CANALALGERIE — La chaine publique algerienne
20261004 110000 UTC
1401 transcript segments
Google Cloud Speech-to-Text API (Chirp) + Gemini 2.5 Flash Non-Thinking
Data courtesy of The GDELT Project (https://www.gdeltproject.org/), from the Internet Archive TV News Archive.
Machine transcription. Treat it as a searchable index of what was broadcast, not a verbatim quotation record.

[00:00:00] ladies
[00:00:04] 100 smart hours to win with to your friend Jamil after he left our
[00:00:06] Apart from this, we can be supervised within
[00:00:17] well before going to the school Gifts from and gentlemen, good morning, thank you for joining us for the headlines of people to rotate
[00:00:21] A responsibility from
[00:00:22] wondering if I should invite him for the news. power and
[00:00:23] so it's the The President of the Republic, Abdelmaun, granted a periodic interview
[00:00:26] to representatives of the national press. We will hear from him in a few moments.
[00:00:32] to Venus, goddess of beauty and Indeed, prayer has been decreed upon
[00:00:35] The professional training center of Chelchal, its
[00:00:39] branches with a specialty
[00:00:42] this because you were fired from dedicated to regulation and industrial
[00:00:44] oh God. automation. reminding them of the importance of I'm an orphan,
[00:00:51] that the child is with us at In Morocco, housing demolitions continue. Several families found themselves
[00:00:56] the preservation of hygiene and Classified as a UNESCO World Ministry of with you. The President of you don't let the people out on the street overnight.
[00:00:57] Education because we also have meetings I mean, there's something strange about it. Why would she the Republic reaffirmed the state's The Marcen is once again singled out.
[00:01:21] Okay, goodbye. and friendship with President of the Republic, Abdul Majid Ubun, granted a periodic interview to
[00:01:25] So you came up with this water from representatives of the national press. On this occasion, the Head of State answered several
[00:01:28] national, international, and regional questions of public interest.
[00:01:34] home? Julia arrived at I don't want to. May God not
[00:01:39] is on the occasion of
[00:01:40] Hamza went to
[00:01:46] Come to
[00:01:46] O Allah, show us the wonders of Your power in you let the wheat leave The President of the Republic affirmed that,
[00:01:49] we need to talk at home. Goodbye.
[00:01:50] Lord of the Worlds. O Allah, show us a sign in according to preliminary investigations, the majority of farmers are
[00:01:55] work. You tell him not responsible for the rise in prices
[00:01:56] Come to of certain products and that the state will confront this criminal act and...
[00:02:04] preliminary investigations show that most
[00:02:09] a patient. Don't farmers
[00:02:10] present, whether it is diabetes, are not responsible for the prices.
[00:02:15] honors us. This A farmer who sells tomatoes for 20 dinars
[00:02:19] workshops or three workshops. One workshop and finds them for 140 dinars in
[00:02:23] Come to any alternative following widespread interview. Okay, the market. The person who did this is a criminal.
[00:02:26] A crime against the people, and we will confront them. This is not
[00:02:32] from today,
[00:02:37] baby Come to salvation. but with
[00:02:39] require the When there is a consensus, we join the government and the ministers of trade and whoever brought it upon themselves, they have to deal with it.
[00:02:41] major producers of We must preserve the purchasing power
[00:02:42] oil or of the citizen, awaiting
[00:02:45] the end of 2027 and so on, to
[00:02:48] raise it more
[00:02:52] Jamil. Goodbye. what is happening in time to and more. of
[00:02:54] I came out of
[00:02:56] tooth infection salaries
[00:02:56] of the neighborhood? of the republic. that the year 2027.
[00:03:03] back requires having a
[00:03:06] the western and eastern interior. important is that knowing
[00:03:10] of course. They continued their
[00:03:10] Welcome, welcome to the effendi's
[00:03:13] fatigue, uh also
[00:03:15] a country seeking possible abroad.
[00:03:20] are actually used the
[00:03:24] She's not answering. It's all because of this
[00:03:25] Okay, states in
[00:03:28] If circumstances allow.
[00:03:28] perhaps many
[00:03:37] her. Did she take anything from the meet the growing demand in
[00:03:39] development of go. Okay, goodbye,
[00:03:41] a call from someone. Please forgive me, I called my friend and she
[00:03:43] I repeat that stability in
[00:03:48] Look at the fires. Many of the fires are deliberately set. Officially,
[00:03:52] believe me? Don't we even discovered recently that these alarms
[00:03:55] send you from
[00:03:59] aversion even to 500 meters, 600 meters, to
[00:04:02] start a fire in it.
[00:04:05] at the school It has brother. This is things that were prepared.
[00:04:08] You saw what, candles? And this and this involves pure
[00:04:11] criminal matters. We today,
[00:04:19] him. Classified as a UNESCO World They left, but may God not of course, helping them with the thing that we will compensate what a beautiful horse, this with. We will compensate have confidence in with about 1,000,
[00:04:23] you will enter this and participate in 1,200 billion, approximately.
[00:04:26] It's a huge, huge thing.
[00:04:28] But I promised to
[00:04:31] Are you averse to these take care of the victims. We will take care
[00:04:34] of Algerians.
[00:04:37] growth and development of Djémila is a remarkable example of He relieved all the people's hearts from and we are working. IV and she went back Regarding the housing aspect, the Head of
[00:04:38] They say the nail doesn't come out of State indicated that 2.1
[00:04:42] million housing units were distributed according to the established program.
[00:04:46] I set two million
[00:04:50] to adapt physical activity instead of residents I'll check if she's asleep. No, no, during my term. We have reached
[00:04:54] what has been
[00:04:56] of the schoolbag, there is also the child's distributed since the beginning of the term, Goodbye.
[00:04:59] reach, in these what was started before. Until the end
[00:05:02] finally, what I went through was of the term, approximately two million
[00:05:05] residents and more, 2
[00:05:10] The urbanism of the million. There is no
[00:05:14] we did not specify. That is, housing is not according to
[00:05:17] the possibilities of construction and according to financial possibilities as well.
[00:05:21] But I will not stop. I will not stop. I
[00:05:24] took a decision for myself
[00:05:27] that Algeria
[00:05:29] of 5 million
[00:05:32] martyrs, I will not accept for it to be a shantytown.
[00:05:36] Today, everything that goes into housing, into
[00:05:40] housing production, is Algerian.
[00:05:44] Algerian iron, Algerian cement, Algerian
[00:05:48] construction, and these outlets are Algerian,
[00:05:51] and the home appliances will all be
[00:05:53] about money. You'll do everything to get
[00:06:08] it. institutions that have no meaning,
[00:06:15] 130 billion or
[00:06:19] the Ministry of Foreign Trade is obliged to
[00:06:22] provide the needs of the
[00:06:25] people, but one must know what
[00:06:28] they are importing, because
[00:06:31] it is not a matter of hard currency, it is a matter of
[00:06:34] independence.
[00:06:37] If you are accustomed to draining
[00:06:39] my
[00:06:42] foreign exchange reserves, I will not let you, because
[00:06:46] foreign exchange reserves are linked
[00:06:49] to the country's freedom, the independence of
[00:06:52] decision-making, the pride of Algerians, and so on.
[00:06:56] It's not just your factory, and especially
[00:06:59] if you don't have
[00:07:02] convincing power, I'm not convinced
[00:07:06] in a way
[00:07:07] that contains
[00:07:12] should be between 4.1 and 4.2%,
[00:07:16] stressing that efforts are continuing to maintain stable annual income
[00:07:20] in foreign currency. 50 billion.
[00:07:23] I see that the growth rate will exceed
[00:07:27] 3.8, which they announced. We
[00:07:30] have a growth rate, according to
[00:07:33] our own
[00:07:36] studies, that could be
[00:07:40] around 4.4%. In terms of development, but it is
[00:07:45] strong development. We are working today to
[00:07:48] have a stable income that
[00:07:52] does not change, and is not
[00:07:55] less than 50 billion dollars annually, at
[00:07:59] least. This means that even by 2031,
[00:08:03] those who are singing about going into debt, there will be no
[00:08:06] debt.
[00:08:09] The Republic Abdul Majid affirmed
[00:08:22] an excellent project.
[00:08:25] We returned to the single window, which is the main idea
[00:08:28] for about
[00:08:30] a year and a half. I think that
[00:08:34] in a week or two, we will have
[00:08:37] signed the decree that organizes the single window permanently.
[00:08:40] So the single window, I know
[00:08:44] what investment requires, where to find land,
[00:08:48] so that we can create balance in the country. Today,
[00:08:51] there is activity, there are nearly
[00:08:55] 300 foreign investment projects
[00:08:58] as well. If we reach
[00:09:02] that, then the volume
[00:09:05] of production will be strengthened,
[00:09:07] and
[00:09:10] everyone will benefit from the workforce. From the share of work
[00:09:13] from this. But as long as there is this
[00:09:16] activity, it means that the Algerian economy
[00:09:20] has started to recover its health
[00:09:23] and has started to become
[00:09:26] that people
[00:09:30] the Algerian economy, and this is what
[00:09:33] we have gained. The Head of State also mentioned
[00:09:37] several strategic projects, including the integrated
[00:09:40] phosphate complex, the railway line project.
[00:09:51] We laid the cornerstone for the factory that will allow
[00:09:55] the integration of phosphate, the concentration
[00:09:58] of phosphate,
[00:10:01] the integration of phosphate into urea
[00:10:03] and ammonia, and other materials that
[00:10:07] will transform it from mere phosphate
[00:10:10] into something more. The railway
[00:10:14] will be completed. It was supposed
[00:10:18] to be completed by the end of
[00:10:22] the year, at most, and perhaps in a month or two.
