شبكة المعلومات العربية التربوية

In Morocco, the adoption of the LMD system in its new form, derived from theBologna Process (1999), began in 2003. The Moroccan university community had mixed reactions toward the development, ranging from rejection, under the pretext that it was a purely western product, to acceptance, albeit with a great many reservations about its general structure. Thus, appropriateness of the system to Morocco in the future was regarded with substantial suspicion.This paper attempts to address the issue through a case study of the PhilosophyDepartment at Cadi Ayyad University in Marrakech. The “Philosophy and Science in the Islamic West” research group of the Department of Philosophy at Cadi Ayyad University started contemplating research into higher education as a field for theoretical endeavor, with the aim of carrying out precise scientific studies, using rigorous methodologies, of the conditions of Moroccan universities after 2003. This paper presents the personal experience of the author as a member of this group, within which he assumed the responsibility for completing a study based on outlining a “jurisprudence of knowledge about higher education”. Theoretical work in this regard is based on two concepts that he believes should be usefully combined: the “self-made university” and the “local project.”The paper argues that management on the basis of local conditions is a strategic choice for higher education that enables creating procedures for rational self-evaluation. This goes hand in hand with pedagogic and curricular reform of higher education. Such a project can be achieved through linking local specificity with the rules of internal operation of the educational system. It reveals that the credit system derived from the Bologna Process is a correct system at the level of internal workings, as it establishes a network of linkages between the superstructure and the base that is responsible for implementation: faculty, students and administrative staff.