secondary-levelnormal schools. The 'Nuked entrance examina-tion ma) be taken by students 17 years of ageor less who have completed- -the first cycle ofsecondary education or by those who have com-pleted the fifth or sixth )ear of the secondaryprogram. The 4-year teacher-training programincludes general education as well as educationalpsychology and pedagogy. Those who completethe program receive a normal school diploma(diphinze de fin d'etudes normales). Prospectiveprimary school teachers then undergo a proba-tionary period of 1 )ear, which combines theoreti-cal and practical expel ience and leads to adipldmc de fin de stage. During this year theyfollow a program that includes approximately 15hours of practical teaching and 15 hours ofpedagogical study per week.

Now that Tunisia is producing teachers insufficient quantity to staff the primal y level, theemphasis has shifted to quality. Special inservicetraining programs are being offered to poorlyprepared or underqualified teachers. For the aca-demic )ear 1973-74, the number of secondarynormal schools was 'educed -from 19 to 14 sothat special- attention might be given to thequality of insti action offered at these institutions.

Secondary Teachers

Teachers for the first and second cycles of thesecondary level have been prepared by the EcoleNationale des Thofessem Adjoints and the EcolcNormale Superieure, respectively, both part ofthe University of Tunis. However, recent infor-mation indicates that the former school has nowbeen closed.

The Ecole Nationale des Professeurs Adjointswas established in 1962 to provide preparation ingeneral, technical, practical, and pedagogical stu-dies to Future teachers for the first secondarycycle and the colleges moyens (since replaced bythe secondary vocational schools). Applicants wereconsidered for admission if they had completedthe preparatory 1per " or held the baccalaureate,

" preparatory lycec to the Ecole Mitionale des Pro.fesseurs Adjoints had also been established in 1962 for.students at the upper secondary level who passed the re-quired entrance eNamination. its purpose was to preparestudents for higher level studies in a specific disciplineand in pedagogy. This lycee was closed after the academicyear 1971-72.

the secondary technical or commercial diploma,or a normal school diploma. Students followed a2-year program leading to the ceraficat d'aptitudeau f»ofesseur adjoin! (C.A.P.A.). The curriculumfor the !list year included general study in thediscipline that the students expected to teach,along with theoretical psychopedagogical studies;the curriculum for the second year consisted ofmore intensive study in the specific discipline andpractical pedagogical and psychopedagogical stu-dies.

The E(o/e No/ male .Supericure is open to hold-ers of the baccalaureate and the secondary normalschool diploma who are between the ages of 17and 21. Under -legislation in 1972, the school'sprogram was reorganized on the basis of threecycles. The first and second cycles are made upof 2 years each. Students who have received thecertificat d'aptitude au professeur adjoin! or havecompleted the first year of study at the Universityof Tunis in either the Faculty of Letters andHuman Sciences or the Faculty of -Mathematical,Physical, and Natural Sciences may be consideredfor admission to the second year of the first cycle.The second cycle admits those who have completedthe first cycle as well as holders of the diplorneuniversitaire d'etudes scionifiques or-the diplomeuniversitaire d'etudes lateral-es. Those who com-plete the 4-year program receive a diploma con-sidered equivalent to the mat/rise. Holders of thisdiploma are required to undergo a year of pro-bation before they are given the title of teacherof secondary education (Professeur de l'Enseigne-men( Secondaire). Present plans call for establish-ing a I-year third cycle of higher studies leadingto the dip/dine d'etudes approfondics.

Students in the Ecole Normale Superieure gen-erally carry a heavier course load than thosepreparing elsewhere for a license or mail rise. Inthe first cycle they take courses in the appropriatefaculty of the-University of Tunis while followinga program of education and pedagogy at theEcolc Nomale Superieure. Under the 1972 re-organization, students in the second cycle will takeall courses at the Ecole Normale Superieure; andit is planned that eventually all courses :n bothcycles will be offered there.

In addition to preparing new teachers, theEcolc Normalc -Superieure is also charged withupgrading the qualifications of those teachers al-ready in the classrooms.

