12-1 As we preciously mentioned in (8-1), the 1999 decision of the cabinet urged the ministry of Education to set a time table to solve problems revealed by the global educational survey of 98-99 and to elaborate an educational strategy to develop and modernize all practical aspects of education and integrate them in the 2^nd plan of economic and social development expected to start in 2001.

12-1-2- Before the ministry starts applying preparing the strategy, we must examine the findings of the evaluation of the main groups and individuals concerned in "Education for all". In fact, even if the government bears most of the financing for education with some donations from development institutions, it remains unable to provide the financing all basic education needs. It is necessary to find additional sources of financing the programs that the new strategy for education will set. Despite the results that showed that the ministry succeeded in developing basic education (1-9) in the 90s, there is still an important deficiency in the numbers of classrooms, female participation and in the equipment and maintenance requirements of many schools not suited to welcome students.

Despite the net improvement shown by the evaluation concerning available schools and construction of classrooms for basic education in some districts, quality remains poor.

Moreover the lack of organizational and managerial skills leads to a waste of money and delays in construction deadlines. In addition, the bad choice of the locations for school which does no take into consideration the density of each age group might lead to the closure of schools due to social and tribal conflicts or to the absence of the required number.

Despite the development of the educational system which was asserted by many international educational organizations, a lot remains to be done to develop the absorption capacity of basic education schools to achieve "Education for all". This requires a close examination of the reality and problems. It calls as well for the setting of indicators, objectives, priorities and practical execution programs with serious control and follow up.

Moreover, the future strategy must not be a series of investment projects focusing on the construction of new schools and houses for teachers, the development in rural areas and the increase of the numbers of registered students in basic education. it strategy needs to include a detailed study of the reasons laying behind the poor level of basic education in order to find the right solutions.

It needs to tackle the incidence of the low level of basic education on the dropout and repetition rates as well as on the retention rate of the additional years needed to achieve basic education. Thus, the strategy must target educational efficiency to improve the qualifications of teachers through new rehabilitation and training methods especially for female teachers before and during their work. The strategy must not neglect to mend the gap between females and males in basic education.

To implement the 1999 decision of the cabinet which previewed to set an integrated strategy to solve the current problems that hinder the development of education, we suggest that the strategy includes the results of the present survey, and those of previous ones set by the various educational institutions, by the strategy of literacy training and adult education, by the strategy of girls education or by the world Bank regional aid for educational strategy.

It is necessary to tackle educational matters with scientific and objective criteria without exaggeration, ideological or political tendencies. Solutions must be set by experienced specialists, researchers and political officials.

Evaluation is thus done objectively and the execution of programs is well followed while educational matters are tackled in details (teaching methods, rehabilitation of teachers, programs.... etc.) away form politics.

0. Choosing the qualified teachers

The qualified teacher is the corner stone of education. He is essential to improve the efficiency of students’ education.

However, there is still an obvious weakness in the performance of teacher in basic phase. In order to organize teaching, there must be strict rules and criteria alike the conditions needed to become a teacher and stipulated by a minister decision or in a law. For instance, there must be a condition for the teacher to have a certain degree in education as a university diploma or a post-secondary training.

Also, the teacher must have all the necessary means of teaching. Motivated teachers must be given incentives while unproductive ones must be encouraged to improve their work.

Moreover, the organization and the selection of administrations must be done according to well-defined criteria taking into consideration the potential not personal norms.

These measures should be applied to central and districts administrations (conclusion: good selection of teachers- providing teaching means- a good structure in choosing school administration that would encourage productive teachers).

This evaluation indicates that there are still some deficiencies in collecting data and statistics. The last book published in the field of educational surveys was in 95/96 despite the efforts of the ministry to develop an accurate information system to provide educational data.

It is also imperative to have a goal-oriented system for data collection so that the statistics show whether or not the goals have been achieved.

Finally, all public and private schools should adopt one method for data collection. This will make the task of analyzing the data much easier. Officials must also be trained to better handle and analyze statistics.