UNION JEUNESSE EUROMED AKBOU
RN 26 AZAGHAR AKBOU W BEJAIA 06001
AKBOU
Algérie
- Youth and education
jeunesse et société ,culture ,....
échange de jeunes dans le cadre euromed.
ALF Hands-On : Appel ouvert aux formateurs - Troisième édition
RN 26 AZAGHAR AKBOU W BEJAIA 06001
AKBOU
Algérie
jeunesse et société ,culture ,....
échange de jeunes dans le cadre euromed.
route national Numero 26 , Azaghar akbou bejaia
Akbou
Algérie
1) Cultural, artistic and leisure activities: Development, organization and participation in several cultural activities (festivals, exhibitions, concerts, theater, ...) Organization of multiple editions of two festivals, one musical (The Music Festival of Soummam ) and the other theater (Theatre Festival of expression Amazigh).
2) Health education: information, awareness for, by demystifying the basic knowledge of various health problems (taboos, prejudices ..) posed by AIDS, drug abuse, STIs and promotion of birth spacing ( EN).
3) Environmental Education: To promote eco-citizenship of young people in schools: Conservation and development of natural heritage, youth involvement in environmental protection, leadership training clubs ecology.
4) Training, for inserting and youth exchange: Setting up the inclusion of young people through vocational training, learning and enterprise.
Host organization and sending young people as part of national and international exchanges.
1) Cultural, artistic and leisure activities: Development, organization and participation in several cultural activities (festivals, exhibitions, concerts, theater, ...) Organization of multiple editions of two festivals, one musical (The Music Festival of Soummam ) and the other theater (Theatre Festival of expression Amazigh).
2) Health education: information, awareness for, by demystifying the basic knowledge of various health problems (taboos, prejudices ..) posed by AIDS, drug abuse, STIs and promotion of birth spacing ( EN).
3) Environmental Education: To promote eco-citizenship of young people in schools: Conservation and development of natural heritage, youth involvement in environmental protection, leadership training clubs ecology.
4) Training, for inserting and youth exchange: Setting up the inclusion of young people through vocational training, learning and enterprise.
Host organization and sending young people as part of national and international exchanges.
Maison de jeunes Ould Aissa belkaceme, pépinière.
Mostaganem
Algérie
Promouvoir les valeurs citoyennes, égalitaires et de non violence
Améliorer l’engagement actif des jeunes au sein de la société civile et promouvoir l’engagement à travers l’art
Sensibiliser et informer sur l’écocitoyenneté et à la préservation de l’environnement.
Promouvoir le tourisme responsable.
Notre premier projet " genre et leadership féminin" a été en 2O12 en collaboration avec la fondation Friedrish Ebert et consistait en gros en une caravance féministe de jeunes femmes pour l'apprentissage des droits et l'inculcation d'une culture d'Egalité et de Citoyenneté. Nous menons actuellement deux projets : Le premier " renforcement des capacités des associations avec une approche Genre" financé par l'Union Européenne , ainsi que le programme du PCPA pour le renforcement de la société civile.
Nous n'avons actuellement pas une idée complètement précise de la façon dont se déroule le travail au sein du réseau mais nous pensons qu'une fois familiarisés , nous pourrions effectuer diverses tâches. Nous y contribuerons aussi en proposant de nouvelles activités .
