Higher Education and Quality Requirements

Hadjira Toumi Higher Education and Quality Requirements P 254 -P 265 254 المجلة الجزائرية لقانون ألاعمال - المجلد 20 - العدد 20 - ديسمبر 0200 Higher Education and Quality Requirements التعليم العالي و متطلبات الجودة Hadjira Toumi , Maitre de conférence classe A. University of Khemis Meliana (Algeria), Civil status Research System Laboratory, [email protected] Abstract: Given the new developments and challenges that have been imposed on States in their different political and economic systems, we are referring to the new world order that values creativity and innovation as a standard of industrial and economic progress that reflects the effectiveness of State institutions, whether public or private, in society . As a State institution that is a beacon of science and a centre of enlightenment, the University, in its administrative and academic structures, assumes quality in performance and in educational curricula and is a reliable indicator for the classification of States. On this basis, the Ministry of Higher Education of Algeria seeks to identify the University by strengthening the quality of higher education and by combating any conduct that might affect it. This has led us to study the realities of the institutions of higher education in Algeria and to identify the difficulties and obstacles that stand in the way of the University's functioning and to restrict creativity and innovation in Algerian university institutions. Keywords: Education; University; Quality; Institutions of Higher Education ملخص: في ظل التطورات والتحديات الجديدة التي فرضت على الدول على اختالف أنظمتها السياسية والاقتصاايية علترا ل قلياارا لعتقادا الصانا ي والاقتصاايس ريا ونقصد هناا النظااا اللاالاي الجدياد الادس يقادع الاالااداا والاالات اار صصااا الااادس علناااة نواعاااة وفاععياااة قةسساااات الدولاااة علاااى اخاااتالف اااة فاااي ا وتمااا اتها عاقاااة أو خا وباعتباااار يفت ض فيها وفي هياكعهاا ديارياة واكاييمياة لعتنوير الجاقلة تلد إردى قةسسات الدولة التي تلد قنارة لعلعم وقركز الجوية في اياء وفي ا ناهج التلعيمية وهي تش ل قةشرا علتمد ععيه في صنيف الدول راليا . وعلاااى هااادا خاااالل إااااى الوقاااوف علاااى الجاقلاااة قااا ساااعي و ارة التلعااايم اللاااااي فاااي الجزااااار اسااااع وفاااي إياااار قةسساااات رسااايو ةاااوية التلعااايم اللاااااي وقحارباااة كااال التصااارفات التاااي قاااد مساااه. قماااا يفلناااا إااااى قاااديم يراساااة لواقااا والوقااااوف علااااى الصاااالوبات واللراقياااال التااااي قااااف فااااي وةااااه التلعاااايم اللااااااي فااااي الجزاااااار و قيااااد أياء الجاقلااااة لوظيفتهااااا في ا ةسسات الجاقلية الجزاارية . دالاداا ودالات ار كلمات مفتاحية: تلعيم. ةاقلة. ةوية. قةسسات التلعيم اللااي . ــــــــــــــــــــــــــــــــــــــــــ Corresponding author: Hadjira Toumi, e-mail: [email protected] Accepted: 20/11/20 12 Received: 09/11/20 12

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Hadjira Toumi Higher Education and Quality Requirements P 254 -P 265 255 المجلة الجزائرية لقانون ألاعمال - المجلد 20 - العدد 20 - ديسمبر 0200 1. INTRODUCTION The great interest in education in general and higher education in particular, due to the impact of education, as demonstrated by various economic studies (Denson, Schultz and Baker studies), and the emergence of the knowledge economy, have led countries to pay attention to this sector and to the higher education sector in particular, as it is the last stage of education. The University is a platform for science and wisdom, according to the wise. It is an extension of the process of education, which is science and art, It's basically a science and an art of performance and function. The University is one of the stages of education, but at a higher level than it is the most important center for the achievement and dissemination of modern knowledge and technologies. Because of their importance, they have become the focus of the issues under discussion in the context of defining the role of universities in society, The performance of scientific and academic functions by universities is the norm against which the level of university is determined in the ladder of excellence and creativity in the various areas of knowledge of its educational function, which only bear fruit if combined with quality, which is a strong link between the output of higher education and the educational process. On the one hand, it is a fundamental issue that separates the careers of students from the one hand, which requires care and promotion as a point of departure and development. On the other hand, it defines the characteristics of the future and the place of States in the scientific map of the world, given the global interest in the educational sector as an area of investment and economic development. In order to ensure the continuous improvement of the higher education sector and the quality of its academic output, scientific research has evolved in a world where higher education has become an important institution in society, contributing to the resolution of many problems, first and foremost the unemployment of university students, although they hope for each society in building and disseminating knowledge. It is therefore necessary to identify this sector by studying and clarifying the role of universities and university researchers in shaping an educated and purposeful society . We also aim to examine how to establish the idea of quality in higher education in universities by putting forward the following problems: What's the meaning of the quality of higher education and how it contributes to the advancement of this sector? In order to respond to the problems at hand, we will divide this study into the following areas: - The concept of Science and higher education. -University and quality of higher education.