[00:10:26] In October, they will have finished it
[00:10:29] with testing. The expansion
[00:10:31] of the Annaba port
[00:10:33] will be completed.
[00:10:35] And
[00:10:37] today we are gaining time. The expansion
[00:10:40] is underway. And the Chinese
[00:10:43] company to
[00:10:45] install
[00:10:48] the equipment and machines that will allow export and allow
[00:10:51] this. This is what we will launch.
[00:11:25] border to
[00:11:27] the other side.
[00:11:30] This seawater desalination line, each region will get
[00:11:34] its share, center, east, west, and so
[00:11:37] on.
[00:11:40] Our goal is that when
[00:11:42] the program, we will have harnessed
[00:11:46] 62% of potable
[00:11:49] desalination. This allows me
[00:11:52] to use dam water
[00:11:56] for agriculture,
[00:11:58] and it also allows
[00:12:01] us to reach
[00:12:05] a level where
[00:12:07] we will be one of the few countries. We will be, perhaps,
[00:12:10] the first or second country after Saudi Arabia, God willing.
[00:12:26] The railway has reached Laghouat.
[00:12:29] Djelfa to Laghouat, we have finished that. There remains
[00:12:32] Laghouat, Ghardaia, Ghardaia, El Meniaa, El Meniaa, Ain
[00:12:35] Salah. They have started it. They have
[00:12:38] started it, and we will start with two
[00:12:44] will start from Arrast,
[00:12:46] and one workshop will start
[00:12:50] from this Laghouat, El Meniaa, and so on.
[00:12:53] A workshop will start from
[00:13:12] the basic element in
[00:13:15] scientific research and in confronting economic
[00:13:18] problems globally.
[00:13:21] Their origin is Algerian. That is, we have a stronger claim
[00:13:25] to them. They have a strong desire to participate in the development
[00:13:28] of their country. And all of them are graduates of Algerian
[00:13:31] universities,
[00:13:35] studies abroad and reached the highest levels
[00:13:39] Today, they themselves are willing to
[00:13:43] give back to the country and return.
[00:13:46] The time has come, and Algeria today has entered
[00:13:50] a stage of
[00:13:52] development.
[00:13:54] Additions from abroad are needed. These additions can only come from
[00:13:58] Algerians.
[00:14:03] at the level of the basic cell of society, namely the commune,
[00:14:06] calling on young people to participate in elections and decision-making.
[00:14:10] Management must
[00:14:13] be in the basic cell of society, which is
[00:14:17] the municipality. Management starts from there,
[00:14:20] and I see that there is a kind of
[00:14:24] candidacy. It's a shame. We told
[00:14:27] the youth of this country that the youth must
[00:14:30] take matters into their own hands. Now,
[00:14:33] the majority will start with the municipality, and from the municipality, God
[00:14:37] willing, I hope that you will become a member
[00:14:40] or president of a provincial people's council,
[00:14:42] or you will enter the National People's Council, or
[00:14:48] political decision-making and participate in economic decision-making. You will go through
[00:14:51] various schools until you reach the top.
[00:14:56] matters?
[00:14:59] Are you afraid of management or afraid to take
[00:15:02] responsibility? In every generation,
[00:15:06] there was
[00:15:09] responsibility. the principle of alternation of power,
[00:15:13] emphasizing that there was no longer any question of returning to old practices that
[00:15:17] hindered the development process.
[00:15:20] First, his plan is to
[00:15:24] remaining years, a point of no
[00:15:27] return, even if there are
[00:15:30] attempts to return or backtrack, it is
[00:15:33] impossible. First, second.
[00:15:37] This is confidence in the citizen
[00:15:40] and confidence in Algeria in general.
[00:15:44] They planted, and we ate, and we will plant, and they will eat, God
[00:15:47] willing, and that's it. This is the state. The state allows
[00:15:53] decision-making. But the construction is
[00:15:56] one, and you start your construction where
[00:15:59] the one before you finished.
[00:16:03] If we go back to the old traditions that
[00:16:05] destroyed the country and destroyed everything, wherever a new
[00:16:09] official comes, he fires all the employees
[00:16:12] who were before him. Wherever a new official comes,
[00:16:16] he reverses everything that the one before him did.
[00:16:18] No. With this approach, the country
[00:16:21] will not progress. It doesn't mean that you accept everything that
[00:16:25] was done before you. Perhaps if there were bad things, correct.
[00:16:29] I agree
[00:16:33] commitment to protecting citizens against all forms of crime.
[00:17:07] drugs
[00:17:10] and in incredible
[00:17:12] quantities. The recent operation in
[00:17:15] Oran by the police,
[00:17:19] 10 million pills. We have made
[00:17:23] laws. We have done
[00:17:24] this.
[00:17:27] In other countries, for
[00:17:31] drugs, there is
[00:17:33] the death penalty. We
[00:17:35] also have
[00:17:38] for some other crimes, kidnapping children,
[00:17:42] and they go to Tangiers.
[00:17:46] The President of the Republic also affirmed that Algeria is
[00:17:50] a responsible
[00:17:50] state
[00:17:54] that cannot be accused of any recklessness in the oil market, and that when
[00:17:58] a consensus emerges,
[00:17:59] Algeria
[00:18:03] is a
[00:18:03] responsible country.
[00:18:07] No recklessness regarding the oil market.
[00:18:12] the consensus. I said that we are not
[00:18:19] gas. We are the second or third
[00:18:22] largest producer. But despite this,
[00:18:25] our Saudi brothers respect our decision.
[00:18:28] The Kuwaitis respect the decision. The Qataris are the same.
[00:18:31] Russia as well. So we
[00:18:35] try to mitigate the impact
[00:18:38] of the events that
[00:18:40] caused the
[00:18:43] hydrocarbon sector to fluctuate. Algeria,
[00:18:46] as it is currently described,
[00:18:49] is truly
[00:18:53] stability in general and a real
[00:18:57] actor among
[00:19:01] stability and peace. And this is what made
[00:19:06] great powers
[00:19:21] the Sahel comes through development, not
[00:19:23] through military action.
[00:19:25] We agreed with our brothers in Niger that this
[00:19:29] is the principle we start with. And we have entered
[00:19:32] clear development
[00:19:35] programs. To build another power generation
[00:19:39] plant, which also has training. Also a hospital.
[00:19:43] Also a high school.
[00:19:47] Even a mosque. Allahu Akbar. In addition to,
[00:19:52] military training, including sending military
[00:19:55] aircraft, sending aircraft, because people are not ashamed.
[00:19:57] The more we advance,
[00:20:00] imagine, the Prime Minister was
[00:20:03] here, Mr. Zain.
[00:20:50] This is reason. Reason must prevail, not
[00:20:53] weapons.
[00:20:56] support these terrorist groups that exist in Mali or
[00:21:00] Niger wholeheartedly to fight
[00:21:04] these remnants
[00:21:06] of terrorism that are fueled by other parties, not
[00:21:10] us. And we help Mali if they ask us,
[00:21:14] just as we help Niger, who asked us, and they asked
[00:21:17] us, and we are
[00:21:46] wrong or a Chinese company comes.
[00:21:50] Prospecting or our trade relations with China.
[00:21:53] No one can hold me accountable. We are adults
[00:21:56] and we know what's best for us, and the best thing is what Algeria is doing today.
[00:22:00] That's what made Algeria's credibility
[00:22:04] we protect it
[00:22:07] with love, affection,
[00:22:09] everyone. And whoever wants to grow, let them rely on their own
[00:22:13] efforts and rely on their people. That's
[00:22:15] the truth.
[00:22:19] '
[00:23:20] Al-Ihsan asked. Now even their oil
[00:23:23] company, we created it.
[00:23:26] You come today wanting to dominate me with your tyranny,
[00:23:30] so that no.
[00:23:33] This Algeria, this Algeria has 5 million and
[00:23:37] 630 thousand martyrs on this pure
[00:23:39] land. I don't have the right to sell it to you, neither to you nor
[00:23:43] to anyone else. And after these announcements, another
[00:23:46] appointment, that of professional training. So the official
[00:23:50] kick-off was given today from
[00:23:53] Tipaza. The October 2026 session is
[00:23:57] marked by the introduction of 23 new specialties,
[00:24:00] an opportunity for us to take you to Chelchell in a training
[00:24:03] center that is expanding its fields with a brand new
[00:24:07] specialty, industrial regulation and automation. This is what
[00:24:11] Anyjar tells us in this report.
