SUPPORTING THE LMD SYSTEM THROUGH TUTORING: THE "CAN DO" CULTURE IN THE ALGERIAN CONTEXT

N. Abdellatif-Mami

Ferhat Abbas University, Sétif (ALGERIA)
The LMD system has been introduced in the Algerian context since the year 2004-2005. Since then, many shortcomings pertaining to its implementation as well as to the organisation of courses have been the weakest link in the success of the programme.

The Large number of classes and the lack of human and material resources has hindred a successful approach to the values set by the Bologna Declaration. However, a number of measures have been undertaken by the Ministry of Higher Education and Scientific Research to appease the pressure of the many strikes witnessed by the university community.
In this research, however, I shall demonstrate how an effective system of tutoring may help in improving customer service and integrate new starters effectively.

Tutoring is the basic line of the LMD system. In Algeria, this notion lacks employability and focus to engage learners in self-directed and self-tested learning. Throughout an investigation conducted at Ferhat ABBAS university, Sétif, I shall try to explain how developing people's management through academic tutoring may encourage leadership fundamentals in developing an internal coaching service.

On the other hand, major changes in the Higher Education Area required a more qualified workforce with different skills. The LMD system was commissioned to design a one-day-career and to create an appreciative "can do" culture. In this research I shall explain how we can make this "can do" culture relevant in the Algerian context.