A Concise Description of the Educational System Proposed by ANAVAD for an Independent Kabylia

The Education System of Independent Kabylia
The work presented on this portal represents the culmination of several years of research, studies, analyses, and reflections conducted between 2017 and 2020.
The proposed education system is the result of approximately thirty-two months of rigorous work, mobilizing multidisciplinary teams around documentation, research, and data classification to arrive at in-depth comparative analyses of the most successful education systems worldwide. From these studies, we have drawn a structured synthesis, adapted to the context, needs, and ambitions of independent Kabylia: the Federal Republic of Kabylia.
The international success stories presented during our workshops, as well as the recommendations formulated by our collaborators, have enabled us to identify strategic directions and specific recommendations for building an education system unique to Kabylia in all its aspects, based on quality, excellence, creativity, and the value of knowledge and work.

What we are publishing here is merely a summary of our work, which is part of a collective reflection on the future of Kabylia.

Our proposals constitute a solid foundation, open to constructive criticism, public debate, and the collaboration of all those who feel concerned about the future of Kabylia, its people, and the building of the future Kabyle state.

While this work can still be improved, it represents an essential starting point: every great achievement begins with a first step. The important thing is to move forward, to learn, to correct, to adjust over time, and to continuously improve our models.

Our research clearly demonstrates that the success of a people depends neither on the size of its territory, nor on the number of its inhabitants, nor even on the wealth of its subsoil.

It rests above all on the political will of the State, on its ability to value the intelligence of its citizens and to invest massively in education, training, research and the development of human capital.

Intelligence and hard work are what make a country truly wealthy

The example of Singapore is a striking illustration: despite its small size of 719 km² and lack of natural resources, this country has become a global model of development and prosperity thanks to the competence, rigor, and education of its people.

Thus, it is not natural wealth that creates development, but rather human capital—that is, educated, creative, and determined women and men.

Kabylia, for its part, possesses all the necessary assets for success:

• a magnificent human capital with remarkable and exceptional capabilities,
• a beautiful territory, harmoniously distributed and strategically located,
• a bountiful natural environment with diverse geology, a glorious history, a vibrant culture, and deep-rooted values.

Its people have demonstrated their excellence and capacity for innovation wherever conditions have allowed them to flourish and progress. In an independent Kabylia, free to make its own choices and in control of its own destiny, we will be able to create an environment conducive to collective success, founded on knowledge, meritocracy, hard work, fairness, and modernity.

In short, the key factors for success are already in place: Kabylia only lacks independence to unleash its full potential and rise to the ranks of the most developed, prosperous, and civilized nations.

 

Mission of the System
Like the best educational systems in the world, the primary focus is the holistic development of the Kabyle child’s personality in all its dimensions: intellectual, moral, cultural, social, and emotional.

The Kabyle school has a duty to educate, instruct, train, qualify, support, and refine the child, fostering autonomy, responsibility, and creativity, enabling them to understand the world around them and act within it with discernment and intelligence.

The school must also promote socialization, teaching each student to live in harmony with themselves and others, to cooperate, to respect diversity, and to build a collective spirit based on the values ​​of solidarity, peace, justice, and freedom.

 

General Principles
The Kabyle school system is one of the cornerstones of the Kabyle state. Its essential mission is to guarantee the education and proper training of children, to promote educational success, and to ensure the preservation and transmission of Kabyle and universal values, identity, culture, and language.

It aims to cultivate fully developed, educated, autonomous citizens committed to building a modern, prosperous, and sovereign Kabylia. As such, it represents a strategic lever for the development of Kabylia and a key tool for social cohesion.

1) Holistic Development of the Child
In accordance with international standards for effective educational systems, the Kabyle School also has the mandate to ensure the complete development of each child’s personality. It fosters their intellectual, moral, social, cultural, and emotional development within a structured, safe, and supportive educational framework conducive to learning and improvement.

The Kabyle School is therefore obligated to promote the holistic development of each student.

