Abstract:

The LMD reform was launched as a pilot scheme in the Algerian universities during the academic year 2003-2004. Three years after the implementation of the first cycle (Licence degree) and at the time of the implementation of the second cycle (Master degree).
Many universities started questioning the efficiency of the new degree system (Licence, Master, Doctorate). The biggest obstacle they faced, and are still facing today, is in terms of the lack of the human and material resources. The implementation of the second cycle, ( at the end of the first cycle), faced questioning, negative remarks and criticisms. This paved the way to many colloquiums and seminars that meant to evaluate the results brought about by the implementation of the new educational reform. At that time, the general tendency was that many teachers and students started being doubtful about the efficiency of the reform.The old “classical system” which is surviving with great difficulties in some universities has also known serious obstacles in terms of human and material resources. Its co-existence with the new system added many other difficulties that stemmed from the fact that it is impossible to manage any teaching arrangement or classroom management due to big size of the groups and the number of groups per module. The former literally doubled and sometimes even tripled triggering a lack of enthusiasm on the part of the foreign language teacher. The aim of the proposed paper is to present an “état des lieux” of the consequences of the reform which was implemented at a time when our department was suffering from serious shortcomings.

Keywords:

LMD System, LMD reforms, classical system, classroom management.