Report No 4105-MOR Kingdom of Morocco -LE COPY Education and Training Sector Survey (In Six Volumes) Volume IV Agricultural Education and Training June 10, 1983 Education and Manpower Development Division Europe, Middle East and North Africa Region FOR OFFICIAL USE ONLY FILE COF'Y Document of the World Bank This document has a restricted distribution and may be used by recipients only in the performance of their official duties Its contents may not otherwise be aisclosed without World Bank authorization FOR OFFICIAL USE ONLY KINGDOM OF MORUCCM EDUCATION AND TRAINING SECrOR SURVEY Table of Contentis Page No GLOSSARY BASIC DATA INTRODUCTION I. OVERVIEW A. Background Land, People, and Resourcese**o****o. - ..... I.I. Econdm P .............. ....................... I.2 Education and Training System.y. sm I.................... i.3 Education S taey I.5 B. Education and Training Issues Primary School Efficiency. .. .... ... .. .e . I.6 Hoderating the Growth of Higher Educ ction ...........I.... 1.9 Expanding Skill Training ........................... . . .... I. 10 Content and Coverage of Agricultural Training............. I.12 Expenditure Reductionsd..... I.13 II. INVESTMENT IN EDUCATION AND TRAINING A. Introt uctio n ......1... B. Investments in Education and T raining.***.n ... II.2 Planned Investments in Education and Training-........* II.2 Proposals for Reducing Cts t s........... II.4 Capacity to Execute the Program ........................ *.. II.8 C. Operating Costs of the Education and Training System...w.*.. II.9 Present Costs and Expenses**.*.*....** ......... II.9 Financial Outlok....k II.ll Proposals for Reducing MOE Expenditures ...... .... II.12 Operating Expenditures for Training Institutions.......... II.21 Conclusionc l u s i on....................................... 11.22 III. GENERAL EDUCATION A. Organization of the Educational Systernt...........o.o...... III.1 B. Principals, Objectives and Priorities........e......... III.3 This document hu a restricted distribution and may be used byrecipientsonly in the performance of their ofrical dutes. Its contents may not otherwise be disclosedwithout World Bank authorization. Table of Contents (Cont'd.) Page No C. Analysis of the SystemI.......... . *........ *........ . . ........ III.5 The Ministry of Education Plan ............................ III.5 Enrollments by Level ..................................... III.6 Internal Efficiency: Repeaters and Dropouts ...... #......... III.8 Geographical Imbalances .... ............. . .. . I.I. ... .10 Teacher Training- ............................... .........III.11 Administrat ion ..... o............................. 9..... II1.l3 Educational Research ... ................ ..................... . .111 3 Summary of Problems and Inadequacies in the System........ III.13 D. Conclusions and Recommendations........................................... III.15 Educational Reform........................................III.15 Priority Problems ................. ............. ................. III.15 Elements of a Strategy . .. e e. . ..o.. ...... ..................... IIIl9 IV. AGRICULTURAL EDUCATION AND TRAINING A* Introduction ................ .o................. o...... #.....*o .... IV.1 The State of Agriculture in Morocco........... o- .......... IV.1 Agricultural Development Policy....o ..................... * IV.2 Human Resources of the Rural Sector ....*................. IV.4 Agricultural Technical Staff .........0*....................... IV.6 B. Issues in Agricultural Training .......*..................... IV.9 Young Farmer Training (CRAFAs) ........................... IV.9 Agricultural Higher Education, ............ ............. .. IV.12 Agricultural Technical Education ...... ..... IV.15 C. Conclusions ....................90..006606... *.*0.00... 0.0.0...4... IVo24 V. TECHNICAL AND VOCATIONAL TRAINING A. Introduction ...0.84... e.*.9..00.0... .O..* ......................... V.1 Socio-Economic Background ..e.o. .......................... .. .. V.1 Manpower and Training Data ..... . .................................... . V.2 B. Training .......... .*.a.............................. V.6 Overview ....... ..04... 0 .... .0.#*.... ..................... V.6 Ministry of National Education (MOE) ................... V.11 National Office of Vocational Training and Work Promotion (the Office) ............................. V.13 Ministry of Commerce and Industry ............... .......... V.21 Ministry of Housing ..... .... .. . .. ......... V.23 Ministry of Social Affairs and Handicrafts ................ V.24 Ministry of Public Works ................................ . V.25 Table of Contents (Cont'd.) Page No C. Major Issues and Areas of Possible Intervention .............9 V.26 Overview. ....... .................... , V.26 The Issues ................ V.26 Areas for Possible Foreign Participation..................e V.32 VI. NON-FORMAL EDUCATION A. Introduction ..0.00..Ooe.**,,,,,,,... 0*0.0.0.........., VI.1 B. Existing Non-Formal Programs........o......................... VI.1 Vocational Training for Boys..oys.4*0-0*............ VI.2 Training for ................................... VI.4 Handicrafts Training Centers....... ....................... VI.6 Literacy Training ..... o.*................. VI.7 Educational Television. ...........e........................ VI.8 C. Conclusions and Recommendations.............................. . VI.9 Definition of Objectiveso.....*e ... .....................o o VI.9 Women's Trainingo...... ..... ............... ............ VI.o10 Handicrafts .*.oo.... ........... .......... . .. VI.10 Basic Education ................... VI.ll Teacher Training ..o.,.e... o....e.o.............. VI.12 Equivalency *oeo....e..e..........o.....o....o....... VI.13 Annexes...............................VI.14 KINGDOM OF MORO(QCO EDUCATION AND TRAINING SECTOR SURVEY AGRICULTURAL EDUCATION AND TRAINING INTRODUCTION The State of Agriculture in Morocco 4.01 Agriculture in Morocco is currently faced with two major problems; a national food deficit and disparities of income between regions and between social classes. 1/ 4.02 In 1979, the agricultural sector employed 47% of the national work force but contributed only 15.3% of gross domestic product (GDP) compared with 30.9% in 1970 and 32.3% in 1960. Whereas during the decade of the 1960s, agricultural GDP increased at the same rate as total GDP--at 4.2%--since 1970 it has been stagnating 2/ while the population continued to grow at a rate of 3.0% per year. Between 1969 and 1977, the volume of agricultural exports declined each year while food imports--mainly channelled to the towns--increased by 17% each year. Since 1974, the value of agricultural exports has not covered the cost of food imports. 4.03 Stagnation of agricultural production has been accompanied by growing disparities in income between rural and urban dwellers and within the rural community. An estimated 45% of Moroccan farming families live below the rural absolute poverty level (estimated in 1980 at US$200); analysis of the official statistics shows a decline in real income per capita, accompanied by increasing underemployment of this group over the past 10 years. The greatest poverty in the rural sector is in mountainous, forested, and arid regions which are difficult to develop and have hardly been touched by agricultural development programs. 1/ The terms "agriculture" and "agricultural" are used in the broad sense in this report and cover agriculture properly speaking, livestock, and forestry. 2/ After correcting for the effect of marked fluctuations from one year to another due to climatic conditions. -2- 4.04 Agricultural income, taken as a whole, has risen in the irrigated areas and in those with favorable rainfall levels along the Atlantic coast, as shown, for example, by the increase in vegetable and sugar production. However, the income gap between rich and poor farmers is widening because of the unequal distribution of land (80% of the farmers work less than five hectares each and together hold only 27% of the cultivable land), and because of the fragmentation of the small farmers' holdings and the precarious situation of the tenant farmers (metayers). 4.05 The 1981-85 Development Plan 1/ and the World Bank report on the Moroccan agricultural sector 2/ examine the major causes of the disappointing achievements of Moroccan agriculture during the last 10 years. From the standpoint of human resources, there are two major constraints. First, rapid population growth has led to almost the whole of the seven million hectares of arable land in the country being brought under cultivation, including even some land that, because of the nature of the soil or the angle of slope, ought to be reserved for grazing or left in forest. As a result, small- and medium-sized farms are becoming smaller and increasingly fragmented, with plots more widely scattered, so that productivity is decreasing and with it the farmers' chances of access to credit and to the modern factors of production (fertilizer, improved seeds, etc.). Another consequence of this process is the acceleration of erosion in steep, broken country like the Rif and the foothills of the Atlas mountains. 