IDENTITY AND CITIZENSHIP IN THE SCHOOL CONTEXT
Analysis of the results of surveys of Tunisian students and teachers after 2011
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In Tunisia, the education system is dysfunctional (OECD, 2016. PISA results, 2015) despite the prerogatives of the two ministries of education and the texts of the orientation law drawn up since 2008, which regulate all school life and activities and raise the issue of the involvement of the Tunisian education system in the rooting of identity and education for citizenship values. The main objective of this book stems from this problematic. It is formulated in the general questions: has the current Tunisian education system really rooted the shared values of identity in the students? Has it ad...
In Tunisia, the education system is dysfunctional (OECD, 2016. PISA results, 2015) despite the prerogatives of the two ministries of education and the texts of the orientation law drawn up since 2008, which regulate all school life and activities and raise the issue of the involvement of the Tunisian education system in the rooting of identity and education for citizenship values. The main objective of this book stems from this problematic. It is formulated in the general questions: has the current Tunisian education system really rooted the shared values of identity in the students? Has it adopted citizenship education? And the values attached to citizenship. To answer these questions, we chose to survey the two main actors in the school system, the pupils and the teachers. Among the pupils, the survey is based on the characteristics of identity. For teachers, the survey focuses on citizenship education and the values associated with it.
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