[00:24:14] Industrial regulation and automation is the new
[00:24:18] specialty introduced by the Saliha Ben Hamdine professional training
[00:24:22] center in Cherchelle to
[00:24:25] this area. It involves training learners to
[00:24:28] pilot, control, automate, and monitor
[00:24:32] industrial machines and processes. It complements
[00:24:35] several technical fields already offered, including industrial
[00:24:38] maintenance, mechatronics, energy efficiency,
[00:24:42] and building electricity. We opted
[00:24:45] for the automation and regulation
[00:24:49] and industrial automation specialty. It is a
[00:24:52] specialty for trainees who have a high school
[00:24:55] diploma level, with an entrance exam. During the 30 months, the
[00:24:59] trainee learns the basics of
[00:25:01] electronics, technical aspects, maintenance, and
[00:25:05] industrial aspects. To meet the different profiles and backgrounds,
[00:25:08] the establishment offers two modes of learning: We have
[00:25:12] two modes of training: the apprenticeship mode and the
[00:25:15] in-person mode. In the apprenticeship mode, the trainee
[00:25:18] and the training
[00:25:20] are in alternation at the institute and
[00:25:24] in companies. Compared to the in-person
[00:25:26] mode, the training will be entirely at
[00:25:29] the institute. Learners are increasingly
[00:25:33] choosing specialties with broad professional opportunities and
[00:25:36] therefore better prospects for integration into the
[00:25:40] labor market. Industrial maintenance really
[00:25:43] appealed to me, so I chose to continue in this
[00:25:47] specialty, and I hope, God willing, to be able
[00:25:51] to find a job in this field. I chose this specialty because it
[00:25:55] particularly interested me. The administrative teams were also
[00:25:58] there to support us and explain the different steps.
[00:26:02] And at the end of their training, the support continues. Graduates
[00:26:08] the institute to realize their ideas, move from project to
[00:26:12] action, and eventually create their own
[00:26:14] business.
[00:26:19] In the dynamic of efforts made to secure borders and combat
[00:26:23] smuggling and organized crime, combined
[00:26:26] detachments of the National People's Army in the 3rd
[00:26:29] Military Region at... Ch thwarted,
[00:26:33] during a search and sweep operation on October 1st and
[00:26:37] 2nd, 2026, two attempts to transport a
[00:26:40] significant quantity of drugs to national territory. This
[00:26:44] operation led to the elimination of a drug trafficker, the seizure of
[00:26:47] 1660 kg of processed kif and three pairs of daytime
[00:26:51] binoculars. These large quantities of seized drugs highlight
[00:26:55] the determination of the National People's Army units throughout
[00:26:59] the national territory to thwart and defeat
[00:27:03] any attempt to flood our country
[00:27:06] with these toxic substances.
[00:28:01] are our brothers in Israel. We should welcome
[00:28:04] them with flowers,
[00:28:07] like Moroccans in European
[00:28:09] countries.
[00:28:14] In Morocco, the distress of hundreds of families expelled from their homes and
[00:28:18] dispossessed of their property, Moroccans who find themselves on the street
[00:28:22] arbitrarily and without
[00:28:25] demolition operations carried out by the Makhzen for new
[00:28:28] projects with the partner.
[00:28:30] The Makhzen continues the
[00:28:35] demolition operations, officially presented as a stage of
[00:28:39] reorganization and rehabilitation of cities, but the
[00:28:42] images reveal another reality: families
[00:28:45] expelled from their homes, businesses reduced to nothing, and
[00:28:49] residents facing the risk of being homeless and
[00:28:53] without assistance.
[00:28:57] the hospital with nothing. I just had cancer surgery,
[00:29:00] and you tell me to close it.
[00:29:32] against citizens already exhausted by life's difficulties
[00:29:36] and by an implacable
[00:29:37] injustice.
[00:29:40] They forced us out. Where will I go now? All our belongings are in the
[00:29:44] street.
[00:29:49] Behind the excavators and rubble, entire families see their
[00:29:53] daily lives turned upside down. Homes disappear,
[00:29:56] businesses are reduced to nothing, while the Makhzen remains deaf to the cries
[00:30:00] of distress of Moroccans.
[00:30:02] Faced with their loss and uncertain
[01:17:37] Munia and I are delighted to meet you again in 'D'ici et d'ailleurs' (From Here and Elsewhere), a show
[01:17:40] that opens a beautiful window on the news of our society,
[01:17:44] our journeys, our talents and our
[01:17:46] initiatives.
[01:17:51] Our new show aims to create a bridge
[01:17:54] between the... Algerians established abroad, a little bit everywhere in the four corners of the
[01:17:57] world, and their country. A thread of Ariadne or simply the echo
[01:18:01] of the heart, 'D'ici et d'ailleurs' is also a nostalgic moment, we will share
[01:18:05] together stories and...
[02:03:16] Ladies and gentlemen, good evening and welcome to Diagnostic.
[02:03:20] I am delighted to be with you for this new season of your weekly health
[02:03:23] appointment. A new season that promises
[02:03:27] to be rich in topics, discussions, and discoveries about
[02:03:30] your health. And this time, I won't be alone. I will be accompanied
[02:03:34] by my colleague Sara. Good evening. Good evening, Wided. Welcome
[02:03:38] to everyone. We will be two to host this
[02:03:42] show. So, to question our specialists,
[02:03:46] decipher preconceived ideas, and especially to answer
[02:03:49] with answers that will make a difference for you
[02:03:53] and for your children. And to start this show for
[02:03:56] this back-to-school season, we have chosen a theme that concerns
[02:04:00] all of us: the health of our children and their return to school. Absolutely.
[02:04:04] So, we chose this theme because going back to
[02:04:08] school is not just about preparing school bags and
[02:04:11] supplies. It's also about making sure that your child is in
[02:04:14] good health and ready to go to school under the best
[02:04:18] conditions. So, what are the essential health tips for this
[02:04:22] back-to-school season? To talk about it, we are pleased to welcome today
[02:04:26] Professor Soufiane, member of the national committee of school health experts,
[02:04:29] and who practices at Bnimsous University Hospital in
[02:04:33] Professor Gassem's department.
[02:04:36] Absolutely. Good evening. Good evening to all
[02:04:39] listeners and viewers. Good evening, ladies. Yes,
[02:04:43] indeed, I am a pediatrician in the... Pediatrics
[02:04:46] B department directed by Professor Gassem. Yes, and I am a member of the
[02:04:50] national committee of school health experts. Thank you for accepting
[02:04:54] our invitation. You're welcome. So,
[02:04:57] and our specialist and
[02:05:00] coordinator in school health, Dr. Benidir. Exactly.
[02:05:03] Absolutely. It's Dr. Benidir Farida, coordinator in
[02:05:07] school health, and also Sabrina Mokrane,
[02:05:10] our clinical psychologist. Good evening.
[02:05:13] Good evening. Thank you for the invitation again.
[02:05:17] Thank you and welcome to all our
[02:05:20] guests today who will be here to answer all
[02:05:24] questions regarding children's health and back-to-school. We will also,
[02:05:27] at the end of our show, as usual, answer
[02:05:31] some questions that you have left us via Canal
[02:05:34] Algérie's social networks. But before deciphering all that, we invite
[02:05:38] you to watch this report directed by Frial
[02:05:40] Hamdi.
[02:05:43] The period preceding the start of the school year is a key moment to
[02:05:47] ensure the good health and well-being of children.
[02:05:51] The pre-back-to-school medical check-up allows you to approach
[02:05:54] the year calmly and anticipate any potential
[02:05:57] care needs.
[02:06:01] And to approach the year with a smile, a visit to the dentist
[02:06:05] is a must.
[02:06:10] Every 6 months, the dentist must see their
[02:06:13] patient. They must have a
[02:06:16] check on all teeth,
[02:06:20] to prevent cavities,
[02:06:22] to treat if they have cavities for example at their beginning, because if
[02:06:26] it hurts, generally it's too late, even for temporary teeth.
[02:06:30] So they are very important, even though we are going to change them, it's true,
[02:06:34] but they really influence the health of the permanent teeth that will
[02:06:38] come, on the aesthetics of the smile, on the shape of the
[02:06:42] jaws.
[02:06:45] Regular visits to the dentist are
[02:06:47] indispensable for children from an early age, they
[02:06:51] not only prevent the appearance of cavities and
[02:06:55] monitor the healthy growth of baby teeth, then
[02:06:59] permanent teeth, but also to establish good
[02:07:02] oral hygiene habits that will last a
[02:07:06] lifetime.
[02:07:09] The 6-year molar, which is a permanent tooth, is the first
[02:07:13] permanent or definitive tooth that comes into
[02:07:16] the mouth. Often, we neglect it and ignore it.
[02:07:20] Parents don't even know it's a permanent tooth. Even if they come
[02:07:24] to the office, they say it's a baby tooth,
[02:07:27] when that's not true, and... they insist, they say no, it hasn't
[02:07:31] changed, it's the first time it arrives, he will change it, but
[02:07:35] no, it comes behind the
[02:07:37] molars, so it extends the arch.
[02:07:41] There is no baby tooth that falls out to replace it. That's why we
[02:07:45] neglect it.
[02:07:48] These preventive consultations also help
[02:07:51] the child get used to the dental
[02:07:53] office.
[02:07:59] We must do all these... examinations, so that children can start a good
[02:08:02] school year. If a child is used to the
[02:08:06] dentist, it will be, on the contrary, a good visit, so he
[02:08:09] will not have any problems, and I ask parents not to scare
[02:08:13] them with the
[02:08:14] dentist anymore.
[02:08:18] A final check-up before the back-to-school bell and the
[02:08:22] parents' relief, the school year can begin under the
[02:08:25] sign of health and
[02:08:27] smiles.
[02:08:33] This was a report by Ferial Hamdi, who visited
[02:08:36] a doctor's office or a dental
[02:08:39] surgeon who reminded us of the importance of dental care for
[02:08:43] children, especially all the time, but particularly
[02:08:46] during this back-to-school period, and precisely,
[02:08:50] let's get to the heart of the matter, professor, the back-to-school
[02:08:53] period and just before, when you receive children for
[02:08:57] consultation, what do you start with, and above all, what
[02:09:00] are the medical elements on which you focus
[02:09:03] the most? It should be known that a child is a growing
[02:09:07] being, and each time we receive a
[02:09:10] child, they undergo a clinical examination that must be
[02:09:13] complete, complete and particularly focused on
[02:09:17] certain specific elements, whether
[02:09:20] it's blood pressure measurement, but even more important than
[02:09:24] that, the child's somatic growth, so weight and height
[02:09:27] measurements.
