Original scientific article
An overview of the welfare of animals used for scientific and
educational
purposes in Algerias
by Abdelouafi Benmouloud1,2,3*, Salima Charallah2,3, Nabila Seridi2, Rachida Raache2,4, Souhila Aouichat2, Adel Ghoul2, Safia Tennah5, Mohamed H. Benaissa6, Mourad Laouadi7, Borhane H. Fellah8, Farida Khammar2,3
1University of M’hamed Bougara Boumerdes (UMBB),
Faculty of Sciences, Department of Biology, Boumerdes, Algeria
2University of Sciences and Technology Houari Boumediene
(USTHB), Faculty of Biological Sciences, El Alia, Algiers,
Algeria
3University of Algiers 1 Benyoucef Benkhedda, Algiers,
Algeria
4Department of Immunology, Pasteur Institute of Algeria,
Algiers, Algeria
5National Superior Veterinary School of Algiers, Algiers,
Algeria
6Scientific and Technical Research Centre for Arid Areas
(CRSTRA), Biophysical Station, Nezla, Touggourt, Algeria
7University Amar TELIDJI, Department of Agricultural
Sciences, Laghouat, Algeria
8Research Center, MSD Laboratories, France
Correspondence: Abdelouafi Benmouloud, email: a.benmouloud@univ-boumerdes.dz
Summary
This study describes the welfare and animals used for scientific and
educational purposes in the field of laboratory animal sciences in
Algeria. The aim of this study is to provide an overview of the status
of the care and use of animals and to improve implementing plans and
animal welfare measures. A literature review was performed using
online databases and reference lists of the US National Library of
Medicine to assess the prevalence of animal use for research in
Algeria between 2013 and 2017. Also a retrospective study was
conducted using the Pasteur Institute of Algeria report for 2015 to
assess the prevalence of animal use in both teaching and research. The
first workshop on animal experimentation was organized in 2013 in
collaboration with international animal laboratory organizations
(ICLAS and OIE) and involving the participation of universities,
research centers, veterinary schools and the Pasteur Institute of
Algeria. In addition, after accreditation of the Algerian Association
of Experimental Animal Sciences, a number of training workshops and
courses relating to laboratory animal sciences were organized. In
Algeria the use of laboratory animals in research and education is a
subject of debate regarding the need to establish regulations and to
propose an appropriate ethical framework for the use of animals.
Finally, some actions have been already taken in Algeria to promote
the ethical use of animals but many more sustainable actions are
needed and require cooperation, harmonization of policies and
establishment of regional and international networks for experience
exchange.
Introduction
Algeria is the largest country by area in Africa with more than 41 million people (July 2018). The climate is arid to semi-arid: mild, wet winters with hot, dry summers along the coast; drier with cold winters and hot summers on the high plateau. The literacy rate of the population for those aged 15 and above is 80%. While Arabic is the official language, students are required to learn a second language, predominantly French or English (CIA 2019).
As in many countries, animal use has played a vital role in science
and research in Algeria. Animals have been used for scientific
purposes such as biomedical research, animal production research,
technical and scientific training and biological production. Most
scientists and researchers who use animals are in academic
institutions and government organizations. The use of animals for
scientific purposes in Algeria has increased and requires the
establishment of standards, policies, regulations and the
implementation of various programs, i.e. appropriate education and
training of researchers, veterinarians, laboratory animal technicians
and animal care staff, as well as the establishment of animal ethics
committees.
The Algerian University network has 106 institutions of higher
education located in 48 prefectures, covering the entire national
territory. This network is made up of 50 universities, 13 university
centers, 20 national higher schools, 10 superior schools, 11 normal
higher schools and 2 annexes (JORA 2003).
To set the direction of Algeria’s Research and Development framework,
the Directorate General for Scientific Research and Technological
Development (DGRSDT) was created under the authority of the Minister
of Scientific Research and the national policy of scientific research
and technological development by law n° 98-11 of 22 August 1998. This
Directorate is responsible for implementing all provisions of the
law regarding programming, evaluation, institutional organization,
human resource development, university research, technology
development and engineering, scientific and technical information,
scientific cooperation and evaluation of research results.
