Mohsen Farhati Reihenfolge der Bücher

Focusing on the Tunisian education system's shortcomings, the book investigates its effectiveness in instilling identity and citizenship values among students. It poses critical questions about whether the system has successfully integrated these values since the implementation of the orientation law in 2008. Through surveys targeting both students and teachers, the research explores students' identity characteristics and teachers' perspectives on citizenship education, aiming to uncover the system's role in fostering a sense of shared identity and civic responsibility.

The research explores students' expectations and career choices within an educational framework, utilizing a questionnaire analyzed through SPSS 25. It highlights the significant impact teachers have on student behavior and interest in education, alongside the lack of a cohesive language policy affecting instruction in Arabic, French, and English. Findings indicate that most students independently choose their careers, while a notable portion is influenced by parents, teachers, or peers. Interestingly, guidance counselors play a minimal role in these decisions, suggesting areas for improvement in career guidance.

The research examines the alignment between health education curricula and school textbooks regarding immunity and AIDS, aimed at assessing the acquisition of relevant scientific knowledge and skills. Employing an analytical method in three stages—pre-analysis, exploitation, and result interpretation—the study reveals a significant emphasis on biological knowledge while neglecting health education principles. It highlights a disparity between the intended and actual curriculum, showing a deficiency in educational objectives that prioritize cognitive skills over affective and psychomotor development.

Focusing on the mission of education, the book explores how schools can better prepare students for contemporary challenges. It critiques the current educational commitments in Tunisia, highlighting the gap between policy and practice. Through case study research, it examines students' perceptions of learning life skills through teaching. Findings reveal a harmonious relationship among students, disciplines, and teachers, emphasizing the importance of human values and communal living in the educational process.

Focusing on the socio-cultural conflicts between religion and secularism in Tunisia's educational landscape, this book examines the attitudes of teachers and students post-2011 revolution. It explores the practical implications of religious practices, particularly Islam, and secularism within schools. Utilizing case studies and questionnaires analyzed through SPSS software, the findings indicate that the Tunisian education system tends to downplay the significance of these issues, highlighting teachers' resistance to engaging with them in the classroom.