It strives to:

• develop cognitive abilities, fundamental and transversal skills,
• develop analytical and critical thinking skills,
• encourage autonomy, responsibility, and creativity,
• prepare children for active, constructive, and informed participation in civic life and the development of Kabylia,
• provide a healthy, inclusive educational environment free from all forms of discrimination and protected from all forms of ideological indoctrination.

The central objective is to train enlightened citizens capable of contributing effectively to progress and stability.

2) Instruction, Training, and Qualification
The Kabyle School is responsible for:

• providing high-quality instruction,
• training children in fundamental and professional skills,
• qualifying them to enable them to effectively integrate into society and the job market, and
• fostering their ability to adapt to technological, economic, social, and global changes.

3) Religious Neutrality, Protection, and Intellectual Integrity
The Kabyle School is committed to providing an educational and learning environment protected from all forms of ideological indoctrination, religious influence, and partisan pressure.

It guarantees:

• freedom of conscience and expression for students,
• protection against any attempt at propaganda or manipulation,
• rigorous training in critical thinking, analysis, and independent reflection,
• creativity and innovation.
  Ideological neutrality is established as a fundamental principle in order to preserve the innocence, intellectual integrity, and moral well-being of the child.

4) Socialization and Citizenship
The school system also has the responsibility of fostering the socialization of students.

It instills civic and universal values, a spirit of cooperation, respect for others, and the ability to live in a democratic society founded on respect, justice, solidarity, peace, freedom, and individual and collective responsibility. It promotes freedom of thought, logical and critical thinking, rationality, and the pursuit of truth.

5) Transmission of Kabyle Values ​​and Heritage

• to transmit the fundamental values ​​of Kabyle society: dignity, solidarity, peace, justice, commitment, truth, and the value of knowledge and work,
• to ensure mastery of the Kabyle language and the learning of foreign languages,
• to promote knowledge of Kabyle history, heritage, and culture,
• to strengthen the sense of belonging, civic responsibility, and collective consciousness. This transmission contributes to the continuity of identity and constitutes a pillar of its sovereignty in all areas.

6) Preparation for Success, Creativity, and Innovation
The Kabyle school system must guarantee each student the conditions necessary for personal and collective, professional and social success, notably through:

• quality education adapted to contemporary challenges while respecting Kabyle values,
• the identification and development of individual talents,
• the development of scientific, technical, artistic, and civic skills,
• the promotion of innovation, research, creativity, and entrepreneurship.

It thus prepares generations capable of actively participating in the development of a prosperous, competitive, and sovereign Kabylia.

By consolidating its educational system around these fundamental missions, independent Kabylia affirms its political will to build an educated, responsible, sovereign, and prosperous society.

In its organization and strategic orientations, the Kabyle school system remains the guarantor of the country’s future, its stability, its progress, and its civilizational continuity.

System Values

1. The school is a civic institution, a place for personal growth, education, learning, and civic responsibility.
2. Socialization from early childhood (a nurturing environment).
3. Respect, tolerance, and openness to the world.
4. Self-confidence, development of autonomy, personal growth, and balance for individuals and the community.
5. Equal opportunities for success for all students.
6. Teaching and transmission of Kabyle values, a spirit of solidarity, and the Kabyle way of life (laânaya Taqvaylit).
7. Teaching of universal values: freedom, equality, freedom of expression, peace, respect, and openness to the world.
8. Religious neutrality and respect for all beliefs (secularism).
9. Protection of children against all forms and attempts at ideological indoctrination.
10. A culture of creativity, innovation, and a vision of excellence (continuous improvement).

 

Foundations and Policy of the System

• Public schools in Kabylia are free and accessible to all children. Students who do not wish to attend public school may enroll and continue their studies in accredited private schools, in accordance with the policies and laws of the Kabyle federal government. However, schooling is compulsory for all children aged 5 to 17, regardless of whether the school is public or private. Compulsory education is governed by the laws of the Kabylie federal government.
• Compulsory education comprises four levels: preschool, primary, secondary, and post-secondary. After secondary school, students, according to their preferences and abilities, may be directed toward general, technical, or basic (initial) post-secondary education.
• Following this final two-year stage, students can pursue higher education if they have achieved the required level by obtaining a post-secondary education certificate (PSEC), opt for advanced vocational training, or enter the job market with a vocational education diploma (VED) and begin their professional lives.
• The main objective of education policy is to ensure equal opportunities for success for all children. The political duty is to do everything necessary to ensure that all young people can succeed in their compulsory schooling, regardless of their gender, family or social situation, or physical and cognitive abilities.

