It is great to see the rate of educated people in North Africa growing year after year. For example in Algeria, educated people grew to 92.06% (2021), they know at least how to write and read using one language. For society, education does not give people only the power of how to write and read, but it can teach them how to live inside this civilization, how to define their role, and how to know the environment around them. In an academic sentence, Education is the process of teaching knowledge to others from someone else.
In general, the current process of education in North African countries is starting from a program that is the education ministry's responsibility. The ministry puts its programs of many fields on books and it flows it to the pupils and students via teachers in the schools inside a timeline (The teacher read those books and after they understand it they pass their knowledge that they know to the pupils and students).
This process is good when teaching the pupils and students the basics knowledge tools (writing and reading). But when the content is growing to support a wide range of knowledge, it is clear that the Education process has many problems. Some problems can be fixed via support finance such as the tools and education places, or via a group of scientists and thinkers that can create or change the programs and the process, but I would say that the main component of the process can curb the education process because the teachers can affect the knowledge by intellectual bumps when the program starts growing, and the Education process needs more impartiality and independence to do not affect the knowledge that passes to the pupils students by teachers biases. The problem can see when the ministry put new knowledge in the program, the teachers can change it via their biases ( I know they think that the pupils and students should learn independently from the teachers but what I see is that the system still works by passing the knowledge from the teacher to the target, and the teachers did not play the role of the teaching tool). So for example, when we need to give the next generation new knowledge about life or civilization, the teachers can change it because it is not applied to their current life, so if the teachers did not understand what the creator of the program means about something there can affect the program itself. It is not good for underdeveloped countries, because the next generation needs new tools of living. I have talked about the teacher because they are the main principal component of the education process (after the program), and if we suppose that we have a good program (that support the life revolution of the next generation) and good schools (as a place) so we should have a good teacher with more impartiality and independence. I see that and living inside that, some teachers try to pass their wrong assumptions about some things to us, even the program from the first did not talk about those things.
The main question now is: If we can create good content (we can create a good team of content creators) and good tools (as we need) why do we still use people as tools to teach (teachers) to pass our content to the next generation?
For me to avoid recreating the same failure culture that creates the problems in the countries of North Africa, we should reduce interference of the teachers and create good content and tools that support the next generation life, because even if we have the good content and tools, and still use the same teachers that see the content via an old vision, the countries people cannot change the future. This idea does not work via stopping interference of the teachers to the education process via order (Instructions from ministries), but by changing the content and the vision to support it, the countries should have the right content, tools, and of right pupils and students skills that develop on the early years of the education process.
So we should develop the pupils and students on the early days of the education process to can be the teachers of their selves. This idea is called "Learning with previous knowledge" in the current education process in North African countries but it is still used as a title and interface of the same method of education. This is evidenced by the fact that the pupils and students cannot study alone and rely heavily on private lessons.
Also, I would like to say that the content should change to support the future, not the past, Why do the younger need to know the history of the Political world? why did not know of the history of science and technology or even art? this is the right movement for me! We should give the next generation the content that supports the creation of high-level societies that live for a purpose, and fixed their problems, and innovate new things.
Also, a big problem of the content is the language, in the first years of students, they need to know a language that has solid and greater resources to support the next years, the students do not need to speak that language in the daily life but they need it to learn and read from solid resources ( books and content).
From all of that and more, I should say that education must change from the core in North Africa for the future, not changed only on the content or the tools but even from the role of the teachers in this process, and the language of the study. Starting from the idea that we cannot create new solutions using the same ideas, and the next generation should be responsible for their lives, we only give them the tools but we should be impartial and independent because there is a failure from Education to make better countries, so we cannot still pass the same ideas about the world to the next generation.