In 2002 the Arab League Educational, Cultural and Scientific
Organization(ALESCO) established an advisory committee entitled “Arab
committee for ethics of science and technology (Beloucif and Benammar
2016); this was followed by the Arab Charter of Ethics of Science and
Technology prepared by the UNESCO Regional Bureau for Science in the
Arab States (Tunis, July 2018, see ACEST 2018). According to the
recommendation of ALESCO, and under the authority of the Ministry of
higher education, the Algerian council on ethics and university
deontology was formed at the end of 2005. Accordingly in Algeria,
bioethics became a mandatory matter for students in biological schools
and there are courses at Master‘s level.
This study provides an overview of the status of the care and use of
animals for scientific and educational purposes in Algeria, including
details of the use of animals in Algeria between 2013 and 2017 for
laboratory studies and experiments. We present some of the most
notable and readily identifiable examples of strengths and weaknesses
of laboratory animal use in our country to serve as a baseline and
guide for future programs and to help plan work on animal ethics
regulations.
Materials and Methods
A meta-analysis search was performed using PubMed (MEDLINE 2017), an electronic database of the US National Library of Medicine’s MEDLINE® to assess the prevalence of animal use in research by Algerian institutions between 1st January 2013 and 1st September 2017. A second source for our analysis was the Pasteur Institute of Algeria (PIA) which is the official and major source of laboratory animals for all institutions in Algeria. A retrospective study was conducted using the PIA annual report for 2015 to assess the prevalence of animal use in both education activities and research by different Algerian institutions (PIA report 2015).
Results
Prevalence of animal species used in education and research in
Algeria
In 2015, the PIA report indicates that 27% of the Algerian
institutions used animals in research and/or education. The animals
used were mostly mammals. According to the annual report, we estimated
that an annual total of 37 958 animals was used. The frequency of
species used was 84%, 15%, 0.7%, 0.2% and 0.1%, respectively, for
mice, rats, rabbits, ovines and horses (Figure 1).
|
|
Figure 1. Prevalence of animal species used in
education and research in Algeria (PIA report, 2015). Click image to enlarge |
Prevalence of laboratory animal use for different purposes in
Algeria
The prevalence of laboratory animal use for different purposes in
Algeria (PIA report 2015) is presented in Figure 2. The percentage of
animals used in teaching activities was 41%. Most of the animals used
were small rodents (mice and rats). Only a small percentage of animals
were used for fundamental biological research (5.0%) and breeding
purposes. Animals were also used for quality control (34%) and
screening for drugs, in bioassays and for preclinical testing
including general and specific toxicity studies. The preclinical
safety and efficacy data are needed for submission to drug regulatory
authorities before permission for further studies in humans is
granted. Rabbits and horses were also frequently used for therapeutic
sera production (19%).
|
|
Figure 2. Prevalence of laboratory animal use for different purposes in Algeria (PIA report, 2015).
Click image to enlarge |
Prevalence of animal use in education and research by institution
The prevalence of animal use by institution in Algeria (PIA report
2015) is presented in Table 1. Twenty seven institutions using animals
in research and/or education were surveyed. The University of Sétif
and the University of Science and Technology Houari Boumediene (USTHB)
used the largest number of animals, 13% and 11% respectively of the
total number of animals used by the twenty seven institutions.
Table 1. Prevalence of animal use in education and research by institution in Algeria (PIA report, 2015).
