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Tunisia has always placed great value on education. The country's annual budget generally allocates more than 20
percent of the Government operating budget for primary and secondary education, a figure that is among the highest
in the world. Education in Tunisia is free and accessible to everyone.
Furthermore, schooling is compulsory between the ages of 6 and 16.
Extensive reform of the educational system has led to more schools in
rural areas, a greater percentage of girls in school, and a curriculum with more emphasis on the sciences and vocational
training. As a result of the emphasis on education, the net rate of school enrollment for six-year old children
reached more than 99% in 2000-2001. The net rate of enrollment in primary schools for ages 6 to 14 represents 95.1%
in 2005.
In Tunisia, the state guarantees free education to all school age children
regardless of gender or region. The ratio of female students has thus reached 47.4% in primary schools and 50.6%
in secondary schools. By law, schooling is compulsory till the ninth grade. Today, more than one out of four Tunisians
attends school. The number of students completing secondary education has reached 1,100,401 in 2006.
During the last thirteen years, a far reaching effort has been initiated by President Ben Ali to reform the educational
system by introducing the values of tolerance, openness, democracy and human rights and doing away with all expressions
of bigotry, sexism and fanaticism in textbooks and school curricula.
Proficiency in foreign languages and new technologies is also strongly encouraged.
EDUCATION DATA :
First cycle of basic education:
| Years |
2002/2003
|
2003/2004
|
2004/2005
|
2005/2006
|
2006/2007
|
| Pupils |
1265462
|
1215888
|
1171019
|
1120424
|
1053416
|
| Teachers |
59245
|
58761
|
58342
|
58281
|
57739
|
| Schools |
4486
|
4487
|
4494
|
4492
|
4504
|
Second Cycle pf basic education
| Years |
2002/2003
|
2003/2004
|
2004/2005
|
2005/2006
|
2006/2007
|
| Pupils |
597923
|
583005
|
576088
|
571986
|
587064
|
| Teachers |
26640
|
28614
|
29791
|
|
34618
|
| Schools |
749
|
924
|
1080
|
1256
|
1533
|
Third cycle of basic education
| Years |
2002/2003
|
2003/2004
|
2004/2005
|
2005/2006
|
2006/2007
|
| Pupils |
459310
|
459310
|
508790
|
503531
|
501752
|
| Teachers |
25098
|
27103
|
29341
|
|
33529
|
| Schools |
368
|
408
|
428
|
417
|
473
|
Source : National Staticties Institute 2006.
Secondary education
Secondary education is concluded with receipt of the Baccalaureate (high
school graduation diploma). There are five high school majors : humanities, mathematics, sciences, technology,
and economics and management.
|
School Years
|
Pupils
|
Teachers
|
Schools
|
| 1992/1993 |
567,381
|
26,097
|
625
|
| 1993/1994 |
605,935
|
26,817
|
665
|
| 1994/1995 |
662,222
|
27,785
|
712
|
| 1995/1996 |
725,926
|
30,170
|
760
|
| 1996/1997 |
789,620
|
33,591
|
829
|
| 1997/1998 |
833,372
|
36,528
|
888
|
| 1998/1999 |
874,814
|
39,148
|
938
|
| 1999/2000 |
908,248
|
42,377
|
985
|
| 2006 |
1,100,401
|
|
|
Source: Tunisian
Ministry of National Education (2000).
Education and Research
Since the Change of November 7, 1987, Tunisia has set the building of the knowledge society as a priority. This
proceeds from a vision of the future based on openness, mastery of technologies, and inter-civilizational dialogue.
At the behest of President Ben Ali, an academic Chair for the dialogue of civilizations and religions was set up
in 2001.
Generalized since Independence, free and compulsory education has offered Tunisia quality human resources that
have successfully conceived and implemented development programs.
Having made of education the core of his project of society, President Ben Ali has initiated a series of reforms
to increase the performance of the educational system. The important reform of 1991 already traced the guidelines
for the Tunisian school: a free school, accessible to all, open on its environment, and respectful of the Tunisian
identity. Ten years after its adoption, this reform was subjected to a national assessment which led to the enactment
of a new Law on Education in July 2002.
Tunisian schools are keen on instilling the values of moderation and intercultural understanding, through the comparative
study of human civilizations and the compulsory teaching of foreign languages.
All along the schooling period divided into three cycles (basic education extending over nine years and leading
to a four-year secondary cycle crowned by the Baccalaureate exam, the passport for higher education), the Tunisian
pupil is taught how to "learn, to act, to behave, and to live with others". At the age of eight, the
Tunisian pupil is already familiarized with the basic notions of civic behavior.
