Achievements and Perspectives Presented by El Bachir Kouhlani Director of Higher Education Kingdom of Morocco Ministry of National Education Higher Education and Scientific Research ID: 550296
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Reform of Higher Education in MoroccoAchievements and Perspectives
Presented by El Bachir Kouhlani Director of Higher Education
Kingdom of MoroccoMinistry of National Education, Higher Education and Scientific ResearchDirection of Higher Education
Grenade 05/10/2011Slide2
SummaryIntroduction
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 internationalSlide3
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.Slide4
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.Slide5
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.Slide6
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.Development of the scientific and professional offer of Higher EducationSlide7
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.Slide8
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.Slide9
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.Slide10
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.Slide11
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).Slide12
2. The new educational system LMD
LMD Architecturethe 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.Slide13
New Pedagogical system
LMD Architecture (continued) Architecture type of a national program DEUG/P semesters 1 to 4
16 modules / minimum 1440h
Major volume, reflecting the disciplinary character of the
filiere
---
8 to 10 modules
50 to 70% of the hour volume
Modules transversal:
languages
, communication and computer
---
3 to 4 modules
15-25% of the Modules
Minimum 70% of the Total hourly volume:
Optional Modules (option of
program,
specialization or opening
)
---
3 to 4 modules
Maximum 30% of the hourly volumeSlide14
LMD Architecture (continued) Architecture type of a program of LICENCE (BA/BS)
semesters 5 and 6
Total : 8 modules / 720h minimumNew Pedagogical system
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
Project of
the end
of studies of
Licence
(BA/BS
)
---
10 à 15% of the volume
Complementary modules (optional, opening in relation to the training or specialization
)
---
1 module
10-15% of the volumeSlide15
LMD Architecture (continued) Architecture type of MASTER
semesters 1 to 4
Total : 16 modules / 1440h minimumNew Pedagogical system
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
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
volumeSlide16
3. The LMD system and the characteristics of the new training offer
Organization of training in filieres› Itinerary types
› Diversified and adapted
2241 programs
1067 DUT
/ LEF / LP
965 M
et MS
209
DSlide17
3. The LMD system and the characteristics of the new training offer
Diversified courses trainingmoving from obliged courses to a more fluid courses with increased individualization: built by training teams integrating multidisciplinary and transdisciplinary approaches ProfessionalizingSlide18
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 abroadSlide19
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 standardsTransparency 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 mobilitySlide20
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.Slide21
Thank you for your attention