Study of the Training Accreditation in a Moroccan Engineering School: Strengths, Weaknesses, Opportunities and Threats

Zhor Ouzzine, Souad Ajana, Soumia Bakkali, Imane Msitef


This work aims to improve engineering training quality in Morocco, especially the learning outcomes assessment.

At first, we have to examine what should be evaluated. In this context, we reviewed the different accreditation related to the Higher National School of Electricity and Mechanics (ENSEM) between 2007 and 2018 using the SWOT decision-making method. We considered the Mechanical Design and Integrated Production (CMPI) branch as the study sample.

Then, we compared the ENSEM CMPI program to a list of learning outcomes chosen after our benchmark analysis.

Our objective through this study is to highlight the strengths and weaknesses of the Moroccan engineering accreditation system, especially regarding the learning outcomes. This work will allow us to propose improvements in the quality of engineering training, principally in the assessment of learning outcomes, to enable the Moroccan diplomas to align with the international level and meet the great challenges facing globalization.

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International Journal of Higher Education
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