4.06 A second human constraint is the slow spread of technological innovations. This is partly due to the fragmentation of holdings but stems also from the concentration of agricultural development programs in the irrigated and high rainfall areas and the relatively advanced average age of heads of family farms. Agricultural Development Policy 4.07 The 1981-85 Development Plan reiterates two of the main objectives of the 1978-80 Three-Year Plan; better performance in meeting Morocco's needs for basic agricultural products and an increase in agricultural exports. A third objective of the earlier Plan, to improve farmers' incomes, has been replaced by the aim of reducing social and regional disparities. 4.08 This change in emphasis is reflected in significant, although still minor, modifications in the action program under the Plan. Since 1/ Draft Economic and Social Development Plan 1981-85 (Rabat, Prime Minister, Secretariat of State for Planning and Regional Development, April 1981). 2/ Memorandum on Morocco's Agricultural Sector: Identification of Issues and Bank Strategy (Washingtonz World Bank, May 2, 1980). -3- independence, the major effort of the successive plans has been directed at extending the irrigated areas, with the resuli: that more than 700,000 hectares have been brought under irrigation. The present aim of correcting disparities between regions will call for greater efforts to assist agriculture in rainfed areas (zones bour), as well as to improve liviestock production, a major activity of farmers in dry, semi-arid, and mountainous areas. 4.09 The draft 1981-85 Plan has, therefor,s, emphasized the need to give priority to developing areas that are unsuited to irrigation, in particular through integrated projects combining reinforcement of the agricultural extension services, improvement of the road system, more assistance in the field of animal health, measures to combat erosion, and, in some cases, improvement of the land tenure system. A number of these projects are already financed by the Bank 1/ or will be proposed for Bank financing. This new emphasis is reflected in the reallocation of about 15% of the capital investment under the 1981-85 Plan, as compared with the earlier plans. Implementation of these measures will require a substantial increase in the numbers of agricultural advisory staff in the field, working with the farmers. The projects proposed in the area of agricultural education and training are discussed in Sections B and C of this chapter. 4.10 The new direction given to agricultural development under the Plan will also require special efforts in agricultural research and extension work. For this purpose, the National Institute of Agricultural Research (Institut National de la Recherche Agronomique, INRA) and the Department of Agricultural Extension and Agrarian Reform (Direction de la Vulgarisation Agricole et de la Reforme Agraire, DVARA) of the Ministry of Agriculture and Agrarian Reform (Minist~,re de l'Agriculture et de la Reforme Agraire, MARA) 2/ have embarked, with support from the World Bank, on the preparation of master plans for research and agricultural extension. One of the proposed goals of these plans is to provide a better response to the needs of small and medium farmers, particularly in rainfed areas. This will involve adapting research programs to take account of the problems of these farmers and introducing a more decentralized research structure; currently about 60% of the research staff are working at INRA's head office in Rabat. As far as the extension service is concerned, the need is to draw up diversified goals and programs suited to the different regions and to the capabilities of the farmers and to train extension workers at all levels in methods of communication effective in rural areas, as discussed in Section C, below. 1/ The El-Hajeb, Fes-Karia-Tissa, and Loukkcs projects. 2/ See the organizational chart of the Ministry in Annex 2. -4- Human Resources of the Rural Sector 4.11 The available statistics on the agricultural labor force vary markedly according to whether women at home are included in the category of family workers. 1/ If excluded, there would appear to have been only 2,027,000 persons employed in agriculture in 1970 (1,720,000 males and 307,000 females) out of a rural work force of 3,130,000 and a total rural population of 11,144,000, of whom more than 50% were between the ages of 15 and 64. In 1973/74, the number of males employed in agriculture would appear to have been 3,300,000. The number of working farmers that year is estimated at 1,477,000, including 345,000 who were landless and 834,500 who were cultivating less than five hectares. 