Morocco’s higher education system is grappling with a significant shift as Minister of Higher Education Azzedine El Midaoui provided clarifications on the recent overhaul of master’s program admissions.
The reform, formalized through Ministerial Decision No. 1891.25 and published in Official Gazette No. 7430, removes traditional written and oral entrance exams, making undergraduate grades and academic records the primary criteria for selection.
Ministerial clarifications
In response to mounting criticism, a ministry official confirmed to SNRTnews that the new process is strictly regulated and transparent.
Applications are evaluated according to detailed criteria in each program’s official description.
These include the relevance of the undergraduate degree, grades, and qualifications, and, when appropriate, additional evaluation methods determined by the program’s pedagogical team.
“Some universities imposed their own conditions, creating a perception of inequality,” the official explained. “The ministry now ensures that the selection procedure follows a clear decree and precise criteria for every master’s program, leaving no room for arbitrary decisions.”
The clarification also stressed that certain programs requiring specific skills, such as the Bachelor of Education and others, will maintain partial oral evaluation to assess communication and life skills essential for teaching.
Mixed reactions among students and academics
The reform has elicited a wide range of responses across Morocco’s academic community.
Some students and educators view the clarifications as a positive step toward fairness and accountability. Supporters argue that focusing on undergraduate grades eliminates potential bias in oral or written exams and reduces opportunities for faculty discretion, which previously contributed to corruption and favoritism in admissions.
However, others express concern that the system may not adequately assess student readiness for advanced study. Critics suggest that grades alone cannot fully capture skills such as critical thinking, problem-solving, and research ability.
There is also apprehension that students from less privileged universities may be disadvantaged, while those from elite institutions, particularly “centers of excellence,” could gain easier access to master’s programs.
Superficial transparency
While the Ministry emphasizes transparency and procedural clarity, some observers argue that the system’s reliance on internal committees may create the appearance of fairness without truly addressing systemic inequities.
There is concern that university administrators and pedagogical teams could still exert influence behind the scenes, especially in institutions with weaker oversight.
Critics also note that without independent monitoring or consequences for irregularities, the reforms risk reproducing long-standing disparities in access to higher education. The mechanisms put in place, such as committee reports and signature requirements, may formalize the process without guaranteeing equitable outcomes for all applicants.
A patchwork attempt
Overall, the reforms note a tension between the government’s desire to modernize admissions and the practical challenges of ensuring fairness.
The removal of most exams could standardize selection superficially, yet it may fail to account for the complexity of evaluating a candidate’s potential for success in a master’s program.
Many Moroccans see the reform as a necessary corrective to past scandals and an opportunity to streamline admissions. At the same time, others worry that it will favor students from privileged backgrounds, overlook essential skills, and leave universities with graduates who are academically accomplished on paper but unprepared for higher-level challenges.
