PROSPECTING FOR LEARNING OUTCOMES IN MOROCCAN HIGHER EDUCATION: REALITY AND PERSPECTIVES

Anas Belhaj, Meriem Harrizi, Abdelmajid Bouziane

Abstract


Higher education is in a perpetual state of evolution, and its objectives include skills training, which is achieved through teaching activities that put into practice an up-to-date learning process. To this end, the education system that drives this objective is structured on the basis of a modeling option and mechanisms for which the new CNPN constitutes an optimization and orientation frame of reference. This regulatory framework introduces innovations in pedagogical design and educational practice, as part of a reform perspective. This exploratory article examines the learning process and associated teaching activities in the context of this option, focusing on learning outcomes as an established educational principle that fosters dynamism in the learning process. A review of the paradigm ensures the implementation of this principle, though it appears that the criteria for its implementation are not yet fully accepted within the Moroccan education system. However, the ongoing reform offers an optimal and promising framework for adapting an educational model that aligns with this principle. This review methodically examines various sources of information to assess the context of higher education and the potential associated with the implementation of this learning outcomes principle, particularly in terms of the educational strategy adopted.

 

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Keywords


reform, CNPN, competences, learning process, learning outcomes

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i12.6427

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