4.12 Agricultural heads of household are relatively elderly, averaging about 55 years old. This is not surprising, given the improvement in life expectancy at birth for men in Morocco from 42 years in 1950-55 to 51 years in 1970-75, and the lack of additional arable land where young men could start new farms. As a general rule, therefore, young adults who stay in rural areas must continue to work as unpaid family labor to a relatively advanced age, unless they emigrate to the towns. Migration to towns is common, since the annual rate of growth of the urban population is estimated at 4.8% compared with 1.8% for the rural population. Hitherto, apart from the distribution of lands formerly held by French colonists, no measures have been introduced to assist young farmers who wish to establish their own farms. 4.13 The relatively advanced age of the farmers is probably connected with the slow rate of acceptance of technological innovations to which the 1981-85 Development Plan draws attention. Older farmers are more conservative and, particularly because they are usually illiterate, less inclined to try the improved farming methods suggested to them. 4.14 Indeed, a low level of education is another characteristic of the farming population, as revealed by the percentages of illiterates in rural areas recorded by the last general population census in 1971 and shown in Table 4.1. 1/ See L'emploi dans le milieu rural (MARA, Secretariat General, October 1977). 5- Table 4.1: RURAL ILLITERACY, 1971 (In Percentages) Age Total Men Women 15 years and over 88.5 78.1 98.7 15-19 77.6 61.9 95.5 20-24 82.1 65.6 97.4 25-34 90.3 78.9 99.2 35-44 92.5 84.4 99.7 45-54 92.8 86.6 99.7 55-64 93.3 87.7 99.7 65 and over 94.3 81.6 99.8 Though these figures may overstate the extenl: of rural illiteracy (because the criterion adopted may have been education in government schools rather than in the Koranic schools), the general picture is clear. The vast majority of the rural population is illiterate, especially women and men over 34. 4.15 Illiteracy explains in part why rural Morocco is changing so slowly, despite the ecological and demographic influences to which it is subject. Another reason is that young men have little chance of making a place for themselves in the social structure, which is still largely patriarchal. The birth rate continues to be high despite the Lack of land and the increasing degradation of the soil. The illiteracy of rural women may also be a factor. Experience in other parts of the world has shown that education speeds up social and technical change through the influence of the young people who have attended school; in particular, education of girls in school, by delaying the age at which they marry and giving them an opportunity to learn about contraceptive methods, tends to lower the birth rate. 4.16 School attendance in rural areas has. grown slowly in recent years, and the number of young people who have attended school remains too small to have made a major impact on the traditional structure of society, opening the way for progress. Moreover, the expansion of primary education also brings with it certain problems: it tends to hasten rural-urban migration, although this trend results also from the profound differences in standards and conditions of living between rural and urban areas. Primary education also -6- creates more demand for further study at secondary and higher education levels. Students and their parents see school as the means of escaping from their present condition and obtaining well-paid and relatively secure employment in the modern sector, preferably in government service. In reality, it is the very scarcity of education in the rural world that still confers on the rural holder of a primary school diploma the prestige of a future government official. Experience in other countries shows that these exaggerated ideas are gradually modified as education becomes more widespread in rural areas, particularly when the spread of education is accompanied by a parallel development program and efforts to improve living conditions in the countryside. 4.17 Wider availability of primary education, therefore, is a prerequisite for the improvement of agricultural productivity, for the opening-up of peasant society and, in the medium term, for a slowing of the excessive demographic growth which threatens the environment and the natural resources of Morocco. 