[02:09:30] must be carried out during each pediatric
[02:09:34] consultation, and this growth profile
[02:09:37] (stature-weight) is extremely
[02:09:40] valuable for the pediatrician because it
[02:09:43] often allows, long before the onset
[02:09:47] of other symptoms, to detect certain
[02:09:50] pathologies. I'll give you an example: in Algeria, we
[02:09:53] are unfortunately affected by an epidemic of obesity and
[02:09:57] overweight, so overweight is the stage that... precedes
[02:10:00] obesity. By taking the weight and height
[02:10:03] of a child annually and therefore these two
[02:10:07] anthropometric data allow
[02:10:10] us to extract another index that
[02:10:14] we all know, the Body Mass Index or BMI, the Body
[02:10:18] Mass Index, plotted on the appropriate BMI
[02:10:22] curves, well, we will detect
[02:10:25] a child who presents an overweight
[02:10:29] condition even before they
[02:10:32] present with obesity. And when
[02:10:35] one is at the stage of overweight, well, that's when we can
[02:10:39] act with simple measures, rebalancing and... nutritional
[02:10:43] advice, so by reminding them of the rules of
[02:10:46] healthy eating, having a healthy, balanced, varied diet,
[02:10:50] by reminding them of the importance of fighting against
[02:10:53] sedentarism, by
[02:10:56] physical activity, at that moment we will be able
[02:11:00] to reverse the BMI curve and thus
[02:11:03] restore a perfectly correct anthropometric
[02:11:07] status for this child. So you see that ultimately this consultation is
[02:11:11] essential, so
[02:11:13] important, it allows for the detection of many
[02:11:17] health problems that can be an early
[02:11:20] diagnosis that can be made, and this is not just the work of the
[02:11:23] pediatrician, it is also the work of the school health
[02:11:27] doctor, absolutely, the school doctor's primary
[02:11:31] mission is screening, early
[02:11:34] screening, and it is this school doctor who, thanks to
[02:11:38] simple measures, will be able to arrive at a...
[02:11:42] simple diagnosis made in the end, and which
[02:11:46] will allow for benefits certainly in terms of management, so
[02:11:49] you have highlighted it well, professor, as
[02:11:53] a pediatrician, you play an essential role in the monitoring and
[02:11:56] surveillance of child health, and once they are at school, they
[02:12:00] have another actor who also plays a very
[02:12:04] very important role in this surveillance and follow-up, and precisely,
[02:12:07] Dr. Benidir, once the child is at school,
[02:12:11] what is the role of the school doctor and what problems
[02:12:14] can they detect exactly in terms of health? Well, the role of the school
[02:12:18] doctor is health in the school environment. Yes, the school doctor is
[02:12:22] there to prevent certain pathologies, he is there to
[02:12:25] vaccinate, he is there to educate,
[02:12:28] guide, and provide care. So the role of the
[02:12:32] school health doctor already begins with the
[02:12:35] screening, early screening. We have
[02:12:39] target classes, first we start with preschool, which is
[02:12:42] very important. Screening concerns the
[02:12:45] doctor and the dental surgeon, yes, the dental
[02:12:49] surgeon also does oral health.
[02:12:52] So we screen first year preschool, first year primary,
[02:12:56] 4th year primary, first year middle school, 4th year middle school, first year
[02:12:59] secondary, 3rd year middle school, and we also have the inter-grades of course,
[02:13:03] because these inter-grades already have their files, we
[02:13:06] continue to follow them,
[02:13:09] uh, if there is pathology or other. Absolutely, we also
[02:13:13] conduct health education. We very often
[02:13:16] hold awareness days, we raise awareness about diet,
[02:13:20] yes, about addictions nowadays, we have
[02:13:23] a big problem, you do them in schools, in schools, in the
[02:13:27] UDS, we have care and follow-up units,
[02:13:30] uh, in which we can receive children and give them
[02:13:34] awareness sessions, awareness, absolutely, we have
[02:13:38] many themes, personal hygiene at the moment, we have
[02:13:42] discussed this theme during this back-to-school period,
[02:13:45] hand hygiene, it's very important, because in fact all
[02:13:48] pathologies, certain communicable diseases are transmitted by hands,
[02:13:52] everything is hand-borne, so before entering the canteen,
[02:13:56] school health doctors are there to check if the children have washed
[02:13:59] their hands or not, yes uh, we also have the
[02:14:03] problem of addictions, addictions to screens, to drugs nowadays,
[02:14:07] yes, that raises a crucial
[02:14:11] very important problem. We
[02:14:14] also have nutrition, yes, we
[02:14:16] teach them what to eat. Uh, very often
[02:14:20] children bring snacks with them, these are snacks that
[02:14:23] are only made of sugar, uh,
[02:14:27] biscuits, chocolate, sugary
[02:14:29] drinks, everything that is not good for the child, yes. So we
[02:14:33] have been fighting for a year or two to ban
[02:14:37] these unhealthy snacks from
[02:14:41] schools. We don't want children to bring snacks anymore, a bottle
[02:14:44] of water is enough, especially in primary school. In primary school, we have canteens, most
[02:14:48] primary schools have canteens, these meals are
[02:14:52] very balanced, they have their meat, they have their
[02:14:55] vegetables or starches, they have their fruit or dairy product, yes. And when
[02:14:59] they bring their snack, they go to the canteen, eat almost nothing, so the
[02:15:03] snack is useless. At 11:30 they have their meal,
[02:15:07] so the snack is useless. So, in summary, the school
[02:15:11] health doctor is very very important in the school environment,
[02:15:13] exactly. So it's about prevention
[02:15:17] much more, it's about prevention. If you allow me, I'll just remind
[02:15:20] you that as a member of the committee, one of the experts
[02:15:24] in school health, uh, and after
[02:15:27] having listened many times to my colleagues,
[02:15:30] the school doctors, I must emphasize
[02:15:33] that they do a tremendous job, yes,
[02:15:36] uh, which is often, uh, unrecognized by
[02:15:39] parents and even by other categories of the
[02:15:43] population in general, and their work in reality is
[02:15:47] essential, they have a mission of
[02:15:49] screening, certainly, they have a
[02:15:53] mission of vaccination. They also have a, they ensure
[02:15:57] these two missions which are already extremely
[02:16:00] arduous, but they also carry out
[02:16:04] health education sessions, as Dr.
[02:16:07] Benidir reminded us, which will be focused on chosen themes at
[02:16:11] the ministerial level and which will therefore be uniform
[02:16:14] throughout the country, and they
[02:16:18] assurent une mission d'hygiène et
[02:16:21] sanitation in schools, yes, and that is essential.
[02:16:31] Uh, we have discussed this many times, but school must now be integrated into a concept called health-promoting school, meaning that
[02:16:34] it is a safe
[02:16:37] place where our children are there certainly
[02:16:41] to acquire
[02:16:43] knowledge, yes, but not
[02:16:45] only to acquire also healthy
[02:16:48] behaviors, healthy behaviors that
[02:16:52] will then be transmitted within their family
[02:16:56] environment, yes, so in reality, we
[02:16:59] try to, you are absolutely right, it is a collective
[02:17:02] education, we try to have an impact on
[02:17:05] our entire society, not only by
[02:17:08] guaranteeing the health status of our
[02:17:11] children, but by making sure that they
[02:17:15] are the spokespeople in
[02:17:17] society for all these new behaviors, well, not new
[02:17:21] ones, but for these behavioral knowledge.
[02:17:25] Well, so we plant a seed and let it disperse, we let
[02:17:29] it germinate, yes, absolutely Sabrina. So we come back, so it's a part
[02:17:32] where the back-to-school period, there's another part that we really need
[02:17:36] to try to understand with our children, it's their
[02:17:39] behavior, and it's a good period to, uh,
[02:17:42] in a way, snoop around. So tell us what changes in
[02:17:46] behavior or in school results can be
[02:17:49] particularly uh for the parent, they should
[02:17:53] attract the parents' attention, the behaviors that change or others,
[02:17:57] try to explain all this to us, it's your domain. So, if
[02:18:01] we speak generally, that means at what point can we
[02:18:04] say that this is an alert? That
[02:18:07] a parent must be able to know their
[02:18:11] child, meaning they take the
[02:18:13] observe them, to know their preferences, their habits,
[02:18:17] their attitudes, their reactions, their coping
[02:18:21] strategies, so how they deal with, for example,
[02:18:25] stressful situations. So what is
[02:18:28] the child involves the bond that the parent must
[02:18:32] imperatively establish with their child because
[02:18:36] what we see unfortunately today is that we don't know the child
[02:18:39] well enough, but we know very well what is said on social
[02:18:43] media, on all the screens that we
[02:18:47] all watch, and it is enough
[02:18:50] that we see a little behavior and we will
[02:18:53] pathologize it. So if I have a first, a first
[02:18:56] indication, it is to say that parents, learn to know
[02:19:00] your children. Now any sudden
[02:19:03] change in behavior should
[02:19:06] alert us. For example, a child who is
[02:19:09] playful, who is very, well, very
[02:19:12] present, joyful, and suddenly we see that they are
[02:19:16] withdrawn, and for a day, 2 days, 3 days, a
[02:19:20] week, then we start to ask questions. A child, for example, who
[02:19:23] has a good appetite who... usually and suddenly no longer
[02:19:27] eats. So when there is a break in a
[02:19:31] behavior, that's when we need to question it. It doesn't mean that
[02:19:34] it's automatically something serious, but it's what will
[02:19:37] allow us to observe at least variations,
[02:19:40] things that are there, and
[02:19:43] to question the child, because everything is a
[02:19:47] matter of context. We need to know, perhaps for example, we are in a transition
[02:19:50] phase, uh, 4 months of vacation, we are
[02:19:54] resuming.