|
Name |
University/ |
Animal use in education and research (%) |
Sétif |
University |
13 |
|
University of Science and Technology Houari Boumediene (USTHB), Algiers |
University |
11 |
Oran |
University |
9.3 |
Annaba |
University |
8.4 |
Jijel |
University |
7.0 |
Béjaia |
University |
6.4 |
Mostaganem |
University |
4.1 |
High Normal School Kouba, Algiers |
High School |
4.0 |
Faculty of Medicine Algiers |
University |
3.8 |
Biskra |
University |
3.3 |
Veterinary School Algiers |
High School |
3.2 |
|
Blida, Tebessa, M’Sila, Constantine, Chlef, Khenchla |
University |
[2.6-2.2] |
Annaba, Boumerdes, El Oued |
University |
[1.9-1.3] |
|
Tlemcen, Guelma, Djelfa, Khemis-Meliana, Tizi-Ouzou, Tiaret, Bechar |
University |
[0.9-0.1] |
Prevalence of animal use particularly in research in
Algeria
From the PubMed database (between 1st January 2013 and 1st September
2017) we found that 62% of the 27 Algerian institutions used animals
in research. Most animals used were mammalian species. According to
the US National Library of Medicine search results, we estimated that
a total of 4006 animals were used over 5 years. Of the total animals
used, mice accounted for 1511 (38%), rats 1437 (36%), rabbits 349
(8.7%) and hamsters 80 (2.0%). Wild captured animals, like Sand Rat
accounted for 507 (13%), Gerbillus 71 (1.8%), Meriones 22 (0.5%) and
Uromastyx 10 (0.2%). Livestock like goat accounted for 16 (0.4%) and
camel 3 (0.1%) (Figure 3). The wild captured animals are commonly used
as models for human diseases, in cell physiopathology and metabolism,
endocrinology, nutrition and neurological research (Benmouloud et al.
2014; Gouaref et al. 2017).
|
|
Figure 3. Prevalence of animal species used specifically for scientific research in Algeria (PubMed 2013-2017).
Click image to enlarge |
In Table 2 we present the prevalence of animal use for research by institution in Algeria (Pub Med database, 1 January 2013- 1 September 2017). 15 institutions surveyed used animals in research. Most of the animals were used in research at the University of Science and Technology University Houari Boumediene (USTHB) and University of Annaba, 46% and 17% respectively.
Table 2. Prevalence of animal use by institution specifically for scientific purposes in Algeria (PubMed 2013-2017).
|
Name |
University/ |
Animal use in research (%) |
|
University of Science and Technology Houari Boumediene (USTHB), Algiers |
University |
46 |
Annaba |
University |
17 |
Tlemcen |
University |
9.9 |
Béjaia |
University |
5.6 |
Boumerdes |
University |
4.8 |
Jijel |
University |
3.5 |
Djelfa |
University |
2.6 |
Blida |
University |
2.1 |
|
High Normal School of Agronomy, Algiers |
High School |
1.7 |
Batna |
University |
1.5 |
Sétif |
University |
1.4 |
Constantine |
University |
1.3 |
El Tarf |
University |
1.1 |
|
High Normal School Kouba, Algiers |
High School |
1.1 |
Tebessa |
University |
0.8 |
Sources of animals
Most animals used in education and research were provided by PIA which
has an animal breeding program. Wild animals like Sand Rat, Gerbillus,
Meriones and Uromastyx were captured in their natural habitat
especially in desert environments (Beni Abbes, El Meniaa, Biskra,
Ouargla and Djelfa region).
Alternatives to animal experimentation
Alternative approaches to animal experimentation are defined as
complete or partial replacement of live animals in biomedical research
and experimentation. William Russell and Rex Burch in “The principles
of humane experimental technique” proposed that if animals were to be
used in experiments, every effort should be made to replace them with
non-sentient alternatives (Russell and Burch 1959). This document also
emphasized that researchers need to reduce, replace and refine the use
of animals “the 3Rs” so as to minimize the pain and stress to animals.
There are a few non-animal methods that have been used in teaching,
and their use may be hindered by the limited resources available to
the Algerian academic institutions. Films, videos, plastic models,
physiological systems modeling and observational field study, were
used as educational tools in place of live animals in some
institutions.
Moreover, in basic research, a few Algerian institutions (USTHB,
Algiers and University of Tlemcen) used animal cell culture as
alternatives, particularly in cell physiopathological research (Berdja
et al. 2016).
