Presentation of the work: García-Peñalvo, F. J., Rodríguez-Conde, M. J., García-Holgado, A., Sánchez-Prieto, J. C., Gamazo-García, A., & Martínez-Abad, F. (2020). Study for the improvement of the Moroccan public higher education system based on a stretegic plan for learning technologies. In A. Balderas, A. J. Mendes, & J. M. Dodero (Eds.), Proceedings of the 22th International Symposium on Computers in Education (Online, November 9-13, 2020). CEUR-WS.org. http://ceur-ws.org/Vol-2733/

1. Study for the improvement of the
Moroccan public higher education
system based on a strategic plan for
learning technologies
Alicia García-Holgado
GRIAL Research Group, Computer Science Department
Research Institute for Educational Sciences
University of Salamanca, Spain
aliciagh@usal.es
Francisco J. García-Peñalvo, Mª José Rodríguez-Conde, José Carlos Sánchez-
Prieto, Adriana Gamazo, Fernando Martínez Abad
GRIAL Research Group, University of Salamanca, Salamanca, Spain

2. Index
1. Introduction
2. The project
3. Component 3
4. Population and sample
5. Instruments
6. Results
7. Conclusions
8. Acknowledgements

3. Introduction
In 2015, the Moroccan Government's
Higher Education, Training and
Research Council approved the
Strategic Vision 2015-30 "For a School
of Equity, Quality and Promotion", which
aims to achieve
• Equity and equal opportunities
• Quality for all
• The promotion of the individual and
the society

4. The Project (I)
Support for the higher education system in Morocco as part of a move towards
the European Higher Education Area
Appui au Système de l'Enseignement supérieur au Maroc dans le cadre d'un
rapprochement avec l'Espace européen de l'Enseignem
• Funding: European Commission, junio de 2017. Programme «REUSSIR LE
STATUT AVANCE II» Financé par l’Union européenne N°ENPI/2013/24-875
complétée par ENI/2014/37-845
• Coordinator: Regional Government of Castilla y León, Spain
• Project leader: Dra. Dña. Pilar Garcés
• Reference: MA13/ENPI/SO/02-17 (MA/58)
• Time: 01/01/2018 to 31/12/2019
• Budget: 1.200.000€

5. The Project (II)
• To accompany, assist and promote
the reform of Morocco's higher
education system within the
framework of its strategic vision
2015-2030 and its approach to the
European Higher Education Area
(EHEA)
• To improve the employability of
graduates and the governance of the
university system

6. The Project (III) Component 1:
Approximation of the
legislative and
regulatory framework
to EU standards
Component 2:
Diversification of
training provision
Component 3:
Diversification of
teaching methods
Component 4: Policy
and implementation of
ECTS in the
framework of LMD
degrees (Bachelor,
Master and Doctorate)
Component 5:
Recognition of
diplomas
Component 6:
Consolidation of
piloting tools

7. The Project (III)
The component aims to provide the Moroccan higher education
system with incentives to diversify teaching methods in all areas of
study, to reduce the amount of face-to-face training in order to
modernise higher education and improve its quality

8. Component 3 (I)
• Six missions in Morocco and a visit to the University of Salamanca
and the University of Burgos by a delegation of Moroccan
representatives
Assessment of
the state of the
art
3.1.1
Questionnaire
design
3.1.2
Questionnaire
application
Quantitative
result analysis
3.1.3
Report
Conducting
interviews
3.1.4
Qualitative
result analysis
3.1.5
Report

9. Component 3 (II)
• Phase 1: analysis of the context and design of the research (Mission 3.1.1)
• Phase 2: a quantitative study:
• Design of the instruments and definition of the data collection protocol (Mission 3.1.2)
• Application of the instruments
• Quantitative analysis of the data collected in Moroccan universities (Mission 3.1.3)
• Phase 3: a qualitative study:
• Design and implementation of the interviews based on the results obtained in the
quantitative study (Mission 3.1.4)
• Qualitative analysis of the interviews and relationship with the quantitative results (Mission
3.1.5)
• Phase 4: Recommendations to diversify teaching methods in all fields of study

10. Component 3 (III)
Key agents to provide indicators on the reality of the university in
matters of educational technology
The professors of each of the universities, regardless of their
professional category, to measure the acceptence of educational
technologies
In relation to private universities, the Ministry has indicated that
they should be left out of the study

11. Population and sample
University N Sample % The
population of
the University
Population % Participation
%
ESI 7 1,1 - - -
UAE 63 9,5 1.200 8,6 5,2
UCA 123 18,6 1.554 11,2 7,9
UCD 28 4,2 627 4,5 4,4
UH2C 24 3,6 2.211 15,9 1
UHP 23 3,5 385 2,8 5,9
UIT 32 4,8 572 4,1 5,5
UIZ 61 9,2 1.190 8,6 5,1
UM5 136 20,5 2.299 16,5 5,9
UMI 71 10,7 940 6,7 7,5
UMP 29 4,4 893 6,4 3,2
USMBA 53 8,0 549 3,9 9,6
USMS 12 1,8 1.501 10,8 0,7
Total 662 100 13.921 100 4,7

12. Instruments
• The indicators tool has been developed based on the UNIVERSITIC
reports developed by CRUE Spanish Universities
• The second instrument is a questionnaire based on the extended
Technology Acceptance Model (TAM)

13. Results (I)
The analysis of the quantitative data allows the
detection of two priority areas for
improvement:
• Training of university teachers in the use of
new technologies: since most of the items
with the scores refer to the perception of
the effort and the own capacity to use the
tools
• Development of awareness programmes:
taking into account that the scores obtained
in the items of the dimensions related to the
social image are below 4.5 in most cases

14. Results (II)
• The qualitative data confirm the analyses of the questionnaires
• most of the interviewees corroborated that there is a lack of
both material and human resources and a problem of
accessibility to online resources
• there was a general demand for more training for teachers, with
a twofold focus: technical training in the use of the tools, and
pedagogical training in the specific educational uses of these
tools
• The discussion groups also revealed a need to improve
communication between teachers and administrative spheres

15. Conclusions (I)
• The main limitation encountered was that most of the sample
came from few higher education institutions
• It is also necessary to take into account, when interpreting the
results, the high student-teacher ratio in Moroccan universities,
given that there are 63 students for every teacher (62.93)
• In general, despite all the needs and areas for improvement
identified by the participating teachers, they showed a good
disposition towards the use of educational technologies
• In both phases of the study, it is clear that inexperienced teachers
consider technologies to be useful for their work

16. Conclusions (II)
There is a need to introduce learning technologies under a strategic
framework that allows the important challenges identified to be
tackled with adequate guarantees of success and sustainability

17. Acknowledgments
This work is part of the Projet Jumelage Enseignement Supérieur 2018-2020 “Appui au
Système de l'Enseignement supérieur au Maroc dans le cadre d'un rapprochement avec
l'Espace européen de l'Enseignement supérieur” (Ref. Referencia: MA13/ENPI/SO/02-17
(MA/58))

18. Study for the improvement of the
Moroccan public higher education
system based on a strategic plan for
learning technologies
Alicia García-Holgado
GRIAL Research Group, Computer Science Department
Research Institute for Educational Sciences
University of Salamanca, Spain
aliciagh@usal.es
Francisco J. García-Peñalvo, Mª José Rodríguez-Conde, José Carlos Sánchez-
Prieto, Adriana Gamazo, Fernando Martínez Abad
GRIAL Research Group, University of Salamanca, Salamanca, Spain