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Hadjira Toumi Higher Education and Quality Requirements P 254 -P 265 256 المجلة الجزائرية لقانون ألاعمال - المجلد 20 - العدد 20 - ديسمبر 0200 2. The concept of science and higher education : Before talking about science, it is necessary to learn about the term knowledge, which tends to take into account a kind of science, something or a phenomenon that is meant to be studied. Knowledge is not settled at a single scientific level in terms of the quality of specialization, on the one hand, and in terms of the accuracy of the knowledge and the micro- or macro-results obtained, on the other. And that's according to the methods of dealing with the subject matter and the quality of the method, which is distinct from many other types of curriculum, which means that not every knowledge we come up with is necessarily classified as scientific knowledge .i And that's what drives us to talk about scientific knowledge without reflective knowledge and vernacular knowledge. 2.1 Scientific knowledge : Scientific knowledge differs from the other knowledge because it is precise, objective, and avoiding personal tendencies, as well as the nature of the means used in it, which evolved as research and precision inventions evolved, requires mental maturity and specialization in the studied field, with scientific knowledge such as chemical, physical, mathematical and other lawsii . This knowledge requires all observation, hypotheses and scientific experience as a crucial stage for validating the hypothesis and the researcher ends up drafting scientific laws or hypotheses. 2.2 Definition of science : Science is intended to take stock of a set of facts arrived by an objective research process in which known research methods have been used, regardless of the degree of scientific research to be achieved through such research and whatever the nature of the specialization in which the research is carried out. The research was defined as the body of human knowledge that would help to increase human well-being and, or help human survival in conflictiii, as well as the section of the study, which concerns an interdependent entity of established, classified facts governed by general laws, containing reliable tools and methods for discovering new facts within the scope of the studyiv. 2.3 Higher Education : Education is part of the education process and includes the skills that must be acquired by the developing generationv. It is the knowledge acquired by the individual through the means available for learning and teaching of different types, both formal and automatic, among others. Higher education is the last stage of formal education and aims to provide the

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Hadjira Toumi Higher Education and Quality Requirements P 254 -P 265 257 المجلة الجزائرية لقانون ألاعمال - المجلد 20 - العدد 20 - ديسمبر 0200 person with skills, knowledge and abilities that benefit both the individual and society. It is intended for education within colleges or university institutes after obtaining a secondary degree and the length of study in such colleges and colleges varies according to specialization. The University is the highest institution in higher education and includes institutes, colleges and higher schoolsvi. The names of these educational institutions are different. There's university, college, academy. The University is the highest known institution in higher education and other names are given to the University and its affiliated institutions, such as the College, the Institute, the Academy and the Higher School. These names cause confusion because they have different meanings from country to country. Although the word college is used to denote an institute of higher education, nations with British or Spanish traditions use the word "college" to refer to a private secondary school. Similarly, the Academy may be indicative of a higher education institute or schoolvii. In general, the institutions that now offer higher secondary education in the world are vocational schools, colleges, community colleges, institutes and universities. However, we sometimes find some differences in nomenclature, as well as some certificates in post-secondary education that may not belong to the above- mentioned institutions. For example, in Britain (United Kingdom), there is a higher education than in secondary education, but it is lower than in higher education, called further studiesviii. Higher education in Britain is generally defined as leading to a university degree (level degree) or so-called (foundation degree). In Britain, higher education is divided into general higher education and vocational higher education (vocational higher education). The University is distinguished from other institutions similar to it, in higher education in the broad range of courses and disciplines. It offers specialized education to students and qualifies them to enter the labour market in various fields. It is taught either by enrolling a student in the university in practice and by taking courses or by distance in accordance with distance-learning programs, which are not based on a confrontation between a student and a professor. It also found so-called e-learning or virtual education, which is done in accordance with modern means of communication. These were some of the brief concepts relevant to the subject matter of the study in an effort to clarify the elements of research. Science, which is associated with education, is one of the axes or elements of knowledge. The difference between them is the accuracy of science and the general knowledge. Education is the starting point for both science and knowledge and higher education is the last stage of education.

