As a result of the project, which aims to improve the level of integration of students in the university environment and to strengthen the supervision and pedagogical accompaniment of students, the University of Oran sets up the tutoring system. This action is a support system, to fight against repetition and dropout in the first years of studies at the university; it participates in the rehabilitation of quality education and supports the problem of learning. Aware of the importance of tutoring, our university is committed to developing, promoting tutoring, by setting up a tutorial guide. This guide was developed on the basis of Executive Decree No. 09-03 dated on 06 Moharrem 1430, corresponding to January 03rd, 2009; specifying the mission of tutoring and setting the terms of its implementation and the ministerial decree dated on June 16th, 2010, laying down how to ensure the task of tutoring in front of higher education institutions. It aims to provide some information for better understanding the role of the tutor to harmonize its mission within the University of Oran.
This manual is written by Professor MESSIRDI Bekkai responsible for "Tutoring" Mission at the University of Oran. It has been revised by professors BENAYAD Ahmed Vice Rector of the higher Graduate Training of Continuing Education and Diplomas, BENNACEUR Benaouda Head of Tutoring of the Faculty of Exact and Applied Sciences and DJEGHLOUL Nazim of the Department of Physics of the Faculty of Exact and Applied Sciences.
Program of sessions
A tutoring session lasts 4 x 60 minutes, including preparation time allocated to the tutor, time in the classroom and tutors by email, telephone or also support in administrative offices at the university campus, library or classroom internet.
Rules of procedure of the committee
In the first year of a bachelor's degree, a tutoring system provides support for students in their studies within the university system and support in case of difficulties throughout the year.
(Article 3 of Executive Decree 09-03 dated on January 03rd, 2009). It is provided by teachers from the Faculty or the Institute who supervise a small group of students (01 to 08 students) during the academic year. It may be possible to use a master's or doctoral student (co-tutor) under the responsibility of a teacher-researcher-tutor who has proven pedagogical and human experience (Article 4 of Executive Decree 09-03 dated on January 03rd, 2009).
Minutes of the meeting of the Tutorship Commission of the University of Oran of 26 June 2014
On Thursday, twenty-six June of the year, two thousand fourteen, at two and a half hours, the meeting of the Tutorship Commission of the University of Oran was held in the Rector’s Office. This meeting brought together the members of the Commission and was intended to be a meeting on the summary of the tutoring activities started during the 2013-2014 academic year. It was hosted by Mr. le Recteur and Professor Messirdi. B, Chargé de Mission of the Tutorate of the University of Oran, in the presence of Mr. le Vice
Objectives and purposes
The tutor's mission is carried out by the teacher-researcher practicing within the university having experience in teaching and also in the domain of human relations. Students enrolled in a master or doctoral program in the institution may be called upon to perform the tutoring task, under the responsibility of a teacher-researcher in charge of tutoring. Tutoring is a voluntary act whose mission is to support the student to facilitate integration into university life and access to information of work domain. Tutoring can not be improvised: it is a task that requires preparation and organization; it is a device for helping bachelor first year students. It is not a course or a TD, but it is a set of support actions made by tutors and intended to help students to succeed in their studies. The tutoring is intended primarily for students who have significant gaps, who can not express themselves in class, who have difficulty to ask questions, who have difficulty in writing texts, who feel marginalized in class, who can not work in a group. The task of the tutor differs from that of the teacher. The tasks and activities of the tutor have four main aspects:
- Informative and administrative.
- Technical and methodological.
Informative and administrative aspect It takes the form of reception, orientation and mediation. Reception: The student finds a tutor who is
always listening to him and helps him find solutions to the problems he encounters at the university, which he discovers for the first time.
The tutor explains to the student the "LMD" system that is in effect (practical guide LMD of MESRS, June 2011):
* training courses,
* teaching units, subjects,
* credits and debts,
* attendance to teaching.
Orientation: The student who enters the university of which he ignores the structures, the functioning and the methods
of teaching, must be guided and oriented in "space and time": amphitheatres, rooms of TD and TP, library, Rectorate, Faculties, premises of the student associations, ONOU, infirmary, Social Security, centers of relaxation etc.
Mediation: The student can be advised by the tutor for the steps he must take with the different services of the university. He will be made aware of the role of the delegate.
It takes the form of accompaniment to the learning, the organization of the personal work of student and help with the construction of its training course. He will be taught to:
* to take notes.
* reread his courses.
* prepare exercises and practical work.
* search and consult books, etc.
