study on the organisation of doctoral studies in eu neighbouring

December 2010

Study on the organisation of doctoral programmes in EU neighbouring countries

Algeria

www.technopolis-group.com

www.technopolis-group.com

General information on the study Framework Contract: N° No EAC 19/06

Specific Contract: Order form N°110

Project Director: Isabelle Collins

Project Manager: Elisabeth Zaparucha/ Philippe Larrue

Tel. Number: +33 1 49 49 09 25

Fax Number: +33 1 49 49 09 29

E-Mail: [email protected]

The study was produced by a team of consultants within Technopolis Group (Lars Geschwind, Flora Giarracca, Jakob Hellman, Carlos Hinojosa, Pauline Mattsson) and GHK (Anca Dumitrescu)

Valuable comments were received during the Steering Committees from: Claire Morel, Philippe Ruffio, Dimitris Kokkalis, Helene Skikos, Florent Bernard, Vanessa Debiais-Sainton, Marta Touykova, David Crosier.

Study on the organisation of doctoral programmes in EU neighbouring countries – Algeria i

Table of Contents 1. Doctoral studies data 1

2. Doctoral programmes 2

2.1 Doctoral programmes overall organisation 2 2.2 Doctoral programmes structure 3 2.3 Doctoral programmes content 6 2.4 Doctoral programmes process: admission, supervision, monitoring and assessment 7 2.5 After the graduation 9

3. International collaboration, mobility and joint doctoral degrees 9

3.1 International co-operation data 9 3.2 Foreigners as doctoral candidates 11 3.3 National doctoral candidates going abroad 11

4. Challenges and possible future policy actions 11

Appendix A - List of interviewees 15

Appendix B - Bibliography 15

Figure 1 List of interviewees 15

Study on the organisation of doctoral programmes in EU neighbouring countries – Algeria 1

1. Doctoral studies data

The Algerian system of higher education (HE) has undergone remarkable growth over the last 50 years. The number of enrolled students in higher education increased from 2 275 in 1962 to 221 000 in 1990. Over the last decade, this number has multiplied five-fold, reaching a total of 1 200 000 students in 2008. The Ministry of Higher Education and Scientific Research expect this number to grow to two million over the next five years1.

In 2008, a Government decree authorised the creation of private universities. As a result, HE in Algeria now is offered by both public and private higher education institutions (HEI). Private universities do not offer doctoral studies for the time being.

Public HEI can be grouped into three main categories: universities, university centres and schools and institutes. University centres are recently created HEI which are destined to become full fledged universities. In 2008, a significant number of university centres became universities. There are currently 63 HEI in Algeria, including 34 universities, 13 university centres, 12 higher national schools and 4 higher normal schools2. Universities are composed of faculties.

According to the number of enrolled students, the largest universities in Algeria are:

University Number of enrolled students

University of Alger 115 000

University of Constantine 80 000

University of Annaba 50 000

University of Sétif 67 000

University of Tizi-Ouzou 46 500

University of Oran 42 000

University of Tlemcen 33 500

Source: French Ministry of Foreign Affairs.

There are approximately 70 doctoral schools in Algeria hosting a total of 2 000 doctoral candidates3. The University of Oran, which host 16 doctoral schools and 250 doctoral candidates, is the university hosting the largest number of doctoral schools in the country. In addition, one the largest and most important doctoral

1 French Ministry of Foreign and European Affairs 2 Ministry of Higher Education and Scientific Research. Algeria created higher normal schools (Écoles normales supérieures) based on the French model. In

France, the ‘Ecole normale supérieure - ENS’ is one of the most prestigious grandes écoles (higher education establishments outside the mainstream framework of the public universities system). The ENS was initially conceived during the French Revolution, and it was intended to provide the country with a new body of teachers, trained in the critical spirit and values of the Enlightenment. It has since developed into an elite institution, which does not offer degrees as such, but has become the platform for France's brightest young people to pursue high-level careers in government and academia.

3 This does not include all of the doctoral candidates in the country as some doctoral studies are still offered outside the framework of doctoral schools.

- Population: 34.4m

- GDP per capita: €4,845

- % of GDP spent on education: 4.3%

- % of GDP spent on research: 0.07 (2005)

- Doctoral candidates enrolled: 43,458 (2007)

2008 data, UNESCO IUS

2 Study on the organisation of doctoral studies in EU neighbouring countries – Country template

schools in Algeria is the French language doctoral school established in co-operation with the French Ministry of Foreign Affairs4.