Unis-Vers réunit dans sa nomenclature déjà le sens de l'union dans une seule direction , chose que nous avons retrouvé dans le réseau de la FAL en Algérie lors de la derniere rencontre à Alger . Nous y avions rencontré des associations de divers domaines mais se réunissant quand même autour des mêmes valeurs de dialogue et d'échange , deux valeurs qui ont construit au départ. Nous avons , en tant que jeunes , beaucoup d'idées et d'ambitions quant à l'avenir de notre association et nous pensons sincèrement qu'un réseau comme celui de la FAL nous ouvrirait beaucoup de portes à l'avenir pour accomplir ce que nous désirons. Nous avons décidé de nous inscrire aussi car nous estimons que ce réseau devrait s'élargir sur l'ouest algérien aussi
Campus Targa Ouzemmour, Route de Targa Ouzemmour Béjaia 06000
06000 Béjaia
Algérie
The University of Béjaïa, established in October 1983, is a multidisciplinary public institution. Today it has more than 45,700 students,1714 teachers and 1227 technical and administrative staff, spread over eight faculties: Technology - Exact Sciences - Law and Legal and Administrative Sciences - Natural and Life Sciences - Letters and Languages - Human and Social Sciences - Economic Sciences, Management Sciences and Commercial Sciences - Medical SciencesThe University of Béjaïa, established in October 1983, is a multidisciplinary public institution. Today it has more than 45,700 students,1714 teachers and 1227 technical and administrative staff, spread over eight faculties: Technology - Exact Sciences - Law and Legal and Administrative Sciences - Natural and Life Sciences - Letters and Languages - Human and Social Sciences - Economic Sciences, Management Sciences and Commercial Sciences - Medical SciencesVThe University of Béjaïa, established in October 1983, is a multidisciplinary public institution. Today it has more than 45,700 students,1714 teachers and 1227 technical and administrative staff, spread over eight faculties: Technology - Exact Sciences - Law and Legal and Administrative Sciences - Natural and Life Sciences - Letters and Languages - Human and Social Sciences - Economic Sciences, Management Sciences and Commercial Sciences - Medical SciencesThe University of Béjaïa, established in October 1983, is a multidisciplinary public institution. Today it has more than 45,700 students,1714 teachers and 1227 technical and administrative staff, spread over eight faculties: Technology - Exact Sciences - Law and Legal and Administrative Sciences - Natural and Life Sciences - Letters and Languages - Human and Social Sciences - Economic Sciences, Management Sciences and Commercial Sciences - Medical SciencesThe University of Béjaïa, established in October 1983, is a multidisciplinary public institution. Today it has more than 45,700 students,1714 teachers and 1227 technical and administrative staff, spread over eight faculties: Technology - Exact Sciences - Law and Legal and Administrative Sciences - Natural and Life Sciences - Letters and Languages - Human and Social Sciences - Economic Sciences, Management Sciences and Commercial Sciences - Medical SciencesThe University of Béjaïa, established in October 1983, is a multidisciplinary public institution. Today it has more than 45,700 students,1714 teachers and 1227 technical and administrative staff, spread over eight faculties: Technology - Exact Sciences - Law and Legal and Administrative Sciences - Natural and Life Sciences - Letters and Languages - Human and Social Sciences - Economic Sciences, Management Sciences and Commercial Sciences - Medical SciencesThe University of Béjaïa, established in October 1983, is a multidisciplinary public institution. Today it has more than 45,700 students,1714 teachers and 1227 technical and administrative staff, spread over eight faculties: Technology - Exact Sciences - Law and Legal and Administrative Sciences - Natural and Life Sciences - Letters and Languages - Human and Social Sciences - Economic Sciences, Management Sciences and Commercial Sciences - Medical Sciences
The University of Bejaia has succeeded in setting up training courses which are increasingly in line with the world of work. This approach has allowed it to be more responsive to the human resources and skills needs of its economic partners.
The University of Béjaïa currently has some thirty research laboratories, approved by the Ministry of Higher Education and Scientific Research, covering several fields: Modelling and Optimization of Systems - Materials and Process Engineering Technology-Organic Materials - Engineering and Environment – Hydraulics -Industrial and Information Technology-Electrical Engineering -Biomathematics, Biophysics Biochemistry - Applied Mathematics -Theoretical Physics - Ecology and Environment
The University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research CentreThe University of Béjaïa has undertaken an important structuring work so that research can be integrated into national and international competition and constitute a dynamic favourable to its growth and influence. In fact, it has registered several research development projects in particular: a technology incubator - a Centre for Innovation and Technology Transfer - a National Agri-Food Technology Research Centre
Broadly open to its socio-economic environment, the University of Béjaïa has continuously worked to encourage sustainable development and be in harmony with the challenges of globalization. The rapprochement between the university and the local and national economic sector is now an objective reality, a challenge, a strategy of the University of Béjaïa for the implementation of promising projects. For example, several framework agreements have been signed with national companies. The University-Enterprise Partnership has become one of the priority themes in a rapidly changing economic environment. In this context, since 2007, a forum on the University and the productive world is organized every end of the academic year. It provides a space for exchange and debate on
I can visit all protected area in my contry and study all different major problems of Environnment.
I want to be one of this group in where we can give all newq about our environemnt and the actual situation on all our protection of our environment also present the obstacles to reserve the nature in our contry.
Cité Echott El Oued
39000 El Oued
Algérie
History and Presentation
Historical Overview of Eloued University
Hamma Lakhdar Eloued University has undergone five phases from the beginning of the year 1995 till 2014.
