E-learning: Advantages to Discover
9 April 2007
Read by 2657 persons
Low legal value, lack of equivalence of diplomas compared to face-to-face training, cost of platforms, course design and tutors ensuring follow-up hinder the development of distance learning.
In the short term, 15% of private sector training budgets will be allocated to it.
Distance learning (FOAD)? The concept struggles to attract managers, learners and trainers in Morocco. Commonly known as "e-learning", this new training method, based on information and learning technologies, has already proven itself elsewhere. In Morocco, the resistance factors are multiple.
Beyond the technological dimension of this type of training, the mistrust, if not the resistance, towards e-learning stems primarily from habits related to training in the presence of a teacher or trainer. "This traditional type of training is characterized by rigor. However, in FOAD, the learner must contribute their autonomy and commitment to the learning process," explains Saïd Tahiri, CEO of the Moroccan subsidiary of the international Formademos group.
The blockage is more psychological than technical
Even those who have taken the plunge and decided to follow distance learning courses remain skeptical due to the lack of confidence in the scientific and legal value (equivalence) of diplomas and certificates awarded in e-learning mode. "This mistrust will fade with time and the evolution of customs in training," adds Mr. Tahiri, confidently. As proof, the wave of decentralized training initially aroused the same mistrust. Today, such training is highlighted in candidates' CVs and taken into consideration by recruiters during job interviews.
What about the technical aspect of FOAD? For Radouane Mrabet, a researcher-teacher at ENSIAS (National School of Computer Science and Systems Analysis), the early stages of e-learning, in both the education and private sectors, are explained by the exorbitant costs of two components: the development of a training platform and the training modules. "Worse still, even if we overcome these two major obstacles, we must still be able to finance the cost of the tutors responsible for monitoring and remotely controlling the learners," he adds.
Another factor explaining the delay in deploying an e-learning offer: the low rate of computer equipment and Internet access. Today, the country has no more than 500,000 Internet subscribers, 97% of whom are high-speed (ADSL). However, this factor no longer seems to be a significant obstacle given the dynamics of the equipment market. Indeed, more than 140,000 PCs are sold annually on the local market. The liberalization of telecommunications, particularly in the fixed-line segment, with three operators (Maroc Telecom, Méditel and Wana) will certainly boost infrastructure and, first and foremost, high-speed Internet access.
The difficulties in penetrating e-learning should not, however, overshadow the initiatives launched in various ministerial departments. For example, the Ministry of Finance recently decided to integrate a service dedicated to distance learning into its organizational chart. The Ministry of National Education is not far behind. This department has implemented an interactive television (TVI) to provide distance learning for teachers throughout the country (see p.III).
At the higher education level, the president of Ibn Zohr University, Abdelfadil Bennani, has been working since 2006 to implement an ambitious project for a Moroccan virtual campus (CVM). Specifically, this campus is intended to federate and pool the various initiatives of public universities in e-learning to eventually develop distance learning programs for three levels: fundamental bachelor's degree, professional bachelor's degree, and specialized master's degree.
In multinationals, employees benefit from the parent company's platforms
Another ministerial department interested in the articulation of ICT and training: the Ministry of Justice. The American Development Agency (USAID) has funded a project, currently being deployed, for the design of a training package for Moroccan judges in charge of family code cases (moudawana). "This project, carried out in partnership with the American Bar Association, aims to produce eight training modules relating to the interpretation of the various provisions of the code," reveals Karl Stanzick, CEO of MTDS, the company responsible for implementing this project, which should be delivered before the summer of 2007. Once finalized, these kits will be accessible to judges throughout the country to better understand the various aspects related to the articles of the family code.
Regarding the private sector, the majority of large international groups already provide their employees, including in Morocco, with distance learning modules. These modules support training already provided in face-to-face mode. In other words: belonging to a multinational company allows you to benefit from the parent company's e-learning platforms in the absence of an alternative local offer.
On another note, one of the signs of maturity in the perception of FOAD is "the fact that companies are starting to finance distance learning for their employees," acknowledges Mr. Tahiri.
This positive perception, to the point of contributing to financing, is the result of the commercial offensive of several training firms which are increasingly integrating distance learning into their intra- and inter-company training catalogs. This is the case with the two master's degrees launched by Formademos for holders of a master's degree (Bac+4) and with at least one year of professional experience. These are the master's degree in training engineering and employment systems, and the one dedicated to business administration.
Finally, the potential of the Moroccan FOAD market is whetting the appetite not only of local firms but also of publishers specializing in the e-learning niche. Several of them, from Europe or the United Arab Emirates (Dubai), are currently working to establish partnerships with local providers. Objective: to locally adapt their e-learning offers, especially for large Moroccan private groups.
It should be recalled that, according to professional estimates, in the short term, company investments in Morocco in distance learning programs will represent more than 15% of budgets allocated to training in general.