Each child has a place that best suits them, and the State will provide them with all the necessary and possible resources to support their education and success. Kabyle political leaders and the federal government must therefore adopt all necessary political, financial, human, pedagogical, and material measures.

School and Education are the Foundation of all Success

In summary, the main tenets of the political foundations are:

• Kabyle is the primary language of instruction.
• Education and vocational training are a guaranteed and free right for all Kabyle citizens in all public institutions;
• Equal resources and opportunities for success are offered to all children;
• Schooling is compulsory from preschool to post-secondary (ages 5 to 17);
• Learning and mastering foreign languages ​​is strongly encouraged;
• Public schools are free and accessible without discrimination to all Kabyle citizens;
• Religious neutrality and respect for all beliefs (secular schools) are guaranteed by law;
• Education is protected against all forms of ideological indoctrination;
• Arts and music education is compulsory from preschool to post-secondary (curricula are structured by level and academic focus);
• Philosophical instruction in religions and the social world is necessary for the development of critical and informed thinking.
• All functions of education and training are properly valued;
• The value of work is a priority in the school’s organizational culture;
• Children’s rights are protected by specific federal laws;
• Children are protected against all forms of religious indoctrination;
• The structure and foundations of the education system fall under the jurisdiction of the federal government;
• The funding of schools and education is the responsibility of the federal government;
• International cooperation in all areas of education and university research is strongly encouraged;
• Kabyle schools must foster individual and collective development and autonomy;
• Higher and vocational education institutions are fully autonomous in their management;
• The teaching profession is highly valued. • Cooperation and partnership with economic stakeholders (businesses, industries, etc.)
• The teaching of Kabyle culture, civic values, geography, and history is compulsory.
• Decentralized management of educational institutions, including:
  • The content of educational and vocational training programs;
  • The languages ​​of vocational instruction;
  • Budget management;
  • Supervision of practical internships and the process of integrating students into the workforce;
  • Recruitment of all staff.
• Results-based management (RBM method), including:
  • The mobilization and involvement of all stakeholders in society for academic success;
  • The effective management of structures and resources.
• Investment in adult education, continuing education and professional development, and vocational training is largely (considerably) supported by the state (federal and regional).

 

To ensure children are happy and healthy:

• Healthcare and monitoring for children from preschool through post-secondary are mandatory and free. This is the responsibility of schools, supported by special programs of the federal government (Kabyle State).
• Physical education and sports (PES) are mandatory for all able-bodied children, from preschool through the end of post-secondary education.

 

Linguistic Considerations – Languages ​​of Instruction and Literature
As early as 1953, UNESCO experts officially maintained that: “The best vehicle for teaching is the student’s mother tongue.”

Indeed, they asserted that learning is more effective when children begin their schooling in their mother tongue, as this facilitates comprehension, cognitive development, and academic success.
Kabylia will appropriately implement all the recommendations of UNESCO experts regarding mother tongue instruction for children. It is therefore evident that the primary language of instruction in Kabylia is Kabyle.

UNESCO’s recommendations in favor of mother tongue instruction are based on solid foundations, supported by scientific evidence unanimously recognized by experts and researchers in educational sciences and child psychology.

The mother tongue represents a continuity with the family environment and plays a crucial role in a child’s cognitive and personal development, as well as in their psycho-emotional relationships with their immediate surroundings. It enhances their intellectual abilities and increases their chances of academic success.

The mother tongue is the natural vehicle of a people’s thought and expression.

“The mother tongue is an asset for academic success.”

