ObservatoryICT

TUNISIA

Overview

Tunisia has committed to the institutionalization of ICT in all aspects of the economy and has played a leading role on the global level by hosting the second phase of the world summit on the information system. To introduce and sustain the integration of ICT in education, Tunisia has implemented a multi-dimensional strategy based on modernizing its infrastructure. Education is an important sector affected by this policy where a major restructuring took place and reforms have taken into consideration the integration of ICT. Training and professional development of teachers and administrators were also considered as keys to successfully implementing ICT at all stages of the teaching-learning process. Distance education opens new horizons and constitutes a rich field of research, innovation, and creation that still needs to be reinforced and further developed.

Tunisia is supported by some international organizations (e.g., the World Bank, Microsoft, Apple) in its major activities which include implementing ICT staff training programs; supporting professional development; providing networking opportunities; researching, developing, and evaluating new policy approaches; and bolstering institutional ICT infrastructure. The World Bank is involved in a project known as Excellence Schools, which are usually found in relatively under-privileged areas. The first phase of the project seeks to promote excellence in teaching and learning, while continuing the push for the inclusion of all children at all levels of the basic education system. The second phase is to support the government's efforts to provide a greater number of students with opportunities for post-basic education and modernize the sector in ways that improve the quality of outputs and the efficiency with which they are produced. Apple Europe supports a project to set up the integration of ICTs in education with the co-operation of Apple Europe Institute. The project consists of establishing two spaces, the first one within the INBMI, and aims to support the mastery of the new technologies and equipment that will be made available. The second space is in one Preparatory School in Beja, which is allocated for the production of digital contents and educational software by students with their teachers' help and guidance.

Country Profile

Tunisia is considered to be one of the most liberal nations in the Islamic world, especially in terms of the rights accorded to women. The country has been influenced throughout its history by waves of immigrants - primarily Phoenician, Arab, Berber, African, Turkish, and European - giving rise to a unique culture.

Tunisia is a republic with a strong presidential system dominated by a single political party. The country has a diverse economy with important agricultural, mining, energy, tourism, petroleum, and manufacturing sectors. Governmental control of economic affairs, while still heavy, has gradually relaxed over the past decade with increasing privatization, simplification of the tax structure, and a prudent approach to debt.

The Education System

Since the country gained independence in 1956, Tunisian education officials have been working on an education system that responds to the needs of a rapidly developing country and aspires to be in the vanguard of technological change. In fact, education ranks number one in the priorities of the country, and more than 20% of the Tunisian government's annual budget is directed to education. Education is delivered both in public and private institutions.

Pre-school is oriented towards children aged three to six. It aims at preparing children for school, building their capacities for self-expression, stimulating their creativity and facilitating their integration into their social environment. There are both municipal and private kindergartens.

Basic education (BE) is compulsory. It is divided into two distinct stages: six years of primary education (also referred to as first cycle of BE) and three years of preparatory education (or second cycle of BE). Students are awarded the Diplôme de Fin d'Etudes de l'Enseignement de Base.

Secondary education lasts for four years and is aimed at preparing students for university-level studies or entry into the workforce. It is divided into two stages: one year of general education plus one year of pre-orientation, and two years of specialized education. It culminates in the Baccalaureate Diploma, a passport to higher education

Higher education is mainly provided by universities and the numerous higher institutes and schools. Institutions of higher education come under the responsibility of the Ministry of Higher Education, the Ministry of Scientific Research, Technology and Development of Competencies, or the ministry most appropriate to their specialty.

In 2005-06, there were 178 public institutions of higher education including 13 universities; 24 higher institutes of technological studies, and six higher institutes of teacher training. The remaining institutions are subject-specific and operate under the aegis of one of the country's universities. The Ministry of Higher Education supervises 155 institutions, and 23 are under the co-supervision of this ministry and other ministries. In addition, the Ministry of Higher Education recognizes 20 university-level private institutions. The number of enrolled students is constantly rising: in 2004-05 there were 326,734. In 2005-06 there were 346,000. In parallel with the growing number of students and institutions, reforms are being adopted to meet new challenges. For example, a degree structure based on the new European three-tier model of bachelor's, masters, and doctoral degrees was started in the 2006-07 academic year. This reform is known as the L.M.D: license (three years), mastère (two years), doctorat (five years). The new academic credit-hour system is meant to give students greater flexibility in designing their study tracks, while allowing them to earn and transfer credits between institutions both domestically and internationally.

