“Thirteen years have passed since university reform institutionalised the LMD system (three cycle system of Licence, Master, Doctorate) in Algeria and many other Northern and Western African countries. Along the way, we realised that even though the overall architecture of training and teaching has changed, practices have evolved very little”.
This assertion was made by HERE Mohammed Amine Allal in the article “How To Make Learning And Student Training Successful?”. He highlights the importance of the LMD reform not only as a reform of course architecture, but also, and essentially, for teaching differently, learning differently, and evaluating differently.
For Mr. Allal, Head of the Department of Quality Assurance at the University of Tlemcen (Algeria), the diversification of education and training that has resulted from these reforms has given more autonomy to Algerian universities. However, there is a persistent need for support in reform implementation: This implies tools and quality standards to underpin reform, and training on integrating learning outcomes into study programmes, which are linked to a national qualifications framework.
Setting up a teaching and learning process that is well thought out, planned, developed, and evaluated (by students and teachers) is needed in Algeria. The results of programmes must be measured by internal and external experts, involving stakeholders from the socio-professional sector. This succession of activities reveals the importance of recognising and promoting the use of learning outcomes, which are essential factors for the socio-economic and cultural development of Algeria.
However, Mr Allal cites a crucial question that remains unanswered: how can student-centred learning really be promoted and facilitated? To better answer to this question, Mr. Allal presents four dimensions that should be considered during the design and implementation of study programmes, as suggested by Faulx D. and Dance C. (2015): didactics, motivations; Identity, and socio-relationship. In order to succeed in developing all these abilities within the learner, Mr. Allal presents different concepts that should be integrated in all courses by the Algerian universities to better ensure the quality of the whole training process: encouraging creative thinking and entrepreneurship, orienting students better towards both labour market needs and societal needs and inspiring students to be agents of progress and change.
Finally, Mr. Allal summarizes different points presented by Le Boterf (2006) for transforming teaching and learning in practice for the purpose of strengthening quality, including teaching objectives, instructional strategies, treatment of learning content, evaluation and regulation, among others.
According to Mr. Allal, if we want results and significant progress, it is at the level of pedagogy and didactics that we must strive for change, continuously improving the performance of teachers, who must, for their part, employ innovative methods and utilise communication technologies.
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