Kingdom of Morocco
Ministry of National Education,
Higher Education and Scientific Research
Direction of Higher Education
Reform of Higher Education in Morocco
Achievements and Perspectives
Presented by
El Bachir Kouhlani
Director of Higher Education
Grenade 05/10/2011
Summary
•
•
•
•
Introduction
Pedagogical reform
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
• 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.
2.
3.
4.
5.
Improve the performance of the educational system.
Meet the needs of the socio-economic environment.
Prepare students for the insertion in the social and economic environment.
Establish a system of progressive orientation and reorientation (gateways).
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
national level.
2009/2011 - Implementation of the emergency
program:
• Development of the scientific offer
• Promotion of the scientific research.
Development of the scientific and
professional offer of Higher Education
• Orientation of students towards the sciences, technics
and 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;
▫ 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
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
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.
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
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.
▫ 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
Modules
transversal:
languages,,
languages
communication
and computer
--3 to 4 modules
15-25% of the
Modules
Major volume, reflecting the
disciplinary character of the
filiere
--8 to 10 modules
50 to 70% of the hour volume
Minimum 70% of the Total hourly volume:
▫ 16 modules / minimum 1440h
Optional Modules
(option of program,
specialization or
opening))
opening
--3 to 4 modules
Maximum 30% of
the hourly volume
New Pedagogical system
LMD Architecture (continued)
• Architecture type of a program of LICENCE (BA/BS)
▫ semesters 5 and 6
Modules "Tools",
necessary to the
teaching of the
major modules
(languages,
communication,
management,
NTIC,...)
NTIC
,...)
--1 module
1010-15% of the
volume
Modules major, reflecting the
disciplinary nature of the
program
--5 modules (+ project of end of
studies)
6060-65% of the hourly volume
Project of the end of studies of
Licence (BA/BS)
--10 à 15% of the volume
▫ Total : 8 modules / 720h minimum
Complementary
modules
(optional,
opening in
relation to the
training or
specialization))
specialization
--1 module
1010-15% of the
volume
New Pedagogical system
LMD Architecture (continued)
• Architecture type of MASTER
▫ semesters 1 to 4
Modules "Tools",
necessary to the
teaching of the
major modules
(languages,
communication,
management,
NTIC,...)
NTIC
,...)
--2 to 3 modules
1515-20%
20% of the
volume
Modules major, reflecting the
disciplinary nature of the
program
8 to 9 modules
50 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
▫ Total : 16 modules / 1440h minimum
complementary
modukles
(optional,
opening in
relation to the
training or
specialization))
specialization
--1 to 2 modules
5-10% of the
volume
3. The LMD system and the
characteristics of the new training
offer
• Organization of training in filieres
› Itinerary types
2241
programs
1067 DUT / LEF / LP
965 M et MS
209 D
› Diversified and adapted
3. The LMD system and the
characteristics of the new training
offer
• Diversified courses training
▫ moving from obliged courses to a more fluid
courses with increased individualization:
built by training teams
integrating multidisciplinary and transdisciplinary
approaches
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
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 educational
system shows that Morocco is an example of
convergence with the European SES and a good
partner for Euro-Mediterranean universities.
It also reveals that mobility can become a
component of university courses. However, its
effectiveness depends on the following conditions :
▫ The structuring of its implementation by defining
objectives of training and research.
▫ The establishment of a preparation device for the
success of the mobility experience.
Thank you for your attention