[02:20:03] for both adults and children, so in a
[02:20:06] way there will be some disruption. We're already starting
[02:20:09] to see children who don't sleep well. My own this morning woke up,
[02:20:13] they were all, and yet we can say that they are adults at
[02:20:17] 18, 16, but the transition is
[02:20:20] there, what we call social jet lag. So it doesn't mean
[02:20:24] we should worry immediately and go looking, but we
[02:20:28] must observe, and any disruption should
[02:20:32] alert us, and it's a way to go
[02:20:35] see, it's better to be proactive,
[02:20:37] to prevent than to let things, well,
[02:20:40] get worse, then work in an emergency, that's
[02:20:44] not good, yes, so there is a, we could say it's very important
[02:20:47] to observe a child's behavior, but also
[02:20:51] also, we could say, observe any manifestation
[02:20:54] or clinical symptom. A new clinical symptom should be carefully observed
[02:20:58] because there can be health problems on a physical level, and
[02:21:02] precisely with you, professor, I
[02:21:04] wanted to talk about a very specific entity, which is
[02:21:08] absences, which are a form of epilepsy. We can say
[02:21:11] that these are generally children who are at school during the session
[02:21:15] of, well, during the class, they zone out for a few
[02:21:18] seconds, or they are children who seem to be daydreaming, uh, they don't
[02:21:22] follow the class, so is that a form, can that be
[02:21:26] a form of absence? So what you are
[02:21:30] citing there are absence seizures, meaning there is a
[02:21:33] suspension, a suspension, pardon, of the state of wakefulness that
[02:21:36] can... last a few seconds, even though the child
[02:21:40] is in class and therefore should be at that moment attentive
[02:21:43] to the teaching provided, yes. It's true, these are
[02:21:47] situations that we can encounter and which are part of epileptic
[02:21:51] syndromes. It's not only, we don't encounter
[02:21:54] only this kind of situation, Madam
[02:21:57] Benidir can testify that we encounter a whole diversity,
[02:22:00] huh, of clinical signs. Often these
[02:22:03] children are already known, yes, followed.
[02:22:08] Like diabetics, for example, diabetic children are also an
[02:22:11] excellent example, and, uh, well, precisely, it
[02:22:17] the management, huh, of these, of these
[02:22:20] chronic diseases, that henceforth,
[02:22:23] a novelty for this school year, parents
[02:22:26] will have to fill out a form that will be distributed within
[02:22:30] schools, yes, and within which we will therefore be able to
[02:22:33] see a certain number of chronic pathologies or
[02:22:37] known pathologies for which the child is followed, with the name of the
[02:22:41] doctor, the doctor who follows them, and their contact details, but all the
[02:22:45] pathologies that can be
[02:22:48] asthma, extremely frequent pathology, uh, neurological
[02:22:52] disorders, food allergies or
[02:22:55] others, and therefore this new
[02:22:58] form, this new health questionnaire filled out by parents
[02:23:02] will allow precisely from the start
[02:23:05] of the school year to identify
[02:23:07] and patients, excuse me the term, but or students, if you
[02:23:11] prefer, who suffer from a certain number of pathologies and who will
[02:23:16] attention of school doctors, yes, a diabetic child in a school
[02:23:20] environment, for example, is often stigmatized, yes,
[02:23:22] uh, in February, we will address
[02:23:26] Ramadan and the month of Ramadan, and so at that moment,
[02:23:29] it's quite difficult for children to isolate
[02:23:32] themselves, yes, to inject their
[02:23:35] insulin, or unfortunately
[02:23:39] uh, to hide to be able to have their
[02:23:42] lunch, yes, also because unfortunately they cannot
[02:23:46] fast, and therefore these situations, these
[02:23:49] students, if we identify them in advance, well,
[02:23:53] it will be excellent for them because we can plan certain
[02:23:57] specific provisions for them, and then
[02:24:00] also help teaching staff or, in general,
[02:24:03] medical-administrative staff within the school
[02:24:07] to acquire emergency
[02:24:11] skills, yes, precisely, is this done for
[02:24:15] teachers, first
[02:24:17] aid, hypoglycemia, here
[02:24:21] the parents are taking care of an asthma attack,
[02:24:24] taking care of hypoglycemia, that must be done
[02:24:28] without delay, absolutely, yes, taking care of a child,
[02:24:32] uh,
[02:24:34] well, a hemophiliac child who falls in the...
[02:24:50] be immediate, absolutely, yes, so these actions must be acquired, they must not be only the responsibility of the school doctor, yes, it should not be simply the
[02:24:54] responsibility of the teaching staff, anyone can save a
[02:24:57] life, and so it is important now to be able to
[02:25:01] establish and acquire this knowledge and know-how
[02:25:04] of first aid, exactly, yes.
[02:25:07] It's much broader than first aid in reality, it's knowledge
[02:25:11] if we were to go back to the
[02:25:15] children during their schooling, different from primary to
[02:25:19] middle school, to high school, so the three
[02:25:21] exactly, what are the elements that concern height, weight,
[02:25:25] vision, and also hearing that must be checked
[02:25:29] during school? Everything you're mentioning
[02:25:32] falls within the scope of screening, yes. When we screen a
[02:25:35] child, we measure them. We measure them, we already have a medical
[02:25:39] file, okay, with a growth curve
[02:25:43] and and weight, we call it a stature-weight curve,
[02:25:47] so the school doctor measures the child, takes their weight, and
[02:25:51] calculates their BMI, that is, calculates their BMI,
[02:25:54] and he puts all that on his file. As soon as he
[02:25:57] has, uh, as soon as it goes off the curve, as soon as he has a problem,
[02:26:01] at that point, either we take care of it when it's a small deviation
[02:26:05] at our level because we have received
[02:26:08] training from our professors, otherwise we refer
[02:26:12] them to more specialized consultations, okay.
[02:26:15] And that's done, uh, for the different
[02:26:19] stages, yeah. That's it, that falls within screening, that's it, we also
[02:26:23] have visual acuity and hearing. And for hearing, it
[02:26:26] is done systematically for hearing, it's mainly through
[02:26:29] questioning, otherwise it's the questionnaire that
[02:26:31] guides us, very good. Either it's through
[02:26:35] questioning, or it's the teacher who guides us, very
[02:26:39] good. He tells us that the child either doesn't hear
[02:26:42] well, or works very poorly, or doesn't answer the
[02:26:45] questions, so that's where we get alerted and that's where we
[02:26:48] refer him to an ENT for an audiometry, very good. You
[02:26:52] know that there is collaboration between the teaching staff and the school
[02:26:55] doctors, yes, the teaching staff
[02:26:59] often and themselves
[02:27:02] are themselves raising the alarm,
[02:27:05] yes, if a child whose writing
[02:27:09] changes, that can indicate a vision
[02:27:12] disorder, so refractive errors in general, myopia or
[02:27:15] other, and so it's extremely important. It's often the
[02:27:19] teaching staff, as you also very well reminded, Madam Benidir, regarding
[02:27:23] hearing, and that is fabulous, this
[02:27:26] collaboration that we must have and
[02:27:29] promote between teachers and healthcare staff,
[02:27:33] yes, you also talked about medical records, and it must be said that
[02:27:36] Algeria is making great strides towards digitization,
[02:27:40] and so this year, another novelty, apart from the questionnaire for the medical
[02:27:43] record, well, there's a new medical record,
[02:27:47] very good. on paper for now, but
[02:27:50] which is simplified and will eventually allow
[02:27:53] for digitization that will allow for the creation of
[02:27:57] truly personal, personalized, well-developed,
[02:28:01] well-structured files that
[02:28:04] will allow for follow-up at all levels for our children, all
[02:28:07] year after year, without loss of information because paper,
[02:28:11] unfortunately, we found that sometimes there were losses of files or
[02:28:15] other, it's not very active, it will make the task
[02:28:18] easier. digitization, so he will have
[02:28:21] access to medical records, to information and then the
[02:28:25] health of these children will be much more taken care of,
[02:28:27] exactly. Absolutely. So Doctor Benidir, you
[02:28:31] talked about height and weight, so you will detect
[02:28:35] growth retardation if there is a child who, let's say, is
[02:28:38] delayed. So
[02:28:41] screening begins in preschool,
[02:28:44] yes, absolutely. So we measure them and we
[02:28:47] follow up. If there is a break in the curve, at that
[02:28:50] point we refer them to one, and then besides
[02:28:54] this growth retardation, there are other symptoms that I would like to draw
[02:28:58] parents' attention to, it is precisely unusual
[02:29:03] unusual academic difficulties with this growth
[02:29:06] retardation can precisely lead us to one of the diseases, which is
[02:29:10] hypothyroidism, so it's a thyroid problem. Just report
[02:29:14] these symptoms to your pediatrician or school doctor and then
[02:29:17] screening will be done easily, uh we will
[02:29:20] come back to you Sabrina regarding everything that is
[02:29:23] the psychological aspect of this back to school,
[02:29:27] the child when he is at school he will be under pressure, the pressure
[02:29:31] of grades, school requirements, parental
[02:29:34] expectations, so when does this pressure already become
[02:29:37] excessive for the child and how should parents
[02:29:40] react? So it's true that it's a phenomenon,
[02:29:44] we shouldn't show ourselves, in recent years, there has been
[02:29:48] a real phenomenon of parents who...