Anesthesia and euthanasia
In the research field, 10 of the 15 institutions (67%) used routinely
anesthesia and euthanasia (PubMed database analysis). Sixteen
different methods of anesthesia were used: sodium pentobarbital,
urethane and ketamine were most commonly used at 50%, 38% and 12%,
respectively. A total of 5 methods of euthanasia were reported (Figure
4). Sodium pentobarbital and decapitation were most commonly used for
euthanasia at 39% and 35% respectively, followed by cervical
dislocation, diethylether and chloroform.
|
|
Figure 4. Prevalence of euthanasia methods used specifically for scientific purposes in Algeria (PubMed 2013-2017).
Click image to enlarge |
Discussion
Patterns of animal use
Animals used for educational and scientific purposes in Algerian
Universities and high schools, supplied by the registered breeder PIA,
were principally mice, 84% and rats, 14%. Direct comparison with the
European Union (EU) statistics is possible based on a report on the
use of animals for scientific and education purposes in the EU in
2015-2017. This report shows that the most used species of laboratory
animals were mice, 61%, fish, 13%, rats, 12% and birds, 6% that
together represented 92% of the total number of animals used (EU
2020). In terms of commonly-used species of laboratory animals, namely
mice and rats, Algeria was similar to the EU.
In Algeria, the wild-captured rodents used in research were in
particular Sand Rat, Gerbillus and Meriones. These animals are mainly
used in fundamental research relating to biology and species
behaviour, research on animal welfare, nervous system, reproductive
system, human related diseases and disorders and the conservation of
the species in nature. They account for 18% of all rodent species in
this study which is considerably higher than that reported by EU. Thus
in the latest EU report, wild species of rodents were included in the
‘other rodents’ category and were used in higher education or training
for the acquisition, maintenance or improvement of vocational skills;
they represented less than 1% of the total number of animals used in
research (EU 2020). European Directive 2010/63/EU states that it is
necessary to ensure that the use of animals in scientific procedures
does not pose a threat to biodiversity. Therefore, the use of
endangered species in procedures should be limited to a strict minimum
(EU 2010). In this study of Algerian usage, the wild animals were
within the IUCN categories of LEAST CONCERN, ie are not critically
endangered, vulnerable or near threatened (IUCN 2008).
Education, Training and Awareness
One of the objectives of educational uses of animals is to help
students learn and understand scientific and biological concepts when
alternative methods are unavailable (Balcombe 2000). Our retrospective
study showed that the majority of animals were used for education,
with quality control and therapeutic sera production being the next
two large areas where animals were used in Algeria. Indeed,
educational purposes accounted for 41% of animals which was much
higher than reported for EU states (EU 2020). The European Directive
2010/63/EU states that animals can be used for higher education, or
training for the acquisition, maintenance or improvement of vocational
skills, but that the use of animals for scientific or educational
purposes should only be considered where a non-animal alternative is
unavailable (EU 2010). However, this study revealed that a large
proportion of the total animals used were for teaching and educational
purposes mainly due to a lack of alternative methods. The high animal
usage for educational purposes may be related also to the high
teaching activity and practical sessions involving animals for
undergraduate and graduate biology and veterinary students. Moreover,
non-animal alternative methods are still not given serious
consideration in most Algerian universities and high schools.
International organizations, such as the International Council for
Laboratory Animal Science (ICLAS) and the World Organization for
Animal Health (OIE), have arranged workshops to increase awareness in
Algeria of developments in the field of laboratory animal science.
Theoretico-practical training has encompassed technical skills
relating to laboratory animal use, in conformity with the principles
of ethics and good practice for scientific animal experimentation. The
first workshop entitled “animal experimentation” was organized by
ICLAS and OIE at University of Sciences and Technology Houari
Boumediene (USTHB) on 21-22 May 2013. In addition, the Algerian
Association of Experimental Animal Sciences (AASEA), accredited in
2014, has initiatives to improve care and use of animals for
scientific and educational purposes, and develops training programs
for this. In terms of training within AASEA activities, two workshops
on good practices for laboratory animals, following the
recommendations of the Federation of European Laboratory Animal
Science Associations (FELASA) category C, adapted to the specific
needs of the region were conducted. The first one was held at USTHB in
November 2015 and the second one at the University of M’sila in April
2017. Applying strategies to training for research, teaching and
testing at the Algerian institutions will enhance research quality,
wellbeing of experimental animals and improve competencies of persons
involved in the care and use of the animals.