Phase I 1995-1998: The attached to the National Institute of Trade at Eloued has been established under a joint ministerial decree on the 3rd of June 1995 and the study was launched for the first time during the academic year 1996/1995 based in Teksebt and remained there for two years until it was transferred to the Elchouhada Center in 1998 where the branch of commercial sciences was taught with its two specialties:
-Management from the beginning of the academic year 1998/1997
-International trade from the beginning of the academic year 1999/2000 -
Phase II 1998-2001: In addition to attached to the National Institute of Trade of the National Institute on Trade in Ben Aknoun, Elolued state has gained the opening of the Legal and Administrative Sciences branch in the academic year of 1999/1998 and the Institute of Arab literature in the year of 1999/2000 that belong to the University of Mohamed Khider , Biskra and hence Eloued university Annex has been formed .
Phase III 2001-2012: Eloued University Center was established in 2001 by Executive Decree No. 01/277 dated September 18, 2001, where the university turned to Annex containing five institutes:
1-Institute of Legal and Administrative Sciences
2-Istitute of Arts and Languages
3-Institute of Economic and Trade Sciences and Management
4-Institute of Science and Technology
5-Institute of Social and Human Sciences
Phase IV 2012-2014:
The University was established under the Executive Decree No. 12-243 dated June 4, 2012, corresponding to 14 Rajab 1433 and it includes:
1- Faculty of Science and Technology
2-Faculty of Biology
3- Faculty of Arts and Languages
4- Faculty of Social and Human Sciences
5- Faculty of Economics and Trade Sciences and Management
6-Faculty of Law and Political Sciences
Stage V from 2014 - today: Eloued University was named the University of Hamma Lakhdar , pursuant to decision No. 01/14 dated 29 Dhu al-Hijjah 1435 corresponding to October 23 2014 containing the consecration of naming university institutions, where the university is still in development and reached in the academic year 2015 / 2016 to the census of more than 20,000 students and 700 professor divided across seven colleges and the Institute of Islamic Sciences:
1- Faculty of Technology
2- Faculty of Mathematics
3- Faculty of Biology
4- Faculty of Arts and Languages
5- Faculty of Social and Human Sciences
6-Faculty of Economic Sciences
7- Faculty of Law and Political Sciences
Vision and Mission
University's Strategic Vision:
To achieve excellence and leadership in teaching, learning, scientific research and community service in order to make the University of El Oued a pioneer in creativity and innovation nationally, regionally and even internationally to attain sustainable development.
2.6. University's Values:
• Quality of university education according to international standards.
• Raising the level of scientific research through the values of competition creativity and excellence.
• Promoting adherence to the ethics of professional practice.
• Building fruitful relationships with the social and economic environment in a mutually beneficial manner
The higher education system in Algeria
The constitution of Algeria in the article 53 stipulates that the State is the organizer of the education system, the right of free education is guaranteed for all Algerians, and thus basic education is compulsory.
The government minister is the authority who prepares and implements the policies on higher education and the scientific research. The executive decree of 29th of August 2003 modified by the executive decree of 27th of September 2007 regulates the organization and the functioning of the higher education institutions. The Higher Education Orientation Act of 23 February 2008 has established the three higher education degree cycles applied to all disciplines except medicine.
Algeria has quite a large array of university types going from universities to schools, to ‘écoles normales’ and ‘écoles supérieures’. The Algerian university consists of universities defined as social, cultural and professional public establishments. The university sector comes right after compulsory education that takes place until the age of 16 offering different types of training to all baccalaureate-holders. From 3 university establishments in 1962, year of Independence, with only 2000 students and less than 200 teachers, the sector grew in 2015 to 107 HE establishments, and one and a half million students, of which 60% are female, and 54,000 teachers.
