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The University Larbi Ben M'Hidi Oum El Bouaghi, which is spread over 4 campuses and an annex consists of seven ( 07 ) and three Faculties ( 03 ) Institutes. The overall student enrollment is 22,299 of which 21,418 are in graduation and 1070 in Post-graduation. Educational support is provided by 783 teachers of which 177 are rank Magistral, representing a rate of 22%. 70 training offers (Licence) and 58 training offers (Master) in eleven ( 11 ) areas of the LMD system. Each year the ULBMOEB delivers 4000 graduates. More than 20 000 diplomas were issued since its creation in 1983 and 4764 certificates were issued in 2013. The scientific and technological research is provided in nine ( 09 ) laboratories by 250 teachers permanent researchers and hundreds of associate researchers. More than 600 theses were defended since the creation ede away. Scientific, cultural, and sporting events occupy a prominent place within the university. More than fifty activities take place each year. Like the country, the University Larbi Ben M'hidi Oum El Bouaghi is changing. The objectives are better quality of training, better management of the living environment of students and staff, more quality scientific production. The assets that conceal our young university can ensure it achieve these goals. View full university

University Sétif 2 was created via the Presidential Decree of November the 28th, 2011. The legal establishment should not hide the fact that it was born from another old university aged 35 years, which is the University of Ferhat Abbas, divided by that date, into two universities, Sétif 1 and Sétif 2. This division was imposed by several factors, including the difficulty of managing a university of over 60,000 students, 2,000 teachers, and more than 2000 employees. This division is distributed over large areas in different places in the city. It now houses two universities: the University of Sétif 1 in the west and Sétif University 2 in the east. It is, therefore: "An old honey poured into two bottles." There is no doubt that the creation of a university of human and social sciences has very important consequences. The most important one is to allow those sciences to develop and allow them to play their roles in this new social reality constantly renewed on the local or global level. Indeed, it is their responsibility to contribute to the understanding of the various deep social, cultural, political, and economic facts, events, and changes resulting in today's world in the various fields, to analyze it and propose the best solutions and ways to direct it, and to reduce its negative effects. In addition, these sciences have a key role in the development of a society’s new intellectual directions. The World Social Science Report published by UNESCO and the International Social Science Council in 2010 - prepared by hundreds of social scientists from all around the world - has highlighted the need for social sciences as a means to address the major challenges facing humanity, such as poverty, diseases, and climate change. It thus appears that we need more social and human sciences, because of the role of social and human knowledge in the construction of social and human values. These disciplines are intended first to form a balanced intellectually and culturally individual, thus allowing to establish a healthy society. However, the underdeveloped countries in their legitimate desire to acquire advanced scientific knowledge and technology have ignored the social and human sciences, human values , and the construction of the individual’s use of that knowledge and technology. Because of what happened and what is happening in several Arab countries such as extremism, protests, demonstrations, social and political violence, or the so-called "Arab Spring" this shows how we need to pay more attention to those sciences in question to understand those changes, as well as the behavior and orientation of individuals, the psychology of the citizen, his claims to make the best citizenship, membership, participation, group work, social solidarity, acceptance of other, shared responsibility, a culture of tolerance, dialogue and civil solutions to differences and conflicts to achieve social maturity whose base is ‘a wise man’. Reconsideration of the social sciences and humanities can only be achieved through the fulfillment of certain conditions. First, we must devote more resources, competent researchers, relevant research, improve the means of publication, encourage linguistic diversity, multidisciplinary methods, and improve the level of trainers and their spirit of creativity, to look after talents, and educate the trainer and show his role in society. It became necessary to occupy a "place" in the small global village as a means for the university to express its self, to better communicate inside and outside, thanks to modern technology. It is also a way for a transparent and well-governed university. In the end, we will provide you with an email address to receive your opinions and suggestions. All in all, we cannot attain the objective stated without the participation and positive contribution from the entire university family, teachers, students, workers, and chiefs. Hopes are high and the challenge is greater, to promote those sciences, with competent teachers, aware students, and appropriate scientific and professional atmosphere in the light of the Qur'anic revelation "Each of you is a shepherd and each of you is responsible for his flock." View full university

In 1984 and as part of the restructuring of the university card, the university center was erected in two National Institutes of Higher Education: INES INES Civil Engineering and Agronomy and Veterinary. In 1992, the facility recovers its status as University Center. The university Ibn Khaldoun Tiaret is a property vocation of Higher Education and Scientific Research, created in September 2001. 2010 ... the university restructuring in 06 faculties and two institutes. The university currently has no less than 27 courses in different specialties. Similarly, the number of students is more than 16809 in the 2010/2011 school year. Moodle is an online learning platform for creating communities around educating content and educational activities. The "Moodle" word stands for Modular Object-Oriented Dynamic Learning Environment: "Environment modular object-oriented dynamic of learning." View full university

