How Erasmus+ Capacity-Building Projects Have Impacted the Governance and Management of Higher Education in Morocco?

DOI

10.2991/978-2-38476-036-7_5How to use a DOI?

Keywords

Capacity building (CB); Higher Education (HE); impact; reform; governance

Abstract

Capacity-building is defined as the process of developing and strengthening the skills, instincts, abilities, processes, and resources that organizations and communities need to survive, adapt, and thrive in a fast-changing world. An essential ingredient in capacity-building is the transformation that is generated and sustained over time from within; transformation of this kind goes beyond performing tasks to changing mindsets and attitudes. The Erasmus+ Capacity Building in Higher Education (Erasmus+ CBHE) projects are intended to have a short and long-term impact on the higher education system by supporting the undertaken reform efforts, a direct effect on the institutions through their modernization, and ultimately on the individuals such as students and graduates. These projects, through different addressed issues, are also expected to contribute to meeting major societal challenges at national, regional, and global levels such as youth employability, inclusion, climate change, sustainable development, innovation, intercultural dialogue, etc. Governance of the Higher Education system and institutions is one of those focuses. It is relevant to see and clarify the role of these projects in driving higher education reform, to see to what extent they have induced significant change von governance and management of HE in Morocco. We point out in this paper that CBHE projects have influenced the legal framework and inspired the measures taken in the new framework law and the revision of fundamental law instituting the Higher education in Morocco in terms of inclusion, professionalization, remote education and digitalization, national framework of reference for certification and validation of professional experience, Human Resources management, etc. They have also driven changes at the pedagogical level such as the introduction of the credit system, e-learning, mobility and the diploma supplement in the new national pedagogical standards and the national framework for entrepreneurship.

Research Contribution: The paper intends to contribute to the literature of the impact assessment of capacity-building projects by focusing on governance as one of the major objectives of development and cooperation projects and aids.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - L. Daadaoui
AU  - A. Ghanimi
PY  - 2023
DA  - 2023/05/16
TI  - How Erasmus+ Capacity-Building Projects Have Impacted the Governance and Management of Higher Education in Morocco?
BT  - Proceedings of the Erasmus Scientific Days 2022 (ESD 2022)
PB  - Atlantis Press
SP  - 41
EP  - 50
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-2-38476-036-7_5
DO  - 10.2991/978-2-38476-036-7_5
ID  - Daadaoui2023
ER  -