It must be noted, however, that not all universities have organised their doctoral programmes around the doctoral school model yet. As a result, some universities offer doctoral programmes without necessarily hosting a doctoral school. All universities and university centres may host doctoral programmes. Approximately half of all doctoral candidates are women.

In addition to HEI, the Algerian research system is also composed of approximately 700 research institutions5. These institutions often host doctoral candidates carrying out thesis research but are not enabled to award doctoral diplomas.

2. Doctoral programmes

2.1 Doctoral programmes overall organisation

The Algerian Government has recently (2004) introduced a reform aimed at overhauling the country’s HE system. As part of this reform, the Algerian system of higher education has gradually been reorganised according to the Bologna process’ three-cycle structure. The reform has been fully implemented at bachelor level and is currently being set in place at master level (to be completed at the end of the 2010/2011 academic year). The implementation of the new system at doctoral level will begin next year and is expected to be fully implemented by 2012. However, there remains a high level of uncertainty on whether all HEI offering doctoral programmes will have adopted the new system within this time frame.

As a result of the introduction of the reform process, the Algerian system of higher education is currently characterised by the co-existence of two organisational models. At doctoral level, however, the former model is predominant. It must be noted that the model described in the following pages will be replaced by a new doctoral model in the coming years. There is limited information available regarding the precise details of how the system will function once it is running.

The overall regulation and supervision of doctoral programmes system in Algeria is within the remit of the Ministry of Higher Education and Scientific Research. Within the Ministry, doctoral programmes are overseen by the directorate for post-graduation, research and training. There are three regional conferences (east, west and centre) under the umbrella of the Ministry, responsible for relaying information and coordinating higher education at the regional level. These conferences are also responsible for approving and channelling accreditation demands from HEI to the Ministry.

The Algerian Government recently adopted decision n° 250 (July 28, 2009) which establishes the main guidelines to organise doctoral programmes. Due to their recent adoption, these guidelines are yet to be fully implemented at university level. However, they do provide a clear framework stating the basic principles according to which doctoral programmes should be organised.

4 French Ministry of Foreign and European Affairs. 5 These refer to the network of institutions accredited by the Ministry of Higher Education and Scientific

Research. Within this network, there are 648 laboratories operating under the supervision of the country’s HEI. In addition, there are 10 research centres, 5 research units and 3 research agencies which fall directly under the umbrella of the Ministry.


The Ministry of Higher Education and Scientific Research is also responsible for the accreditation of doctoral programmes organised by doctoral schools. This work is carried out through the Accreditation Commission directly attached to the Ministry (see Erreur ! Source du renvoi introuvable.). Diplomas awarded upon completion of both levels of higher education (graduate and post-graduate) are certified by the Ministry of Higher Education.

2.2 Doctoral programmes structure

2.2.1 Definition of doctoral programmes

Algerian higher education was formerly organised around two main cycles: the graduate and post-graduate cycles.

The graduate cycle was composed of two types of diplomas: short (3 years) and long (4 to 7 years) higher education. With the introduction of the new system, the graduate cycle is composed of the bachelors and masters level of higher education.

The post-graduate cycle is composed of three levels:

• First post-graduate level (2 years): This level is open to students in possession of a masters or an engineering diploma. During this stage, students receive initial training on scientific research methods. They must carry out a research project leading to the drafting of a short thesis (mémoire) and follow a number of courses (general and specialised). Admission is competitive based. In order to graduate, students must defend their short thesis project and undergo several written examinations. Upon completion of this level, students are awarded the magister diploma6.

• Second post-graduate level (3 years): Admission is open to students in possession of a first post-graduate level diploma (magister). Upon completion of this cycle, the doctoral diploma is awarded (doctorat). Candidates must carry out original research work, leading to the drafting of a doctoral thesis. The thesis project must be defended before a jury in order to obtain the diploma.

• Specialised post-graduate level (1 year): This level is open to students in possession of a long higher education diploma, with three years of working experience. Specialised post-graduate education is generally organised for employees by universities upon the request of their employer7. This level of education is recognised by a specialised post-graduate diploma awarded by the Ministry of Higher Education and Scientific Research.

For the purpose of this report, the term 'doctoral programmes' generally refers to the second post-graduate level (doctorat). However, due to the close link between the first and the second post-graduate levels, the report describes some aspects of the magister as well.

