Exceptional arrangements and organisation of the 2020 evaluation
For the 2020 session, the report presents decisions concerning the continuation and renewal of certain accreditations and the procedures for handling applications. These arrangements refer to the following ministerial memoranda:
| Date | Ministerial memorandum | Subject |
|---|---|---|
| 24 December 2019 | 01/853 | National training programmes (2020 session) |
| 9 March 2020 | 01/182 | National training programmes (2020 session) |
| 4 June 2020 | 10/247 | National training programmes (2020 session) |
| 24 December 2019 | 01/854 | Private higher education programmes (2020 session) |
Public higher education
- Exceptional one-year extension for programmes whose accreditation was due to expire in 2019–2020: University Diplomas in Technology accredited in the 2014, 2015 and 2016 sessions; Master’s, specialised Master’s and Master’s in Science and Technology programmes from the 2016 and 2017 sessions; ENCG degrees from the 2014 and 2015 sessions; and engineering programmes (two preparatory years and engineering degrees) from the 2014 and 2015 sessions.
- Exceptional one-year extension for Bachelor’s programmes (fundamental studies, professional Bachelor’s degrees, and science and technology Bachelor’s degrees) due to expire in 2019–2020, as well as for accredited doctoral programmes expiring at the end of the same academic year.
- Continuation in 2020–2021 of doctoral programmes whose accreditation was still valid, in accordance with the approved programme descriptions.
Private higher education
- Postponement of submissions for accreditation or renewal of programmes leading to a Bac + 3 qualification.
- Exceptional extension by one academic year, into 2020–2021, of accreditations for other degrees expiring at the end of 2019–2020; new applications and renewals postponed until 2020–2021.
- Exceptional possibility, during 2019–2020, for new institutions submitting an application for authorisation to open to the ministry to also submit new accreditation applications.
Organisation of expert assessment
To ensure the quality of evaluations, the Agency drew up lists of experts covering the various disciplinary fields. The departments responsible for programme evaluation implemented the following steps:
- Review of digital accreditation applications and electronic processing of files.
- Classification of applications by disciplinary field and electronic allocation to experts, following the paperless principle.
- Compilation of expert assessment reports and establishment of an internal review committee.
- Electronic submission of reports to the supervising ministry, so that institutions could be asked to fulfil specific conditions or files could be presented to the National Commission for the Coordination of Higher Education.
1. Breakdown of programmes by higher education sector
Public and private higher education universities and institutions submitted 355 proposed training programmes for the 2020 session: 239 in the public sector and 116 in the private sector.
| Higher education sector | Number of programmes |
|---|---|
| Public | 239 |
| Private | 116 |
| Total | 355 |
2. Breakdown of programmes by disciplinary field
The breakdown by field reveals differences between the sectors. In the private sector, law, economics and social sciences account for 46% of proposals, compared with 34% for science and technology. In the public sector, science and technology (38%) and arts and humanities (34%) predominate.
| Disciplinary field | Public | Private |
|---|---|---|
| Science and technology | 91 | 40 |
| Law, economics and social sciences | 63 | 53 |
| Arts, humanities and social sciences | 81 | 7 |
| Health sciences | 4 | 16 |
| Total | 239 | 116 |
Public higher education
Science and technology: 38%; arts and humanities: 34%; law, economics and social sciences: 26%; health sciences: 2%.
Private higher education
Law, economics and social sciences: 46%; science and technology: 34%; health sciences: 14%; arts and humanities: 6%.
3. Breakdown by university and institution
In the public sector, Ibn Tofail University (36 programmes), Ibn Zohr University (32) and Moulay Ismail University (30) submitted the largest numbers. In the private sector, private higher education institutions outside universities account for 64 proposals, followed by Mohammed VI Polytechnic University (12) and the Euro-Mediterranean University of Fez (11).