A new school, the Ecole Normak Superieure deVEnseignement Technique (ENSET) has recentlybeen established to prepare teachers for technical

00012

11

subjects. It offers a 4-year program of two 2-year_cycles.

In order to encourage students to prepare forteaching careers, the scholarship amounts offeredto those in the Ecole Normale Superieure (and,inestimably, in the newly established Ecole Nor-male Superieure de rEnseignement Technique)arc higher than for those in the university faculties.IlotteN el, students who receive these scholarshipsale required to teach for 10 years after completingtheir education.

HIGHER EDUCATION

Higher education is provided at the Universityof Tunis, with its faculties and attached schoolsand institutes, and at a few specialized institutions.

In 1960 the University of Tunis was createdby consolidating the existing institutions offeringhigher education. From an original enrollmentof 2,780 in 19(10 -61. the student body grew to10,6.16 in 1972-73." Of these, 2,506 are women.The University is an autonomous body headedby a lector mud governed by a university-council.

In Law -69-3 of 1969, the organization of theUniversity was redefined and its aims were re-stated. The latter includes organization and dis-semination of education; organization, coordina-tion. and promotion of research; safeguarding andpromotion of the national culture; and establish-ment and coordination of international relationsconcerning education and research. To carry outits work in the field of research, the university hasa number of attached specialized centers and institutes, including the Institut de Physique Ato-mique, Centre de Recherches sm. les Problemes dela Zone Aride, and Centre d'Elndes et de Re-cherches Economiques et Sociales.

Faculties

The University includes the following facultiesand their departments of study:

Letters and Human ScicnccsArabic Language and LitcraturcEnglish Language and LitcraturcFrench Language and LitcraturcGeographyHistoryPhilosophyScience of EducationSociology

Mathematical, Physical, and Natural SciencesA1-bema ticsNatural SciencesPhysical Sciences

" Ministry of National Education, op. cit.

12

Law, Economics, and Political ScienceArabic LawEconomic Scicnccs

LTheologyaMedicine and Pharmacy

Students are admitted to one of the facultieson the basis of the baccalaureate in a programappi opt late to the discipline they wish to follow.Instr uction is both theoretical and practical, andpromotion from year to year is based on the suc-cessful completion of the required k duringthe year and on passing the final P. .m;nation.

Students who fail the exam une areusually permitted to retake . . ctober. Thosewho fail it a second time generally repeat theentire year. The Ministry of Education limits thenumber of times a student may repeat.

Before 1970, students in the four Faculties of(1) Letters and Human Sciences, (2) Mathe-matical, Physical, and Natural Sciences, (3) Law,Economics, and Political Science, and (4) The-ology were required to take a specified number ofinterrelated courses in a specific subject area eachyea', receiving a certificate (certificat d'etudessuperietne,) upon successful completion of eachyear's work. The Faculty of Letters and HumanSciences offered a licence, generally requiring 3years of study, in the following specializations:Arabic language and literature, English languageand literature, French language and literature,geography, history, philosophy, psychology, pay-chopedagogy, and sociology. The Faculty ofMathematical, Physical, and Natural Sciences of-fered a 4-yea licence in mathematics, physicalsciences (specialisation in physics or chemistry) ,

and natural science (specialization in biology,earth science, or physiological chemistry) .

Fneult.. of 'otters mud Human Sciences.In1971, the Faculty of Letters and Human Scienceswas reorganized into two 2-year cycles. Com-pletion of the first cycle now leads to a diplomeuniversitaire (Vehicles litidraires (D.U.E.L.) inone of the following: Arabic language andliterature, English language and literature,French language and literature, history, geography,philosophy, sociology, or the science of education.Students completing the second cycle receive themaitrise as lathes in one of the above-mentioneddisciplines. During the first year of the secondcycle, students prepare for a basic certificate inone of the areas of their chosen discipline and acomplementary certificate in a related field. Dur-ing the final year they prepare for a highercertificate in their specific discipline. Those whocomplete a fifth year of research receive a maitrise

00013

lettres de recherche upon presentation of athesis.

