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Morocco is currently implementing a large-scale educational reform to improve the quality of its education. It must indeed resolve a large number of problems, many of which arise from the need to adapt traditional teaching methods in order to meet the needs of students entering a labor market where competition is fierce. While determined to preserve fundamental cultural values, the department is seeking to introduce a methodology that differs from traditional learning by memorization by establishing learning by skill (American model borrowed from the world of industry). In this training logic, the teaching objectives are therefore no longer focused on content, but on what the student should be able to achieve at the end of his learning. It is a question of defining what the learner will have to export from the university and to reinvest in his daily life to assert himself truly as an autonomous and responsible citizen.
In addition to teaching methods, the reform also affected engineering. Indeed, Morocco has adopted the European architecture (LMD) based on the modular system in order to facilitate the national and international mobility of students and to improve the performance of the educational system (reduction of the failure rate), its performance and therefore the quality of the education it offers.
In this article, we will discuss these two aspects of the reform, namely engineering and skills training.
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