انعكاسات البيئة العالمية للتعليم على مسارات التعليم في الجزائر

Abstract

Within the framework of utilizing international expertise in the field of education, the Algerian Ministry of National Education and UNESCO signed a support protocol for the reform of the Algerian educational system in Paris in 2003. This protocol, which aimed to enhance the quality of compulsory education, support the organization of student flow, integrate information technology, support pedagogical training for teachers, and support the review of educational programs, served as the foundation for this study. The main research question of this study is: What are the manifestations of the global environment of education on educational pathways in primary and secondary education in Algeria? To answer this question, the study relied on two sub-questions: What are the manifestations of the global environment of education on pedagogical pathways in primary and secondary education in Algeria? What are the manifestations of the global environment of education on socio-educational pathways in primary and secondary education in Algeria? The first sub-question was answered through the use of four indicators: internal effectiveness, integration of information technology, quality of training qualifications for teachers, and teaching skills in relation to competencies. The second sub-question was answered through the use of one indicator: the concept of citizenship in the educational frameworks of civic education and history. The aim of this study is to evaluate education in its compulsory stage in Algeria in light of the aforementioned indicators, as well as to diagnose the reality of the chosen educational strategies by those responsible for the educational system, and to determine their effectiveness, through the opinions of teachers and educational leaders. To achieve these objectives, the descriptive method was used. The sample for this study consisted of 385 teachers in the compulsory education stage, distributed between the primary and secondary levels as follows: 145 primary school teachers and 240 secondary school teachers, as well as seven educational leaders from secondary schools. The study relied on educational indicators and questionnaires as the main data collection tools, and interviews were used as a complementary tool to explain and clarify the data from the questionnaires. Each question in the study was verified using a specific tool, in conjunction with a special selection process for the sample that takes into account the privacy of each question. The study was conducted during the 2015/2016 academic year and took approximately three months, from October to December 2015, for a sample of educational institutions in the primary and secondary stages in the geographical region of the city of Biskra. The results of the study showed the following: 1.Compulsory education suffers from a significant lack of internal effectiveness. 2.The implementation of the project to integrate information technology in education is characterized by failure and inability. 3.The training qualifications for teachers suffer from a lack and inadequacy, due to theoretical training programs. 4.The skills of teachers in relation to competencies, in light of Algeria's international commitments in the field of education, reveal a lack of ability and inadequacy in practicing these competencies within the educational institutions. 5.Values and principles related to loyalty to the nation and belonging to the homeland are present in the educational frameworks and content, which is linked to the concept of belonging in the Algerian context, despite the efforts to acquire more depth and reality in relation to global citizenship values such as openness to others, achieving shared life, establishing democracy and freedom, and eliminating all forms of discrimination in order to achieve active and productive participation within and outside the school.