Present planning calls for establishing a doctoralprogram in the Faculty of Letters ant HumanSciences beginn'qg in 1974. Students preparingtheir (loco:mai degrees will be required to complete2 years of course work and a third year of bothresearch and dissertation preparation.

Faculty of Mathematical, Physical, and NaturalSciences.In 1970 the Faculty of Mathematical,Physical, and Natural Sciences was reorganizedinto three cycles. During the first 2-year cyclestudents follow a program in either mathematicsand physics, physics and chemistry, or naturalscience, leading to a dipldme universitaire d'-etudes scientifiques (D.U.E.S.) . Those who receivethis diploma may continue in the second 2-yearcycle, which leads to a maitrise es sciences inchemist!), mathematics, natural science, or physics.Students holding a licence (old) or a maitrise inscience or a diploma in engineering may beadmitted to the third cycle to complete a 1- to2-year program in theoretical and practical work,

'aiding a research paper. This third cycle leadsthe ciipioma of advance studies (diplome d'-

eludes approfondies). The doctoral de troisiemecycle may then be earned after approximately 1to 2 years of additional research and preparationof dissertation.

Faculty of Law, Economics, and PoliticalSeienee.A 4year program leading to a licence inlaw (French or Arabic Section) or a Um/cc ineconomic sciences is offered in the Faculty of Law,Economics, and Political Sciences. The EcoleSuperieure de Droit, formerly a separate institute,is now the Arabic law section of this faculty. Theprogram is organized around two 2-year cycles,the first providing a basic foundation in law,and the second, more specialized study in a par-ticular area. Students who have received thelicence may continue for an additional year ofstudy leading to a. higher diploma (dip/677w&etudes superieures) in either law or economicsciences. The faculty also offers a 2-year programleading to a rapacite en sciences economiques ora capacite en droit.

Faculty of Theology.Formerly the Zitounamosqueuniversity, the Faculty of Theology offersa 4 -year program leading to the licence in theologyand in re'.,;ious science. This program is basedon _2 years of gencial Islamic studies and 2 yearsof specialized study. In addition a 3-year programis offered leading to a dipldme Zeitounian depredication et &orientation religieuse.

Faculty -of Medicine and Pharmacy.The Min-istry of National Education and the Ministry ofPublic Health jointly sponsor the Faculty ofMedicine and Pharmacy. Applicants to this facultymust ha e received their baccalaureates in science.The degree in medicine, doctoral d'etat, requires7 years-1 year of preparatory work (annee pre-paratoire) in science subjects, 4 years of study inthe Faculty of Medicine, and 2 years of- practicalwork during which students prepare a thesis.Those who wish to prepare for degrees in eitherdentistry or pharmacy complete the armee prdpa-ratoire in the University of Tunis and then goabroad, usually to France, to complete theirstudies.

Specialized Schools and Institutes

In addition to the university faculties, there area number of specialized schools and institutes,most of which are attached to the university.These are in addition to the pre. = t sly mentionedspecialized research_ centers and institutes andinclude the following:

Ecole Nationale &Administration(National School of Administration)

Ecole Nationale dingenieures de Tunis(National School of Engineering of-Tunis)

Institut Bourguiba des Langues Vivantes(Bourguiba Institute of Modern Languages)

Institut des Hautes Etudes Commerciales(Institute of Higher Comrrercial Studies)

Institut National Agronomique de Tunis(National Institute of Agronomy of Tunis)

Institut de Presse(Institute of Journalism)

Institut Superieure du Gestion des Enterprises(Higher Institute of Management)

Institut Technologique d'Art, &Architectureet d'Urbanisrne(Technological Institute of Art, Architec-ture, and Urbanization)

These institutions admit students on the basisof competitive entrance examinations or previouseducation and offer programs of specialized study.As in the various faculties, instruction here is

both theoretical and practical, and students arepromoted on the basis of completing the year'swoi k and passing the required examinations.