The content of school curricula is regularly revised, and teaching methods are constantly renewed, in order to
adapt them to the requirements of scientific thinking and openness on the outside world. The Tunisian school seeks
to anchor the individual in his Arab-Muslim identity, while offering him vast prospects.
Tunisia's massive investment in education has made of it a country that produces and exports competent and highly
skilled people. Today, one Tunisian out of four attends school. School attendance for six-year-old boys and girls
exceeds 99%. Moreover, 36.1% of Tunisia's youth in the 19-24 age bracket are enrolled in Tunisia's 13 universities
(including the virtual university) which encompass 193 higher education institutions established in all the regions
of the country, in addition to 17 private higher education institutions. There are currently 370,000 students enrolled
in higher education establishments in Tunisia. By 2010, the number is expected to reach 500,000 students.
After the Change, higher education has been restructured both as regards its mission, its infrastructure and programs.
The President of the Republic called for an in-depth, comprehensive reform to be made so as to bring the country's
universities in line with the economic and social transformations it has experienced in development and the economy,
as well as with the world revolution in science and technologies
Structural reform
- The new higher education organization chart (1985-1995)
Reforming higher education started, in the Era of Change, by placing the universities
on a sector-based model and restructuring them according to a prospective vision that bore in mind the part they
had to play in pedagogical renewal and in the production and dissemination of knowledge. Accordingly, on 28 July
1989, a framework law was passed organizing higher education. By enshrining the administrative, financial, scientific
and pedagogical autonomy of the universities, the law applied the principle of decentralizing the university system.
It also established another principle, that of democratizing the management of the universities.
New legislation was passed, encompassing all aspects of academic life. The desire for change in teaching issues
found expression in the reform of the systems of studies and exams in all disciplines, and in introducing rules
and regulations on training the teaching staff and encouraging scientific research, while paying special attention
to every aspect of student life. More and more universities were created to take in a growing number of students
- New pedagogical orientation
To back up the quality program, the Ministry pressed ahead with improving the output
of the academic staff. This program aimed to give the teachers practical tools and mechanisms to help them improve
their skills in mastering the discipline taught, and adapting to the real level of the students.
- Establishing a university map
In 1990, to rationalize the geographical distribution of universities, a university
map was introduced. Medium- and long-term development plans were crafted to harmonize the university building programs,
to improve the spaces set aside for them, to bring together places of teaching, research, residence and canteens
within adjoining areas, forming university complexes or centers.
This was a twin-track approach:
- Strengthening the existing university centers, by reducing pressure on the north-east, in the capital, and by
creating two centers in Nabeul and Bizerte;
- Creating two university centers in Jendouba and Gafsa.
Bringing the study system up to date
Under new legislation, the general framework of the studies system was defined, and the conditions for obtaining
the national certificates were set out, in the literature and arts disciplines and in the fields of human, social,
basic and technical sciences. Enforcement decrees were passed for all specialties concerning the granting of diplomas.
The maîtrise system was gradually abandoned starting from the academic year 2006-2007. It was replaced by
the LMD system, introduced by stages over three years (2006-2009). The degree is now extended to all establishments
that used to train for maîtrise. But it should be noted that one-third of the degrees are basic, whereas
applied degrees constitute the other two-thirds.
Encouraging scientific and technological research
- Passing the framework law
Scientific research has been restructured by the passing of many laws and statutory
texts, the most important of which being the framework law on scientific research and technological development,
passed in January 1996. This text sets out the basic objectives assigned to scientific research. National policy
in this field aims at directing scientific research and technological development to stimulating the development
of the national economy and helping it adapt to world change. It also aims to spread scientific culture, encourage
creativity and innovation within society, and help enrich basic knowledge, technology and human and social sciences.
This also involves enhancing the training of researchers in every field of knowledge in the higher education and
research institutions and public scientific establishments.
Recent achievements
- Reforming the universities
Universities are one of the main tools of development par excellence. They are striving
to improve their output. They are diversifying their study departments and being pro-active in providing meaningful
training courses of study, and increasing young graduates' employment chances. To carry out this task, they have
to be informed about developments in their field of knowledge, and clearly assess the trends of the job market.
Thus, the most remarkable recent orientation has been to stress courses of study linked to the professional environment.
The law organizing the sector was amended by the Law of 4 August 2008. By the terms
of this amendment, private higher education establishments had to organize themselves, according to their vocation,
into faculties, higher education institutes or hautes écoles. Similarly, the capital of these establishments
was brought up to two million dinars. This step will both guarantee the required quality, and will face competition
from within the country and outside. And this will enable permanent teaching staff to be recruited.
