By Ridha Zahrouni – desertion of the scientific sections, especially the mathematics section: an additional title of the march to hell of our education system




In recent years, many studies, including the Program for International Student Assessment (PISA) found the strong correlation between math skills and the development of societies† It seems clear that in developed countries, the level of proficiency in mathematics strongly motivates the evolution and development of societies. The countries of the Organization for Economic Co-operation and Development (OECD) are investing several hundred billion dollars. every year for teaching mathematics in school. Admittedly, an amount that is too high, but its profitability is more than certain. Mathematics skills emphasize the distribution of wealth between nations.

Moreover, mastery of mathematics stimulates academic success and in a way anticipates the way to evolve from youth to adults in these societies. Skills in this area pave the way for young people to succeed in higher education and have a direct impact on their financial ambitions once they enter working life. It has been established that a good knowledge of mathematics significantly increases the chances of success in working life. In general, those with a low level of math see their chances seriously compromised regarding the ability to get more rewarding and more rewarding jobs.

In addition, high achievers in mathematics are more likely than others to volunteer, act as actors rather than spectators in political processes, and are more likely to trust others. Mathematics affects the skills of the citizen, i.e. on his qualities honesty, integrity and openness.

Our Minister of Education noted, without worriesthe low percentage of our baccalaureate candidates who chose the scientific sections i.e. a quarter of our baccalaureate holders with 6% just for the math section. He must, taking into account his responsibility and level, identify the causes of this serious phenomenon, namely the very low level of command of French by all students when leaving the preparatory phase, added to the teaching of science subjects in Arabic during the preparatory phase and then in French during the secondary phase† They choose survival instinct at school for more literary specialties, believing that their level of command of Arabic gives them a better chance of successfully completing their school career and thus earning their baccalaureate degree.

Moreover, the lack of mastery of languages ​​is at the root of the main ills of our school, namely school dropout, low success rates in the baccalaureate, the rise of the private tuition market and attempted fraud in the baccalaureate and even the resurgence of violence in schools . Because this language dilemma is just as valid for French as it is for Arabic and affects all majors taught with these languages.

All the studies that have been conducted regarding the quality of our education system have come to the same conclusion, which is a catastrophic level in expression, science and mathematics. The solution to the mentioned problems is also obvious, as it comes from a logical approach and a mind built on common sense. On the basis of an observation which seems very plausible to me, namely thatin general a person who does not know how to make a line of three, or to mentally calculate a volume, or to determine a time or a distance of a speed, a person who does not know how to manipulate numbers would have little chance of excelling a professional career as a good manager or decision maker. He would also find it difficult to appreciate certain financial aspects necessary for professional or personal life, or to anticipate or model complex situations. related to their social or active life.

And that same person who does not know how to appreciate the writings of philosophers and men of letters, who does not know how to fathom ideas in order to appreciate the quality of thought, could not fully absorb the demands of life, especially emotionally, and still less, as a leader of men. He will be far from the true sense of happiness and values, family or sentimental, social or patriotic.

This leads us to strongly recommend that, in implementing the reform of our school, we intend to extend the teaching of arithmetic, reading and writing in primary school and mathematics, literature and philosophy in all branches of secondary education. generalize and strengthen. It is also necessary to take the necessary and urgent measures to teach science subjects in the same language in the primary and secondary phases.

In other words, to try to break with the dictate that classifies and categorizes our children’s minds as exclusively purely scientific or purely literary, it is enough simply to bring the coefficients closer to the materials. Moreover, it is more than obvious that a child who has the required level of language proficiency will find it very comfortable to assimilate both literary and scientific subjects.

Ridha Zahrounic

President of the Tunisian Association of Parents and Students




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