[02:29:50] who are in brackets, almost they fixate
[02:29:53] on only the grade and the child's
[02:29:57] school results, and have completely forgotten
[02:30:01] that school is not just
[02:30:03] for knowledge, school is
[02:30:07] the school of life, the child goes to school to learn
[02:30:10] social skills, well, he learns
[02:30:13] to be a social being, to
[02:30:17] have interactions and unfortunately what... what we see is that
[02:30:21] today most parents who place
[02:30:24] enormous expectations on the child, it's what we call a
[02:30:27] narcissistic extension, it's as if the
[02:30:31] parent is trying to unconsciously repair themselves with the
[02:30:35] child's success, I've heard stories where for
[02:30:38] example, I don't know, the little girl who wants to be
[02:30:42] a veterinarian and the mother who is just
[02:30:46] 6 years old, the little one is not
[02:30:49] yet... 18 years old to choose and she says but it's
[02:30:52] impossible, okay, but let her live
[02:30:56] her dream, maybe it will mature, she will change
[02:30:59] her mind, but because maybe for her she needs to be... I don't
[02:31:02] know, I'm just saying anything, but an engineer, and if we
[02:31:05] dig into the mother's history, we will of course find
[02:31:09] meaning, what I want to say to parents is that the more
[02:31:13] pressure you put and the more unrealistic
[02:31:16] expectations you place on a child, maybe he has
[02:31:20] artistic abilities and wants to do something else,
[02:31:24] the more you will break, in any
[02:31:26] case, his potential, that's for sure,
[02:31:30] and we will unfortunately have adults. 30 years old, 40
[02:31:33] years old next to himself, so be careful, that's when we
[02:31:37] talk about projections, but we must not forget that during this
[02:31:40] schooling, we are receiving more and more
[02:31:43] children with anxiety disorders today, yes
[02:31:47] and since covid, frankly
[02:31:50] a lot of requests for support, children
[02:31:53] who have trouble sleeping, who say, they have
[02:31:56] an adult vocabulary, at
[02:31:59] 5, 6 years old, she will say I'm stressed. I have
[02:32:03] a lump in my stomach, it seems like she can even make
[02:32:06] a diagnosis herself, so yes, parents need to pay attention
[02:32:10] to what is called emotional contagion, everything that the
[02:32:14] parent experiences and which is not metabolized at an
[02:32:17] adult level with a well-connected
[02:32:20] brain, a 4- 5-year-old child with a brain that is
[02:32:24] not yet 100% connected will not be able to
[02:32:27] metabolize it and that starts with awareness, parents must
[02:32:31] understand that the children of 5-6 years old do not yet have the
[02:32:34] capacity to respond to this
[02:32:37] narcissistic project that he wants to have so
[02:32:41] after this pressure so
[02:32:44] we're going to move on to something more concrete especially regarding
[02:32:47] school, it's something that really gives lows especially
[02:32:51] regarding its weight, we are going to talk about the schoolbag and
[02:32:54] professor the weight of the schoolbag how are we going to manage
[02:32:58] all this the weight of the schoolbag will be a problem for the back?
[02:33:02] for posture, how and when should we raise the alarm
[02:33:06] regarding the weight? So you have, the question is
[02:33:09] extremely interesting and you are right to address it, the weight of the
[02:33:13] schoolbag is a concern that comes up year after year from parents,
[02:33:17] you should know that our children's schoolbags are considered
[02:33:20] heavy when they exceed 10%
[02:33:23] of the child's body weight, meaning
[02:33:27] a child who for example weighs 36 kg should
[02:33:30] not carry a schoolbag that exceeds 4
[02:33:33] kg if I say it
[02:33:37] approximately, unfortunately what we observe is that
[02:33:41] often the weight of the schoolbag well it largely exceeds this
[02:33:44] norm, that's 20 to 30% of our children's weight and
[02:33:48] that generates posture disorders, pain,
[02:33:51] fatigue when it's totally
[02:33:54] useless, he has what we should ask
[02:33:57] parents is certainly to buy first schoolbags that are...
[02:34:01] adequate to distribute the weight of the schoolbag on the child's
[02:34:06] schoolbag that has wide straps already, yes,
[02:34:09] okay, first
[02:34:12] thing, check in the evening that
[02:34:15] the books and notebooks that are
[02:34:19] carried
[02:34:22] next day and useful, often our children
[02:34:25] are a bit lazy, they don't put away their schoolbags, they leave them, the
[02:34:28] daily schedule normally, that's what you really need to
[02:34:33] uh it's perhaps still too early but I think it will be done
[02:34:36] in the future, try to replace some books with
[02:34:40] digital tablets, even if I'm not a big fan of that, oh yes, screens,
[02:34:44] exactly, yes, yes, yes, but tablets that don't connect,
[02:34:47] that don't have other applications than
[02:34:51] books, uh, maybe also look for other
[02:34:55] tricks, that is, have books that can
[02:34:58] be separated, in the form of chapters, that is, the child
[02:35:01] would only carry... the chapter he needs to study the next day, that's also one of
[02:35:05] the solutions we can adopt, so you see that first make sure that
[02:35:09] you only carry the books, notebooks
[02:35:12] and things that are really needed the next day,
[02:35:16] have an adequate schoolbag,
[02:35:19] sorry, I think that we have also proposed to the
[02:35:22] competent authorities, which are the national education
[02:35:25] department, that there should be lockers or
[02:35:29] storage boxes, we have asked for this to be available so that...
[02:35:32] it has started in some schools, so children instead of
[02:35:36] bringing all their things from the whole day, they just take
[02:35:39] a part of it and leave the other part in the locker or
[02:35:43] in the teacher's cupboard, this happens in primary school,
[02:35:47] we have asked for this, yes, yes, to already
[02:35:49] fix this problem of weight that
[02:35:53] causes scoliosis in children, precisely, so speaking of the weight
[02:35:58] weight, precisely, so you talked earlier about food.
[02:36:05] of the little one, well, it's not breakfast, it's a snack that he will bring with him, so he needs
[02:36:08] healthy eating habits, but also besides that, he should
[02:36:12] have a sports activity or physical activity.
[02:36:16] And Sarah, while preparing the show, we talked about the medical
[02:36:19] certificate. So the medical certificate, let's be
[02:36:22] honest, who among us has not received a call from a loved one asking them to
[02:36:26] issue a certificate of good health because
[02:36:29] their child was going to do a physical activity, and here we are not
[02:36:33] doing parents a favor by issuing a medical certificate of good
[02:36:36] health for a child who is going to do a regular physical
[02:36:39] activity without an adequate examination, an
[02:36:42] ECG.
[02:36:45] So we agree on that, that we are not doing a favor
[02:36:48] to a loved one by putting their child in danger.
[02:36:51] So we must avoid this certificate of convenience, not of
[02:36:55] good health. So I I would like to remind you just
[02:36:59] two things, two extremely important points, the
[02:37:02] health questionnaire that I mentioned earlier
[02:37:06] and which is filled out by parents is
[02:37:09] extremely precious because precisely a certain number
[02:37:13] of functional and
[02:37:16] clinical signs are listed in this questionnaire and which can
[02:37:19] precisely, when they are present, prompt
[02:37:23] us to request other examinations, you mentioned an
[02:37:27] ECG or we can go much further
[02:37:30] the establishment of a certificate of aptitude or not
[02:37:34] for physical activity, exactly, so this questionnaire
[02:37:37] once again, I call on parents to fill it out seriously, to
[02:37:41] read it, to ask the family doctor. or
[02:37:45] the child's pediatricians to explain
[02:37:48] it to them, it's true that maybe some topics will
[02:37:51] not be fully understood or initially understood, so
[02:37:55] we can get help from a doctor, yes, to fill it out, absolutely,
[02:37:59] the questionnaire is important, second reflection
[02:38:02] concerns just it concerns physical activity at school, you know that
[02:38:06] since 2023 uh there are physical
[02:38:09] educators in schools, yes that allows for
[02:38:13] a great physical education
[02:38:16] and thereby to fight against the phenomena of overweight and
[02:38:19] obesity, that also allows to identify children who
[02:38:23] may be called upon to carry out competitive sports
[02:38:26] activities, yes, and it is in this
[02:38:29] sense that the medical certificate becomes
[02:38:31] interesting,
[02:38:34] from an international point of view, before 12 years old, the practice of a
[02:38:38] sport, so-called non-competitive
[02:38:40] sport, a regular sport does not require any
[02:38:44] certificate at all. We don't need a certificate of good health or not,
[02:38:48] after 12 years old, we need
[02:38:51] a medical examination when we
[02:38:55] consider practicing a competitive sports activity,
[02:38:58] yes, okay, it's extremely important to understand, we
[02:39:02] must differentiate that, yes, so basically, this
[02:39:05] medical certificate, internationally,
[02:39:08] is no longer a certificate of good
[02:39:11] health,
[02:39:14] but it is now called a certificate
[02:39:17] of non-exemption from physical
[02:39:20] activity, there is an important nuance to
[02:39:23] understand, that is, all children are able to perform physical
[02:39:27] activity, except that we must pay a little more
[02:39:31] particular attention to children who are considering a competitive
[02:39:35] sports activity, yes, so exactly, you rightly emphasized the
[02:39:39] term non-exemption, there is the certificate of
[02:39:42] exemption from sports activity. sometimes it is
[02:39:45] done systematically without there being a health problem in the child, even though
[02:39:49] sport or physical activity is very important in the psychomotor
[02:39:54] the child, so except in a few situations, this
[02:39:58] exemption becomes important, what are these situations Professor?