2.2.2 Duration

In theory, the first post-graduate level (magister) is completed in two years and the second post-graduate level (doctorat) in three. In practice, however, it usually takes students two and-a-half years to obtain a magister and five years to obtain the doctorate. In the Doctoral School for nanosciences for materials, nanotechnologies and nanometering of the University of Oran, for example, 20% of doctoral candidates

6 In the field of medicine, the first post-graduate level leads to a specialised medical studies diploma. 7 World Data on Education.


graduate after four years, 20% after five and the rest normally graduate after six years of doctoral programmes. In the Doctoral School of environmental sciences of the University of Houari Boumedienne, it takes most doctoral candidates six years complete their studies. Doctoral candidates who exceed the six-year period lose the right to enrol the following year.

The extended length of doctoral programmes is one of the major challenges within the Algerian system of doctoral programmes. There are several factors that explain the inability of doctoral candidates to complete their studies within the official three-year period. One of these reasons is the fact that doctoral candidates must publish an article in a specialised scientific journal before they can defend their thesis. This obligation usually delays the completion of the thesis and impedes doctoral candidates from being able to defend them.

One of the main objectives of the higher education reform is to reduce and standardise the length of doctoral programmes. According to the most recent legislation8, doctoral programmes last three years with the possibility of a one-year extension. It is uncertain however if doctoral schools will be able to reduce delays in the short term.

2.2.3 Funding

The Algerian Government currently spends approximately 6 % of its global budget on higher education and scientific research9. Tuition fees for doctoral programmes are extremely low and are mainly symbolic. As a result, the main source of funding of doctoral schools is the Algerian central government.

There are two pipelines, through which state funding for doctoral programmes is distributed in Algeria:

• Funding for laboratory research: Funds are distributed based on the quality and volume of research carried out by laboratories.

• Funding for doctoral programmes: Funds are destined to all uses other than laboratory research (operational costs - administrative, teachers, educational material).

Doctoral schools may obtain additional funding through research contracts carried out for the private sector or external clients. This is more often the case in sectors such as technology, information technology and food science. However, the links between HEI and the private sector remain extremely limited to this day. There is a strong lack of a research co-operation culture between both sectors and contact is usually limited to specific short-term projects.

Doctoral candidates have access to some financial assistance from the government during their studies. Students in the first post-graduate level usually benefit from a reduced monthly allowance given to them by the host faculty. The Algerian Government has recently created doctoral scholarships that are given to all doctoral candidates during the first four years of their doctoral programmes. These scholarships allow doctoral candidates to receive a monthly allowance equal to the national minimum wage. This new mechanism has greatly contributed to the financial stability of doctoral candidates.

In addition, doctoral candidates may also receive monetary compensation for any practical work they carry out for an external client and may also teach at their universities up to six hours per week.

8 Decision 250, July 28,2009. 9 French Ministry of Foreign and European Affairs.


2.2.4 Doctoral candidate status

Doctoral candidates are considered to be students. Their status does not differ significantly from that of students enrolled in the first post-graduate cycle of higher education except for the fact that they eligible to receive monthly allowances. Algerian doctoral schools have not yet introduced the use of doctoral charters recognising the basic rights and obligations of doctoral candidates.

Even when carrying out research in research institutions, doctoral candidates do not sign work contracts offering them access to a worker’s status. As a result, doctoral candidates may not benefit from a fixed salary or worker’s rights.

The recognition of specific rights for doctoral candidates does not seem to be a priority for the Algerian Government and HEI for the time being. This is one of the issues that distinguishes the Algerian system of doctoral countries from that of its Maghreb neighbours (Tunisia and Morocco).

2.2.5 Doctoral candidates rights

As students, doctoral candidates do not benefit from any particular rights.

2.2.6 Organisation of doctoral programmes

Since the introduction of the higher education reform in Algeria, doctoral programmes are organised by doctoral schools. The organisational model of higher education adopted by the Algerian Government, as well as the structure of doctoral schools, are clearly inspired from the French model of higher education. Accredited HEI are responsible of the immediate organisation of doctoral programmes. Most often, several universities coordinate in order to establish a single doctoral school. In such cases, there is one university in charge of coordinating the doctoral school, while the others participate in the organisation of educational and research activities. The Doctoral School for nanosciences for materials, nanotechnologies and nanometering of the University of Oran, for example, regroups four different universities. The University of Oran coordinates this Doctoral school while the others each host a doctoral pole specialised in different sub-disciplines. Doctoral candidates usually carry out a part of their studies at the coordinating university and complete their work in one of the poles belonging to the associate universities. According to one doctoral school director, the new system has been very successful in allowing to pool available resources among HEI and has increased mobility among professors and doctoral candidates. HEI hosting doctoral programmes must establish a third cycle education committee composed of in-house teaching staff. These committees are mainly responsible for carrying out the admission procedure and selecting doctoral candidates, approving the choice of doctoral candidates’ research subjects, carrying out the assessment and following up on doctoral candidates’ work and coordinating the actors involved in the organisation of doctoral programmes (teachers, researchers, administrative officers).

