This article questions the way in which engineering schools in Algeria (North Africa) approach the prescriptions to train for innovation, which are widespread in Europe and beyond. After having presented the characteristics of engineer training in relation to the training models that can be found in Europe, the authors examine the different concepts of innovation and the objectives expressed by the teachers as to their desired end results. As a complement to articles published in the EJEE which explore pedagogical practices in innovation training, this article examines the injunction to train for innovation and the approaches of different stakeholders. This work enables the comprehension of how external prescriptions, especially from Europe, have permeated engineer training in North Africa. It contributes to the analysis of the dynamics at play on the international scene in terms of engineer training and highlights the growing importance given by higher education, to the expectations of business.