التعليمية
Volume 5, Numéro 1, Pages 98-116
2026-06-30
Pre-incubation In Algerian Schools: A Qualitative Study Of Structural Gaps And A Framework For Educational Innovation
Authors : Sebaa Wahiba .
Abstract
The global transition toward knowledge-based economies prompted the Algerian government to institutionalize startup creation in higher education through Ministerial Decision 1275. However, primary, middle, and secondary school learners remain systematically excluded from the national innovation ecosystem, creating a critical developmental discontinuity. This study investigates this structural gap and proposes the Tamkeen Junior Incubator (TJI)—a developmentally grounded conceptual pre-incubation framework designed for learners aged 4–18. Using conceptual framework analysis within a qualitative case study design, data were collected through document analysis of national curricula, 96 hours of field observations in three purposively selected secondary schools in the Constantine region, and 17 semi-structured interviews with teachers, school directors, regional inspectors, and university incubator managers. Thematic analysis identified five systemic deficiencies: absence of physical innovation spaces, lack of structured innovation clubs, weak school–university linkages, limited teacher preparedness in innovation pedagogy, and no formal pre-incubation pathways. The TJI model integrates constructivist, experiential, and entrepreneurial learning theories into a three-stage progressive pathway (Exploration, Skill Development, and Pre-Incubation). Strategic policy, institutional, and curriculum recommendations are offered to build a continuous school-to-startup talent pipeline for the national economy
Keywords
pre-incubation, entrepreneurship education, educational innovation, innovation ecosystem, Algeria
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