Doctoral programmes in Algeria are mainly based on a one-to-one relationship between the doctoral candidate and the supervisor (traditional master-apprentice model – see Erreur ! Source du renvoi introuvable.). The higher education reform will probably modify to this model by introducing mandatory taught courses making doctoral candidates less dependent on their supervisors in the acquisition of skills and knowledge during doctoral programmes. For the time being, however, supervisors still play a predominant role in the organisation of doctoral programmes and research.


2.3 Doctoral programmes content

2.3.1 Research

Research represents the core activity during doctoral programmes10. Research is carried out for the most part in laboratories and research institutions attached to the doctoral school, particularly for candidates specialising in hard sciences. It is extremely rare for doctoral candidates to carry out their research in the private sector. Doctoral candidates specialised in Social and Human Sciences usually carry out their research from home or at university libraries.

Doctoral candidates must not necessarily take up the subject of their short thesis for their doctoral thesis. In some cases, doctoral candidates are actually encouraged to work on a new subject. Doctoral schools usually publish a list of possible thesis subjects in collaboration with the attached research structures. Each supervisor can suggest one or two subjects that are included on the list of possible subjects. Doctoral candidates can then choose from that list. As a result, by choosing their subject doctoral candidates also choose their thesis supervisor.

In some cases, doctoral schools work hand in hand with government ministries to define priority research for research subjects. For example, such is the case of the Doctoral School of environmental sciences of the University of Houari Boumedienne which often coordinates with the Ministry of the Environment to define doctoral thesis topics.

2.3.2 Training during doctoral programmes besides research

As mentioned previously, doctoral candidates dedicate the majority of their time to research activities. Doctoral programmes do not include any taught courses. Existing legislation does not specify whether the new system doctoral programmes will include mandatory taught courses. For the time being, there is a lack of recognition of the value of taught courses (scientific and general) during doctoral programmes. This is reflected by the words of one doctoral school director, “during doctoral programmes skills are acquired by carrying out research, not by following taught courses”. As a result, there is no indication that the new model will include them as part or doctoral programmes.

In some cases, doctoral schools organise seminars and conferences for their doctoral candidates to attend. Participation is usually compulsory, even though these are not followed by any type of examination. In some cases, doctoral schools offer financial assistance for doctoral candidates to participate in these types of activity abroad.

However, it must be said that before entering doctoral programmes, students must follow taught courses during the first year of the first post-graduate level. These generally include specialised courses in their disciplinary field, as well as language and research methodology courses.

2.3.3 Teaching during doctoral programmes besides research

Teaching is not a compulsory activity during doctoral programmes and HEI are in no way required to offer teaching positions to their doctoral candidates. In some cases, however, universities offer doctoral candidates teaching assistantships. Doctoral candidates can only carry out teaching activities during six hours per week.

10 During the first year of the first post-graduate level (magister), students dedicate most of their time to following taught courses (scientific and general). The second year is consecrated to the drafting of the short thesis.


It is important to note that in certain disciplines, before entering doctoral studies most doctoral candidates already hold teaching positions at the university level. It may occur that these doctoral candidates carry out both activities at once either on a part time or full time basis. In such cases, their teaching activities are not directly related to their study programme.

2.4 Doctoral programmes process: admission, supervision, monitoring and assessment

2.4.1 Admission/ recruitment

According to recent legislation11, admission into doctoral programmes is open to students in possession of a master’s diploma or a diploma recognised as equivalent (magister under the former system). Admission is competitive-based and each HEI is responsible for organising the admission procedure into its doctoral schools. Students wishing to carry out doctoral programmes must first submit a written application and then undergo an oral examination. The number of candidates admitted into doctoral schools each year is decided by the Ministry of Higher Education upon the suggestion of HEI. When doing so, the Ministry takes into account the size and capacity of each doctoral school and the available supervisors. This practice was established by the Ministry in order to ensure an adequate number of doctoral candidates per supervisor and avoid an excessive workload for supervisors.

