المسار التحديثي للتعليم العالي : منظومة أمد نموذجا

الملخص EN

The present study examines a central and contentious issue that has long been raised among education specialists.

It investigates the undeclared reasons that have pushed the responsible authorities to put forward the issue of change and innovation at the pedagogic level.

Besides, this research tries to trace the initial steps of the envisioned project for modernization so that we can detect the probability of success in the light of agonizingly slow pace that has characterized the process from the start.

One of the most notable findings indicates that the whole idea rests on theoretical foundations and regulatory laws which largely reduce the anticipated and desired goals.

Another interesting result stresses the absence of a clear pedagogic vision in favor of the predominance of pragmatic aspects where the chief focus is on employability rather than giving value to the importance of training and the high level of graduates.