Impact of ministerial management of the LMD reform on its success Case of Tunisia

Main Article Content

Ahmed Chabchoub


The LMD (or Bologna Process) is an educational and structural reform suggested by the European Union to its partners in the South (in particular the Maghreb countries) to bring their university system up to European standard (Chabchoub, 2006). Coming into force from 2004, for Tunisia, this reform was to achieve two major innovations:

- Transform the structure of university studies (often heterogeneous) into 3, 5, 8, namely, 3 years for the License, 5 for the Master and 8 for the Doctorate. This structure was to be generalized on all study regimes, except for medical studies.

- Occasionally introduce a deep educational reform by:

       - Inviting teachers to teach other than by masterful methods,

       - Encouraging students to learn differently,

       - Encouraging teachers to assess their students other than by restoring the knowledge learned by heart, in most cases (Organic Circular of 9/25/2003).

But as Cros (2006) points out, the success of educational reform often depends on how it has been managed and conducted. Indeed, depending on whether it is carried out “Top –Dawn”, or in close association with the stakeholders (here the teachers), an educational reform can either fail or succeed.

This article, which deals with the impact of ministerial management of the LMD Reform on its success (case of the Tunise), will try to answer the following two questions:

- How did the Tunisian Ministry of Higher Education lead the LMD reform and according to what management style?

- What was the impact of this style of management on the success of the said reform, 10 years later?

Article Details

How to Cite
Chabchoub, A. (2019). Impact of ministerial management of the LMD reform on its success: Case of Tunisia. The Journal of Quality in Education, 9(14), 9.


• Bienayme, A (1986). L’enseignement supérieur et l’idée d’Université. Paris : Economica

• Chabchoub, A (2005). Introduction à la pédagogie numérique, Tunis : L’atured

• Chabchoub, A (2006), Enseigner à l’université, Tunis : L’atured

• Chabchoub, A (2008). Quelles compétences pédagogiques pour enseigner au supérieur ?, Tunis : L’atured

• Cros, A, dir.(2006). L’agir innovationnel. Bruxelles : De Boeck

• Cros, F (1996). L’innovation en éducation et en formation. Clamecy : NIL

• Endrizzi, L (2011). « Dossier d’actualité veille et analyses ». Savoir enseigner dans le supérieur : un enjeu d’excellence pédagogique. 64, 232-250

• Haarscher Guy, Puig de la Bellacasa (2000), L’université en questions. Marché des savoirs, nouvelle agora ou tour d’ivoire ?, Bruxelles : Editions LABOR

• Hamelin, J (1990). La revalorisation de l’enseignement universitaire, In Dumont et Huberman, dir. (1990). La vie des enseignants au Supérieur. Lausanne : Delachaux et Niestlé

• Journal Officiel de la République Tunisienne du 1er mai 2009 N° 35, Page 1190 sq

• Ministère de l’enseignement supérieur : Circulaire organique du 24/9/2003 fixant les modalités d’application du LMD

• Site du Ministère de l’enseignement supérieur :