Ecole Nationale d'Administration.Under thejurisdiction of the Office of the President of theRepublic, the Ecole Nationale &Administration

18

00014

(National School of Administration) preparesadministi atise personnel foi cations levels. Theschool has been the subjat of sesetal deuces re-organizing its programs of stud) and now includesduce cycles of education and a center for re-seal ch. and administiatise studies. The elementarycycle (ty(le dc.:mentane) is made up of three levels,each of which requii es an enhance examination.The first level admits to a 2 -y eau program students

ho hale completed 3 years of secondary educa-tion. The second les el offers a program, also 2yea's in length, to those who have completed thefu st lei el of 5 yeais of secondary .education. TheChild les el infers a funk' 2 years of education toholdeis of the baccalaureate and to those who has ecompleted the second level. Students who hasecompleted 2 yeals of stud) in the Faculty of Law,Economics, and Political Science, or those whohave completed the elementary cycle, may beadmitted to the 2 -)cal program of the middle cycle(cycle moyen). The program of the highei cycle(cycle suitWiicuie) is 3 years in length, includingboth theoretical study and practital work, andadmits holdos of the licence in lass or economics,or those sylu. have completed the middle cycle.

Ecolc National d'Ingdhicurs de Tunis. - Studentswith the baccalaureate in mathematics may beadmitted to the Ecole National d'Ingbiicurs deTunis (National School of Engineering of Tunis)and enter prop ams that pi epare them eitherfor higher level study in France 01 for careers asengineers in Tunisia. Those intending to enterone of the highei level schools (pandas tkolcs)in Fiance follow a 2-year prow am speciali/ingin claw' Inathematics 01 physics and chemistry.This plug' am prepares them for the entrance ex-amination into the highei level schools and formsthe base for fuithei stud). The students preparingto become engineeis enter a 5-)cat progi am leadingto a diploma. The 2 -)cal first cycle emphasizeseithei mathematics of physics; the 3-)ear secondcycle offers speciali/ation in civil engineering,chemical and ilidustlial engineel ing, mechanicaland electrical engineering, 01 mining.

Pl actical pl epai ation is offered in a 3 -year pro-gram open to holders of the baccalaureate or thetechnical diploma Uneven de te(hnicien). Appli-cants holding the latter diploma are iequired tocomplete a 1-year preparatory program three-qua' tel of which consists of gene' al education andscience and the 'then qualm- of technical subjects.These applicants ale then admitted to the 3-yearprogram on the basis of an ennance examination.

Also, a 1-}cal program ill cal tography, civil en-

14

gineeling, and topography is open to holders ofthe technical diploma (brevet de technicien).

Institut Bouiguiba des Laagnes Vivantes.Or-ganized in 1961 as pact of the Univeisity of Tunis,the Institut Bouigniba dcs Langues rivantes(Boulgiliba Institute of Modem n Languages) nowhas centers in Bi/el te, Gabes, Kasserine, Nabeul,Sfax, anr.I Sousse. It is open to anyone wishing toIca] n or to impose his or her skill in a foreignlanguage and offers classical and 1 unisian Arabic,English, French, Gelman, Italian, Russian, andSpanish. Time are evening pi ograms as well asintensive semi-inteosive, and special summer day-time progiams. Cei tificates are awaided to thosewho achiese a specified level of proficiency. Thosewho complete a Ileal evening program and passthe prescribed written and mal examinations re-ceive a diploma.

Institut des Haules Etudes Commerciales.In19(18 the Institut des Hawes Etudes Commerciales(Institute of !Tighe' Commercial Studies) wascleated within the Uniseisit) of Tunis. Baccalau-lute holders are admitted to a 4-year programleading to a diploma of highei commercial studies(diplome dcs hantes Midas commerciales).

Institut :Voiotia! Agi onomique de Tunis.From1967 to 1970 the Institut National Agronomiquede Tunis (National Institute of Agronomy) wasthe Faculty of Agronomy of the Universiiy ofTunis but is now a separate institution under thesponsorship of the Ministry of Agriculture Itoffers a 1 -year plogr am leading to the diplomaof agiicnItinal engineering (diplihne d'ing(;nicuragricole),uith an additional 2 years required foran engineering diploma in agronomy (diplomed'inOnieur agronome). Holders of the baccalau-reate in mathematics or science, or of the bac-calaul (ue from an agi icultin al secondary school,ma) be considered for admission to the first cycle.A student svho has completed the 3-year agricul-tin al secondary program at the head of his classand who holds the certifical dc fin d'etudes tech-niques apicoles may also be admitted. Achnissionto the second cycle is open, on the basis of anentrance examination, to holdeis of the dip/omcd'ingenicur d'agricole. The program of studies atboth levels includes biology, chemistry, economics,mathematics, physics, and other studies related torural life and development.