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Hadjira Toumi Higher Education and Quality Requirements P 254 -P 265 258 المجلة الجزائرية لقانون ألاعمال - المجلد 20 - العدد 20 - ديسمبر 0200 he function of the university and the idea of the quality of education As a State institution of a different nature, public or private, the University carries out a series of functions, which, as a whole, aim to create selected intellectuals and specialists, depending on their respective fields, in order to achieve social and economic development by investing in the human component of society, and so we'll learn about the university's tasks and then determine what is meant by the quality of education. The university has been identified as the center for discovering science of all kinds. The University is working to create a strong personality and to create a relationship between this personality and society, as it aims to shape and set the character to be a models in society. This science (education) is considered by many to be fundamental to the formation of a well-qualified society. The Algerian legislature has defined the University as a public institution of an administrative nature with moral personality and financial independence, placed under the guardianship of the Minister of Higher Education and Scientific Research, which contributes to the dissemination, preparation and development of knowledge, which is the source of frameworks and competencies. The Algerian legislature therefore attaches great importance to the university institution, as evidenced by the results of the granting of moral personality and independence to institutions, which make them independent decision-making, the right to judicial representation and other characteristics. 3.1 University function The University's first task is to train and develop specialized frameworks and modern curricula in line with technological developments and techniques developed for high-level positions in the State. Investing in human capital is the best investment for economic developmentix. The role of the university does not depend on traditional classical education, but in technological development the so-called distance education has identified as. "The transfer of teaching materials to the learner at his or her place of work or residence and this means the geographical separation of the learner from the teacher, where the meeting in the lecture room is not expected to be the basic line of the relationship between them, in order to compensate for the actual encounterx and enable every person wishing for higher education to obtain it. Scientific research is the second function of institutions of higher education. It is the human activity, the organized way of thinking and the scientific method of providing information and the precise way of looking at phenomena, discovering facts and formulating them in the form of laws or scientific theories acceptable to reason

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Hadjira Toumi Higher Education and Quality Requirements P 254 -P 265 259 المجلة الجزائرية لقانون ألاعمال - المجلد 20 - العدد 20 - ديسمبر 0200 and logic. Scientific research has been defined as "systematic and thorough investigation using specific scientific methods and methods of scientific facts to ascertain, modify or add to them .xi " This function is the objective of each university, because scientific research and new scientific results and discoveries are driving development, especially in the context of globalization Turning this area into a trade area within the framework of services trade agreements and the higher education market, Scientific research has to do with both the economic and social aspects, and this is what we see in foreign universities whose students are making advances in the field of scientific inventions and discoveries and the latter's role in the prosperity of industry, agriculture and other aspects of social life. This is due to the budgets allocated to scientific research abroad, which are sometimes equal or higher than the budget of the army. The scientific instruments used for research, together with the financial capacity of university institutions, play the fundamental role in achieving scientific research for its objectives, knowing that Inventions are one of the indicators on which the classification of the proportion of development in States is based. The development of society is a result of the best functioning of higher education institutions. This is reflected in society and is evident in other institutions that provide services to the community in general, as they employ selected university graduates who are supposed to have the best training and skills-building to show in the performance of their functions in the institutions in which they were employed. The university therefore deals with what society needs in terms of specialization in the field of agriculture, medicine, etc… Higher education therefore has consumer benefits, including the formation of the individual and the provision of ethics and good behaviour, as well as culture and knowledge. Other benefits provided by education include increased production and the long-term growth of society's wealth, which has helped to create a new view of education as an investment model. 3.2 Quality of education Quality is defined as the ability of a product or service to satisfy an individual's needs by focusing on the Total Characteristics and Features, and it is a word derived from the Latin language and meaning the nature and degree of The strength of the thingxii. It has also been defined as the sum of qualities, characteristics or service that lead to its ability to achieve declared or presumed wishesxiii. Where Quality in higher education is the global quality based on the proper and well-informed performance of work in accordance with a set of educational standards