There have been two main reforms of the sector: the 1971 Reform that changed the structure of the universities from institutes to faculties, and recently the LMD reform that started in 2004 and was finalized in 2010. The introduction of the reform meant the change of the degree system into a ‘licence’ degree (the Algerian equivalent of B.A in 2004, reduced from 4 to 3 years of study), the master’s degree (launched in 2007, replacing the Magister degree) and the doctorate (2009). The training curricula were also adapted in order to teach and learn differently. In addition to universities, higher education includes also university centres (composed of institutes) and out-of-university schools, namely institutes of sciences and applied technology (providing 40% of academic training and 60% of professional training within the industrial environment), higher national schools (comprising 6 preparatory classes, preparing entry to Ecoles Nationale Supérieures) and the higher educational schools (11 écoles normales supérieures, ENS, that train teachers for primary, middle and secondary school, specializing in languages, history/geography, sciences, philosophy, music and natural sciences). As far as the curricula are concerned they are designed along 13 domains, namely law, sciences and technology, social sciences, foreign letters and languages, Arabic language and literature, material sciences, mathematics and informatics, natural and life sciences, sciences of earth and the universe, sciences of economics, management and commerce, arts, Amazigh (Berber) language and culture. All these domains are divided into branches. Medical (postgraduate studies in 50 specialities in medicine, 8 in pharmacy and 7 in dentistry) and veterinary sciences are offered by a good number of faculties and institutes on the whole Algerian territory. In addition, the University of continuing education (Université de la Formation Continue UFC) created in 1990 is a unique as such in the Maghreb dedicated to lifelong learning enabling the non-holders of Baccalaureate to reach university and get their diploma.
Recent policy updates, major reforms and related news
The most recent policy update is the so-called LMD launched in 2004. The need for change has come from a high number of dysfunctions that have prevented the university from providing more adequate learning conditions. The idea was to provide the university with the proper pedagogical and didactic means in order to meet the society’s expectations while integrating the international system of higher education. The Algerian university needed a global and thorough reform the LMD aimed at bringing. What was also aimed at was quality education, the satisfaction of the needs of the socioeconomic environment and the adaptation to professions that are continuing to evolve in a world of expanding technological solutions to societal problems.
The LMD reform has come to help universities face globalization and the internationalisation of higher education. Furthermore, the other concern was to offer better training in order to satisfy the societal demand for quality education. The recurrent problem has always been that of the employability of degree-holders who very often ended up unemployed. Another aim was to insure the best governance possible in order to relieve universities from too strong bureaucracies. Hence the work of the CIAQES (Committee in charge of the implementation of Quality Assurance in HEIs) aimed at providing the educational institutions with a clear guide in order to better meet the needs of students (in their studies and future jobs).
The update was done with a view to bring all stakeholders closer together (the socioeconomic environment, the employers, the parents…). One of the key issues was that the labour market has not always considered that universities help students get jobs after completion of their studies. Job descriptions have always been missing in the traditional degrees, something the new system has tried to remedy by rendering the training of students more flexible, competency-based and relying on national as well as international cooperation. The result of such a policy is the professionalization of curricula giving more room to subjects that are directly linked to a given profession or job. This has allowed all university establishments to offer academic and professional degrees.
The idea behind such an enterprise is to make the training more visible to potential employers, and degrees that are better valued socially and in workplaces.
Pedagogically speaking, the implementation of such a reform meant that training is highly student-centred (their learning needs, profiles and even wishes). This change has even brought in the notion of ‘andragogy’ to mean that teachers have to change their vision of their students as adolescents rather than adults. The change concerns also the introduction of the credit system that provides more flexibility and which has to be translated into new ways of teaching and new ways of learning expressed in terms of performances realized by the student. This new approach to teaching has brought to the fore the notion of learning outcomes (translated in terms of knowledge, competences, skills and attitudes). The change follows the competency-based approach to teaching/learning already introduced in national education.
The implementation of the LMD system in the Algerian universities meant also a change in the evaluation techniques. The main shift is the change from the summative to the formative assessment. Formative assessment corresponds more to the learner-centredness that is at the heart of the reform. The learner is then less of a spectator. The consecrated term is autonomy, of action, thought and practice.
Erasmus+ projects in Algeria
Tempus Program (2002- 2013):
Algerian Higher Education Institutions has submitted projects proposals through the different call for proposals and have benefited of a total of 56 projects in the calls of proposals: 24 projects in Tempus III and 32 in Tempus IV. Tempus III records 16 Joint Projects and 8 Structural Measures projects. As for Tempus IV it consisted of 26 Joint Projects and 6 Structural Measures projects.
Capacity Building in Higher Education (CBHE) projects under Erasmus+ program:
Capacity Building projects focus on building capacities and modernizing Higher Education Institutions in Partner Countries to establish structural and a long-lasting impact. Algerian HEIs partake as partners.
