Abstract

Background

Our study takes place in a context of "unfinished" reform of the Moroccan educational system. It is powered by a political  and social debate  about the quality of the higher education system.

Purpose

Our aim was to achieve a multidimensional diagnosis of the training provided in Moroccan higher schools (ENS) ; and  suggest possible improvement proposals.

Method

The approach used is multiple. It allowed to use two data collection instruments: the questionnaire and interview, and eight (08) others investigation tools: the critical incident technique (CIT) (De Frankrijker, 1998) , nominal group technique (NGT) (Delbecq et al.,1996), an analysis grid of training management , Alpha technique (Deering et al., 2009), the training structure analysis, the SWOT analysis (Kotler et al., 2009), PESTLE analysis (Cadle et al, 2010), competitive analysis and BCG Matrix (Helfer et al., 2013).

Our data collected were processed by SPSS software. They underwent a double analysis: statistical for quantitative data and thematic content analysis (TCA) (Bardin, 2007) for qualitative data.

Results & Conclusion

Through "total triangulation" (Silverman, 2009), the cross-checking of perceptions of sollicited  persons revealed that almost 60% of students have a rather negative view of their training received. They feel treated like children, not as adults. They severely criticized the training content and curricula and training methods used by teachers considered much "school". Finllay, our study  has identified few strengths and many weaknesses of the Moroccan higher schools. The training engineering of higher schools should evolve and transform. They must break with their outdated and classic training, redefine their missions, renovate their methods and training practices, reinforce the skills of their human resources and rehabilitate their infrastructure and logistics.

Keywords: Evaluation, Diagnosis, training device, Quality.