[02:40:02] Well, in fact, I wouldn't talk about exemption but
[02:40:05] about particular precautions in certain
[02:40:09] pathologies, I'll come back once again to the diabetic child, he
[02:40:13] precisely needs certain
[02:40:15] uh precautions before physical activity and there the physical
[02:40:19] educator must be trained for that
[02:40:21] uh perform a capillary blood glucose before
[02:40:25] physical activity, consider re-sugaring or a snack
[02:40:29] before physical activity in a diabetic child, monitor this
[02:40:33] child after physical activity also to see if signs of hypoglycemia
[02:40:37] do not appear a little later, these are things
[02:40:40] that one learns when one is diabetic and these are things that one should
[02:40:45] are things we need to know, precautions to teach. perhaps take acquired by the physical
[02:40:47] educator or any other person from the school staff, yes, these
[02:40:53] precautions, there is not necessarily an exemption for a
[02:40:57] child once again for all physical
[02:41:00] activity, absolutely, yes, so it's better
[02:41:05] stopping it completely, it's a well-being for the child, exactly,
[02:41:09] he will flourish as Sabarena said, he needs it, it will be a
[02:41:13] community, he will do an activity.
[02:41:15] he will be in a community with the need to play, the need to
[02:41:19] run, to discover, that's right, to discover,
[02:41:22] that's it, it's socialization,
[02:41:26] once again, I... school health promoter, it's a
[02:41:29] we create a village within which the child learns
[02:41:33] social behaviors, yes, exactly, and in
[02:41:36] parallel also it's a period where the child is stressed and
[02:41:40] anxious, but sometimes anxiety is
[02:41:45] gate, there's a little scenario that all families
[02:41:48] know,
[02:41:50] the alarm rings, we're already
[02:41:54] late, we have to get ready, brush
[02:41:57] our teeth, eat, have breakfast, you're late, so already
[02:42:00] the child at some point, a few minutes after waking up,
[02:42:04] the whole family is already under pressure, and the most
[02:42:08] problematic thing is that this race against time can become
[02:42:12] a scenario that repeats itself every morning, it's
[02:42:15] chronic and tell us Sabrena please, how
[02:42:19] this very active morning
[02:42:22] can affect a child from the outset and especially how to help
[02:42:26] parents better manage this very important part of the
[02:42:30] day so that the child can live it more serenely.
[02:42:33] So the first and most important thing is awareness,
[02:42:37] there's no change without awareness, the majority of
[02:42:40] parents before going back to school say, "Oh my god, it's going to start again, the
[02:42:44] traffic jams, the stress." Okay, we
[02:42:47] know that, it's a fact that's there, the
[02:42:51] question to ask is, what can I do at my
[02:42:54] level so that I can change things?
[02:42:57] I hear, for example, "uh, I'm tired, I don't want to wake
[02:43:01] them up." Well no, I prefer to wake a child
[02:43:04] earlier and take the time to
[02:43:08] have breakfast and that he
[02:43:11] sees at least a calm parent, okay, and
[02:43:14] that we can leave uh calmly,
[02:43:18] in serenity as much as possible, because of course there will be
[02:43:21] episodes where children don't want to leave, the little ones at daycare and
[02:43:25] all that, but not to act and undergo this
[02:43:29] scenario 200 mornings a year, the
[02:43:32] loop becomes chronic, that means every
[02:43:35] morning and the brain actually from the moment
[02:43:39] it repeats, it will engrain that and so the child
[02:43:43] will already associate school with
[02:43:46] separation and the morning crisis and then we wonder
[02:43:49] why the child doesn't want to go to school, but of course, because anyway it
[02:43:53] starts very badly in the morning, for example what I would advise...
[02:43:57] already wake up early, not everyone at the same
[02:44:01] time, and again these are personal differences,
[02:44:04] that's it, if I need to drink this coffee because I
[02:44:08] feel that if I don't drink my coffee, I am not
[02:44:11] operational, which many parents unfortunately say and which is not
[02:44:15] necessarily true, but anyway, it's a belief that is there, so I wake
[02:44:18] up earlier, I get ready earlier,
[02:44:22] and I estimate the time it takes a child, and even if one
[02:44:26] is faster than the
[02:44:28] other, adjust, that's it, be aware, put
[02:44:32] actions in place and sometimes learn to
[02:44:36] voluntarily degrade certain things, that means
[02:44:39] I will, I will take from sleep time,
[02:44:42] but I will gain in quality of
[02:44:46] breakfast, exchanges, in the car,
[02:44:49] there's fighting, try to create a game or
[02:44:53] in any case the parent can always be
[02:44:56] innovative. from the moment he is in emotional
[02:45:00] security, so that's where and
[02:45:03] always, the adults always have power
[02:45:07] over the children, except when they are in emotional
[02:45:10] overactivation, we all become children, exactly, so
[02:45:14] this back to school goes through this
[02:45:16] readjustment in the daily routine and
[02:45:20] it's the parents who must precisely establish this routine to have a
[02:45:24] let's say a comfort for them and for their children, but also... the back to school,
[02:45:28] a good start to the school year also requires daily
[02:45:31] preventive measures, which are hygiene gestures, Doctor
[02:45:35] Benidir, what are the main hygiene gestures that you actually
[02:45:39] talked about earlier, that you do during
[02:45:42] awareness meetings, that's right,
[02:45:46] hand hygiene is very important, washing hands before
[02:45:49] eating and after eating, it's very important because everything is carried by hands,
[02:45:53] personal hygiene of course, taking a bath at least twice a
[02:45:56] week is... very important, washing
[02:46:00] washing the clothes, washing the blouse, not coming with a
[02:46:03] dirty blouse, it's it's it's
[02:46:07] unsanitary, that's right, especially us, especially on
[02:46:10] personal hygiene and hand hygiene, it's very important, so
[02:46:14] everything that is nails and all that, so it's very important,
[02:46:17] of course, these are simple gestures that are beneficial,
[02:46:21] exactly what we also do, unfortunately school health doctors
[02:46:25] also do screening for lice and scabies, yes,
[02:46:28] so there you go, during screening too, we look for these
[02:46:32] little creatures in the hair and
[02:46:35] on the body, hence the need to wash
[02:46:39] and be clean and wash your clothes, Sara also mentioned
[02:46:43] lice, yes, that's right, pediculosis, lice and
[02:46:46] nits, that's right, there are there are moments of
[02:46:50] epidemic, it's during winter, during
[02:46:53] winter, children bring their coats and when there are no coat
[02:46:56] hooks, they put their coats on top of each other, it's enough for there
[02:47:00] to be a small creature in the coat for it to
[02:47:04] spread throughout the class, that's why we asked the
[02:47:08] school principals to put coat hooks everywhere in the classrooms,
[02:47:12] so that there is a coat hook for each individual
[02:47:15] student, so that they don't pile up their coats,
[02:47:18] that's it, that's it, there's also the
[02:47:22] individual tables for young children, it's very important, because
[02:47:26] if there's a small creature crawling on one head, it won't
[02:47:29] jump to another because the other is a little further away, yes, we
[02:47:33] do that in accordance with the
[02:47:37] with. So these are simple gestures but they are
[02:47:41] beneficial for the community, that's right,
[02:47:43] but it's old, so there are for the old people who know
[02:47:48] the fingernails before entering school, there was
[02:47:51] always the obligation to have a handkerchief, we check the little
[02:47:55] hands to know, and there because at school we don't just learn
[02:47:59] to read and write, we learn everything that is
[02:48:02] life, that's it, that's it, and hygiene is the first
[02:48:06] thing, exactly, yes, and another thing, you are right, we
[02:48:09] learn that school is not just a place where academic
[02:48:13] knowledge is dispensed, it is
[02:48:16] also knowledge, a place where we learn to live
[02:48:20] certainly, it is a place where we learn to interact
[02:48:23] together, and it is in this sense that school is very
[02:48:27] interesting, acquiring correct hygiene
[02:48:30] behaviors, learning to
[02:48:33] behave correctly with one's little
[02:48:37] comrades and with one's teachers.