 

The relevance of UNESCO recommendations
Recommendations for teaching in the mother tongue are based on a solid scientific basis, validated by a large community of experts in educational sciences, neuroscience and child psychology. This research shows that the use of the mother tongue:

• Facilitates the learning of basic skills such as reading, writing and arithmetic, by capitalizing on the linguistic knowledge already acquired in the family environment.
• Strengthens the cognitive and emotional development of the child, by allowing a smooth transition between informal learning of the family environment and formal learning of the school.
• Reduces school inequalities, by offering all students equitable access to educational tools that are understandable and adapted to their linguistic reality.
• Increases motivation and self-esteem, by enhancing the culture and identity of the student, essential elements for his personal and social development.

 

The central role of the mother tongue in human development
The mother tongue is not limited to a simple communication tool. It is the natural vehicle of a people’s culture, thought, expression and creativity. It constitutes a continuity between the family and school environment, promoting a harmonious integration of the child in his educational path.

• Cognitively, it strengthens the capacity for reasoning, analysis and memorization, by facilitating the assimilation of complex concepts.
• On a psycho-affective level, it supports the child’s relationships with his immediate entourage, contributing to his emotional and social well-being.
• In terms of identity, it is a fundamental pillar of cultural affirmation, transmitting the values, history and traditions of the Kabyle people.
  

A vision for the future
By adopting education in the Kabyle language, Kabylia is part of a dynamic of modernity and educational justice, meeting the aspirations of its children while honoring its linguistic and cultural heritage. This approach will not only ensure academic achievement, but also build a more coherent, inclusive and proud society.
“The mother tongue is an asset for academic success, and a powerful lever for the preservation and development of a living culture”.

 

Compulsory languages in the various school levels
The compulsory learning of certain languages is part of the foundations of the educational system of independent Kabylia.
In general, the choice of languages in an educational system reflects not only a country’s diplomatic priorities, but also its academic, economic and scientific ambitions. In Kabylia, it is essential to establish a language system that preserves the Kabyle language while integrating strategic international languages to promote academic exchanges, scientific research and economic development.

 

Basic language of instruction: mother tongue
The Kabyle language will be the basic language of instruction. As a mother tongue, it guarantees a better assimilation of knowledge and promotes the transmission of Kabylian cultural and identity values. This anchoring in the Kabyle language from the first years of schooling will strengthen the attachment to our Kabylian identity of the great Amazigh family while preparing students to learn foreign languages.

Rank	Language	Start of Instruction	Comment
Primary Language	Kabyle	From early childhood	Mother tongue. It is the primary language of instruction from preschool through the end of post-secondary education.
Second Language	English	From the 2nd year of primary school	Strongly recommended: For the teaching of science, technology, and business administration.
Third Language	French	From the 4th year of primary school	For higher education at the student’s discretion. Particularly for medical sciences (medicine).
Fourth Language	German	From the 1st year of secondary school	For vocational training.

 

The advantages of multilingualism
The mastery of several foreign languages is a major asset for  Kabylians in a globalized world. It offers:

• Increased openness to the world, allowing fruitful exchanges with other cultures and civilizations.
• An ability to integrate into international research, business and cooperation networks.
• Better employability and professional mobility in a context where multilingual communication is a key competence.

To encourage language learning, the Kabylian State will promote the creation of specialized language schools (public and private) and will support the establishment of partnerships with renowned educational institutions.

 

Considerations

• During compulsory schooling, all students receive instruction in three foreign languages ​​(English, French, and German).
• Learning other foreign languages ​​is encouraged but is optional and at the students’ discretion. From the second year of secondary school, students can enroll in at least one course in another foreign language of their choice.
• In particular, learning Arabic is recommended due to the immediate proximity of Kabylia, to foster better diplomatic, economic, and social relations.
• Proficiency in several foreign languages ​​provides a strong intellectual foundation and communication skills for building good relationships with other cultures. This is a significant asset and attractive feature for communicating with the outside world.
• The Kabyle state encourages the establishment of language schools (private and public).
• At the higher education and vocational training levels, students have the freedom to choose between Kabyle, English, French, and German.
• Sovereign Kabylia will promote the creation of American, German, English and French universities.

