Educational System LMDBachelor’s, Master’s and Doctorate

Prof. Azzedine ELMIDAOUIPresident of Ibn Tofail University

Kenitra, Morocco

Rome, 21th October, 2016

Introduction

Before the introduction of modern higher education

system during the period of the protectorate, higher

education in Morocco was based on classical, primarily

theological teachings.

The period of colonialism was the opportunity to

redesign the conventional system and to establish a

system based on the French model.

Creation of the first university in the world, "Al Quaraouiyine" in Fez by Fatima Alfihrya the during the reign of the Idrissid Dynasty.

Maintaining the traditional system and introduction of a modern higher education system through the creation of 5 institutions

Creating the Mohamed V University in Rabat, Morocco's first modern university

859

1912-1956

1957

1975

Triggering a process of creation anddecentralization of university institutionsAdoption of the first law of higher education

1986-2000

Expansion and diversification of the academic offer: 14 universities and 73 institutions covering 12 regions

General reform of Higher Education System : and the adoption of the Law 01-00 in Morocco

2000

Development of higher education system in Morocco

The first doctoral degree in medicine in the world, issued by the University of Al Karaouiyyine in Fez

Introduction

In 2000, the higher education system in Morocco underwent a

comprehensive reform which focused on educational aspects and

governance.

Primarily, the goal was:

align to the European system to enhance mobility,

overcome the shortcomings of the old system and to

promote academic excellence.

This system has been set up in universities in Morocco since

September 2003-2004.

General Objectives

Adoption of a system of easily readable and comparable degrees

A system based on two main course: Basic and vocational

Mobility of students, teachers and researchers

Promotion of inter-university cooperation

Specific Objectives

1. Renovation and modernization of the educational system

7. Organisation of continuous training

3. progressive orientation

system

6. Preparation for integration into the job market (CLE)

2. basic training and

professionalizingCurricula

4. System of Continuous

assessment of knowledge

5. Strengthening Study Skills of

Student(LCI, TEC, MTU)

Features of the LMD System

1. A degree structure based on three reference levels "Bachelor’s, Master’ss, Doctorate"

Two Basic Features

2. Organisation of training into semesters and modules

Pedagogical organisation Study Programmes are based on the following principles:

National common core programmes and specific syllabi for LEF. (Bachelor’s degree)

A semester equals 16 weeks of teaching and assessment.

A module is the basic unit of training.

Assessment of knowledge and skills is based on administering Mid-term and final tests.

Capitalisation is an innovative pedagogical principle introduced by the LMD system.

Every study programme provides academic bridges.

Continuous Improvement of the System

Based on the reports of the first self-assessment

conducted in 2007, basic Bachelor’s degrees « new

approach» were introduced in 2009.

The national conference organised for this purpose

adopted the following recommendations:

Strengthen and better structure the information system and student counselling service

Develop a tutoring system

Develop personal work

Strengthen discipline-specific training and develop options for specialisation and opennness

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4

Continuous Improvement of the System

Contextualise language teaching and adapt it to the specificities of the sector

Separate module elements L, C and I from major modules

Provide study skills modules to introduce students to the requirements of academia

Reduce the number of module elements for more consistency

Continuous Improvement of the System

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7

8

5

Reduce the number of in-class teaching load in favour of the student's personal work

Simplify testing and make-up procedures

Review and enhance End of Study Project (PFE)

Continuous Improvement of the System

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Continuous Improvement of the System

This spirit of continuous improvement has continued throughout the years of implementation of 'new approach' for Bachelor’s degrees.

Indeed, the implementation of these new Bachelor’s degrees has faced several problems.

Thus, in 2014 changes made to the specifications of national educational standards were intended to solve problems related to:

Continuous Improvement of the System

Overcrowding in Moroccan universities,

The very low rate of educational support,

The dropout rate that has remained very important,

The very low rate of insertion of graduates in the job

market.

The difficulty of administrative and educational

management of courses, etc.