Animal use for scientific purposes
Basic research was the minor area for which animals were used, with
less than 5% compared to 45% in the EU in 2017 (EU 2020). As Algeria
in 2017 invested less than 0.1% of gross domestic product (GDP) in
research and development much more needs to be done (Simpkin et al.
2019). This includes increasing investment in scientific research and
supporting capacities for research and development.
From the PIA 2015 report, it appears that the University of Sétif and
USTHB were the largest users of animals for scientific and educational
purposes; they are considered among the biggest universities with
world university rankings for higher education in Algeria. Moreover,
when focusing specifically on scientific activity, based on a PubMed
search involving animal usage, USTHB was the predominant institute.
Reported common methods of euthanasia in Algeria showed a major use of
sodium pentobarbital and decapitation which are acceptable methods
(AVMA 2020). Although the use of animals cannot yet be completely
replaced, it is important that researchers support the wellbeing of
the animals, avoid or minimize pain and distress and maximize
refinement in scientific research (Festing and Wilkinson 2007).
Ethical review and oversight
Despite the common use of animals for research, testing and education,
there is an absence of specific laws governing animal care and use for
scientific and educational purposes in Algeria. However, some
regulations and guidelines dealing with ethical issues in research and
the Algerian National Council of Ethics for Health Sciences were
established in 1990 (Law 90-17 of 31 July 1990) under the authority of
Minister of Health. Unfortunately, the remit of this council does not
include the care and use of animals for scientific and educational
purposes. Indeed, it was necessary to establish programs for the safe
and secure use of animals in Algeria and to implement appropriate
practices and procedures to ensure animal welfare and to respect their
well-being. There has been an initiative aimed to implement Algerian
legislation: in 2017, a draft law entitled “Draft of the national
charter for ethical use and welfare of animals in experimentation” was
prepared by a working group of researchers, scientists and council
members of AASEA. To consolidate this approach AASEA established a
focused charter covering elements of bioethical consideration,
biosafety and biosecurity policies for animal research experiments in
collaboration with Tulane University, Louisiana (USA), in partnership
with Sandia National Labs (USA). Regarding wild animals legislation,
it is included under the laws of the wildlife protection in Algeria
[(1) Decree No 83-509 of 20 August 1983 on protected non-domestic
animal species, (2) Order of 17 January 1995 supplementing the list of
protected non-domestic animal species, JORA N° 19 of 12 April 1995,
(3) Decree No 06-05 of 15 July 2006 on the protection and preservation
of animals threatened with extinction].
It is clear that Algeria does not have specific national legislation
addressing the care, use and welfare of laboratory animals. A
cross-sectional strategy, involving government agencies, scientists,
veterinarians and professional societies, is needed to improve the
quality of research through structures and programs that support the
humane care and use of animals for scientific purposes.
Certainly, international networks will play a crucial role in ensuring
improvements in animal care and use for scientific and educational
purposes by an increasing focus on animal welfare. A need has been
identified for a coordinated initiative to provide education and
training in laboratory animal sciences in the African continent (Mohr
et al. 2016). The establishment of regional and pan-African networks
of laboratory animal science may be the most efficient way to reach
the regions involved. It seems likely that ICLAS may play a key role
in supporting the connection of Algerian and regional laboratory
animal science associations and organizations in Africa.
In conclusion, the present study demonstrates that animals are
commonly used for educational purposes in Algerian institutions. The
use of alternatives to animal experimentation in research and
education has been rarely employed. Furthermore, most institutions did
not have ethical committees established to undertake a review of
experimental protocols. Our findings highlight the need to establish
and enforce strict policies and guidelines regarding the use of
animals for educational and scientific purposes in Algeria and perhaps
elsewhere in Africa.
Acknowledgements
The authors would like to thank Prof. Ouajdi Souilem and the Pasteur Institute of Algeria for their full support of AASEA activities. This paper has been revised based on the kind input of the editorial and review team, for which the authors are very grateful.
Declaration of conflicting interests
The authors have declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The authors received no financial support for the research,
authorship, and/or publication of this article
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