 

Why must compulsory education [preschool – post-secondary] be in the mother tongue, Kabyle ?
Simply because Kabyle is the mother tongue of the Kabyle people. Therefore, the Kabyle state must lead and support policies for its promotion and development. Furthermore, the best vehicle for education is the student’s mother tongue. In summary:

• The mother tongue ensures continuity between the family, social, and school environments, and strengthens a child’s identity and self-esteem.
• The mother tongue is the natural vehicle for a people’s thought and expression. Its use in education strengthens a child’s connection to their identity and culture.
• The mother tongue plays a vital role in a child’s cognitive and personal development.
• The mother tongue inspires security and stability, and it stimulates a desire to learn and fosters a student’s emotional and psychological connection to their immediate environment.
• The mother tongue enhances a student’s intellectual abilities and chances of success.
• The mother tongue facilitates comprehension, learning, knowledge acquisition, and reading and writing skills more effectively than a foreign language (especially when it is imposed).

For years, the Kabyle people have been officially and unjustly deprived of their mother tongue. A free and independent Kabylia will certainly rectify this injustice imposed by colonialism.

 

Why is French language instruction compulsory ?
Naturally, children in Kabylia are already predisposed to learn and use at least three foreign languages: French, Arabic, and English. In the case of French, despite the forced Arabization imposed on the Kabyle people by the Algerian authorities, French remains the second most spoken and used language in Kabylia after Kabyle. The decision to maintain this language is made to:

• Support agents in the transition phase to scientific and technological knowledge.
• Initiate the transfer of technology, knowledge, and know-how, as it is currently mastered by the vast majority of Kabyle professionals (physicists, mathematicians, computer scientists, doctors, engineers, etc.).
• Benefit from documentary resources in the fields of university research.
• To enable Kabyle students to benefit from scholarships and research grants awarded by Francophone organizations.
• Its strong presence in scientific fields (medicine, biology, biochemistry, pharmacy, etc.).
• Its high ranking in management and business.
• Historical ties, immigration, and geographical proximity (economic and scientific exchanges, etc.).
• To safeguard the rich Kabyle literary heritage in French.
• To capitalize on the proximity of the Francophone space in Africa and the Mediterranean (economic and cultural exchanges).

 

Why teach English as a second language from primary school onwards ?
Without neglecting our historical ties to French and Arabic, but for the benefit of Kabylia’s future, English will take second place after our mother tongue, Kabyle. This does not exclude the learning of other languages.
English instruction will begin in the second year of primary school. This is because English offers several advantages and specific attributes that benefit Kabylia, its development, and its future:

• English is a language of access to modern knowledge, science, technology and business.
• English provides access to the highest levels of global research and opens doors to the world’s most prestigious universities.
• It allows us to accelerate the transfer of technology, scientific knowledge, and know-how.
• English is the primary language of communication on the planet. Therefore, greater openness to the world.
• It promotes professional mobility.

 

Why introduce German into Kabyle schools ?
Germany has one of the best vocational training systems in the world, and many developed countries are now looking to adopt the German model. Kabylia would also benefit from taking this step. After studying and analyzing several systems worldwide, we focused on drawing inspiration from the German vocational training model and adapting it to the realities, needs, and specificities of Kabylia.
Similarly, a technological partnership with Germany will only be beneficial for the Kabylia of tomorrow, particularly in the fields of technology, and especially in mechanical engineering, aeronautics, information technology, and energy (renewable energy and sustainable development).
Logically, it is more advantageous to learn and master a country’s language to better understand and acquire its knowledge and skills. Hence, the introduction of German language learning in Kabyle schools and universities is a logical step. This is in order to:

• Benefit from Germany’s experience and expertise and the advantages of its vocational training model.
• Facilitate technology transfer and the training of Kabyle students in German universities.
• Develop scientific, technological, and economic cooperation with Germany.
• Foster closer ties and cooperation between our two peoples, the Kabyle and German people.
• German is the third most important language in the field of research (academic publications in science and technology).
• Germany is a developed and civilized country, an example for Kabylia to follow.