Institut do Thesse.Students in the Institut deTheme (Institute of Join nalism), established duringthe academic year 1967-68, complete a 4-year

ogram in join nalism while taking general studiesfor a degree in one of the university faculties.

00015

Institut Supeicine du Gestion des Ente.Also a part of the Ucti eisity of Tunis, the In-stitut Wet iewe du Cotton des Ente, misc., (1 ligh-el Institute of Management) was established withthe assistance of the U.S. Agency lot InternationalDeNelopment to prepare business executives formanagement positions in business and administra-tion. It offers a 2-year fp adnate lxogt.tm leadingto a diploma in higher business studies (diploed'dludes supe)icues en gestion) that is open toholders of either the licence in economic science,the nuiilrise in science, the diploma from theInstitute of Higher Commercial Studies, the diplo-ma from the National School of Engineering, orthe diploma in engineering born the NationalInstitute of Agronomy. Students follow a programof management and management-related coursesand English.

To meet the need for middle-level managers, a 2-)ear program was organized in 1971. Admissionis based on the entrance examination and thebaccalaureate or a diploma judged to be equiva-lent. The program of both practical and theo-retical studies is geared to meet the needs ofbusiness and industry for personnel to be im-mediately utilized. In addition, the institute sup--lions a Center for Studies and Research in'Management and a specialized library; and or-ganizes short-term seminars in executive develop-ment.

Institut Technologique d'Art, d'Archilecture etd'Urbaisme.Both the Ecolc des Beaux Arts andthe Ecole d'Architeclure et d'Urbanisme are in-cluded in the Institut Technologique d'Art, d'-Architecture et d'Urbanisme (Technological Insti-tute of Art, Architecture, and Urbanization).

The Ecole des Beaux Arts (School of Fine Arts)is made up of both a preparatory cycle andsections in academic arts, arts and industries,and culture and communication. The 3-year Fe-paratory cycle is open to students who havereached the level of the fifth year of secondaryeducation. Those who complete this cycle receive acertificate (certifical de fin d'etudes du cycle prd-paratoire) and may continue in one of the sectionsmentioned above. Holders of the baccalaureatemay also be considered for admission to one ofthese sections. The culture and communicationsection prepares art teachers for secondary schoolsand offers a program of two 2-year cycles leadingto a diploma (dip/once superieure de l'Ecole desBeaux /Iis). Both the arts and industries and theacademic arts sections offer 3-year programs in atimber of specializations.

Students are admitted to the Ecole d'Archilec-lure et d'banise (School of Architecture andUtbanization) on the basis of a baccalaureate.The school offers a 7 -)cal program in architecture,diNided into a first and second cycle of 2 yearseach and a third cycle of 3 years. Certificates ace,matded upon completiun of the rust two cycles,and a diploma (diphhne (rat chitcoure) upon com-pletion of the thin!. A fourth cycle of 2 yearswith specialization in urbanization is beingplanned.

CURRENT PLANS

Tunisia's leaders recognize that, if education isto begin to meet the goals the) had originally setfor it, a continuing effort must be made tostrengthen the educational system and to makeit responsive to the changing scene within thecount!). It is with this in mind that education is,at present, undergoing a thorough and compre-hensive review to make it a more effective agentof modernization while preserving the country'scultural heritage. Present planning calls_ for anincreased emphasis-on the Arabic language at the;mimicry level, eau ier introduction of a- secondforeign language at the secondary level, and greateremphasis on science and technological subjects.Furthermore, all sections of the "long" secondaryprogram will offer 7-year programs and will leadto a baccalaureate. At the higher level, the roleof research as a function of_ the university willreceive added importance.