Methodological and technical aspects
They take the form of introduction to the methods of university work and advice on the use of teaching tools and materials. To guide the students in their approach, the tutor will propose to them to work in small groups to:
* review the course, prepare TD and TP,
* do bibliographic research.
It will teach them to make the best use of the available documentary resources:
* consult books, handouts, etc.
* use the internet rationally to look for information or courses online.
It takes the form of stimulating the student and his motivation to continue his training course.
Although the tutor does not have a psychologist training, he can:
* listen to the student and create a relationship of trust.
* provide support and personalized advice.
* value the achievements and encourage the student to improve them in order to succeed in his studies.
* encourage and reassure the student. Reduce the feeling of isolation among some students (source of blockage, discouragement and abandonment).
* cultivate an optimistic vision of the future.
Evaluation of the tutorial device
Respectively achieved and respected. This evaluation of the device is distinct from the evaluation of the tutored.
The tutor is also evaluated and monitored by the domain team. This evaluation must be periodic and must take into account the degree of satisfaction of the students. This can be done by relying on the principle of questionnaire given to students for evaluation.
Thus, and for an evaluation of the entire tutoring system, a tutoring committee chaired by the head teacher is created at the university.
The tutoring committee must present, on the basis of the different faculty evaluation reports, an annual evaluation report of the tutoring process and submit it to the minister responsible for higher education. The report must contain an evaluation of the results obtained and the means and resources used.
The quality and impact of a tutoring mission are measured throughout the various relationships and existing communications between the tutor and the tutored.
The tutor, in these relationships, acknowledges being bound by an obligation of secrecy towards third parties and undertakes to maintain the confidentiality of all information, judgments and materials, in whatever form, of which he will be aware during his tutoring mission.
In case of conflict between the tutored and his tutor, the domain team listens to both parties and finds a solution. In the case of failure of this mediation of conflict, the dean of the faculty is consulted who takes all the opinions and possibly appoints a mediator in order to resolve the conflict.
The tutoring must be organized by the higher education institution for the benefit of 1st year undergraduate students. The institution is obliged to inform the students about the tutoring system put in place.
The institution is committed to the success of tutoring, by providing the tutor with the necessary resources he needs to ensure his mission.
The reference duration of tutoring is (09) months maximum during a university year. Tutors-student meetings will be organized throughout this period. For the sake of ethics, the tutor should avoid any form of familiarity or paternalism.
He will stay attentive to the students, he will schedule thematic sessions and will provide a schedule by quarter. Particular importance will be given to sessions at the beginning of the academic year, when new students are most in need of support and follow-up.
The University of Oran provides the pedagogical community (administration, teachers, students) with a new exchange space for information, the provision of courses, other documents, questions and debates as part of tutoring.
This space, called Télé-Enseignement is available at the following web address: Télé-Enseignement heading Espace Tutorat
1st quarter :
The sessions will be devoted to welcoming and integrating students into university life.
During these sessions, the tutor can:
* clarify his role and define the purpose of tutoring.
* establish the meeting schedule.
* comment on the student's rules of procedure
* indicate the means of contact (tutoring room, mailbox, email address, ...)
* present the plan of the university.
* explain the LMD and the bachelor degree to the OU.
* describe the organization of 1st year bachelor lessons.
* specify the methods of assessment and orientation of students.
At the beginning of the courses, methodology sessions will be promoted: taking note, time management, group work, etc.
2nd quarter :
The sessions will be oriented towards evaluation. This is to show that the controls are not intended to exclude but to take information on the level of learning. The evaluation must be explained to students, what is the role of continuous control? What role in learning? In teaching methods, etc ...
During these sessions, the tutor may indicate that the notes are not negotiable, learn to respect the decisions of a jury and indicate the right to access the examination copy and the appeal.
The tutor will take into account the psychological aspect (support, encouragement advice). He will also follow the evolution of the student's performance.
3rd quarter :
The tutor will have to give the students the necessary autonomy to succeed by ensuring that they are able to:
* listen and learn,
* speak and be understood,
* search and find information,
* integrate into a working group,
* organize tasks according to objectives,
* organize his work without the help of the tutor,
* study in the absence of a teacher,
* identify and take care of the deficiencies
* analyze a failure, look for the reason and set up new methods,
The tutor is required to submit an activity report every three (03) months to summarize the problems and describe the solutions obtained or proposed as well as suggestions for improvement. The reports will be submitted to the training team for evaluation.