In 2015, Algerian HEIs have participated in 4 Capacity Building projects:
MAGIC: Regional Phd School Based on Innovative Hydroplatform in Water an Environment to Enhance Maghreb Inter-research Centres. This project revolved around the Curriculum Development
SMWELD: South Mediterranean Welding Center for education, Training and Quality Control. This project aims at strengthening relations of HEIs with society.
RISE: Modernizing Human Resource Management in South Mediterranean Higher Education. This project aims at the modernization of HEIs governance.
COFFEE : Construction d’une Offre de Formation à Finalité d’Employabilité Elevée. This Project focusses on strengthening relations of HE system.
In 2016, Algerian HEIs have participated in:
PROEMED: boosting Environment Protection and Energy Efficient Buildings in Mediterranean Region.
AFREQEN : Qualité en enseignement supérieur pour les énergies renouvelables en Afrique du Nord et de l’Ouest.
MERIC-Net: Mediterranean Network of National Information Centres on the Recognition of Qualifications.
INSTART: Euro-African Network of excellence for entrepreneurship and innovation.
SATELIT : Solutions Académiques pour le Territoire Euro- méditerranéen Leader d’Innovation et transferts technologiques d’excellence.
DIRE-MED : Dialogue Interculturel, Réseaux et mobilité en Méditerranée.
we can contribute by informing our students to join your organisation , and by the exchange of activites between parties .
The foreign organisations have a big opportunities to establish effective academic cooperation
with the University of El-Oued through cooperation programs and conventions, which would
enable them to take advantage of all potential available in the region in terms of the factors and
characteristics stated above.
Route n°7,Dely Ibrahim
16000 Alger
Algérie
Notre Centre d’affaire, le VBC, qui a pour objet l’organisation d’événements spécialisés, a comme projet de mettre sur pied des évenements riches,innovants,et parfois touchant les oeuvres sociales.
Salon de l'industrie du papier 2015
Salon dur la construction métalique 2015
séminaire sur la biotechnologie 2016
Campagne de prévention routiére 201
Nous ne pouvant agir seul concernant les oeuvres sociales, pour cela nous essayons de conclure des partenariats qui irons dans le sens de partage d'experiences et plus encore.
Pour faire partis d'un réseau fiable et profité d'une facon réciproque de nos differentes expériences
Maison de la culture Kaki Abd El Rahman, Les 400 Lgts. Mostaganem
27000 Mostaganem
Algérie
The association has two main objectives :
The first one is to preserve the Algerian culture, because the Andalous music is somehow being forgotten given that modern music is trying to rule over.
The second one is to introduce this culture to the world. The association aims to give louder echo to its voices and instruments.
Therefore, to realize these objectives the association has for mission to:
- Teach participants the Andalous Music history before getting to practice;
- provide a good working atmosphere (workshops, instruments, tools...)
- Include classes in the program about the importance of preserving their culture, and motivate them to be part of it;
- Take part in national festivals, events, and competitions;
- Search for opportunities for participations in international events;
The main activity of the association is singing and playing Andalous music
But the association seeks to be part of something bigger,and itroduce this culture to the world, therefore, international partnership is highly welcomed.
Expanding its network is really important in terms of introducing the association and its music to the world!
تنظّم كلّ من الإدارة العامّة للجوار ومفاوضات التوسّع لدى المفوضيّة الأوروبيّة ومشروع الجوار الأوروبي جنوب مسابقة للرّسوم الكرتونيّة في البلدان التّالية: الجزائر ومصر
بن عكنون ص ب 139
16000 الجزائر
Algérie
• تنظيم وإعداد وتعبئة الكفاءات والطاقات الشبانية الجزائرية، وإنشاء قاعدة بيانات وبنك معلومات تخص هذا الشأن.
• إقامة وإدامة التواصل وتوثيق العلاقات بين الأكاديمية والمؤسسات العلمية والثقافية والرياضية في الجزائر من أجل خدمة العملية التنموية والعلمية.
• استثمار النشاطات والدراسات العلمية والثقافية والرياضية بهدف الاستفادة منها في عملية بناء وتطور مؤسسات الدولة الجزائرية المختلفة.
• المساهمة في تحسين الواقع الخدماتي والبيئي والاجتماعي والثقافي , لتأخذ منظمات المجتمع المدني دورها في بناء الدولة.
• تهيئة الدراسات والبحوث لتطوير عمل منظمات المجتمع المدني والنهوض بها لمواكبة المجتمعات المتقدمة.