SELECTED GLOSSARY

French English

ilnme prOaratoire One year of university prepara-tory work in science subjectsthat potential medical, dental,and pharmacy students mustcomplete helot e beginning spe-cialind study.

Baccalaun'at Diploma awarded upon comple-tion of the 7-year "long" sec-ondary program. It is generallyrequired for entrance into theUniversity.

Brevet d'enseignementindustriel Diploma awarded, under the

education structure as-it existedfrom 1958 to 1967, in the indus-trial secondary program uponcompletion of the fifth year ofa 6-year plogram. (The breve/do technicien was awarded uponcompletion of the sixth year.)

-00016

15

Brevet de technicien Diploma awarded upon comple.Lion of the 6year secondary in.dustt ial program.

Capacite en (holt Diploma awarded upon completion of a 2-year program in lawin the Faculty of Law, Economics, and Political Science.

Capacite en sciences economiques Diploma awarded upon comple.

Lion of a 2year program ineconomic science in the Facultyof Law, Economics, and PoliticalScience.

Centre de Formation Pro-fessionelle Agricole Center offering vocational agri-

cultural training to primaryschool graduates.

Certificat d'aptitude an pm.fesseur adjoin(C.A P 4-) Diploma awarded upon comple.

Lion of the 2year teacher.train-ing program of the Ecole Nation-ale des Pro fessems Adjoin Is.

Certifical de fin d'etudes ducycle preparatoire Diploma awarded upon comple-

tion of the secondary.levelparatory cycle of the Eco le desBeaux Arts.

Certificat de fin d'etudestechniques agricoles Technical diploma awarded

upon completion of the 3-yearupper secondary program at anagricultural lycee.

College moyen institution that offered a 3-year

terminal program in generaleducation and practical instruc-tion to students who had com-pleted the primary cycle. Theprogram included general, in-dustrial, and commercial sec-

tions. It was replaced byPenseignement secondaire pro.fessionnel under the 1967 re-vision of the educationalstructure.

College moyen d'agricullure Former middlelevel agriculture

school. It provided 3 years ofeducation to students who hadcompleted the primary level.

College secondaire d'agriculture Former upper secondary agricul-

ture school that provided 3

years of education.

Cycle elementaire Elementary or first cycle pro-grams of the Ecole Nationaled'Administration. It offers three2-year levels open, respectively,

16

to those who have completed 3years of secondary education, 5years of secondary education,and holders'of the baccalaureate.

Cycle moyen Middle cycle program of theEcole Nationale d'Administra-lion. It offers a 2-year programto those who have completedthe cycle elementairc or thelust 2 years in the Faculty ofLaw, Economics, and PoliticalScience.

Cycle superieure Higher cycle program of theEco le Nationale d'Administra-lion. It offers a 3-year programto those who have completed thecycle moyen and to holders ofthe licence from the Faculty ofLaw, Economics, and PoliticalSciences.

DiplOme ('architecture ....Diploma awarded upon comple-tion of the 7.year program inarchitecture of the Ecole('Architecture et d'iltbanisme. itis open to holders of the bac-calaureat.

Dip !time d'etudes approfondles Diploma of advanced studies

awarded by the Faculty ofMathematical, Physical, and Na-tural Sciences upon completionof a specific program of theoreti-cal study and practical workopen to holders of the mailrise.

Diplome d'etudes super-ieures Diploma awarded upon comple-

tion of an additional year ofhigher study open to holders ofthe licence in the Faculty ofLaw, Economics, and PoliticalScience.

DiplOme cretudes super.ie. vs en gestion Diploma awarded upon comple-

tion of the 2-year graduate pro-grain- in business and manage-ment offered by the InstitutSuperieure du Gestion des En-terprises.

Diplame d'ingenieur agricote Diploma awarded upon comple-

tion of the 4-year undergradu-ate program of the Institut Na.lional Agronomique de Tunis.

Diplome d'ingenieuragronome Diploma awarded upon comple-

tion of the 2.year program opento holders of the dipldme d'ingenieur agricole.

00017

Diplome de fin d'etudescommerciales

Diplome de fin d'etudesnormales

Diplome de fin de stage .