Public higher education — 239
| University or institution | Acronym | Programmes |
|---|---|---|
| Institutions not affiliated with universities | ENRPU | 23 |
| Abdelmalek Essaadi University | UAE | 24 |
| Cadi Ayyad University | UCA | 10 |
| Chouaib Doukkali University | UCD | 3 |
| Mohammed I University | UH1 | 5 |
| Hassan II University | UH2 | 1 |
| Ibn Tofail University | UIT | 36 |
| Ibn Zohr University | UIZ | 32 |
| Mohammed V University | UM5 | 25 |
| Moulay Ismail University | UMI | 30 |
| Hassan I University | UMP | 20 |
| Sidi Mohammed Ben Abdellah University | USMBA | 13 |
| Sultan Moulay Slimane University | USMS | 17 |
| Total | 239 |
Private higher education — 116
| University or institution | Acronym | Programmes |
|---|---|---|
| Private higher education institutions | 64 | |
| Euro-Mediterranean University of Fez | UEMF | 11 |
| Abulcasis International University of Health Sciences | UIASS | 1 |
| International University of Casablanca | UIC | 6 |
| International University of Rabat | UIR | 7 |
| Mohammed VI Polytechnic University | UM6P | 12 |
| Mohammed VI University of Health Sciences | UM6SS | 6 |
| International University of Agadir | Universiapolis | 5 |
| Private University of Fez | UPF | 2 |
| Private University of Marrakech | UPM | 2 |
| Total | 116 |
4. Breakdown of programmes by degree
In public higher education, Master’s programmes (87, approximately 36%) and specialised Master’s programmes (45, approximately 19%) account for the largest shares of proposals; Bachelor’s Degrees in Education represent approximately 8%. In private higher education, two-year programmes following Bac + 3 (60 programmes, approximately 52%) lead, followed by three-year programmes following Bac + 2 (17, approximately 15%).
Public higher education — 239
| Degree | Number of programmes |
|---|---|
| Master | 87 |
| Doctorate | 14 |
| Engineering degree | 14 |
| Specialised Master’s degree | 45 |
| University Diploma in Technology | 14 |
| Bachelor’s Degree in Education | 19 |
| Professional Bachelor’s degree | 15 |
| Master’s Degree in Science and Technology | 5 |
| Bachelor’s degree in Fundamental Studies | 17 |
| Doctorate in Medicine | 1 |
| Two preparatory years for engineering schools | 3 |
| Translator’s Diploma | 4 |
| Bachelor’s Degree in Science and Technology | 1 |
| Total | 239 |
Private higher education — 116
| Degree or programme duration | Number of programmes |
|---|---|
| 2 years after Bac + 3 | 60 |
| 3 years after the baccalaureate | 12 |
| 3 years after two preparatory years | 3 |
| Doctoral studies | 6 |
| 5 years after the baccalaureate | 3 |
| Two preparatory years | 9 |
| 6 years after the baccalaureate | 5 |
| 3 years after Bac + 2 | 17 |
| 7 years after the baccalaureate | 1 |
| Total | 116 |
5. Results of the evaluation of training programmes
Expert assessments for the 2020 session distinguish favourable, unfavourable and unanswered applications, applications still under expert review, and those not evaluated. The report records favourable assessments for 65.70% of public-sector applications and 70.70% of private-sector applications, compared with unfavourable assessments of 4.60% and 17.20%, respectively.
| Expert assessment | Public | Private |
|---|---|---|
| Favourable | 157 | 82 |
| Unfavourable | 11 | 21 |
| No response | 51 | 9 |
| Under expert review | 5 | 1 |
| Programmes not evaluated | 15 | 3 |
| Total | 239 | 116 |
Public higher education
Private higher education
The session sought to support the introduction of new programmes, paying attention to opportunities for students to enter their economic, social and cultural environment, the needs of development programmes and major national projects.
6. General observations
The report emphasises that improving programme quality is a driver of higher education reform and better alignment between skills and the requirements of development and the labour market. Eight observations were identified:
- 1Low representation of doctoral programmes in medicine and dentistry, as well as Master’s programmes in Science and Technology, compared with other programmes.
- 2In some applications, a mismatch between the pedagogical coordinator’s specialisation and the proposed programme, particularly in private higher education.
- 3Lack of coherence between programme objectives, module content and the skills that students are expected to acquire.
- 4Insufficient qualified human resources to launch certain programmes.
- 5Absence of letters of commitment from certain external teachers working in private higher education institutions.
- 6Absence of partnership agreements for programmes requiring them, or agreements that do not match the content of those programmes.
- 7Lack of clarity or proper application of candidate-selection procedures in certain programmes.
- 8Assignment of teachers to several modules within the same semester.