 

Why introduce Mandarin into the school curriculum in Kabylia?
Kabylia will also integrate Mandarin language teaching into its schools, given that China is one of the world’s leading economic and technological powers.

The Strategic Importance of the Arabic Language
Since Arabic is not the native language of the Kabyle people, it will be taught as an optional subject. Learning it is recommended and of particular importance for geopolitical and cultural reasons. Indeed, it will facilitate peaceful communication with neighboring countries and strengthen diplomatic, economic, and social relations with them. This strategic choice will allow Kabyle citizens to engage effectively with their partners in the region while respecting their own linguistic and cultural identity.

 

Organizational Structure and Management
The Kabyle compulsory education system is composed of four levels:

• Preschool,
• Primary,
• Secondary, and
• Post-secondary.

In addition, there are non-compulsory levels, namely vocational training and higher education.

In independent Kabylia, school is compulsory for all children from the age of 5 to 17. The exact date of entry into primary school (preschool) depends on the child’s month of birth and the prerogatives of the regional authorities. Generally, a child must be five years old at the start of the official school year.

For children under 5, there are  Children’s hives, which are highly recommended but not mandatory, where children can benefit from educational and early learning programs. Providing care for young children in collaboration with parents promotes their education, cognitive development, and well-being.

The Kabyle education system rests on seven fundamental and inseparable aspects: a warm welcome, safety and children’s rights, respect, personal development, education, training, and qualifications.

In its mission to develop and foster children, Kabyle schools rely on a participatory approach that encompasses education stakeholders, civil society, and the business community. In an independent Kabylia, the school will be an extension of the family.

Education is not solely about academic learning; it also aims at the progressive acquisition of universal values ​​in general, and Kabyle values ​​in particular, good life habits, best practices, and open-mindedness through engagement with the world and culture in general. This is encouraged, supported, and reinforced in everyday situations through dynamic activities and exposure to the world, encompassing both academic pursuits and the acquisition of interpersonal and communication skills.

From their very first days in preschool, students are supported and monitored in their individual and collective development within a suitable learning and socialization environment.

To mitigate the impact of social inequalities, children receive regular healthcare and health checkups at school, following programs developed by the relevant institutions, from preschool through the end of post-secondary education. Since schooling is compulsory from ages 5 to 17, physical education and sports activities are also mandatory for able-bodied children in this age range.

This ensures that all children in Kabylia have equal opportunities to access the various sports activities, services, and medical resources necessary for their health and well-being throughout their lives. Furthermore, it allows parents to ensure that their children do not miss any necessary medical checkups, regardless of their family and social circumstances. All resources and services are offered free of charge to students who are in the compulsory educational pathway, from preschool to post-secondary.

 

Education Management
The overall structure and political foundations of the education system are primarily the responsibility of the Federal Government of Kabylia, which shares certain responsibilities related to pedagogy and training programs with the regional governorates (federated states), municipalities, and educational and vocational training institutions. Decentralization aims to respond effectively and efficiently to the specific needs of the regions.

For sovereign Kabylia, the organization and management of the school system are shared and distributed among the bodies of the Federal Government, the bodies of the regional governorates, and local authorities, according to their respective areas of expertise in education, vocational training, and higher education, across four levels:

• Federal.
• Regional (Regional Governorate).
• Municipal (ⵝⴰⵇⵠⵉⵍⵝ ‘Taqvilt’ or ⵍ ⵄⴰⵔⵛ ‘L 3arche’).
• Educational and vocational training institutions.

The management of schools is decentralized and falls under the jurisdiction of local authorities and school administrators. Coordination and collaboration are of paramount importance for the success of the entire education system.

 

Overall System Structure
The school system comprises four levels of compulsory education, supplemented by higher education and vocational training.

