The Quest of Quality in Moroccan Higher Education: How can UDL principles achieve quality and fit in the 2015-2030 strategic reform vision

Moroccan higher education (MHE) has long been seeking quality. Many reform efforts have been applied in this quest since the 1980’s; the most recent one being the 2015-2030 strategic reform vision. This paper is an attempt to contribute to this debate, which is one of the top national priorities. We assume that before any reform attempts to Moroccan higher education we need to: 1- Define quality; 2- Clarify approaches to quality in higher education; 3- Know the current situation of quality in Moroccan higher education; 4- Benchmark on successful educational models; 5- Test the adaptation of successful educational models to the Moroccan context. In this paper, we will first provide definitions of quality and its approaches in higher education. We will present a literature overview of the current situation of quality in MHE. In addition, we will present the 2015- 2030 Moroccan education strategic reform vision introduced by the Moroccan Ministry of Higher Education Scientific Research and Executive Training (MMHESRET). Lastly, we will propose Universal Design for Learning (UDL) as a pedagogical framework to achieve quality in MHE, and show how its principles can fit in this reform plan.