Maintaining Arabic language instruction, constraints linked to generalizing computer science, and removing philosophy across certain streams stand among the main reservations raised regarding ministerial decision no. 20. For Yazid Bouanane, communications officer for the National Autonomous Council of High School Principals (CNADL), its cancellation must be assessed in light of the pedagogical and technical difficulties its implementation would have created.
At the end of July, the Ministry of National Education published three regulatory texts addressing various aspects of instruction. While decision no. 16, concerning the postponement of French to 4th grade in primary school to reinforce English, and decision no. 19, increasing the weekly English hourly volume in middle school, remain in effect, decision no. 20, dedicated to secondary education, was ultimately canceled after sparking several reservations regarding its implementation conditions.
Contacted by Le Jeune Independant, Yazid Bouanane, communications officer for CNADL, explains that the cancellation of this decision must be analyzed in relation to its contents but above all the conditions necessary for its application. He believes that reactions triggered by the text were sometimes marked by “emotional and superficial” considerations, lacking a sufficiently deep examination of its benefits, limits, and real-world implications.
Revisiting the three regulatory texts, the CNADL official recalls that decision no. 16, regarding the postponement of French instruction from third to fourth grade in primary school, was maintained.
According to him, this measure fits into guidelines aiming to progressively strengthen English instruction in primary cycles following its 2022 introduction. He considers that choosing to limit foreign language instruction at the start of the primary cycle initially can be justified by a child’s cognitive and psychological capacities at that age.
Decision no. 19 also remains active. It provides for an increased hourly volume of English in middle school alongside a reduction in French hours. For Mr. Bouanane, this step reflects the drive to bolster the status of English, particularly given its significance in scientific research, emerging technologies, media, diplomacy, and the economy.
More than 3,000 positions to generalize computer science
However, decision no. 20 drew the vast majority of debates and criticisms. Among the primary obstacles identified was the general rollout of computer science instruction in secondary education.
Such a measure would have required, according to the CNADL communications officer, mobilizing considerable human and material resources. He specifically cites creating over 3,000 teaching posts, acquiring necessary equipment, and outfitting specialized laboratories.
For the CNADL representative, immediate execution of this provision would have proven difficult to envision, considering the timeframe required for infrastructure preparation, recruitment and training of teaching staff, and financial resource allocation.
Another particularly sensitive point raised by Mr. Bouanane involved removing Arabic language instruction across certain secondary tracks, notably mathematics and technical streams.
Such a modification would have represented, in his view, a break from the traditional framework of the Algerian educational system, Arabic being the nation’s official language and primary medium of instruction across all cycles.
The CNADL communications officer also points to reductions in hourly volume and coefficients assigned to this subject. According to his analysis, the planned changes would have caused a loss of roughly 16 teaching hours per high school, equivalent to losing one teaching post per establishment.
Philosophy, another point of controversy
Eliminating philosophy instruction from the baccalaureate for specific scientific, mathematical, and technical streams constituted another major point of contention, according to Mr. Bouanane.
He defends maintaining this discipline given its contribution to developing logical reasoning and critical thinking among students. He also considers that mastering philosophical language and concepts aids in developing intellectual and linguistic capabilities, including within scientific subjects.
Apart from ministerial decision no. 20, the CNADL representative calls for framing any future educational reform within a comprehensive, methodical, and transparent approach involving various relevant stakeholders.
For him, alterations should not be driven by ideological, linguistic, or political motivations, but rather rely on prior pedagogical and scientific evaluations.
In this perspective, he advocates for the swift installation of the Higher Council of Education, tasked with playing an advisory role in shaping future sectoral directions. He also stresses the necessity of involving National Education staff, academics, and specialists throughout the various phases of any reform.
The goal, Mr. Bouanane notes, is to achieve a reform built upon solid pedagogical foundations, taking into account state objectives, student needs, and the educational system’s actual capacity to execute intended changes.