Diploma awarded upon comple-tion of the 6-year secondarycommeicial program.

Diploma awarded upon comple-tion of the 4-year program at anupper secondary normal school.

. Diploma awarded upon comple-tion of the probationary year ofstudy and practical experiencethat holders of the diplotne defin d'c'tudes normales undergo.

Diplome de technicienagricole Diploma awarded upon comple-

tion of a 2-year program at aspecialized postsecondaty agricul-tural institute.

Diplome des hautesetudes commerciales . ..Diploma awarded upon comple-

tion of the 4year undergradu-ate program of the Institut desHawes Etudes Commerciales.

Diplome professionnel ....Diploma awarded upon cotnple-don of the 4year secondaryvocational program.

Dip Idme sups rieure del'Ecole des Beaux Arts ..Diploma awarded upon- comple-

tion of the 4-year program inthe culture and communicationsection of the Ecole des BeauxArts, open to holders of cer-lificats de fin d'audes du cyclepreparatoire or of the baccalaurc'at.

Diplome universitairesd'etudes litteraire.s(D.U.E.L.)

Dipldme universitaired'etudes scientifiques(D.U.E.S.)

Dipldme Zeitounian depredication et d'orien-tation religieuse

Doctoral d'jtal

Diploma awarded upon comple-tion of the first undergraduate2-year cycle in the Faculty ofLetters and Human Sciences.

Diploma awarded upon comple-tion of the first undergraduate2-year cycle in the Faculty ofMathematical, Physical, and Na-tural Sciences.

program that includes one pre-patatory year (annce prepara-lobe), 1 years of medical studies,and 2 years of practical work.

Doctorat de troisietnecycle Degree awarded by the Faculty

of Mathematical, Physical, andNatural Sciences. Students hal-ing the dipkinte dYtudes appto-fondies arc required to do ap-proximately 1 or 2 years ofresearch and prepare a disser-tation.

Ecoles professionelles dela sante publique .......Secondary schools sponsored by

the Ministry of Public Healthand open for specialized train-ing in various public healthfields.

l'Enseignement secondairelong Full secondary program. It in-

chides a 3-year first-cycle (tronccommon) and a second cycle ofeither 3 years, leading to a tech-nical or commercial diploma;or of 4 years, leading to thebaccalauWat.

l'Enseignement secondaireprofessional Four-year vocational secondary

program open to students whohave completed the primarylevel. It includes some generaleducation along with raining inspecific skills and has greateremphasis on practical work thanhad the program in the collegemoyen.

Grandes ecoles Prestigious French institutionsof .higher education tradition-ally aimed at preparing high-leel professional personnel andadministrators.

Licence Degree awarded- upon comple-tion of 4 years of study in theFaculties of Law, Economics,and Political Science and Thcology; before their reorganizationsin 1970 and 1971, respectively,the Faculty of Mathematics,Physical, and Natural' Sciencesawarded the licence after 4years-of study and the Facultyof Letters and Human Sciences,after 3 years of study.

Diploma awarded upon comple- Lycees secondaires agri-tion of a 3year undergraduateprogram in the Faculty of The-ology.

Degree in medicine awardedupon completion of a 7year

cotes Upper secondary agriculturalschools offering 3 and 4 yearprograms leading to a techni-cal diploma (certifical de find'etudes techniques agricoles)and a baccalatirM, respecthely.

(moss

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Maitrise Degree awarded by the Facul-ties of Letters and HumanSciences, and Ma t hem a tical,-Phy-sled. and Natural Sciences uponcompletion of -1 years of under-graduate study (two 2-yearcycles).

Mahrise.es lettres derecherche Degree awarded upon comple-

tion of a fifth year of researchand presentation of a thesis inthe Faculty of Letters and Hu-man Sciences.

Tronc commun Three-year first cycle of second-ary education.

SELECTED READING LIST

AlBukhari, Najati Mohammed Amin. Issues in Occupation-al Training: A Case Study in Tunisia. Stanfo>d Unice).-sit), Stanford International Development Education Cen-ter, 1968.

