Reform of Higher Education in MoroccoAchievements and Perspectives

Kingdom of Morocco

Ministry of National Education, Higher Education and Scientific Research

Direction of Higher Education

Presented by

El Bachir KouhlaniDirector of Higher Education

Grenade 05/10/2011

Summary

• Introduction

• Pedagogical reform

• The new pedagogical system LMD • The new pedagogical system LMD

• LMD system and the characteristics of the new offer of training

• LMD system and the mobility towards the international

Introduction

* The components of the system of higher education

• 15 public universities, 1 semi-private University and 2 private universities. • 103 public academic institutions, 6 research institutes ,59 institutions for

the training of managers the training of managers • 364.175 students,• 192 private schools of higher education

* Management and governance of the system of Higher education in Morocco • law 01-00 has endowed universities with autonomy • pedagogical autonomy. • Financial autonomy. • Administrative autonomy.

This autonomy is an instrument of management and governance of universities.

1. Pedagogical Reform 1/2

Objectives of the Reform :

1. Improve the performance of the educational system.

2. Meet the needs of the socio-economic environment.

3. Prepare students for the insertion in the social and economic environment.

4. Establish a system of progressive orientation and reorientation (gateways).

5. Develop methodological, linguistic and communicative capacity. 5. Develop methodological, linguistic and communicative capacity.

2003/2005:

• Start of the reform from the academic year 2003-2004 in institutions of open access :

▫ reform of classical programs of license.

▫ Elaboration and implementation of professional licenses (2005)

2006/2007:

• implementation of the education reform in institutions of regulated access: (TSPS; ENCG; (ESRFT).

• Implementation of the reform in the Master cycle.

2007/2008:

• Implementation of the new educational organization in university engineering schools.

1. Pedagogical Reform 2/2

2008/2009:

• Implementation of the reform of doctorate cycle.

• Evaluation of the educational reform at the • Evaluation of the educational reform at the national level.

2009/2011 - Implementation of the emergency program:

• Development of the scientific offer

• Promotion of the scientific research.

• Orientation of students towards the sciences, technicsand professional training. ▫ increase of 2 to 3 times the population of the new students

in programs of engineering sciences, trade , management technology and sciences & technics;

Development of the scientific and

professional offer of Higher Education

in programs of engineering sciences, trade , management technology and sciences & technics;

▫ Orientation of 25% of the students towards professional licenses and 50% towards specialized masters.

• increase in numbers of students in institutions of regulated access.

• Development of the professional programs in institutions of open access .

• Internal and external system performance improvement: ▫ from 45% to 69% for the graduation rate and from 26% to

58% for the insertion rate.

Promotion of the RS

• Generalization of the accreditation of research units from 69% to 92% of the accredited structures.

• Increase of the number of publications in international journals indexed from 2 000 to 3 500 publications per year.

• Increase of the number of applied research projects conducted • Increase of the number of applied research projects conducted with companies to AR 1 700 projects per year.

• Increase of the number of doctoral theses from 820 to 2 300 PhD per year.

• Increase, diversification and sustainability of funding of RS sources.

• Valorisation of the RS: 330 brevets in the 2009-2012 period. • Establishment of a mechanism for monitoring and evaluation

of the research at the University level.

These objectives for training and research of PU have been in contract since 2009 between the have been in contract since 2009 between the State and the University with an annual assessment of the achievements.

2. The new educational system LMD

bases

Semestrialisation

• new University courses are organized in two semesters per year.

• Each semester has 16 weeks with approximately 360 hours: teaching and assessment.

Modularization

• Each Teaching contents (elements) are grouped in modules that are coherent and autonomous about 90 h each. A module can contain between 1 and 4 elements.

2. The new educational system LMD

bases (continued)

Capitalization

• validation module allows its definitive capitalization.• validation module allows its definitive capitalization.

Continuous Evaluation and validation

• the student is evaluated along the semester by continuous controls and final control.

Compensation

• A module that is not validated normally can be validated by compensation with other modules of the same semester upon certain conditions.

2. The new educational system LMD

bases (continued)

Flexibility

• Orientation of the student to studies of his/her wishes and • Orientation of the student to studies of his/her wishes and prerequisites according to his/her abilities.

• Regulation of students careers according to their capabilities and rhythms.

• Reorientation of the students, if necessary, to pre-existing gateways.

Accreditation

• A program of national training is open or renewed only on certification by the CNCES for a period of 4 years (level L).

2. The new educational system LMD

LMD Architecture

• the training is organized as programs. • the training is organized as programs.

▫ A program is a course of training with the objective to enable the student to acquire abilities and skills. It would lead to a set of options for specialization.

▫ It consists of a coherent set of modules in one or more disciplinary fields.

