The Algerian Educational family's perspective on documents and archives
Metadatos
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Chouaou, AbdelbassetEditorial
Universidad de Granada
Materia
Documents Archives Educational Family Algeria
Fecha
2024-04-12Referencia bibliográfica
Abdelbasset Chouaou (2024). The Algerian Educational family's perspective on documents and archives. Journal for Educators, Teachers and Trainers,Vol. 15(2).36-45. DOI: 10.47750/jett.2024.15.02.004
Resumen
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.