American Friends of the Middle East. Basic Facts on Edr.-cation in the Middle East and North .1frica. Washington,D.C., 1966.

---. Education in Tunisia. Washington, D.C., 1963.

Annuaire de l'Aflique du Nord. Pails. Published annually.Contains a section on educational and cultural develop-ments in Tunisia during the year, with a bibliographyand selected articles, sonic of which focus on education.

Arab Information Center. Education in the Arab States.Information Paper No. 25 (IXIII). New York, 1966. Sec"Education in Tunisia."

Brown. Leon Carl. "Tunisia," Education and Political De-velopment, James S. Coleman, ed. Princeton: PrincetonUniversity Press, 1965.

Cahiers di: C.E.R.E.S. Published by the Cottle &Etudes etdes Recherches Economiques et Sociales. Occasionally con-tains articles on education-related topics. See pat ticularlySerie Linguistic and Vile Economique.

Chourou, Bechir. Education mid Independence in a De-veloping Count : 7'he Case of Tunisia. Not thwestonUniversity. School of Education, Intonational 1-11* Proj-ect. 1973.

Education and %Valid Allaits. Tunisia: Study of AhnipowerNeeds, Educational Capabilities and Overseas Study. Re-port No. 8. New York, 1965.

Kerr, Malcolm H. "'Tunisian Education: Seeds of Recolu-tion?"Middle East Forum. AntumnWinter 1971.

International Handbook of Universities. 5th ed. Paris: In-ternational Association of Universities, 1971.

Ministry of National Education. A New Concept of Educa-tion in Tunisia. Tunis, 1958-59.

18

- --. Nouvelle Structure De L'Enseignement Secondaire.Tunis, 1970.

- --. Rapport Sur Le Mouvement Educatif En Tunisie.Published annually 1956-57-1967-68, 1970-71, and1971-73.

- --. Revue Pedagogique: Enseignment Primaire et En.seignement Secondaire. Tunis. Published 8 times a yearby the Centre National Pedagogique.

- --. Study of the Creation of the University of Tunis.Tunis. (undated).

- --. A Ten-Year Plan for School Attendance. Tunis,1958.

Ministbre Du Plan. Situation Des Ellectifs Relevant DuAlinistere De L'Education Nationale Pour L'Annee Scot-aire 1971-1972. Tunis, December 1972.

Ri,vue Tunisienne de Sciences Sociales. Scholarly journalpublished quarterly by the Centre d'Etudcs et de Re-choche Econotniques et Sociales of the University ofTunis. Frequently contains articles on education andeducation - related topics.

Sasnett, Martena, and Inez Septneyer. Educational Systemsof Africa. University of-California Press, 1966.

Sheffield, James R., and Victor P. Diejmnaoh. Non-FormalEducation in African Development. New York:, Aftican-American Institute, 1972.

United Nations Educational, Scientific, and Cultural Or-gani/ation (UNESCO). Les Etudes Superieure: Presenta-tion Comparative Dec Regimes D'Enseignement Et DesDiplomes. Paris, 1973.

---. International Yearbook of Education. Geneva: Inter-national Bureau of Education. Published annually until1969.

---. Statistical Yembooks: 1971. Paris, 1972.

II'm Id Survey of Education. 11-Primary Education.Paris, 1958.

World Survey of Education: I11- Secondary Education.New York: International Documents Service, 1961.

- --. World Survey of Education: HI-Higher Education.New York: UNESCO Publications Center, 1966.

- --. World Survey of Education: P-Educational Policy,Legislation, and Administration. Pails, 1971.

U.S. Department of Defense, Department of the /Wily.Aim Handbook for the Republic of Tunisia. DA Pam.phlet 550-89.1970.

U.S. Department of State. Background Notes: Republic ofTunisia. Washington, D.C.: Office of Media Services, 1971.

The World of Learning 1971-1972 (vol. II). 22d ed. London: Europa Publications Ltd.

Karen L. \VenkEducation Program Specialist

in Comparative EducationDivision of International Education

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*U.S. GOVERNMENT PRINTING OFFICE: 1974 0-550-192