Author: Dr. Kouider Boutaleb, Ph.D in Economic Sciences and Professor at the University of Tlemcen, Algeria. Dr. Boutaleb is interested in growth, development and governance issues.
AI and the future of skills in Algeria
In this article, I examine the current approaches for taking advantage of the opportunities of digitalisation and artificial intelligence (AI) in Algeria and what needs to happen to deliver a modernised training system fit for the future.
Introduction
The world has already undergone and continues to undergo radical transformations with the widespread use of digital technology. All countries, particularly developing countries, as is the case in Algeria, are required to transform and adapt their training system accordingly.
As highlighted in the introductory brochure of the recent ETF Skills Lab Network Live Event: “If the benefits of AI are to be realised, then people will need to have the skills to both create digital solutions and work with digital technologies. Teachers and trainers must also have up-to-date digital skills and be trained in the effective pedagogies needed to deliver them...”
The opportunities offered by digitalisation will be seized through the early identification of new digital skills needs and the development of ways to deliver them effectively.
Realities and challenges in Algeria
Algeria has always, since the country's independence in 1962, invested a lot in the education and training of its young people and continues to do so to this day. However, it has not been able, so far, to reach international standards in terms of essential skills for the industrial and agricultural development of the country, which relies mainly on the mobilisation of quality human resources.
We need to do more specifically to retain talents by discouraging exits and encouraging those who have left the country to return (a big challenge to take on).
In light of emerging trends around digitalisation, Algeria seems to be resolutely committed to the adoption of AI. This can be seen through recent decisions concerning the adoption of a “National Research and Innovation Strategy on Artificial Intelligence (AI) 2020-2030” as well as the establishment of a National Scientific Council for Artificial Intelligence (June 2023) and the creation of two higher schools, one in mathematics and the other in artificial intelligence.
However, if the need to adapt the training system is well understood – at least in theory – the models of implementation still need to be improved. Beyond mere political discourse and tools and guides for developing specific digital skills, we can question the conditions and provision of suitable enabling factors to deliver a training policy truly adapted to the digital world.
An effective framework is needed within which can be developed a set of complementary actions, as is the case in many EU countries where there is a multi-dimensional approach to digital skills development.
However, for us, apart from a few directives and general orientations, there is no rationally concerted approach, planned over time. The gap is huge. Digitisation comes up against many obstacles that we still struggle to overcome, as is the case, for example, with money and commercial transactions where we continue to pay and get paid with cash, like in the good old days.
The way forward
Public authorities recognise today that the skills needs in the demand sectors are considerable and that the Algerian economy is experiencing a very significant shortage of skills and qualifications. The training of skills for the promotion of digitalisation and artificial intelligence requires a clear approach adapted to the challenges.
If the essential political will is, of course, formally expressed, only rigorously carried out studies can enlighten decision-makers on policies adapted to the context. And this can only be done and developed within the framework of a large ministry overseeing economic planning or foresight.
Policies need to be established on the basis of a determination of training needs, choices of measurable objectives, methods, means, deadlines, costs and evaluation indicators. We should better evaluate new initiatives in terms of their impact on our industrial and agricultural productive and service structures.
We are taking false paths for progress instead of focusing on the essentials of quality education and teaching, and well-defined scientific research. Why not systematically benchmark what is done best in the world and use the lessons to inform future training policies in Algeria?
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