• تقديم الاستشارات والخبرات والدراسات واقتراح المشاريع اللازمة للمؤسسات الحكومية والخاصة ذات العلاقة بقصد الاستثمار الأفضل للموارد البشرية ورؤوس الأموال بما يخدم مشاريع التنمية الاقتصادية والعلمية والثقافية والرياضية .
• تنظيم وعقد الندوات والمؤتمرات العلمية والبحثية داخل الجزائر والمشاركة فيها خارج الوطن .
• استثمار الطاقات والكفاءات التي اكتسبتها الأجيال الجزائرية من المؤسسات العلمية والمتخصصة في البلدان المتطورة ووضعها في خدمة التنمية الوطنية.
• فتح قنوات الاتصال وتوثيق الروابط وتبادل الخبرات والمعارف ما بين النخب الجزائرية المتواجدة في كافة دول العالم.
• المساهمة في الفعاليات والنشاطات العلمية التي تنظمها المؤسسات الجزائرية.
• إقامة وتوطيد العلاقات مع منظمات المجتمع المدني الجزائرية في الداخل و في المهجر.
• نشر المعرفة بتهيئة الدراسات والبحوث ونشرها بين المجتمع ومنظماته الاجتماعية من أجل سلامة التفكير وحرية التعبير (الحرية والديمقراطية ).
• المساهمة في تقديم الخدمات الصحية للمحتاجين بكافة أنواعها.
• توفير فرص لتطوير المهارات للشباب الغير العامل وذلك بدعم ورش عمل صغيرة من خلال تطوير بعض الحرف والمهارات وتحويلها إلى إنتاج يدوي مثمر.
• المساهمة في العمل على تنمية وبناء الكوادر العلمية وأصحاب الدراسات العليا, ونشر الوعي المجتمعي الذي يدعو إلى المحبة والمودّة بين الناس.
• إيجاد مشاريع عمل ودعمها اقتصادياً وذلك لتشجيع الشباب ورفع مستوى المعيشة.
• الاهتمام بالدفاع عن حقوق الإنسان ورعاية الطفولة والمرأة والمشاركة مع المنظمات في جميع مجالات الخدمات الاجتماعية.
• ترقية المرأة الجزائرية من خلال ترقية مشاركتها سياسيا واجتماعيا.
• تشجيع الشباب الغير عامل على أن يكون لكل منه شخصية قادرة على تخطي مشاكل المجتمع وعبور الأزمات وحرية إبداء الرأي.
• دعم الشباب العامل والمتخصص بتطوير كفاءته العملية والعلمية والثقافية والفكرية من خلال إشراكه في الدورات وتبادل الخبرات مع المجتمعات التي سبقتنا عن طريق منظماتها.
• العمل على تأهيل الشباب وصقل معارفهم ومواهبهم من أجل بناء مرحلة جديدة مبنية على عملية التوعية وتبادل الخبرات بدورات لتأهيل وتوجيه الجيل الجديد نحو ديمقراطية الرأي وتطوير ثقافته بما يناسب عادات مجتمعنا وتقاليده ولتهيئة الجو الاجتماعي المناسب لتنشئة الجيل بما يتناسب مع المبادئ الدينية والاجتماعية الحقيقية البعيدة عن التعصب والتطرف.
• توفير الإمكانيات اللازمة لتلاقي الشباب بما يساعد على تحقيق الفهم المشترك لواقع هذه الفئة الاجتماعية وبأساليب تربوية منظمة.
• تشجيع التلاقي بين شرائح الطلبة والشباب مع الفئات النظيرة لها في العالم وبما يساعد في خلق أجواء للفهم المشترك لما يدور في العالم من تطورات ونمو حضاري واجتماعي.
• نشر وتشجيع روح المشاركة في بناء وتطوير المجتمع الجزائري.
• تنظيم نشاطات في المجالات الثقافية، الفنية، الرياضية والاجتماعية من شأنها أن تساعد الطفل واليافع والشاب على صقل مواهبه وتوسيع آفاق معلوماته ومداركه.
• المشاركة ماديا ومعنويا في إقامة حفلات ومهرجانات رياضية ورحلات دراسية وسياحية.
• تنظيم حملات طبية وبيئية واجتماعية.
• المحافظة على البيئة والدفاع عنها.
• ترسيخ قيم المواطنة كممارسة وسلوك والوعي بالحقوق والواجبات.