[02:48:41] ensures that later one will become a
[02:48:44] good quality citizen, exactly, useful to society, so Doctor
[02:48:48] Benidir, another question about vaccination, so the
[02:48:51] back to school is a good opportunity to check if there is a
[02:48:55] delay or not and check the vaccination schedule, tell
[02:48:59] us more, a little more, during the first quarter, we catch up all the children who
[02:49:03] do not have an up-to-date vaccination schedule,
[02:49:06] so first the first quarter is focused on
[02:49:10] catching up on vaccination delays, there are students who have not
[02:49:14] been vaccinated during the previous year, either they were sick, or they
[02:49:17] were absent, or there was an impediment, there are also the
[02:49:21] children who enter the first school year, they
[02:49:25] have their appropriate
[02:49:28] 6-year-old vaccine, but the catch-up is done in the first
[02:49:32] quarter, we try to catch up all the
[02:49:35] stages in the first quarter, yes, we catch up the children,
[02:49:39] then... we vaccinate, we vaccinate, we start with the first
[02:49:42] primary years and later the first middle school year, then the first because these
[02:49:46] are boosters, we call them boosters, first middle school year and first
[02:49:49] high school year, absolutely, so it's very important so
[02:49:53] all the work you are doing at your level as a
[02:49:57] school doctor, so Sabrina, we wanted to talk about a
[02:50:00] problem that is very common, we've been talking about it in recent years, which is
[02:50:04] school bullying, so this is an opportunity to raise parents' awareness to
[02:50:08] recognize this... at the same time that leads to it,
[02:50:11] so bullying, it's true that it's a real public health issue because
[02:50:15] the impact on the child's structure, on their
[02:50:19] personality and on the future of this
[02:50:22] being can be really uh very, very important,
[02:50:26] tragic, tragic, exactly, so it's important, so earlier
[02:50:30] you talked about the change in behavior, a child who is
[02:50:33] bullied will not necessarily come and say
[02:50:37] it because don't forget that there are family systems where the child wants to
[02:50:41] protect the parents, there are parentification syndromes where the child will
[02:50:45] experience the thing alone because they are ashamed because for whatever
[02:50:48] reason, so it's not very easy to identify and that's
[02:50:52] why I always say the
[02:50:55] relationship before the solution, parents work on the relationship so that
[02:50:58] if anything happens at school,
[02:51:00] the child must be uh also
[02:51:03] secure to come back into the family space and say this is what I
[02:51:07] am experiencing, yes. And so there will be
[02:51:10] the bullied and there will be the bullies, and so I think the
[02:51:14] responsibility is shared, we must raise awareness and
[02:51:16] we must talk, we can always do things when they are young
[02:51:20] children, it's what we call the third-person narrative,
[02:51:24] telling stories of
[02:51:27] stories about rabbits, turtles,
[02:51:30] and depicting what harassment is, because
[02:51:34] sometimes we experience it but we don't know we're being harassed. How many
[02:51:37] stories? I mean, at 40, the person... on the couch, they say, "Oh yes,
[02:51:42] school bullying," whereas for her, no, because she moved
[02:51:46] because it was the daughter of... So let's already
[02:51:49] inform ourselves. It would be good if parents could read,
[02:51:53] document themselves, tell these stories to your children, when they are very
[02:51:57] young, as I said, we can tell through stories,
[02:52:00] and work on the relationship so that the child can
[02:52:04] come back and say,
[02:52:07] confide once, twice, because generally, bullying
[02:52:10] lasts a long time, exactly, there you go, so when he has a problem, he
[02:52:14] has several tools that you use nowadays, so
[02:52:17] I know he has a tool that you use often, it's neurofeedback, tell us more about
[02:52:21] that, yes it's a tool. In fact it's a gem, it's a technological gem, it's a
[02:52:25] tool that is 50 years old, but for Algeria it has been used for about ten years,
[02:52:28] it is a tool that I particularly like because it is a 100%
[02:52:32] natural tool and it is brain exercise and so children,
[02:52:36] adults do not need a diagnosis, so it is
[02:52:39] really training, giving information to the brain so
[02:52:43] that it can recover, adapt and
[02:52:46] simply redo its neuroplasticity in
[02:52:50] its own way, so it has no constraints. It doesn't have
[02:52:53] standards but that's all I can say is that it's a tool
[02:52:57] that can be tested, it's a wellness tool but it gives
[02:53:00] results on the daily aches and pains, it will never
[02:53:04] replace treatments, but it's really
[02:53:07] a tool, there you go, it's a good crutch
[02:53:11] for, well, the little complicated crossings,
[02:53:14] exactly, maybe one day we'll do a whole show on their
[02:53:18] feedback, pleasure, so now we come
[02:53:22] to the part of the questions from viewers, you left us some
[02:53:26] questions on the social networks of Canal Algérie and the first question
[02:53:29] is for you Professor Bookhil, it's about
[02:53:33] dental health, let's say the prevention of
[02:53:37] dental health, uh so she says, the viewer, we often
[02:53:41] hear that cavities or dental infections can have consequences on
[02:53:44] the heart, is that true? So,
[02:53:47] uh first of all, oral health is essential,
[02:53:51] yes, so... school environment, at the level of the
[02:53:55] Ministry of Health, he has many dental
[02:53:59] surgeons equipped with modern
[02:54:02] equipment who precisely examine our
[02:54:06] children regularly to prevent the onset
[02:54:09] of dental caries, yes, to detect them rather,
[02:54:13] as for prevention, there are awareness days as Mrs.
[02:54:17] Bénidir said, and which can be focused on brushing
[02:54:20] teeth. with a very specific
[02:54:24] method, it is the method that allows you to brush teeth
[02:54:28] from red to white, that is to say from the
[02:54:31] gum to the tooth and by dedicating 2
[02:54:35] minutes to each of the dental surfaces,
[02:54:38] so these are really the missions that are
[02:54:42] dedicated to dental surgeons, then as for the relationship
[02:54:46] between
[02:54:48] or dental caries and cardio-
[02:54:52] vascular problems, you are reminding us here of the problem that we all
[02:54:56] learned when we were young students, acute
[02:54:59] rheumatic fever, which fortunately, thanks to the efforts
[02:55:02] deployed in schools and in society in general,
[02:55:06] it has practically died out, it is no longer
[02:55:10] a problem that is current in
[02:55:13] our country, it certainly was when
[02:55:16] we were much younger, when I was a student it's true it
[02:55:20] still existed but to... be honest, it's been almost two
[02:55:23] decades since I've seen it, fortunately
[02:55:27] today it doesn't exist, thank you Professor, yes, the second question
[02:55:30] is addressed to you, Dr. Bénidir
[02:55:34] so she says: my child has a chronic illness, how should I
[02:55:38] communicate with the school so that his care is
[02:55:41] safe, that depends on the chronic illness, yes but she hasn't
[02:55:45] specified, but we'll talk about, I'll
[02:55:48] repeat, the role of school health is above all
[02:55:51] preventive. We don't manage chronic illnesses
[02:55:57] level, school health is mainly early
[02:56:00] detection, prevention, education, management
[02:56:04] or referral to a specialist, we do manage, of course, when we
[02:56:08] detect a pathology we take care of it, anemia we take care
[02:56:11] of it, overweight we take care of it, but when it's
[02:56:14] a chronic illness such as diabetes or epilepsy, we don't take care of them,
[02:56:18] we can perhaps advise, orient,
[02:56:22] do a little follow-up, of course, in the medical file,
[02:56:26] the pathology, but we don't take care of it, that's not the purpose of school health, precisely the purpose of
[02:56:30] school health is not to fall into chronicity, we want
[02:56:34] to avoid that, the purpose of school health is to have zero cavities,
[02:56:37] by the way there was a time there was a slogan "stop care" at the level of
[02:56:41] schools, school health is the it's especially especially especially
[02:56:44] prevention, that's our role to have tomorrow a
[02:56:47] healthy citizen without pathology and well and well in
[02:56:51] his skin, thank you. It's perfectly clear, so being in
[02:56:54] prevention, we are in prevention, moreover we do many sessions of
[02:56:58] prevention, hence the interest of early
[02:57:01] detection, as soon as we detect and find a
[02:57:03] pathology. uh at its beginning we can remedy it,
[02:57:07] but when it enters chronicity, it's a failure for
[02:57:11] school health, exactly, so the last question with you Sabrina,
[02:57:15] my child has good grades, but he puts a lot of pressure on himself
[02:57:19] and cries when he makes a mistake, how can I help him? So well, you have
[02:57:22] to simply if he's very scared and when he makes
[02:57:26] mistakes, it means that the parents have emphasized why he didn't get
[02:57:30] an A, so you have to start by themselves
[02:57:33] de- dramatizing and making mistakes in front of
[02:57:37] the child, yes, you have to allow failure, if we don't
[02:57:40] allow failure, then we will create a perfect being and he will put
[02:57:44] pressure on himself throughout his life, thank you, thank you for
[02:57:47] all your participation today with us in
[02:57:51] the show, so finally this back to school reminds us that the care
[02:57:55] and good health of a child is global, right? So it's
[02:57:59] the lightened backpack, a good sleep, good
[02:58:02] food, a good environment.
[02:58:07] for the start and especially being attentive to your
[02:58:11] child and being really vigilant to any
[02:58:14] change or unusual attitude because you are the best
[02:58:18] placed to know your child exactly Sarah so precisely
[02:58:22] observe listen prevent is to take care of
[02:58:25] your child especially take care of his health comes to the end of
[02:58:29] our show we give you an appointment next week take care of
[02:58:32] your health and see you soon see you soon
[02:59:02] under the patronage of the minister of culture and art,
[02:59:08] the commissioner's office of the Algiers international comic book
[02:59:11] festival FIBDA invites you to celebrate the 18th edition of this
[02:59:15] invisible event. An
[02:59:18] exceptionally rich program awaits
[02:59:20] you:
[02:59:23] immersive training
[02:59:24] workshops,
[02:59:28] captivating conferences and moving
[02:59:30] tributes,
[02:59:34] vibrant and colorful artistic
[02:59:37] performances,
[02:59:39] as well as exclusive
[02:59:41] competitions.
[02:59:44] Join us and dive into the heart of the FIBDA 2026
[02:59:47] adventure from October 1st to 5th, starting at
[02:59:51] 13 am on the Riyad
[02:59:53] esplanade.
[02:59:56] FIBDA graphic novel: the confluence of image and
[03:00:00] world.