 

 

 

Compulsory schooling pathway (normal pathway)

• Early Childhood Education Program (optional) / Children’s hives.  This level is not part of the regular school curriculum, but it is strongly recommended for all parents.
• Compulsory and Free Education
  • Preschool (preparatory classes).
  • Primary Education: three cycles (grades 1, 2, 3) (linguistics, reasoning, career guidance).
  • Secondary Education (two cycles: lower and upper secondary).
  • Post-secondary Education.
  • Basic Vocational Training (initial).
• Advanced Vocational Training (two cycles: core curriculum, specialization).
• Apprenticeship Training. Apprentices acquire theoretical knowledge in the classroom and practical skills and know-how in the field and in companies.
• Higher Education (three cycles).

Throughout the Kabylie region, schooling is compulsory and free for all students aged 5 to 17 and comprises twelve years of schooling in general, technical, or basic vocational education:

• One preparatory or preschool year.
• Six years of primary school divided into three cycles of basic education.
• Three years of secondary education.
• Two years of post-secondary education organized according to students’ choices and motivations, choosing between: general education, technical education, and basic vocational education (or training). This is the phase of preparation for university, professional life, or working life (access to employment).

With this system, at the age of 17, students typically leave post-secondary education with a post-secondary diploma (BEPS) to attend university, pursue advanced vocational training, or obtain a basic vocational diploma (DEP), which allows them to enter the job market directly with the knowledge and skills necessary to begin their professional careers.

The system is designed to minimize school dropout rates and give all children in Kabylia a better chance of acquiring the tools and knowledge needed to begin their professional lives according to their intellectual abilities and personal career choices.
From preschool onward, children learn at their own pace, according to their interests and preferences, exploring the subjects and professions that best suit them. He receives educational support and is provided free of charge until he reaches early adulthood, at which point he becomes responsible for his own choices and decisions, namely whether to pursue further university or specialized studies, or to enter the workforce. Advanced vocational training and higher education equip students with the knowledge and skills that enable them, according to their areas of specialization, to independently assume responsibilities at the professional, technical, and managerial levels.

 

Different Learning Areas

• General Education.
• Technical Education.
• Arts and Humanities.
• Scientific education.
• Physical Education and Sports Activities.
• Environment and Social Sciences.
• Basic Vocational Training.
• Advanced Vocational Training.
• Other

Teaching Models

• Classroom Learning.
• Field Trips and Outdoor Education.
• Virtual Classroom and Digital Learning.
• Hybrid System.

 

Organizational structure (consultative and collaborative)

 

Management of Educational Institutions (Schools)
The management of schools falls under the jurisdiction of the regional governorates (or federated states), municipalities, and educational institutions. Public schooling is free, and funding is provided by the federal government and the regional governorates.
Regarding higher education and vocational training, the affiliated institutions and centers are autonomous in their management. They operate with complete autonomy.

Specifics of the Proposed Educational System
It should be noted beforehand that the educational system proposed by ANAVAD for independent Kabylia is inspired by the highest-performing school systems in the world, according to PISA assessments and rankings. See Education / Approach of the Kabyle Government in Exile for more details.

The Kabyle educational system is characterized, in summary, by:

• The implementation of early childhood centers (child hives) available to families (not mandatory, but strongly recommended to parents).
• Preschool to better prepare children for primary school (compulsory).
• Free and compulsory schooling from ages 5 to 17.
• Guaranteed academic or professional success for all children in Kabylia.
• Early detection of disabilities and learning difficulties.
• Support for students with learning difficulties through specialized instruction.
• Class sizes limited to 20 students.
• Minimizing the risk of dropping out of school through the implementation of necessary and appropriate programs and resources.
• Assignment of educational guidance counselors (one counselor for one or more students).
• Educational and scientific field trips.
• Outdoor classes (in nature).
• The development and success of the child. No pressure, no stress. No numerical grades and no repeating a grade in primary school. In primary school, assessments are primarily qualitative.
• Students are valued for what they know rather than penalized for what they haven’t grasped.
• The gradual introduction of geometry and mathematical logic concepts starting in the second cycle of primary school.
• The introduction of foreign languages ​​starting in primary school (English from the second year, French from the fourth year).
• The introduction of German from the first year of secondary school and in vocational training.
• Physical education and sports are compulsory for all able-bodied students aged 5 to 17.
• All schools are equipped with gymnasiums, playgrounds, and suitable and necessary equipment for safe sports activities.
• Flexibility and the guidance process: Several learning pathways are available to students. Early educational guidance, flexibility for changing programs, schools, or careers, returning to studies, changing schools or training programs, or catching up on previous training.
• The responsible introduction of information and communication technologies (ICTs) at all levels of education.
• Continuous professional development and improvement without age limits (adaptation, retraining, professional development, specialization, etc.).
• Decentralized management.
• Results-based management of schools.
• The choice of languages ​​for scientific, technological, and vocational training (Kabyle, English, French, German).
• Coeducation (girls and boys attend the same schools and share the same classes).
• School is a place of knowledge. It is civic-minded and secular.
• The State does not fund religious schools.
• The introduction of logic and philosophy instruction starting in preschool.
• The introduction of philosophical instruction on religions starting in secondary school.
• The teaching profession is properly valued.
• Teacher training is advanced and of high quality.
• Teachers continuously participate in professional development training.
• Protection of children against all forms of indoctrination and violations of their fundamental rights.
• The option to choose between public and private schools.
• Other.

Education System Evaluation [Continuous Improvement]
For the evaluation of its education system, Kabylia has opted for results-based management and the principle of continuous improvement. Education evaluations and reports are conducted periodically, once every three years, drawing on the methods and techniques used by PISA. The evaluation process of the Kabyle education system will therefore be based on the principle of continuous improvement.

The monitoring process aims to assess and refine strengths (effectiveness and efficiency), as well as to identify weaknesses and shortcomings, diagnose their causes, and implement necessary improvements in line with the evolution of the world, science, and technology. In short:
The process allows for monitoring and oversight of the system’s effectiveness and efficiency, as well as areas for improvement.

 

In summary, the following points should be noted:

• The Kabyle education system is evaluated periodically, once every three years.
• Kabylia will request its inclusion in the PISA programs and assessments.
• Kabylia will encourage and subsidize the participation of its educational institutions in various international activities and exchanges in the fields of education, vocational training, higher education, and research.
• Kabylia will invest significantly in education, vocational training, higher education, and university and fundamental research.
• Kabylia will build as many schools and educational institutions as necessary to ensure an optimal distribution of pupils and students across its different regions, for a better quality of teaching and training.
• Kabylia will encourage partnerships with developed countries and relevant organizations to exchange experiences and expertise in order to improve the standards and quality of its education system and the acquisition of knowledge and skills.
• Kabylia will specifically create a Federal Institute for Research on Education and Vocational Training.

 

Monitoring and Improvement of the Education System
The evaluation of the Kabyle education system is not solely the responsibility of the competent bodies and authorities of the federal government. Rather, the participation and collaboration of all state, social, and economic stakeholders are involved. These include, among others: the Federal Council for Education, the ministries (federal and regional), regional networks, education and pedagogy specialists, economic actors, researchers, parents’ associations, etc. It is understood that education is everyone’s responsibility.

Monitoring the Education System
Politically, in Kabylia, monitoring the education system is a joint project of the federal government and the regional governorates. It is a cyclical, medium-term process (over a three-year period).

The monitoring process aims to assess and refine strengths (effectiveness and efficiency), as well as to identify weaknesses and shortcomings, diagnose their causes, and implement necessary improvements in line with global, scientific, and technological developments. This involves producing a comprehensive report on all aspects of the system in relation to the targeted objectives.
Monitoring the education system allows the federal government and the regions to assess the situation, share their knowledge and expertise, and coordinate their actions to develop strategies (policies) and allocate all necessary resources to minimize academic failure, maximize success, and improve the quality of education and human resource development in Kabylia. In summary, the process allows for monitoring and reviewing the system’s effectiveness and efficiency, as well as identifying areas for improvement.

System evaluation and continuous improvement:

• Plan.
• Do.
• Check.
• Act.

 

School Infrastructures – Strategic Orientation of Anavad

What is PISA ?

Main Results of The Latest PISA Cycles