- Tunisia's virtual university
Tunisia's virtual university was created in 2002 to provide open and distance training,
and help with in-work training and life-long learning. It coordinates with the other universities to reach the
goal set in this field, i.e. provide 20% of the ordinary higher education courses.
- The university, driving regional development
The gradual generalization of universities in all regions of the country is one
of the permanent elements of investment in higher education. Two universities were set up in 2003, one in Gabès
(south-east) and the other in Jendouba (north-west). Three others were set up in 2004, in Kairouan, Monastir and
Gafsa. Today there are many university establishments in the regions of Bizerte, Nabeul, Le Kef, Siliana, Kasserine
and many others. They are the kernels of future universities. Also, higher institutes of technological studies
(ISET) are now found in every Governorate, in implementation of the Presidential decisions in this regard.
Orientations for the future
The state's policy is to improve teaching and push it forward at every level, so that educational and economic
institutions interact. It is working to reform the universities as part of a prospective strategy that anticipates
world change and scientific and technological progress. The national economic context has played a part in these
changes: it has helped drive the dynamics and adapt teaching methods and aims to the needs and aspirations of society.
The Ministry of Higher Education is working to achieve a number of qualitative and quantitative aims to meet the
requirements of the socio-economic environment. The aim is to catch up with the indicators of teaching, development
and innovation in the developed countries, and to improve the employability of graduates, for example by preparing
them to set up their own businesses and work for themselves.
- The President Program "for Tomorrow's Tunisia"
The Presidential program set out a package of qualitative and quantitative objectives
to improve the quality of higher education as regards teaching, research and supervision, to be achieved through
the following steps:
- allowing students to decide on their university careers by offering options that they themselves can choose,
changing the university program, or if necessary choosing supplementary training;
- establishing more institutions and facilities, so that they can take in, in 2009, over half a million students
from the 19-24 age-group; this has required creating in the interior of the country: 1,000 courses open to students;
continuing to diversify and renew courses by favoring meaningful fields of study; making an effort to get 50,000
students into computer, communications and multimedia specialties by 2009;
- increasing the percentage of graduates from the engineering and science colleges from 5.9% to 11% in 2009;
- before the end of 2009, moving the virtual university on from the start-up phase so that it is fully functioning.
- Building the knowledge society
The world has stepped into a new phase of its history, marked by the spread of communications
networks and the speeding up of the pace of change. Keeping up with these changes requires reviewing educational
orientations, assimilating innovations in the field of knowledge, and putting these in the service of development
objectives.
Acquiring knowledge and mastering modern technologies are among the most significant indicators of economic progress
and human development. Thus the gates of knowledge have been thrown wide open to all, so that every holder of a
baccalauréat can go to university. The state has enshrined the principle of life-long learning. It has extended
the use of distance teaching techniques and in-work training to enable those who were unable to enroll for the
ordinary courses to gain access to higher education. The Presidential Programme sets out a package of determining
factors to increase the capacity of higher education institutions to cope with the demands of globalization.
Command of languages is particularly important in the various fields of knowledge
and helps improve graduates' skills. It makes it easier for them to find a place in the job market, whether inside
the country or abroad. The language village arrived at just the right time to replace the students' periods of
study abroad, which were costly and not very efficient.
- Adopting the LMD (Licence - Master - Doctorate ) system
The President of the Republic announced on 13 July 2005, Knowledge Day, his decision
to implement the choices made to develop the university degree system, and bring them into line with the standards
and systems of advanced countries.
Working hand in hand with all the specialized university structures, the Ministry started preparing the ground
at the scientific and pedagogical level to put these choices into effect.
This reform aims to diversify the academic training offered to students, to catch up with European standards in
this field, and to make diplomas more easily recognized abroad.
Adopting the LMD system, because of the flexibility it introduces in the organizing of courses and determining
of university programs, is a qualitative leap as regards the pedagogical structuring of both content and length
of study.
The priority aims of President Ben Ali for higher education involve continually improving university training to
make it an important factor in promoting the development process, and enabling the country to enter with a sure
footing the new economic system and to satisfy young people's aspirations, especially regarding jobs. More precisely,
these priorities are:
- making the training system more dynamic and directing it towards branches and specialties focused on future technologies;
- promoting a new model of dovetailing between university and the industrial environment, and creating breeding-grounds
for business;
- making the university training system available to everyone, and enshrining the principle of life-long learning;
- gradually extending the university institutions to every part of the country to allow citizens to attend university
easily;
-improving the efficiency of the university training system by restricting the weight of traditional courses that
no longer correspond to the job market.