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Hadjira Toumi Higher Education and Quality Requirements P 254 -P 265 260 المجلة الجزائرية لقانون ألاعمال - المجلد 20 - العدد 20 - ديسمبر 0200 necessary to raise the quality of the educational product at the lowest effort and cost, to achieve educational objectives. Based on the above general concepts, it means the quality of the results to be achieved xiv . And it is the mirror who reflects the expectations of students and society for the service provided by higher education institutions to students and society, and there are those who believe that the quality of the service to higher education, if true, is based on respect for objective standards by the institution of higher education. These standards may reflect a minimum commitment to quality or discrimination standards, and the conformity of goals set by the institution of higher educationxv. They are the sum of characteristics or features that reflect the status of school inputs, processes and outputs, and the extent to which the staff contribute to the best possible achievement of goals. Quality is not about the transfer of knowledge and technology from one country to another, but rather about how to create and develop creative mental properties and work to develop them. The quality requirements are as follows: - Selection of students: This means selection of students to a particular university for its value and distinction from its same. This is the first step in the quality of higher education. -Percentage For the number of students: Whenever The smaller number of students, there is the better degree of assimilation, the higher numbers of students is a concern for the faculty, and thus the smaller numbers means that everyone is given the opportunity to participate and express an opinion. -The quality of teaching staff: This means the quality of the body that oversees teaching scientifically, including the ability to contact and communicate with students and to adhere to the scientific curriculum, intellectual skills and other valuable competitive abilities. -Education curricula: The curriculum is the path of higher education, which must be balanced, combining authenticity with modernity. The curriculum is improved through planning and a clear education strategy. -The administrative body: The administrative body is the supervisor of the teaching staff and students, must have persons who are well behaved and capable of leading and finding solutions because the leader is the person in the lead and the head of thought. -material means: And here we mean Financial spending, which is the basis for the continuation of the educational process, forces higher education institutions to provide quality services and does not stand in the way of implementing educational program, with rational

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Hadjira Toumi Higher Education and Quality Requirements P 254 -P 265 261 المجلة الجزائرية لقانون ألاعمال - المجلد 20 - العدد 20 - ديسمبر 0200 spending and good managing. The United States of America ranks first in terms of the education budget, according to the Organization for Economic Cooperation and Development (OECD), compared with the Arab States. There is also a set of principles that contribute to maintaining the quality of the educational institution, including: -Credibility: It’s means The commitment of the sterile institution to its educational programs and its constant endeavor to reflect its programs and fulfill its obligations, on the basis of which it has been chosen as the educational destination of the students, as in the case of the institutions that offer the students the promise to ensure to them the best educational program ending with a guaranteed employment contract at the end of the school course. When we talk about credibility, not only concerning students, but also about the educational cadre as the basis for the sterile process. The University must be honest and deliver on its promises, creating an atmosphere of security and trust. -Adaptability and change: One of the characteristics of educational institutions is that they are directly affected by the various changes surrounding them, whether they are in politics, the economy, or what is happening in society at large. Therefore, they need to be able to adapt and change in order to keep up with new developments so that they can meet the needs of the market. This is only through the development of a deliberate plan that takes into account all the changes and dimensions involved in maintaining the university level, How not to be the source of intelligence and innovation. One of the obstacles to universities not achieving quality in their output is their lack of innovation based on methodological plans that help the university respond to changes. Among the most significant changes in the environment are the change in labour market needs and the change in the system of economic and social development. - Guidance and educational achievement: The origin of the student's selection for a particular specialty is due either to his desire to specialize in his own right because of his ability and mental skills to continue and achieved Success. while the student may be directed to a specialty that he or she does not desire and has no will to succeed and excel. The question of the orientation of university students is therefore very important and a range of factors must be taken into account. It is not based only on The rates obtained in the baccalaureate degree, which may not reflect the true level of the student besides guidance, are considered to be very important, and are therefore classified as elements of the internal educational environment. This means that students must have access to education and training throughout

