The Algerian Educational family's perspective on documents and archives

Abstract

This research seeks to comprehend and scrutinize the viewpoint of the educational family, epitomized by administrators, educators, and the parents of students, regarding the application and significance of documents and archives in their respective roles and functions within scholastic institutions. The methodological framework of this study incorporates a variety of data gathering and analytical techniques, encompassing targeted interviews with the pertinent stakeholders and a documentary examination of germane materials. Additionally, the study encompasses a critical review of pertinent literature, coupled with an analytical discourse on the theories and paradigms pertaining to documents and archives. The outcomes of this research underscore the criticality of documents and archives as pivotal resources bolstering educational and administrative endeavors within academic institutions. Administrators exhibit a pronounced dependency on documents for orchestrating administrative tasks and formulating decisions grounded in empirical evidence, whereas educators predominantly employ documents for the schematic planning and execution of educational initiatives, as well as for evaluative purposes. Conversely, parents acknowledge the instrumental role of documents and archives in monitoring their offspring’s scholastic advancement and fostering proactive engagement in the evolution of the educational process. The investigation identifies various obstacles encountered by these cohorts in the utilization of documents and archives, encompassing impediments in preservation and retrieval, a deficiency in training pertaining to document management and preservation, and the absence of definitive policies to amplify the utility derived from these invaluable assets. Furthermore, the study accentuates the discrepancy between the potential and actual utilization of documents and archives within the educational milieu.