2.4.2 Supervision system

Supervisors (otherwise known as thesis directors) are responsible for the supervision of doctoral candidates and for the work they carry out. According to Decision 250, a doctoral supervisor must be a professor or a permanent researcher qualified to supervise doctoral theses, research teams and projects. In addition, supervisors may appoint a co-supervisor to assist them in the supervision of doctoral candidates.

Officially, supervisors can only follow a maximum of two to three doctoral candidates at once. Normally, however, due to the lack of qualified doctoral supervisors, they usually monitor an average of four doctoral candidates. Scientific councils must give their approval if supervisors have more than 3 doctoral candidates under their supervision. In addition to doctoral candidates, supervisors also follow first graduate-level students carrying out short theses. As a result, a supervisor might find himself following up to eight candidates at once.

The lack of qualified supervisors is one of the main challenges the Algerian system of doctoral programmes is currently facing. Not only is there a considerable deficit of qualified supervisors, but the professors and researchers who are qualified often refuse to supervise doctoral candidates. This might be explained by the heavy workload and insufficient compensation linked to this type of work. As mentioned by a doctoral school director, “supervisors (eligible) often lack the necessary motivation or interest to carry out thesis supervision”.

2.4.3 Doctoral thesis and defence

Doctoral candidates are eligible to defend their theses only upon completion of the third year of doctoral programmes. Once the doctoral candidate has completed his thesis, obtained approval from his supervisor and published an article in a scientific journal, he can present a request to carry out his thesis defence.

11 Decision 250, July 28, 2009


Once the doctoral candidate presents his request for the thesis defence, doctoral schools proceed to designate jury members. The jury is normally designated by the scientific council of the doctoral school, after consultation with the third cycle educational committee, and upon approval of the head of the doctoral school. The jury is normally made up of between four and six members. In some cases, juries may be composed of up to eight members. Jury members must be experts in the field and are usually members of the university teaching staff. However, one or two jury members must be external to the host HEI. The thesis director serves as the rapporteur of the jury.

Once the jury has been appointed, the thesis is distributed among jury members. These must submit a written report establishing their appreciation of the thesis within sixty days. Jury members then proceed to meet to discuss the thesis project. At this point, juries give their approval for the thesis defence, condition the defence to the undertaking of certain modifications, or deny the right to defend. Doctoral candidates may not appeal the decision taken by the jury members.

If the jury gives its approval for the thesis to be defended, doctoral candidates must prepare and give an oral presentation. After a discussion and debate with the doctoral candidate, jury members deliberate behind closed doors. Candidates are usually graded on a 0 to 20 scale, with 10 being the minimum passing grade. Juries may also offer distinctions for high quality thesis defences. Thesis defences are normally open to the public.

2.4.4 Quality assurance mechanisms

Institutionalised quality assurance mechanisms have been, until very recently, strongly absent from the Algerian system of doctoral programmes. Since the introduction of the reform of higher education however, the Algerian Government has given increased recognition to quality assurance and has introduced a number of instruments aimed at enforcing it. The Government’s efforts to develop quality assurance are included in decision 248 adopted on October 29, 2009. This legislation outlines the procedure for the accreditation of doctoral programmes under the new system of doctoral programmes.

The body responsible for accrediting doctoral programmes at the national level is the accreditation commission. This commission is directly attached to the Ministry of higher education and is responsible for:

• Studying the accreditation and accreditation renewal requests submitted by HEI;

• Establishing the number of doctoral candidates to be admitted into each doctoral programmes programme based on the supervising capacity within doctoral schools;

• Examining the yearly reports on doctoral programmes presented by accredited HEI, and formulating recommendations to improve them12.

The scientific council of the host faculty must approve all requests for the creation or renewal of doctoral programmes before they are submitted to the accreditation commission. Requests normally include the names and ranks of professors involved in the doctoral programme, the number of doctoral candidates enrolled and an activity report for the previous years. Requests are submitted to the corresponding Regional University Conference which is responsible for the educational and scientific assessment of the requests. In order to optimise the use of means and resources, Regional University Conferences may recommend regrouping doctoral programmes

12 Decision no. 250 28 July 2009.


through the association of different HEI at the local, regional or national level. Final approval is given by the Ministry in accordance to the recommendation emitted by the accreditations commission for renewable three-year periods.

In certain cases, the accreditation commission might require a doctoral school to freeze its activities for one or two years. This is usually the case when the graduation rate is insufficient, when there are not enough candidates for entry in the doctoral school or when there is a reduced supervision capacity.

