1. EDUCATIONAL CURICULLUM IN ALGERIA
By: Cyra Mae R. Soreda
I. BRIEF DESCRIPTION
The French colonial education imposed on Algeria was designed primarily to meet
the needs of the European population and to perpetuate the European cultural pattern. A
large majority of the students were children of the colonists. French was the language of
instruction, and Arabic, when taught, was offered as an optional foreign language.
At the beginning of the 1963 school year, the education system was in complete
disarray, and enrollments in schools at all levels totaled only 850,000. In the years
immediately following, teachers were trained hastily or recruited abroad; classrooms
were improvised, many in the vacated homes of former French residents. Attendance
climbed to 1.5 million in 1967, to nearly 3 million by 1975, and to 6.5 million in 1991-
92.
An education reform passed in 1971 introduced the nine-year basic education
program. Further reforms in 1976 extended the period of compulsory education from six
years to 10 years while also guaranteeing that education at every level be provided free to
all. In addition to guaranteeing tuition-free instruction, the reforms of 1976 mandated that
education be the exclusive domain of the state. As a result, the private sector has had little
impact on education and training in Algeria; however, private instruction has been
offered on a limited basis since the early 1990s and may soon play a bigger role. Reacting
to a need to reduce the burden on the state, the government passed an executive decree in
2004 that amended the 1976 reforms and explicitly allowed for the establishment of
private institutions of education under well-defined regulations. Private education in
Algeria still remains, however, very much a nascent industry.
The structure of the school system is based on 6+3+3 model: six years of primary
school, three years of lower secondary school and another three years of upper secondary
school. Together, the nine years of primary and lower secondary education constitute the
compulsory basic education phase. Primary education is mandatory and lasts for nine
years (École fondamentale). Secondary education is compulsory and consists of a three-
year cycle of study provided in secondary schools and technicums. There are three
branches of secondary education: general, specialized, and technical/vocational. Students
in general secondary and specialized secondary education study for three years and sit for
the Baccalauréat examination. Successful students are awarded the Baccalauréat de
l’Enseignement secondaire in one of the various streams offered. The Baccalauréat gives
access to higher education but some institutions require it to be of a certain type (science,
arts, etc.). The objective of technical and vocational secondary education is to prepare
students for active life and industry (technicians and qualified workers). Studies last
between one and four years, according to the type of training undertaken and can also
lead to higher education.
II. EDUCATIONAL AIMS AND OBJECTIVES

2. At independence in 1962 the Algerian education system was highly exclusive and
geared toward the training of French colonial elite. With the creation of the Ministry of
Education in 1963, the process of building an inclusive and open national education
system was set in motion.
The Algerian government inherited the remnants of an education system focused
on European content and conducted in a foreign language by foreign teachers. Algerian
authorities set out to redesign the system to make it more suited to the needs of a
developing nation. The hallmarks of their program were indigenization, Arabization and
an emphasis on scientific and technical studies. They sought to increase literacy, provide
free education, make primary school enrollment compulsory, remove foreign teachers
and curricula, and replace French with Arabic as the medium of instruction. They also
planned to channel students into scientific and technical fields, reflecting the needs of
Algerian industrial and managerial sectors. The approach to education has been gradual,
incremental, and marked by a willingness to experiment--unusual characteristics in a
developing country.
III. WHAT ARE THE AREAS BEING STUDIED
In the nine years of BASIC EDUCATION cycle (divided into three three-year
cycles), all students take classes in the following subjects: Arabic, Islamic studies,
mathematics, political education, history and geography, physical sciences, two foreign
languages (French and English), information technology, art and music, physical
education, natural sciences, and manual work depending on their stream. In academic
year 1992-93, English was introduced alongside French as a first foreign language to be
taught from the beginning of the second three-year cycle. Prior to this, French was the
only foreign language taught at the primary level. Students pick up either French or
English as their second foreign language in the eighth grade.
In the first year of SECONDARY STUDIES (technical and general), all students take
classes in the following subjects: Arabic, mathematics, history and geography, Islamic
studies, physical sciences, two foreign languages (French and English), information
technology, art and music, physical education. In addition, students take technical design,
natural sciences, and a third foreign language depending on their stream.
In the second year, students in the same streams take similar classes, but with
different weightings depending on their concentration. For example, students studying in
the five concentrations from the general education stream are all required to take classes
in Arabic, mathematics, history and geography, Islamic studies, philosophy, two foreign
languages, art or music, physical education and one of either physical or natural science.
In the third year, students specialize to a greater degree in their area of concentration. In
the second and third years of the technical stream, approximately two-thirds of all classes
are focused on technical training and other technical subjects related to the specialization,
with the remaining classes devoted to general academic subjects.
In the general education stream there are five main concentrations: hard sciences;
natural and life sciences; liberal arts and literature; literature and foreign languages;

