Indirect Coercive Transfer and Educational Copying Under Dictatorship: The Case of Tunisia

Authors

  • Tavis D. Jules Loyola University Chicago
  • Donia Smaali Bouhlila University of Tunis El Manar, Facult

DOI:

https://doi.org/10.32865/fire20184316

Keywords:

Indirect Coercive Transfer, Educational Copying, comparative-historical approach, Tunisia, LMD

Abstract

The proposed paper seeks to add a different dimension to the educational borrowing, lending, and transfer literature by examining the consequences of educational reforms that are implemented under dictatorships and their lasting impacts. In using Tunisia as an example, we assess the effects of the 2008 Licence-Maitrise-Doctorat ([LMD] Bachelor-Master-PhD) reform under Tunisia

Author Biographies

Tavis D. Jules, Loyola University Chicago

Assocate

Donia Smaali Bouhlila, University of Tunis El Manar, Facult

Assistant Professor

Economics of Education

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Published

2018-12-03

How to Cite

Jules, T. D., & Smaali Bouhlila, D. (2018). Indirect Coercive Transfer and Educational Copying Under Dictatorship: The Case of Tunisia. FIRE: Forum for International Research in Education, 4(3). https://doi.org/10.32865/fire20184316

Issue

Vol. 4 No. 3 (2018): Special Issue - Higher Education in Africa: Global Perspectives

Section

Articles

License

This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access. FIRE ISSN: 2326-3873.