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Reform of Higher Education in Morocco Achievements and Perspectives

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.

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Reform of Higher Education in Morocco Achievements and Perspectives

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  1. Kingdom of Morocco Ministry of National Education, Higher Education and Scientific Research Direction of Higher Education Reform of Higher Education in MoroccoAchievements and Perspectives Presented by El BachirKouhlaniDirector of Higher Education Grenade 05/10/2011

  2. Summary • Introduction • Pedagogicalreform • The new pedagogical system LMD • LMD system and the characteristics of the new offer of training • LMD system and the mobility towards the international

  3. 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.

  4. 1. Pedagogical Reform 1/2 Objectives of the Reform : • 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.

  5. 1. PedagogicalReform 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.

  6. 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.

  7. 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.

  8. 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.

  9. 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.

  10. 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.

  11. 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).

  12. 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.

  13. New Pedagogical system LMD Architecture (continued) • Architecture type of a national program DEUG/P • semesters 1 to 4 • 16 modules / minimum 1440h • Modules transversal: 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 • Optional Modules (option of program, specialization or opening) • --- • 3 to 4 modules • Maximum 30% of the hourly volume Minimum 70% of the Total hourly volume:

  14. New Pedagogical system LMD Architecture (continued) • Architecture type of a program of LICENCE (BA/BS) • semesters 5 and 6 • Total : 8 modules / 720h minimum • Modules major, reflecting the disciplinary nature of the program • --- • 5 modules (+ project of end of studies) • 60-65% of the hourly volume • Modules "Tools", necessary to the teaching of the major modules (languages, communication, management, NTIC,...) • --- • 1 module • 10-15% of the volume • Complementary modules (optional, opening in relation to the training or specialization) • --- • 1 module • 10-15% of the volume • Project of the end of studies of Licence (BA/BS) • --- • 10 à 15% of the volume

  15. New Pedagogical system LMD Architecture (continued) • Architecture type of MASTER • semesters 1 to 4 • Total : 16 modules / 1440h minimum • Modules "Tools", necessary to the teaching of the major modules (languages, communication, management, NTIC,...) • --- • 2 to 3 modules • 15-20% of the volume • complementary modukles (optional, opening in relation to the training or specialization) • --- • 1 to 2 modules • 5-10% of the volume • Modules major, reflecting the disciplinary nature of the program 8 to9 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

  16. 3. The LMD system and the characteristics of the new training offer • Organization of training in filieres › Itinerary types › Diversified and adapted 2241programs 1067 DUT / LEF / LP 965 M et MS 209D

  17. 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

  18. 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

  19. 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

  20. 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.

  21. Thank you for your attention

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