The quality of continuous training and its alignment with the demands of various professional sectors appear to meet the expectations of civil servants and executives seeking qualification and skill enhancement. A satisfaction survey conducted by the University of Continuous Training (UFC) for the 2026 session reveals an overall satisfaction rate of 94.8%, with 85.8% of trainees declaring themselves “very satisfied.”
According to a report released Tuesday by the UFC, these findings highlight the appreciation of pedagogical services and guidance provided by the UFC, whose training programs target staff from multiple activity sectors. Conducted among 379 trainees at the Bouzareah Continuous Training Center, this assessment falls within the quality approach adopted by the university, particularly regarding ISO 9001 standard requirements.
Beyond the framework in which it was conducted, this survey sheds light on the expectations of continuous training beneficiaries and issues surrounding skill development within various public administrations and institutions.
The diversity of surveyed profiles demonstrates this intersectoral dimension. The sample encompasses three categories of professional bodies, namely general bodies representing 37.5% of participants, specific bodies (33.8%), and territorial bodies (28.7%).
Trainees also stem from several sectors of activity. Education leads with 26.9% of participants, followed by Health (19.5%), municipalities and local administration (17.9%), Civil Service and wilayas (16.1%), as well as the security sector (11.3%). Other sectors account for 8.2% of the sample.
In detail, pedagogical supervision stands among the most appreciated aspects. The competence of teacher-trainers and their ability to convey knowledge and explain content gather 83.9% very high satisfaction. Factoring in trainees expressing simple satisfaction, the overall rate reaches 93.9%.
The relevance of programs to professional needs also constitutes a strong point. As many as 82.3% of respondents state they are very satisfied with offered content, while the overall satisfaction rate settles at 92.9%.
These evaluations reflect a favorable correspondence between delivered instruction, job requirements, and career advancement prospects. The orientation of curricula toward practical skill acquisition and their adaptation to different grades rank among factors presented in the report to explain these results.
The digital dimension also occupies an important position in the evaluation. The dedicated training platform registers 82.3% very high satisfaction and 93.1% overall satisfaction. Online courses, teaching unit content, and digital resources placed at trainees’ disposal thus serve as learning support tools, enabling knowledge consolidation beyond face-to-face sessions.
Material conditions and session organization show encouraging results as well. Training duration, schedules, classrooms, and equipment receive 81.5% very high satisfaction, totaling an overall rate of 92.8%. Schedule adaptation to beneficiaries’ professional obligations and pedagogical space availability figure among taken considerations.
Administrative support is not left behind. Reception, registration, file monitoring, and assistance provided to trainees achieve 80.7% very high satisfaction, whereas the overall rate hits 92.6%.
Despite these overwhelmingly positive assessments, beneficiaries also formulated several proposals aimed at improving future sessions. Primary expectations expressed include increasing face-to-face session counts and launching a digital library accessible to trainees.
The report recommends, in this perspective, continuing periodic satisfaction evaluations, making obtained results public, and taking corrective measures when necessary. It also advises creating a monitoring committee uniting teachers, administration representatives, and trainees.