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Hadjira Toumi Higher Education and Quality Requirements P 254 -P 265 262 المجلة الجزائرية لقانون ألاعمال - المجلد 20 - العدد 20 - ديسمبر 0200 their school years without a shortage of courses. This brings us to talk about the teaching staff, the administrative cadre and the extent to which appropriate conditions exist for continuing work without interruption. Thus, quality requirements include a range of elements, including human resource, quality of education and performance requirements, as well as other quality components of an application system, educational programs, and other teaching and funding means, without losing sight of the requirement of credibility and the ability of the educational institution to develop and adapt, thereby gaining it the character of modernity and keeping pace with developments. -University classification: Classification within university education is defined as a method of gathering information intended to evaluate universities. Program, Research and Scientific activities to provide guidance to specific target groups such as students who have finished school and want to attend university or students who wish to change their specialties or university .xvi In the context of the globalization of education, the classification of universities has become both an objective and a means. It is the goal of every student to join high and high-weight universities at the global level in an effort to obtain the best education to be able to win a job. For the Professor, he is also aiming to improve his level of education and to recruit to the globally classified universities because of the advantages and conditions that the latter offer for the work of the academic staff. On the other hand, it is a means for world universities to break down the best minds and elites. In their view experts see that the phenomenon of global classifications of universities does not necessarily reflect the scientific level of universities, but it is imposed by strong competition and the pursuit of conditions to improve the rankings and classification of Algerian universities and to move away from the stereotype of educational universities to the level of scientific universities in the age of globalization and characteristic of the academic and scientific environment. -Quality in Algerian universities: In order to develop the quality assurance system in institutions of higher education and scientific research, the State has established a regulatory and structural framework designed to improve the level of educational institutions, which is as follows: A-National Committee for the Application of Quality Assurance for Higher Education One of the reforms affecting the higher education sector in Algeria was initiated by the Ministry of Higher Education in 2008xvii through the organization of an international conference on quality assurance, It served as a starting point for studying the imperative of implementing quality assurance in institutions of higher education in

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Hadjira Toumi Higher Education and Quality Requirements P 254 -P 265 263 المجلة الجزائرية لقانون ألاعمال - المجلد 20 - العدد 20 - ديسمبر 0200 Algeria. and addressing the applicability of quality in Algerian university institutions. Hence a cell under the Ministry of Higher Education, whose task is to work out how to implement the quality system, which was initially supported by some international experts. In fact, the Commission's work was determined by the decision to establish the CIAQES National Commission for the Application of Quality Assurance in Higher Education (CIAQES)xviii on 31-05-2010 and its functionsxix. -Promoting a culture of quality management at the University. -Identify criteria for the selection of standard higher education institutions and criteria for the selection of quality assurance officials in university institutions. -Preparation of an information program for university institutions and training program for quality assurance officials in each institution. -Define the scheme for the application of quality assurance in selected institutions and monitor its implementation. The main task of the National Committee for the Implementation of Quality Assurance for Higher Education, which is a body directly affiliated to the General Secretariat of the Ministry of Higher Education and Scientific Research - with representatives at each regional symposium - was to develop a reference manual for quality improvement in higher education. This was done with the help of quality assurance officers from university institutions, which was the culmination of the training provided by the National Committee for the Application of Quality Assurance in 2012-2013. This program was first introduced in 2014 on the occasion of the International Conference in Tlemcen. The initiative of quality assurance officers has been valued as holders of the national quality assurance policyxx. B-Quality Assurance Cell The Quality Assurance Cell (CAQ) (La Cellule d'Assurance Qualité) is an institution at the level of each university directly affiliated to Mr. Rector, composed of the responsible of the cell, and members representing all faculties of the institution. The Unit centrally oversees the implementation of the University Quality Assurance System through the Quality Assurance Units located in each college or institute, headed by the member of the Quality Assurance Cell, It is composed of members appointed by the Dean of the College for a renewable term of three years and belongs to the category of professors, administrators and students. Seeks to implement the national standards of quality assurance in higher education as well as a series of responsibilities related to the quality of the university institution, primarily the formation of quality officials and the promotion of a culture of quality management in the institution of information and sensational daysxxi.