• المساهمة الفعلية في إقامة الحفلات الوطنية وتمجيد الثورة الجزائرية وتكريم المجاهدين وتنظيم الأيام الدراسية والملتقيات التاريخية.
• الإشراف على تكوين مسيرين في مجال التنشيط التربوي والثقافي والفني.
• المساهمة في التنمية الاجتماعية بعقد شراكات مع هيآت ومنظمات محلية، وطنية ودولية.
• توطيد روابط التنسيق والتعاون بين الأكاديمية والأسرة ومؤسسات المجتمع المدني بصفة عامة.
• القيام بتجارب وأبحاث تربوية وتشجيع المبادرات والإنتاجات الثقافية والعلمية والفنية التي تساهم في دعم العمل الثقافي والفني.
• خدمة الثقافة وتكوين ذوق فني سليم لدى جمهور الأطفال والشباب.
• النهوض بالإعلام الشباني وتطويره بالشكل الذي يتلاءم وطبيعة المجتمع الجزائري.
• التفاعل مع المؤسسات الإنسانية والحكومية على تقديم أفضل الخدمات للمجتمع بصورة عامة والشباب بصورة خاصة.
• تعزيز الحوار الدائم بين جميع فئات المجتمع الجزائري حول المسائل التي تهم الجزائر ومستقبلها.
• إقامة شراكة قوية بين الحكومة وجميع فئات المجتمع المدني، وبصفة خاصة النساء، والشباب، والأطفال.
• تعزيز مشاركة المجتمع المدني في تنفيذ سياسات وبرامج الدولة .
• مساعدة ذوي الاحتياجات الخاصة.
• خلق جسور للتواصل بين الأجيال والحضارات.
• دعم السياسات والبرامج التي من شأنها تعزيز السلام والأمن والاستقرار والتكامل في الجزائر .
• تعزيز وصون ثقافة الحكم الرشيد والمبادئ والمؤسسات الديمقراطية والمشاركة الشعبية.
• المساهمة في ترقية حقوق الإنسان والحريات وكذلك العدالة الاجتماعية.
• تعزيز وتقوية القدرات المؤسساتية والبشرية والتشغيلية للمجتمع المدني الجزائري.
• تعميق القيم الوطنية الصادقة, من حب للوطن واعتزاز به وحماية لمكتسباته ومنجزاته.
• تأكيد قيم التواصل والحوار الحضاري, بين الشعوب والحضارات في إطار التعارف والاحترام والاستقلال الثقافي.
• تحقيق التنمية الاجتماعية الشاملة والمتكاملة, ذات الأبعاد العلمية والثقافية والإدارية والتقنية والمعلوماتية.
إقامة برامج لتوعية المواطنين
• إقامة دورات تدريبية ورياضية وتثقيفية وعلمية
• إقامة جلسات استماع عامة وغيرها من الوسائل التي يمكن من خلالها تحقيق الأهداف.
• إقامة المؤتمرات والملتقيات والأيام الدراسية لتحقيق أهدافنا.
• إصدار مجلة علمية ثقافية محكمة تعنى بالشباب وتعبر عن رؤى وأهداف المنظمة.
• تنظيم مخيمات حضرية وصيفية ودولية للأطفال والشباب .
• المشاركة والمساهمة في مختلف الأنشطة المحلية والوطنية والدولية التي تخدم نفس الأهداف
في 23 يونيو 2012 ، تم انتخاب رئيس نقابي للشبكة من قبل الأعضاء: "Association Etoile culturelle d'Akbou". هذه المنظمة مسؤولة عن التنسيق وتقديم الخدمات للأعضاء ، وكذلك تنظيم شبكة العمل المشترك. تشمل أهداف جمعية النجم الثقافي في أكيبو التنظيم والمشاركة والترويج لأنشطة تنمية الشباب. بفضل هذه الممارسات ، فإنه يضمن إشراك الشباب الضعفاء ، ودعم التفكير في كيفية العيش معا وتعزيز الثقافة الأمازيغية ، ولا سيما لتطوير التضامن والإيثار. تقوم L'Etoile بتنفيذ مشاريع ثقافية وتنشط في مجالات مختلفة تتعلق بالصحة والبيئة والتعليم والتدريب وحركة الشباب والمواطنة والديمقراطية. تعمل مع العديد من الشركاء النقابيين والمؤسسيين وتعمل من أجل تنفيذ إدارة أفضل في مجال الثقافة والشباب.