8 - Le système L.M.D (Licence-Master-Doctorat) en Algérie : de l’illusion de la nécessité au choix de l’opportunité

by Nouria Benghabrit-Remaoun & Zoubida Rabahi-Senouci


Two major reforms, since independence, have marked the evolution of the Univer- sity of Algeria: the 1971 and 2003 reforms. The 1971 reform was to train a maximum of executives “immediately operational, at the lowest cost and responding to needs expressed” by the user sector. For this, the overhaul of the teaching and diplomas as well as the retraining of teachers were necessary, considering the training pro- files identified in consultation with the user sector. The implementation of this reform facilitated greater access to higher education and more relevant responses to the needs of society. Since then, a number of adjustments have led the academia, up to 2004, to changes through radical transformations at socio-economic level, in- cluding the transition from an administered economy to a market economy.

Since that date, with a view to being in line with the trends generated by global- ization, a willingness to harmonize, as expressed in Bologna with the stated objec- tives “to create a common market of diplomas to facilitate the mobility of students and the creation of a common labor market, as well as the mobility of graduates with the concept of employability,” which implied the necessary relevance of training in relation to the job market. The implementation of the BMD reform requires that it be in line with a social and economic context which specifies the nature of diplomas as part of an academic mapping of training offers. However, the reform of higher edu- cation, called BMD reform, which has somewhat been broken in and, yet, presented as a necessity, is groping its way through the uncertainty that goes with the imple- mentation of the process.

By referring to the regulations and perceptions of actors involved in changes introduced, we will attempt to identify the paradoxes generated by the implementa- tion of the BMD system.

Nouria Benghabrit-Remaoun, Maître de recherche, sociologue, CRASC, Oran

Zoubida Rabahi-Senouci, Chargée de recherche, CRASC, Sciences de l’Éducation, ENSET, Oran.