Internal evaluations or activity reports are normally carried out on a yearly basis upon the request of the Ministry of Higher Education. The accreditation commission is responsible for studying them and authorising doctoral schools to continue organising doctoral programmes. The depth and scope of these evaluations tend however to be fairly limited.

It must be noted that the system described above is still at a very early stage of implementation. As a result, universities are only beginning to carry out their obligations and set in place internal monitoring systems in order to comply with the new requirements. Due to this recent implementation, it is impossible to know if these measures have had a positive impact on the quality of doctoral programmes.

At individual level, supervisors are responsible for assessing the quality of the doctoral candidate’s work. This is normally done through an activity report that must be submitted by the doctoral candidate to the host faculty before every yearly registration. The scientific council of the host faculty normally examines the activity report before the candidate is allowed to enrol the following academic year. It is extremely rare, however, that a faculty refuses a doctoral candidate the right to continue his studies.

2.5 After the graduation

There is a strong lack of data on the main sources of employment for doctors in the Algerian labour market. However, due to the high demand for teaching staff and the growth of higher education, it is well known that most doctors find positions as professors in HEI. As one doctoral school coordinator puts it, “generally speaking, if the doctor is willing to change cities, it is easy for him to find a position”. The relative ease with which doctors are able to find positions is one of the main reasons encouraging first post-graduate level students to continue into the second post-graduate level.

In other cases, doctors find work in the public sector, usually at the ministerial level. Doctors graduating from the Doctoral School of environmental sciences of the University of Houari Boumedienne, for example, are often sought out by the Algerian Ministry of Environment.

It is still extremely rare for doctors to find positions in the private sector.

3. International collaboration, mobility and joint doctoral degrees

3.1 International co-operation data

Due to the historical and linguistic ties between Algeria and France, there is a high level of co-operation between the two countries at the doctoral level. Recent projects include assistance for the implementation of the Bologna three-cycle model of higher education and the creation of doctoral schools, co-operation between doctoral schools, and support for joint doctoral thesis projects.


The Franco-Algerian scholarship programme offers Algerian students the possibility of obtaining financial assistance (60 % from the French Government and 40 % from the Algerian Government) to carry out studies in France. In 2009, over 300 Algerian doctoral candidates benefitted from this programme13.

In addition, the two countries have established the Tassili training and doctoral programmes programme for academic research staff14 within the framework of the Hubert-Curien Partnership. The programme’s main objective is to offer young Algerian researchers the possibility of acquiring knowledge and experience by carrying out a joint research project with teams of researchers from both partner countries.

Finally, the French government has also provided support for the creation of a French language doctoral school and the doctoral school for translation/interpretation15.

The introduction of the higher education reform and of the Bologna model has considerably facilitated student and teacher mobility to and from Algeria, especially in Europe. The supplementary changes and the completion of the reform at the doctoral level are expected to continue to facilitate international co-operation.

Algerian actors of higher education have been actively involved in different projects within the framework of the EU’s Tempus programme. Tempus projects have significantly contributed to the adoption of the Bologna model of higher education and have acted as a catalyst for the implementation of the reform of higher education in Algeria. Tempus projects have also helped to overcome some of the existing barriers between HEI and the economic sector.

Two Algerian universities16 are currently involved in the “Support for the reform of doctoral programmes in Morocco, Algeria and Tunisia” Tempus project. This project involves six universities from these three countries as well as three European universities, and is aimed at strengthening and developing doctoral programmes systems based on the exchange of experiences and good practices between participants. The project is organised around six workshops, which cover a series of topics relating to the organisation of doctoral programmes (doctoral candidate supervision, institutional frameworks for doctoral programmes, administrative procedures and support, university-private sector relations). Algerian participants have been very active in this project, and have demonstrated a strong interest in developing their doctoral programmes based on the experiences of their European counterparts.

An official of the University of Oran explained that one of the main reasons the university decided to participate in this programme was their interest in developing tools to professionalise their doctoral programmes and candidates. One of the main issues being addressed by the project is the way in which universities can develop ties with the economic sector and diversify the skills acquired by doctoral candidates during doctoral programmes.

The National Polytechnic School of Alger is also involved in the “Innovation and creativity through networks” Tempus project. This project is aimed at promoting innovation skills among doctoral candidates and improving their employability in sectors other than academia. It does so by establishing ties between HEI and the industrial sector and by organising seminars and conferences on innovation and entrepreneurship. This project corresponds to the Algerian Government’s interest in

13 French Ministry of Foreign and European Affairs. 14 Programme d’actions intégrées de recherche et de formation doctorale “Tassili” 15 French Ministry of Foreign and European Affairs. 16 University of Oran and University of Mohammed Bougara of Boumerdes


promoting these two topics in higher education, and developing a stronger culture of innovation in the country.