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Hadjira Toumi Higher Education and Quality Requirements P 254 -P 265 264 المجلة الجزائرية لقانون ألاعمال - المجلد 20 - العدد 20 - ديسمبر 0200 4. CONCLUSION Quality is one of the hallmarks of the times in higher education. This makes it necessary to create a competitive advantage that distinguishes our institutions from other institutions . The phenomenon of higher education is no longer a regional but international profession, and thus competitive advantages increase the demand of foreign students for our educational institutions, and This is a means of obtaining foreign funds for Algeria. Which necessitated Central reforms of the administrative structures of educational institutions, align with modernity, have been required to achieve the satisfaction of graduate students through the creation of job positions in comes with the composition obtained at universities . At the end of this research paper, we conclude that higher education is a stage of education, which, if you will, is called the stage of scientific creativity and maturity. It is the last building block in the intellectual construction of a learner who we expect at this stage to benefit others from his or her experiments and scientific findings, especially if this kind of education is characterized by the advantage of quality. With regard to the reform of Algerian universities and the quality of their output, the educational system needs to be restructured in the light of technological development so that the national higher education can prove itself in the face of global competition. This can only be achieved through a real and realistic assessment of the level of higher education in Algeria. and the preparation of a strategic plan by experts and specialists. To promote ways and methods that stimulate creativity and innovation and not just transfer knowledge without losing sight of the reflection of the precise standards of quality in higher education that reflect the reality of quality of output. Margines : iFalah Abdul Hamid, Lectures in Methodology for the Preparation of Legal Research, Lectures on Second Year Students Law, Faculty of Law and Political Science, University of Jilali Bounaama, 2016-2017, p17. iidoukane Abedat, Scientific Research, Concept, Tools and Methods, Dar Majdalawi, Amman, 1998, p. 36-39 iii Fadli Idriss, Lectures on Methodology and the Philosophy of Law, Algeria, 1997, p. 44. iv Ammar Bouhouch, In his book Scientific Research Methods and Methods for the Preparation of Research, quoted from Dr. Abdul Hamid Falah, op.cit, p. 21.

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Hadjira Toumi Higher Education and Quality Requirements P 254 -P 265 265 المجلة الجزائرية لقانون ألاعمال - المجلد 20 - العدد 20 - ديسمبر 0200 v Encyclopedia of Educational Knowledge, First Edition, Cairo World of Books, 2007, p. 1082. Citing namour naouel, , Faculty Competence and Its Impact on the Quality of Education, Master's Thesis, Human Resources, University of Constantine, 2011-2012, p. 10 vi Ibid., p. 14 vii Naouel Namour, Faculty Competence and Its Impact on the Quality of Higher Education, Master's Thesis, Faculty of Economic and Management Sciences, University of Constantine, 2011-2012, op. cit., p. (14-15). viiiA documentary film on the Ministry of Higher Education of the Sudan, entitled "Overview of the History and Types of Higher Education in: https://sites.google.com/site/edcous198/home ix The functions of higher education were defined at the 1998 UNESCO World Conference. x Ibid., p27. xi Ghazi Hussain inaya, Research Curriculum, University Youth Foundation, Alexandria, 1984, p. 75. xii Sammy Soltani Arifej, University and Scientific Research, first edition, Dar al fikr, Oman, 2001, p. 50 xiii According to ISO No. 8402 of 1986. xiv ben oum saad nor al imene, rafaa el chrifa, The extent to which High Circulation Quality Assurance Standards are applied in Algeria, Model of the Quality Assurance Cell of the University of Qasadi Marbah, ouargla, Journal of Economic and Management Research, vol. 13, No. 23, 2019, p. 05. xvKihli aicha selma, and others, The imperative of implementing the quality assurance system in institutions of higher education in Algeria. Model for the Establishment of the Higher Education Quality Assurance Cell in Algeria, Al-aseel Journal of Economic and Management Research, Second edition, December 2017, p. 31-32 xviBoulkhokh issa, nassima sabek, International Classifications of Universities between the Globalization of Education and Research Quality Output, Industrial Economics Journal, vol. 9, No. 01, 2019, p. 144. xvii For more information, see the site of the committee, in : http://www.ciaqes-mesrs.dz xviii The Commission for the Implementation of a Quality Assurance System in Higher Education Institutions. xix Kihli aicha, op. cit, p15. xx National Reference Manual for Quality Assurance (Field Reference Fields), Commission for Quality Assurance in Higher Education, Ministry of Higher Education and Scientific Research, 1st edition, Algeria, 2016. xxi According to the official website of the University of Algeria1 , Accessed 12/05/2021 at : http:// droit.univ-alger.dz/?page=17

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