Higher technical education is mainly offered in higher institutes of technological studies where studies last for two-and-a-half years. Studies come under the responsibility of the relevant ministries. A vocational/technical diploma is awarded at the end of the course. Tunisia has regional centers of education and continuous training for teachers of primary and secondary school. There are also centers of education and trainer training that provides training for school inspectors, pedagogical counselors and teacher trainers. The Higher Institute of Education and Continuous Training offers graduate and post-graduate courses for all education stakeholders who seek further education and degrees.

Infrastructure

To meet the challenges of technology mastery and the integration of ICT in all education sectors, Tunisia has implemented a multi-dimensional strategy that focuses on:

· Modernizing its infrastructure

· Establishing a favorable legal framework to facilitate the equipment of all institutions

· Restructuring its education system taking into account the requirement that all students acquire ICT skills (e.g., teaching computing from basic education and embedding ICT into the curriculum)

ICTs in Education

To achieve their objectives, both ministries launched a comprehensive ICT-oriented training program, delivered through both conventional and distance learning methods that targets all education stakeholders and includes the development of networks to disseminate best practices and encourage a digital culture. Computers, smart boards, video projectors, and digital cameras are some of the technology tools used to expand the scope, scale, and quality of learning. The process of equipping secondary schools with new computing spaces is ongoing in order to teach computing and increase capacity for the integration of ICT in education. In 2004, there were 22,000 computer (0.28 computers for every class), but by 2006 there were 57,000 computers (0.71 computers for every class). It is foreseen that the number of educational Web sites by the year 2009 will increase to 4000 (from 1,300 in 2006). As well, the number of trained teachers will increase to 80,000 (from 60,000 in 2006).

All higher education universities and institutes are connected to the Internet by the El Khawarizmi Calculus Center, which is the official public Internet service provider (ISP) to higher education institutes. It also provides Web hosting, e-mail accounts, and various computing-related services, and it contributes to the access to innovative technologies. (The INBMI, or l'Institut National de Bureautique et de Micro-Informatique, is the official public ISP to the Ministry of Education and Training and its all public educational institutions.) Research in the domain of ICTs is enhanced through the research laboratory called Culture, New Technologies and Development, which is directed by the prominent Professor Mohamed Zinelabidine. The integration of ICT in education is reinforced through the Tunisian Virtual School and the Virtual University of Tunis.

Tunisian Virtual School (TVS):

TVS has been designed and created within the INBMI and is an essential basis of the “School of Tomorrow.” It is an example of pioneer experiences in North Africa and in the Arab countries. Tunisia was one of the first countries to contribute to the new technological changes in the field of distance education and e-learning through the launching of TVS in an experimental phase on January 28, 2002. As clearly stated in the presidential election program, all the components of the TVU will be completed before the end of 2009. It is targeted both at the learner and the educator in basic and secondary education. It provides free interactive courses, revision modules, assistance, and ICT training, but it doesn't award certificates yet. It consolidates the orientation of the educational system towards the development of the quality of education and the equality of chances, where it reinforces conventional education. It also provides a space for collaboration, resource sharing, networking, and publishing for the benefit of teachers.

Virtual University of Tunis:

The Virtual University of Tunis was established as a government initiative in 2003, and it now provides 20% of courses through e-learning. The initial objective was to offer distance learning programs and widen participation in Tunisia, but it has increasingly become an on-line higher education provider across the French-speaking regions of North Africa. It doesn't cover all specialties, but it awards diplomas and certificates. It provides interactive tutored courses, training, and development of content. There are 207 modules, representing more than 8,000 hours that are ready for use. There are another 56 modules in progress and 110 in the evaluation phase. Another 51 are to be added within the framework of the co-operation and the partnership with Sun and Nettuno.13 The Virtual University currently has 10 functional access centers, and by 2009 there will be 200. E-learning, tele-formation, and distance education in general remain very promising areas of research that need to be reinforced and developed - hence, the efforts deployed within the Virtual University of Tunis to increase the number of its access centers.

Current ICT Initiatives and Projects