The European Commission has also offered support for the creation of co-operation projects between European and Algerian HEI. The university of Oran for example is involved in an Erasmus Mundus project coordinated by the University of Montpelier (AVERROES network), which has enabled doctoral candidate mobility to and from France, Belgium, Spain, Italy and Sweden. In the 2008/2009 year, Erasmus Mundus projects supported the mobility of 12 doctoral candidates.

3.2 Foreigners as doctoral candidates

No information available.

3.3 National doctoral candidates going abroad

No information available.

4. Challenges and possible future policy actions

In the short term, the strongest challenge the Algerian doctoral programmes system will face is the transition towards the new organisational model according to the principles of the Bologna process. At this point in time, the co-existence of two parallel models makes the overall system highly complex. If university authorities fail to adequately manage this transition, the country would risk sacrificing several generations of doctoral candidates. A key element for success lies in universities' ability to set up the adequate administrative procedures and structures responsible for overseeing and following doctoral candidates, as well as in convincing teaching staff and university authorities of the virtues the new system holds.

In addition, reducing the average time of doctoral programmes to three years (as specified by the new legislation) could also pose significant problems. It usually takes doctoral candidates an average of eight years to receive their doctoral diplomas17. This is considerably higher than in neighbouring Maghreb countries where it takes candidates an average of 5 years to complete doctoral programmes. There is a high level of uncertainty on how universities will manage to reduce this time in half in order to comply with the new regulations.

The Algerian doctoral programmes system also suffers from a strong lack of human and financial resources. The current expansion of higher education will require the doctoral programmes system to educate a sufficient number of doctors to cover the currently existing teacher deficit. If the Algerian Government continues to follow its strategy to improve high school completion rates, this deficit will considerably increase over the oncoming years, putting additional strain on the doctoral programmes system.

As in the other Maghreb countries, the Algerian system of doctoral programmes currently lacks the necessary supervising capacity to educate more doctors and to increase graduation rates. This supervisor-deficit will probably deepen in the oncoming years as many of the system’s supervisors are approaching retirement.

17 If both levels of the post-graduate cycle are taken into account.


Finding answers to this “vicious cycle” represents one of the key challenges for Algerian government and university authorities.

It must be noted that the growth of higher education will also bring about an increased demand for doctors on the Algerian labour market, in both private and public universities. This will improve entry rates into the labour market upon completion of their studies.

The Algerian Government must also ensure that quality assurance is embedded into the system of doctoral programmes. So far, its efforts to set in place quality assurance mechanisms are not necessarily visible at university and faculty level. Changing teaching staff mentalities and enforcing a strong continuous evaluation culture at individual and institutional level should be a precondition to the enlargement of the doctoral programmes system.

Finally, bridges need to be built between doctoral programmes and the business sector. The Algerian system of doctoral programmes is currently characterised by its inward-looking position, keeping it from adapting and contributing to the country’s economic development needs.

European co-operation mechanisms already play an important role within the Algerian system of higher education, as well as in the country’s system of doctoral programmes. However, university and government authorities have expressed their interest in strengthening co-operation in particular fields.

The Algerian system of doctoral programmes would strongly benefit from assistance from European HEI in implementing the higher education reform, especially at doctoral level. An extended transition period could come at the expense of the quality of doctoral programmes and could reduce the clarity, structure, international visibility and reputation of the system. The “Support for the reform of doctoral programmes in the Maghreb” Tempus project is currently addressing this issue. However, the benefits for Algeria will be relatively limited due to the project's regional scope and the fact that there are only two participating universities. Additional assistance will be needed, especially for small and medium-size universities that suffer from a lack of human and financial resources to undergo change. Algeria could strongly benefit from a similar project at national level, covering a higher number of the country’s HEI and being designed to address country-specific demands.

The impact of the two previously mentioned Tempus projects (see Erreur ! Source du renvoi introuvable.) could be considerably increased if additional universities were enabled to participate and benefit from the outputs of these projects. For the “Support for the reform of doctoral programmes in the Maghreb” project, for example, organising a national conference in order to diffuse the lessons learned by participating universities to their national counterparts could produce an important vertical and horizontal ripple effect. The Tunisian University of Monastir, one of Algeria’s partners in this projet, has taken it upon itself to organise a conference in order to transmit the main outputs of the project at the national level. This experience could easily be replicated within Algeria.