3. religious studies. In the technical/vocational stream students follow one of six
concentrations: electronics; electrotechnology; mechanics; public works and
construction; chemistry; and accounting. Hybrid concentrations exist in the following
fields: mechanical technology; electrical technology; civil technology; and business and
management.
IV. WHAT TEACHINGMETHODOLOGIES AND STRATEGIES ARE USED
Algerian education is still grounded in the French fact-acquisition orientation, and
teaching is almost exclusively in the lecture and memorization mode. As far as the
majority of Algerian schools is concerned, teaching materials are confined to traditional
ones such as the board, the chalk, and the textbook (or handouts). This is not to mention
the absence of audio-visual aids which are said to facilitate learning.
V. HOW ARE THE EDUCATIONAL INSTITUTIONS AND
ORGANIZATIONS BEING ADMINISTERED
The Constitution guaranteed the right to free education, made fundamental education
compulsory, and allocated to the state the power to organize the educational system and
legislate the general rules for scientific research. Control of education, originally vested
in the Ministry of Education, now rested in two ministries: the Ministry of Higher
Education and Scientific Research, and the Ministry of Primary and Secondary
Education. In 1995, the Higher Council for Education was created to improve the
efficiency of the educational structure and to link the ministries of Education, Higher
Education, and Employment. An Arabization law, implemented in 1998, required
governmental and educational functions to be conducted in Arabic. The deadline for
Arabization in higher education was extended to July 5, 2000. By that time, officials in
government ministries had to acquire at least a minimal facility in literary Arabic.
Additionally, the media had to increase the use of Arabic.
Algerian Philosophy: In 1961, African ministers of education met in Addis Ababa
and developed a comprehensive educational plan to set the stage for educational change
in Algeria. The plan called for universal primary schooling, rapid increases in secondary
and higher education enrollments, and major improvements in the quality of education.
With Algerian independence the following year, educational opportunities were opened
to all people, marking a shift from the French exclusive elitist system to an Algerian
system with equal opportunities for all. Education became a right rather than a privilege.
The Government recognizes the importance of better quality in basic and
secondary education and its current priorities for this sector are to: (i) strengthen and
renovate educational research capacity; (ii) revise programs and improve curriculum
design mechanisms to make what children learn more relevent to their cultural and social
environment; (iii) improve teacher and staff training; (iv) improve the school
environment by providing adequate pedagogic materials; (v) strengthen management
capacity at central and provincial levels; and (vi) improve cost and financing mechanisms
in education. The Government also plans to increase access to basic education to include
1001 of the 6-year age group and increase attainment ratios by lowering repetition and
dropout rates.

4. VI. COMPARE THE CURICULLUM WITH THE PHILIPPINE BASIC
EDUCATION CURICULLUM
ALGERIA
PHILIPPINES
(2002 BEC)
EDUCATIONAL
AIMS AND
OBJECTIVES
1. They sought to increase
literacy
2. Provide free education
3. Make primary school
enrolment compulsory
4. Remove foreign teachers and
curricula
5. Replace French with Arabic as
the medium of instruction.
6. Planned to channel students
into scientific and technical
fields, reflecting the needs of
Algerian industrial and
managerial sectors.
1.To provide knowledge and
develop skills, attitudes, and values
essential to personal development
and necessary for living in and
contributing to a developing and
changing society.
2. Provide learning experiences
which increase the child awareness
of and responsiveness to the
changes in society;
3. Promote and intensify
knowledge, identification with and
love for the nation and the people to
which s/he belongs; and
4. Promote work experiences,
which develop orientation to the
world of work and prepare the
learner to engage in honest and
gainful work.
SUBJECTS TAUGHT PRIMARY EDUCATION
Arabic, Islamic studies,
mathematics, political education,
history and geography, physical
sciences, two foreign languages
(French and English),
information technology, art and
music, physical education,
natural sciences, and manual
work depending on their stream.
SECONDARY EDUCATION
General education five main
concentrations: hard sciences;
natural and life sciences; liberal
arts and literature; literature and
foreign languages; religious
studies.
Technical/vocational six
concentrations: electronics;
The CORE SUBJECTS: Filipino;
English; Math; Science (Science
and Health for Elem.); Science and
Technology for Secondary
The Experiential Area:
Makabayan: Araling Panlipunan;
MAPEH (Music, Arts, PE and
health); TLE; Edukasyon sa
Pagpapahalaga (the practice
environment for holistic learning to
develop a healthy personal and
national self-identity”.

5. electrotechnology; mechanics;
public works and construction;
chemistry; and accounting.
Hybrid concentrations exist in
the following fields: mechanical
technology; electrical
technology; civil technology;
and business and management.
TEACHING
METHODOLOGIES
• Fact-acquisition
orientation
• Lecture
• Memorization mode
• Board and chalk
• Textbook
• Thematic Teaching
• Content-Based Instruction
• Focusing Inquiry
• Demonstration
HOW ARE THE
EDUCATIONAL
INSTITUTION/
ORGANIZATION
BEING
ADMINISTERED.
The Constitution guaranteed
the right to free education, made
fundamental education
compulsory, and allocated to the
state the power to organize the
educational system and legislate
the general rules for scientific
research. Control of education,
originally vested in the Ministry
of Education, now rested in two
ministries: the Ministry of
Higher Education and Scientific
Research, and the Ministry of
Primary and Secondary
Education. In 1995, the Higher
Council for Education was
created to improve the efficiency
of the educational structure and
to link the ministries of
Education, Higher Education,
and Employment. An
Arabization law, implemented in
1998, required governmental and
educational functions to be
conducted in Arabic
Administrative structures of
curriculum development
Development of the basic education
level curriculum is the
responsibility of the Central Office
Bureau of Elementary and
Secondary Education, Curriculum
Development Divisions. This
bureau defines the learning
competencies for the different
subject areas; conceptualizes the
structure of the curriculum;
formulates national curricular
policies. These functions are
exercised in consultation with other
agencies and sectors of society (e.g.
industry, socio-civic groups,
teacher-training institutions,
professional organizations, school
administrators, parents, students,
etc.). The subject offerings, credit
points, and time allotments for the
different subject areas are also
determined at the national level.
References: Algeria - Educational System—overview - Percent, Schools, Students, and School -
StateUniversity.com http://education.stateuniversity.com
World Data Education. Algeria. http://www.ibe.unesco.org/