Published on 23/03/2007
lavieeco.com
In the short term, 15% of private sector training budgets will be allocated to it.
Distance learning (FOAD)? The concept struggles to attract managers, learners and trainers in Morocco. Commonly known as "e-learning", this new training method, based on information and learning technologies, has already proven itself elsewhere. In Morocco, the resistance factors are multiple.
Beyond the technological dimension of this type of training, the mistrust, if not the resistance, towards e-learning stems primarily from habits related to training in the presence of a teacher or trainer. "This traditional type of training is characterized by rigor. However, in FOAD, the learner must contribute their autonomy and commitment to the learning process," explains Saïd Tahiri, CEO of the Moroccan subsidiary of the international Formademos group.
The blockage is more psychological than technical
Even those who have taken the plunge and decided to follow distance learning courses remain skeptical due to the lack of confidence in the scientific and legal value (equivalence) of diplomas and certificates awarded in e-learning mode. "This mistrust will fade with time and the evolution of customs in training," adds Mr. Tahiri, confidently. As proof, the wave of decentralized training initially aroused the same mistrust. Today, such training is highlighted in candidates' CVs and taken into consideration by recruiters during job interviews.
What about the technical aspect of FOAD? For Radouane Mrabet, a researcher-teacher at ENSIAS (National School of Computer Science and Systems Analysis), the early stages of e-learning, in both the education and private sectors, are explained by the exorbitant costs of two components: the development of a training platform and the training modules. "Worse still, even if we overcome these two major obstacles, we must still be able to finance the cost of the tutors responsible for monitoring and remotely controlling the learners," he adds.
Another factor explaining the delay in deploying an e-learning offer: the low rate of computer equipment and Internet access. Today, the country has no more than 500,000 Internet subscribers, 97% of whom are high-speed (ADSL). However, this factor no longer seems to be a significant obstacle given the dynamics of the equipment market. Indeed, more than 140,000 PCs are sold annually on the local market. The liberalization of telecommunications, particularly in the fixed-line segment, with three operators (Maroc Telecom, Méditel and Wana) will certainly boost infrastructure and, first and foremost, high-speed Internet access.
The difficulties in penetrating e-learning should not, however, overshadow the initiatives launched in various ministerial departments. For example, the Ministry of Finance recently decided to integrate a service dedicated to distance learning into its organizational chart. The Ministry of National Education is not far behind. This department has implemented an interactive television (TVI) to provide distance learning for teachers throughout the country (see p.III).
At the higher education level, the president of Ibn Zohr University, Abdelfadil Bennani, has been working since 2006 to implement an ambitious project for a Moroccan virtual campus (CVM). Specifically, this campus is intended to federate and pool the various initiatives of public universities in e-learning to eventually develop distance learning programs for three levels: fundamental bachelor's degree, professional bachelor's degree, and specialized master's degree.
In multinationals, employees benefit from the parent company's platforms
Another ministerial department interested in the articulation of ICT and training: the Ministry of Justice. The American Development Agency (USAID) has funded a project, currently being deployed, for the design of a training package for Moroccan judges in charge of family code cases (moudawana). "This project, carried out in partnership with the American Bar Association, aims to produce eight training modules relating to the interpretation of the various provisions of the code," reveals Karl Stanzick, CEO of MTDS, the company responsible for implementing this project, which should be delivered before the summer of 2007. Once finalized, these kits will be accessible to judges throughout the country to better understand the various aspects related to the articles of the family code.
Regarding the private sector, the majority of large international groups already provide their employees, including in Morocco, with distance learning modules. These modules support training already provided in face-to-face mode. In other words: belonging to a multinational company allows you to benefit from the parent company's e-learning platforms in the absence of an alternative local offer.
On another note, one of the signs of maturity in the perception of FOAD is "the fact that companies are starting to finance distance learning for their employees," acknowledges Mr. Tahiri.
This positive perception, to the point of contributing to financing, is the result of the commercial offensive of several training firms which are increasingly integrating distance learning into their intra- and inter-company training catalogs. This is the case with the two master's degrees launched by Formademos for holders of a master's degree (Bac+4) and with at least one year of professional experience. These are the master's degree in training engineering and employment systems, and the one dedicated to business administration.
Finally, the potential of the Moroccan FOAD market is whetting the appetite not only of local firms but also of publishers specializing in the e-learning niche. Several of them, from Europe or the United Arab Emirates (Dubai), are currently working to establish partnerships with local providers. Objective: to locally adapt their e-learning offers, especially for large Moroccan private groups.
It should be recalled that, according to professional estimates, in the short term, company investments in Morocco in distance learning programs will represent more than 15% of budgets allocated to training in general.
Published on 23/03/2007
lavieeco.com