Tempus project participants and coordinators were highly critical of the administrative procedures and guidelines they were required to follow during the implementation of the projects. According to them, the complexity of these guidelines often impeded them from executing the projects as planned, and consumed both time and efforts that could have been better used otherwise. The most significant problems include:

• Participating and coordinating institutions spend a considerable amount of monetary and human resources due to the strict restrictions on spending imposed by European guidelines. Organisers of the “Support for the reform of doctoral programmes in Morocco, Algeria and Tunisia”, for example, face considerable difficulties providing the necessary logistical and material support due to these


restrictions. One organiser for example mentioned the difficulties in booking conference rooms in the hotel where participants were staying. This implied organising transport arrangements at an additional cost, which they had to cover.

• The existence of a double or triple set of spending and financial guidelines that must be respected. The University of Pierre and Marie Curie, coordinating institution of the “Support for the reform of doctoral programmes in Morocco, Algeria and Tunisia” project had to respect both the French and the European spending guidelines, making the administrative burden of the project extremely heavy. In addition, participating teams must also respect internal university guidelines.

• The disproportionate funding destined to cover human resource fees, which are considered to be disproportionately high compared to other incurred costs.

• The sheer complexity of the paperwork and the imposed guidelines, and the lack of technical capacities necessary to understand them.

It is worth highlighting that one Tempus project organiser mentioned that the existence of this excessive administrative burden makes him and his host institution hesitant to participate in future projects.

Despite these administrative difficulties, coordinators and participants showed considerable satisfaction with the outputs obtained so far by both projects. As these projects near the end of their mid-term, it will be crucial to begin thinking about adequate exit strategies enabling to develop sustainable co-operation schemes based on the work carried out by all stakeholders so far. Successful exist strategies would not only allow to capitalise on the existing co-operation, but also to institutionalise the networks and results obtained from the project.


Appendix A - List of interviewees

Figure 1 List of interviewees

Name Position Organisation Contact details

Prof. Abderrahmane Kadri

Coordinator of the doctoral school for nanosciences for materials, nanotechnolgies and nanometering

University of Oran [email protected]

Prof. Dalila Nedjraoui

Coordinator of the Doctoral School of environmental sciences

University of Houari Boumedienne

[email protected]

Mr. Zoubir Fouatih Vice-president in charge of foreign relations and co-operation

University of Oran [email protected]

Mr. Daho Allab NTO representative Ministry of Higher Education and Scientific Research

[email protected]

Prof. Philippe Denoulet

Director Doctoral Training Institute, University of Pierre and Marie Curie

[email protected]

Prof. Philippe Cardot Professor Doctoral Training Institute, University of Pierre and Marie Curie

[email protected]

Mr. Thierry Lardot Manager Doctoral Training Institute, University of Pierre and Marie Curie

[email protected]

Appendix B - Bibliography

Decision no. 284, 29 October 2009. Alger: Ministry of Higher Education and Scientific Research.

Decision no. 250, 28 July 2009. Alger: Ministry of Higher Education and Scientific Research.

French Ministry of Foreign and European Affairs, Higher Education in Algeria. Available at: http://www.diplomatie.gouv.fr/fr/actions-france_830/enseignement-superieur_1043/les-actions-cooperation-dans-enseignement-superieur_20020/assurer-une-veille-sur-les-systemes-enseignement-superieur-recherche-dans-monde-base-curie_20025/afrique-du-nord-moyen-orient_5134/algerie_54367.html, (accessed on 9 April 2010).

International Association of Universities. World Higher Education database. Available at: http://www.whed-online.com/, (accessed on 9 April 2010)


Ministry of Higher Education and Scientific Research, Algeria. Available at: http://www.mesrs.dz, (accessed on 10 April 2010).

Tempus Algeria, Tempus Review on Higher Education in Algeria. Available at: www.ribu-dz.org/tempus-dz, (accessed on 10 April 2010).

UNESCO World Data on Education. 2006. Algeria country report. Available at: http://www.ibe.unesco.org/Countries/WDE/2006/index.html, (accessed on 9 April 2010).

UNESCO Institute for Statistics. Available at: http://stats.uis.unesco.org, (accessed on 9 April 2010).

Technopolis France S.A.R.L. 55 rue des Petites Ecuries 75010 Paris France T +33 1 49 49 09 20 F +33 1 49 49 09 29 E [email protected] www.technopolis-group.com

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