The Policy of Training Newly Recruited University Teachers within the Framework of Higher Education Reform in Algeria: An Analytical Study

Abstract

This research paper examines the training policy for newly recruited university teachers in Algeria within the context of higher education reforms, particularly following the adoption of the LMD system and the accompanying orientation toward improving training quality and aligning universities with development requirements. The study aims to analyze the effectiveness of the training programs adopted for the pedagogical and methodological preparation of newly recruited university teachers, as well as their consistency with contemporary higher education standards.

The paper adopts a critical analytical approach to regulatory texts and official programs, while taking into account the practical realities within university institutions. It demonstrates that the current training policy is primarily based on short-term, mandatory pedagogical courses focusing on teaching techniques, lesson preparation, and assessment. However, these programs suffer from limited practical depth and weak follow-up, as well as insufficient continuous evaluation of newly recruited teachers’ teaching performance.

Furthermore, the study reveals a gap between the declared objectives of reform—namely improving quality, developing competencies, and modernizing pedagogical practices—and actual practice. This gap is attributed to several factors, including insufficient supervision, the absence of structured continuous training, and the weak integration of educational technology. The paper emphasizes that current training remains closer to a formal requirement than to a mechanism for building sustainable professional competencies.

The study concludes that the success of higher education reform in Algeria depends on restructuring the training policy for newly recruited teachers based on a competency-based approach, supported by continuous training, periodic evaluation, and pedagogical accompaniment, along with greater openness to international experiences and the activation of quality assurance mechanisms within universities.