Some indicators (2008):
| Number of students |
370,000
|
| Number of teachers |
19,500
|
Number of higher education
institutions |
192
|
| Number of universities |
13
|
| Number of graduates over (not including 3rd cycle) |
55,000
|
| Success rate |
71.3%
|
| Number of researchers |
15,833
|
| Number of research centres |
32
|
| Number of research laboratories |
146
|
| Number of research units |
638
|
Number of students with
university grants or loans |
107,000
(91.6 MD)
|
Number of students benefiting from
Grants and studying abroad |
over 2,000
|
| Halls of residence |
60, and 7 university
cultural centers
|
Number of students in the state owned
halls of residence |
61,000
|
Number of state university
restaurants |
75
|
Number of students in computer,
communications and multimedia
branches |
46,500
|
Number of cooperation agreements
with foreign universities |
over 900
|
Number of private higher
education establishments |
32
|
There is an increasing demand for the scientific and technological fields of study. The rate of computer engineering
diplomas is close to European standards, that is, 6 students per 1000 inhabitants. More than 10% of students take
the communication technology courses, a sector that is strongly sustained by the Government and is growing at an
average 21% a year .
Tunisia has firmly embraced the knowledge society, an advanced stage of the information society. It has massively
invested in the necessary technical infrastructure for training in new ICTs. El-Ghazala Technological Pole, the
first of its kind in the country, ranks as one of the world's 50 best technological poles in the world. It encompasses
two higher institutes that provide training to 1,500 engineers every year up to the doctorate level, along with
30 research/development centers using the most modern European, American and Asian Computer and Internet technologies.
Tunisian start-ups now export software products and packages to Western, Arab and African markets.
There are currently 8 cyberparks in operation in Tunisia:
-The El Ghazala cyberpark specializes in telecommunications.
-The Borj Cedria cyberpark specializes in renewable energy and the environment.
-The Sidi Thabet cyberpark specializes in biotechnology and pharmaceutical industries - The -The Sousse cyberpark
focuses on computer and multimedia activities.
-The Monastir cyberpark is devoted to textiles and clothing.
-The Bizerta cyberpark supports agrofood industries.
-The Gammarth cyberpark specializes in film production.
Over the last decade, Tunisia has striven to develop a forward looking strategy to meet the challenge of integral
development, to give concrete form to a knowledge-based economy and to master new information and communication
technologies. These efforts have been acknowledged worldwide. Tunisia is nowadays ranked among the most dynamic
users of new technologies along with China, Brazil, and South Africa. (UNDP 2001 Human Development Report).
In the 2005 World Economic Forum Report in Davos, Tunisia was ranked 31st out of 134 countries considered as the
most advanced in the ICT sector. In 2008, Tunisia was ranked as first in Africa and in the Maghreb by the Davos
World Economic Forum Report, in terms of the global competitiveness of its economy.HIGHER EDUCATION (University) :
There are currently 13 public universities in the country, in comparison with only
6 in 2000. The number of private universities has also increased to 20 in 2006. Thanks to the existence of a legal
governing frame and the gradual inclusion of state incentives, these institutions can recruit appropriate qualified
academic staff, establish partnership with foreign universities and deliver diplomas.
In 2007, the number of Higher Education institutions including Higher Institutes
of technology amounts to 190. It is estimated that in 2007, the overall number of students has reached 326,185
students 59% of whom are female students. The number of Higher Education teachers and researchers has more than
trebled over the past 8 years : it is currently estimated at 18,117.
With the launch of the Tunis Virtual University, the Tunisian Higher Education system
has gained new momentum. The ministry of Higher Education hopes that by 2007-2007 most of the university courses
will be available online to students, who can only access them remotely. Moreover many training partnerships with
American, European and other institutions have been set up.
Many of these training programs and courses can not only be accessed remotely but
are also crowned by common Masters Diplomas. In order to upgrade its teachings while bringing them on a par with
the rest of the world, the Ministry of Higher Education has launched an ambitious program to restructure and modernize
Tunisian tertiary diplomas around what is known as the LMD (license/mastère, doctorat) program, the equivalent
of the anglo-saxon Bachelor/Masters and Phd program. After an arduous period of planning and fine tuning, the LMD
has been OK'd for implementation as of the current 2006-2007 academic year in the country's major tertiary institutions.
The other institutions are called upon to gradually join in the national LMD program.
Recently, the Ministry of Higher Education has started a quality improvement program,
destined to improve the management of university institutions while also improving its curricular activities and
contents.
Research units and laboratories that are jointly run by the Ministry of Higher Education
and the Ministry of Scientific research, technology and competency development have almost doubled to reach 592
in 2006. They are intended to enhance major research actions in priority fields.
By 2010-2011, Tunisian tertiary institutions will have reached 500,000 students which represents some 1/20th of
the overall population of Tunisia's.
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