Since the foundation of USTHB, more than one hundred thousand students have studied in it. Nowadays, a community of nearly twenty-five thousand people is living on the campus, some twenty thousand students and more than one thousand five hundred teachers and workers in administrative and technical services. Meanwhile, more than forty thousand students have been graduated up to now USTHB in different cycles (Degree, Master’s degree, and Doctorate. The mission of the university is the graduate and post-graduate education as well as the research of which the organization and management types are called to evolve along with the reformation of the Algerian university. Its ambition is to ensure the best education by international standards which doesn’t ignore humanities and how to enhance student involvement in social issues. To study in the USTHB is to acquire a high level of teaching and recognized research to integrate rapidly into the world of the work after being qualified. View full university

Created in 1978 in a spirit of innovation and constant quest for excellence, Ferhat Abbas Sétif University 1 has become over the years a major player and a development driver essential for the region. Open to its socio-economic environment and because of its nature as a center dedicated to science and technology, UFAS1 is still committed to a clear and global vision that takes into account the strategic weight of the region in the development of the country at all levels and the great potential of the university. Sétif University Center was created by Executive Decree No.78-133 of April 9, 1978, to host 242 students spread out over three Institutes (Economics, Exact Sciences and Technology, and Foreign Languages). In 1984, the University Center witnessed the creation of several National Institutes of Higher Education (INES) having administrative and financial autonomy. In 1989, the INESs were merged to form an establishment having the status of a University. Since October 17, 1992, the university has been proudly bearing the name of the late Ferhat Abbas, a well-known figure of the national movement and first president of the Provisional Government of the Algerian Republic (GPRA). During the academic year 1999/2000 and following the reorganization of the institutes into faculties, Ferhat Abbas University has counted 06 Faculties. Since 2005, Ferhat Abbas University has gradually adopted the LMD system. Since January 12, 2010, after a new restructuring, our university is made up of 8 Faculties and 2 Institutes. Like other universities and higher education institutions, Ferhat Abbas Sétif University 1 is today called to improve, on one hand, the quality of its programs to increase the graduates’ skills and qualifications and, on the other hand, to engage in user research for the benefit of the socio-economic sector, which is expected to increase its job offerings in particular for managers. How to achieve these two goals in a relatively short time? is the question that the new management of UFAS1 has attempted to answer. Recognizing that this public university is facing a phenomenon of massive enrollment and it will continue to host a large number of students over the next few years, the new management team is trying to put in place a development strategy that takes into account both the previous constraint and the strengths of this university. A first approach was then made at the MENA Countries Conference organized by the World Bank in Beirut on May 12-14, 2015 during which a presentation of the first draft of this strategy has been made. The mission of the University as well defined by the Higher Education Orientation Act is built around economic, social, and cultural development through the training of professional staff and technology transfer to its environment. On the ground, the situation is quite different. Indeed, its main role is limited to academic knowledge dissemination and issuing degrees and diplomas. This situation has led to a total disconnection of the university from its socio-economic environment. The university must now change the strategy to not be limited to knowledge transfer but to include a know-how transfer (skills and qualifications) which is a guarantee of students’ employability. The university must produce skilled graduates necessary for the smooth functioning of the economic and social system to contribute to the improvement of employability and the exploitation of research results. In the same way, academic scientific research, carried out so far, is practically academic. Scientific production is valued only inside the university through doctoral programs and the career development of faculty. Moving from this rationale of separation to a rationale of openness to the socio-economic environment is more than a necessity. The results of the research must be valued "otherwise" to have an extension to the socio-economic sector through added value to having a positive impact on citizens. View full university

The idea of the university establishment was parallel to the construction of Emir Abdelkader mosque which is considered as one of the wonders of Islamic architecture. There were a great number of Muslim architects who specialized in Islamic architecture who have contributed to its construction. Emir Abdelkader University for Islamic Sciences is considered a public institution and distinguished by its administrative feature, moral identity, and also by its independent financial state. It is under the supervision of the Ministry of Higher Education and Scientific Research. Emir Abdelkader University for Islamic Sciences has been established according to the presidential decree No-182/84 on August 4th, 1984 which included the creation of the university as the 1st article stipulates: It is created in Constantine a university called Emir Abdelkader University for Islamic sciences, subject of the provisions of the decree No 83/544 on September 24th, 1983 including its basic code. In 2011 the executive decree No 11-39 was stipulated on February 6 th, 2011 to amend and complete the decree No 84/182 on 07 Dhu al-Qidah 1404, corresponding to August 4th, 1984 including the creation of Emir Abdelkader University for Islamic Sciences to which was also added a new faculty and vice-rectorate. Thus, the university has three faculties and four vice-rectorates as the second paragraph of the first article stated that: By the provisions of Article 3 of the executive decree No 03-279 on Jumada al-Thani 24th 1424, corresponding to August 23rd, 2003, to amend and complete the mentioned above, designed the faculties that consist Emir Abdelkader University for Islamic Sciences and its specialties as follows: Religion Foundations Faculty Shari’a and Economics Faculty Arts and Islamic civilization Faculty As stated in Article II that the university rectorate, in addition to the secretariat and the central library includes four vice-rectorates in charge of the following fields: Vice-rectorate of the higher formation in the first and second round, continuous training and degrees, and the higher formation in the graduation. Vice-rectorate of the higher formation in the third round, academic qualification, and scientific research. Vice-rectorate of external relations, cooperation, animation, communication, and scientific events. Vice-rectorate of development, perspective, and orientation. View full university

