<![CDATA[This study investigates the enduring tension between quantitative expansion and stagnant learning outcomes in Algeria’s pre-university education system from independence in 1962 to the 2024/2025 academic year. By the 2024/2025 academic year, pre-university enrollment exceeded 11.7 million students, while Algeria ranked below OECD averages in PISA 2015 with only 360 points in mathematics. Using a historical–analytical methodology, it triangulates national statistics, international benchmarks (PISA, TIMSS, UNESCO, and OECD), and recent scholarly literature to identify systemic trends across six decades. Findings show that massive growth in enrollment, teaching staff, infrastructure, and financial investment has not translated into qualitative improvement. High repetition and dropout rates persist, while Algerian students consistently underperform in international assessments. The paradox is rooted less in financial limitations than in structural weaknesses: centralized governance, fragmented teacher professional development, and unstable curricular and language policies. The originality of this study lies in linking Algeria’s long-term expansion to regional comparators (Tunisia and Morocco) and international cases (e.g., Vietnam), demonstrating how governance, teacher professionalization, and language policy reforms mediate the expansion-quality relationship. The contribution is to frame Algeria’s paradox within the broader Global South learning crisis, offering comparative insights for policymakers. The study concludes that sustainable progress requires a systemic shift from input-driven strategies to outcome-oriented reforms centered on distributed governance, continuous teacher training, curricular coherence, and gradual language policy implementation.]]>
Copyrights © 2026
