Report on the Evaluation of Training Programmes – 2024 Session

2 655Total programmes evaluated

1 993Public higher education75% of the total

662Private higher education25% of the total

1. Breakdown of programmes by higher education sector

Breakdown of the 2 655 programme offerings evaluated in the 2024 round.

Public: 1 993 (75%)Private: 662 (25%)

Sector	Number of programmes
Public higher education	1 993
Private higher education	662
Total	2 655

2. Results of the evaluation of training programmes

Breakdown of expert assessments expressed as a percentage by sector.

Public higher education

Favourable50 %

Favourable with recommendations45 %

Conditions to be fulfilled (no response)2 %

Unfavourable2 %

Under verification0 %

Inadmissible1 %

Private higher education

Favourable70 %

Favourable with recommendations25 %

Conditions to be fulfilled (no response)3 %

Unfavourable2 %

3. Breakdown of programmes by disciplinary field

Percentages for each field within the public or private sector. Fields are identified by the abbreviations LASH, SE, SJES, SS and ST.

Public higher education

LASH15 %

SE3 %

SJES29 %

SS9 %

ST44 %

Private higher education

LASH6 %

SE0 %

SJES39 %

SS12 %

ST43 %

4. Breakdown of programmes by university and institution

Share of each university or group of institutions within its respective sector. The breakdowns are expressed as percentages, not as numbers of programmes per university.

Public higher education

USMS7 %

USMBA7 %

UMI6 %

UM510 %

UMP8 %

UIZ8 %

UIT7 %

UH211 %

UHP4 %

UCD3 %

UCA8 %

UAE9 %

Public institutions not affiliated with universities11 %

Private higher education

Private University of Health Sciences of Agadir (UPSSA)0 %

Private University of Fez (UPF)5 %

Private University – Marrakech Tensift El Haouz (UPM)4 %

Mohammed VI Polytechnic University (UM6P)3 %

Mundiapolis Private University2 %

Abulcasis International University of Health Sciences (UIASS)1 %

Mohammed VI University of Health Sciences (UM6SS)4 %

Euro-Mediterranean University of Fez (UEMF)6 %

International University of Agadir (UIA)5 %

International University of Casablanca (UIC)4 %

International University of Rabat (UIR)7 %

American University of Morocco (private)1 %

Private institutions not affiliated with universities58 %

5. Breakdown of programmes by degree

All degree categories and their figures are presented, including categories with 0%.

Public higher education

Master’s degree (excellence pathway)4 %

Master44 %

LST5 %

Bachelor’s Degree in Nursing Professions and Techniques…6 %

Bachelor’s Degree in Education1 %

Bachelor’s Degree (S5/S6)4 %

Bachelor’s Degree (excellence pathway)3 %

Bachelor’s degree2 %

Doctorate0 %

DUT9

Translator’s Diploma0 %

Diploma from the Normal Cycle of the Higher Institute…0 %

Diploma from the Fundamental Cycle of the Institute…0 %

Interpreter’s Diploma0 %

State Engineering Degree13 %

Diploma in Arts and Design0 %

Diploma from Preparatory Studies in Science…1 %

Diploma from Preparatory Studies in…1 %

ENCG Diploma5 %

Diploma from the National Higher School of Art…0 %

Pharmacy0 %

Dentistry0 %

Medicine1 %

Private higher education

Master34 %

Bachelor’s degree3 %

DUT0 %

State Engineering Degree18 %

Diploma from Preparatory Studies in Science…7 %

Diploma from Preparatory Studies in…1 %

Diploma from the National Schools of Commerce and…2 %

Doctor of Pharmacy Degree0 %

Doctor of Veterinary Medicine Degree0 %

Doctor of Dental Medicine Degree0 %

Doctor of Medicine Degree0 %

Architecture Degree0 %

Bac + 3 years7 %

5 years after the baccalaureate in engineering6 %

2 years after a Bac + 3 years qualification18 %

2 preparatory years in engineering3 %

6. Criteria used to evaluate training programme offerings

The eleven criteria for evaluating Bachelor’s, Master’s and doctoral programme offerings at public universities.

Institutional mission
Alignment of the programme with the higher education strategy (PACTE ESRI, VS 2030, NMD, P.G 2026), the results of regional consultations and signed agreements
Diversity of programme offerings and their relationship to national needs
Continuity between programmes (Bachelor’s, Master’s, doctorate)
Duplication of programmes (departments, institutions and university)
Match between programme needs and available profiles (teaching, technical and administrative supervision)
Diversification of innovative teaching methods: flipped classroom, competency-based approach, etc.
Education through scientific research and for research
Partnerships with socio-professional stakeholders: joint design of programmes and professionals’ participation in teaching
International partnerships (student and staff mobility, dual degrees)
Intra-university and inter-university partnerships (joint programme design, mobility and resource optimisation)