The university kasdi merbah Ouargla originated from the Ecole Normale Supérieure (ENS) erected by Decree No. 65- 88 of 22 March 1988 . In 1997, by Decree No. 159-97 of 10 March 1997 was created Ouargla University Centre which now includes under its authority the National Institute of Advanced Training in Agricultural Saharan(INAFSAS - Decree No. 337-97 of 10 September 1997) alongside the 05 founding institutes. The Merbah-Ouargla Kasdi University currently consists of 10 faculties each has several departments by applicable rules, including the D Executive secret No. 13-100 of 2 Jumada El Oula 1434 corresponding to March 14, 2013, amending and supplementing the Decree Executive No. 01-210 of 2 Jumada El Oula 1422 corresponding to July 23, 2001. establishment of the University of Ouargla. the number and the calling of the faculties comprising the University kasdi merbah Ouargla are fixed View full university

True to its traditions, the school is open to modernity, has consolidated its reputation, and makes its training product throughout its journey. Remaining attentive to the professional world, the school has always managed to adapt its programs to advances and economic change. It now faces the challenge of deploying in the areas of research and technological development. Alongside the computer classroom, you will receive practical training on operating systems that will enable widespread use of computers, The Machine room is equipped with a scanner, inkjet printers. Large pickups equipped with 20 computer rooms (PC of the last generation) and three printers provide practical work and free use by students, through different courses enrolled in the program. Another Computer center with over 15 PC microphones and 02 printers, is the work of graduate students, fifth-grade engineers. View full university

The ESILV, Superior School of Engineers Leonardo is a general engineering school at the heart of heading technologies numeric. She recruits the graduate level (S & STI2D) and forms in 5 years operational engineers fitting perfectly into the professional world. The educational project of ESILV revolves around science and digital technology combined with 4 major specializations: IT, digital and mechanical modeling, quantitative finance, and new energy and cross 20% of its curriculum with a management school and a multimedia school with a course Engineering Manager in 5 years, double diploma. Lessons in small groups, teamwork, project-based teaching, integrated sports in the curriculum, courses, and mandatory international experience complement the curriculum. 1300 students - 1250 former students. The ESILV is a member of the CGE, the UGEI, the CDEFI, and Campus France. Train engineers with strong scientific and technical bases. Offer an experience professional (13-month internship). Prepare students for issues of employability. Encourage international openness and careers abroad. Develop the educational projects with advanced equipment (FabLab, Bloomberg markets room). to train future managers. Encourage innovation and research. Deploy the facets of an active and supportive personality through the experience of life associative, sports, support among students. View full university

The establishment of a Strategic Action Plan, in consultation with all, Will the USTO Mohamed BOUDIAFd'affirmer his trade, vision, and values. On these items, we will develop the main lines, strategies, objectives, actions, and indicate the targets with the contribution of the entire university community. The dialogue will be open, permanent, and responsible without exclusivity or exclusion with the entire staff of the University, at the level of individuals, groups, and unions. Enjoying a privileged location close to major industrial centers such as that of Arzew, USTO Mohamed BOUDIAF must be placed in an advanced training dynamic partnership with the social and economic environment as well as research-targeted development. This will be achieved by integrating our training and research programs, the system of innovation, and the entrepreneurial culture that will help to promote entrepreneurship among our students. The development of the relationship with the socio-economic environment and professionals, today constitutes an essential dimension and an inescapable way for our university. In this perspective, we will multiply contacts with the socio-economic environment and national and international organizations to diversify and adapt the training offer and develop quality scientific research. View full university

Higher education in Medea has started during the academic year of 1988-1989, by the executive decree No. 48-89 of November 4th, 1989, at the administration building that hosted the National Institute of Higher Education of electrical engineering. At that time, the latter was affiliated with El Farabi middle school. The purpose was to provide higher education. Our universities are confronted with challenges imposed by many international and regional circumstances against which our academic institutions must provide the most appropriate reactions. The university reforms have offered greater flexibility to our universities that is reflected in the liberation of their initiatives and their capacities to adapt to recent advancements according to the environment. There is no doubt that we are living in a region with substantial capacities. In particular, the agricultural and industrial potentials that the government has created following the recovery of the national sovereignty as well as the infrastructure already completed and those under construction recently. View full university

The University of Biskra was established in 1984. It has its origins in three national institutes were autonomous administ retirement, educationally and financially: National Institute of Hydraulic National Institute of Architecture National Electrotechnical Institute These three institutes have become central universities in 1992 The University Centre became "Mohamed Khider University of Biskra" in 1998. It now has six faculties: Faculty of Science and Technology Faculty of Law and Political Sciences Faculty of the tires and Languages Faculty of Economic and Business Sciences and Management Sciences Faculty of Exact Sciences, Natural Science and Life Faculty of Humanities and Social Sciences. View full university