Introduction Our study focuses on an audit of the pedagogical quality of the training of educational inspectors in the center of education inspectors’ training (CFIE) at Rabat-Morocco. Its main purpose is to identify the “standard’ indicators and andragogical variables determining the quality of our training device. For the issue of “How to audit the pedagogical quality of training”, we responded by building an adapted multidimensional model of quality audit: the MASEMCO model. Methodology, Our deployed methodological approach is obviously “mixed”. It is exploratory because it promotes the investigation and inquiry; and it combines, via the principle of total triangulation, methods of collection and analysis of qualitative (Muchielli, 2009, Strauss & Corbin, 2004) and quantitative data (Karsenti&Savoie-Zajc, 2011; Giard, 2007). Results, Factor analysis of the data revealed that among the 32 analyzed variables, only ten represent 64.53% of training quality. No single factor is dominant; all have almost the same value. All influence in similar proportions the quality of our device. These ten factors are the principal indicators of pedagogical quality of CFIE, and represent less than 10% of variance. Conclusion, The device quality at CFIE is relatively unsatisfactory. It is plural and determined by a battery of ten indicators. Our training device has several deficiencies relating to different dimensions. However, the MASEMCO model presents some shortcomings. It does not cover the professional dimensions of training. Therefore, it deserves to be used in conjunction with other assessment models of professional practice or professional skills of inspectors.