National forum on private lessons and ways to address them – New Algeria

The topic of private lessons returned to the forefront through a national forum organized under the honorary presidency of the Minister of National Education, Mohamed Al-Saghir Saadawi, and in cooperation with the neuropsychology and cognitive psychology laboratory at the University of Martyr Hama Lakhdar – El Oued -, the aim of which was to determine the standards that the school should adopt to confront the spread of this phenomenon.

The problem of the forum, a copy of which was held by “elhiwar us”, acknowledged that the Algerian school outcomes did not live up to the expectations expected of them, which is confirmed by studies that dealt with school results, which in most cases are not commensurate with the efforts made and the capabilities harnessed, as Algeria, like other countries, sought to develop its educational system to give it the ability to keep pace with the developments of the times, which is what those efforts aimed to achieve. Reforms that affected all educational levels, and indeed the educational system has made important strides and achieved many successful achievements.

As mentioned in the same problem, “The Algerian school witnessed several problems and fluctuations that plunged the public education sector into a spiral that the teacher, the student, and the guardian alike were unable to understand, especially in light of the significant decline in the educational level of the students, the decline in their school results, and the shortcomings in the professional and technical preparation of the teacher that are being reported today, and the defect in the evaluation system. All of this put additional pressure on the parents, who began to see that the school was incapable of achieving success for their children.”

The problem brought to mind the anxiety that parents feel as exams approach, which contributes to the spread of external support quotas and private lessons in their effort to raise the level of their children’s achievement and protect their academic future to the point where the spread of the phenomenon of private lessons and its aggravation in educational circles has become an obsession that worries those concerned with education, parents, and educational theorists, as this phenomenon is no longer limited to low-achieving students, but has affected even the outstanding students. Of them.

The forum is based on two important questions: Did the Algerian public school cause the spread of the phenomenon of external support and private lessons, and what are the scientific and realistic solutions that can be adopted to overcome this problem? The forum addresses four important axes: the weaknesses of the education provided by the public school and the reasons for that, the teacher’s training and the diversity of his basic specializations and its impact on the performance he provides in the classroom, external support lessons and the extent of the student’s progress in his level of education. Methods of confronting the phenomenon, and finally the standards that public schools should adopt to confront the spread of private lessons.

This forum comes a year after presenting a law proposal regulating the practice of private lessons in the country after a period of chaos following a government decision to ban private lessons with the aim of reorganizing them.

The draft law currently in the drawers of the lower chamber stipulates the establishment of a legal framework that regulates private lessons and regulates their context and practice. The law proposes to provide the possibility for those qualified to provide private lessons, but on the condition that they are provided in appropriate pedagogical conditions through institutions and facilities qualified for that. It also prohibits and prohibits their provision outside this framework, except in the case of distance education, and determines the fees paid to teachers and professors so that the provision of these teaching sessions does not deviate from their educational character into a purely commercial nature that violates the teacher’s mission. And the professor.

The draft stipulates that “public educational institutions are licensed to provide support or remedial lessons for students enrolled in their educational institutions or in other educational institutions, provided that this institution is qualified for the educational level provided, and that the number of seats in the classroom is determined according to pedagogical standards, based on periodic evaluations of their levels, or upon their request or the request of their parents, without financial compensation,” provided that “public and private educational institutions provide financial incentives, which are issued periodically to teachers.” And teachers who provide support and remedial lessons, provided that financial incentives and legally recognized hour returns are determined,” while “private educational institutions can require the payment of installments for additional remedial hours, according to a fee schedule that is determined in advance before the beginning of the school year, with the Education Directorate informed of it, and of any change that may occur to it during the year, and in this case prior approval must be given by the regionally competent Education Directorate.”