New Pedagogical system LMD Architecture (continued)

• Architecture type of a national program DEUG/P ▫ semesters 1 to 4

Major volume, reflecting the Major volume, reflecting the

Modules Modules Modules Modules transversal: transversal:

Optional Modules Optional Modules (option of (option of program, program,

▫ 16 modules / minimum 1440h

Major volume, reflecting the Major volume, reflecting the disciplinary character of the disciplinary character of the

filierefiliere------

8 to 10 modules 8 to 10 modules 50 to 70% of the hour volume50 to 70% of the hour volume

Modules

transversal: transversal: languageslanguages, ,

communication communication and computerand computer

---3 to 4 modules15-25% of the

Modules

Minimum 70% of the Total hourly volume:

(option of (option of program, program, specialization or specialization or

openingopening))------

3 to 4 modules 3 to 4 modules Maximum 30% of Maximum 30% of

the hourly volumethe hourly volume

LMD Architecture (continued) • Architecture type of a program of LICENCE (BA/BS)

▫ semesters 5 and 6

New Pedagogical system

Modules major, reflecting the Modules major, reflecting the disciplinary nature of the disciplinary nature of the

programprogram

Modules "Tools", Modules "Tools", necessary to the necessary to the

Complementary Complementary

▫ Total : 8 modules / 720h minimum

programprogram------

5 5 modules (+ project of end of modules (+ project of end of studies)studies)

6060--65% of the hourly volume65% of the hourly volume

necessary to the necessary to the teaching of the teaching of the major modules major modules

(languages, (languages, communication, communication,

management, management, NTICNTIC,...),...)

------1 module 1 module

1010--15% of the 15% of the volumevolume

Project of the end of studies of Licence (BA/BS)

---10 à 15% of the volume

Complementary Complementary modules modules

(optional, (optional, opening in opening in

relation to the relation to the training or training or

specializationspecialization))------

1 module 1 module 1010--15% of the 15% of the

volumevolume

LMD Architecture (continued)

• Architecture type of MASTER ▫ semesters 1 to 4

New Pedagogical system

Modules "Tools", Modules "Tools", necessary to the necessary to the

complementary complementary moduklesmodukles

Modules major, reflecting the Modules major, reflecting the Modules major, reflecting the Modules major, reflecting the disciplinary nature of the disciplinary nature of the

▫ Total : 16 modules / 1440h minimum

necessary to the necessary to the teaching of the teaching of the major modules major modules

(languages, (languages, communication, communication,

management, management, NTICNTIC,...),...)

------2 to 3 2 to 3 modulesmodules1515--2020% of the % of the

volume volume

moduklesmodukles(optional, (optional, opening in opening in

relation to the relation to the training or training or

specializationspecialization))------

1 to 2 modules 1 to 2 modules 55--10% of the 10% of the

volumevolume

50 to 55% of the hourly volume

disciplinary nature of the disciplinary nature of the programprogram

8 to 9 modules50 to 55% of the hourly volume

Introductory training in research + thesis or professional training and

thesis of project of the end of studies

20 to 25% of the hourly volume

3. The LMD system and the

characteristics of the new training

offer• Organization of training in filieres

› Itinerary types› Itinerary types

› Diversified and adapted

2241 programs

1067 DUT / LEF / LP965 M et MS209 D

3. The LMD system and the

characteristics of the new training

offer

• Diversified courses training

▫ moving from obliged courses to a more fluid ▫ moving from obliged courses to a more fluid courses with increased individualization:

� built by training teams

� integrating multidisciplinary and transdisciplinaryapproaches

� Professionalizing

3. The LMD system and

characteristics of the new training

offer• Adapted training courses

▫ that allow: � progressive orientation of the student, based on his � progressive orientation of the student, based on his

professional or personal project taking into account the diversity of students and their needs

▫ that integrate: � transversal skills including foreign languages, computer tools,

communication… and information tools

▫ that facilitate control: � the validation of the personal and professional experience and

validation of graduate studies in Morocco and abroad

4. The LMD system and international mobility• The LMD makes the Moroccan “Higher Education System” easily visible in European countries

and abroad in general.

• Thus, it promotes international mobility:

▫ Mobility of students:

� Transparency through 3 levels of training LMD

� Evaluation of the quality by the use of international standards

Transparency and legibility of Moroccan SES facilitates the recognition of diplomas and the international mobility of students.

▫ Mobility of the employability of graduates:

� the LMD offers a visibility of higher education in Morocco for European and international companies

� Mobility, through the practical training, graduates can acquire a first professional experience and prepares them for employment in international activities.

� Mobility facilitates collaboration with graduates from different profiles and cultures.

This training orientation facilitates the insertion of graduates and mobility of employability.

▫ Mobility of research skills:

� the LMD system allows to obtain research training through the strengthening of the doctorate and Master

� Mobility is a factor in boosting and strengthening research capacity.

� It allows to boost scientific exchanges.

� Development of joint research projects promoted by an environment where knowledge and innovation are the basis of economic dynamics.

These innovations introduced by the LMD system promote the formation of international researchers and facilitates international mobility

This brief analysis of the new LMD educationalsystem shows that Morocco is an example ofconvergence with the European SES and a goodpartner for Euro-Mediterranean universities.partner for Euro-Mediterranean universities.

It also reveals that mobility can become acomponent of university courses. However, itseffectiveness depends on the following conditions :▫ The structuring of its implementation by definingobjectives of training and research.

▫ The establishment of a preparation device for thesuccess of the mobility experience.

Thank you for your attentionThank you for your attentionThank you for your attentionThank you for your attention