4.18 Another characteristic of the agricultural labor force is the very small number of its members who have had any training in modern farming methods. Preparation to become a farmer in Morocco lacks any formal framework and is essentially passed on from father to son. The spread of modern methods calls for larger numbers of young people to be trained in such skills as driving a tractor, operating farm machinery, grafting and pruning fruit trees, employing methods of protection against disease and insect pests and greenhouse cultivation. Agricultural Technical Staff 4.19 The agricultural technical staff in the public sector currently consists of about 2,400 engineers and qualified veterinarians and 10,200 technicians (Annex 9). Based on the FAO estimate 1/ that the needs for agricultural staff in the government service, apart from the extension services comprise about 60% of agricultural extension needs, a significant portion of the existing staff could be transferred to the extension service so that there would be one technician (technical assistant or technical agent level) for 500 farmers in rainfed areas and one technician for 100 farmers in irrigated areas, with supervision and advice at a higher level being provided by one engineer or veterinarian to every four technicians. 1/ Provisional Indicative World Plan for Agricultural Development (Rome; FAO, 1970). -7- Table 4.2: APPORTIONMENT OF EXTENSION SERVICE STAFF Number of Ratio of Number of Number of Farms Staff/ Technicians Engineers Farmers Extension Service 1;222 5,400 1,350 Rainfed areas 1,200,000 1;400 2,400 600 Irrigated areas 300,000 1;80 3,000 750 Other functions a/ 3,240 810 Subtotal 8,640 2,160 Contingencies and private sector 1,560 240 Total 10,200 2,400 a/ Research, agricultural education, administration, disease prevention, forest management, agricultural credit, rural engineering, plant protection, etc. 4.20 In preparation for the 1973-77 Development Plan, MARA carried out a survey in 1972 among user services and agencies to determine the needs for agricultural advisory staff. The needs were determined on the basis of the organizational chart of each agency and its future action program and were then compared with the projected number of graduates of the training establishments. According to this preliminary estimate, resources and needs would be in balance in 1988 for senior engineers (ingenieurs d'Etat), in 1986 for applied engineers (ingenieurs d'application), in 1985 for technical assistants, and in 1988 for technical agents. The global needs, as determined in 1972, were used again in preparing the 1978-80 and 1981-85 Plans. A new survey was undertaken in 1980 with a view to revising estimates of long-term needs, but so few responses have been received that no conclusions can yet be reached. 4.21 The mission's estimates of long-term needs for the year 2000 were developed taking into account the coverage of technical advisory services provided in recent agricultural development projects, and thus were based on high ratios of technical staff; one technician for 250 farms in rainfed areas and one technician for 50 farms in irrigated areas, with supervision ratios of -8- one engineer (or qualified veterinarian) to four technicians. These estimates represent a maximum order of magnitude for public sector needs. So far, the needs of the private sector are quite small; It is estimated that of 450 engineers graduating each year, only 50 will be employed in the private sector (agricultural industries, fertilizer and insecticide manufacturers, etc.) because Moroccan farmers "do not believe in diplomas" but only in experience gained on the farm. The proportion of agricultural technicians employed by the private sector is apparently even smaller. It is obvious that the real needs will depend very largely on the economic and political situation which is impossible to predict. The above estimates can, however, be accepted as reasonable orders of magnitude. 4.22 A comparison of the projected needs with the two sets of estimates mentioned above (those from the 1972 survey and the mission's) shows that by the year 2000, the number of higher technical staff available will be considerably greater than projected needs (7,400 compared with 3,300 to 5,300). The number of technicians trained will be less than needed (13,100 instead of 18,600 to 21,100). A calculation of the cost of this level of staffing in the year 2000 shows that the annual operating budget for MARA and its subordinate agencies would have to be increased at an annual rate of 6-7% during the period 1981-2000, which-seems reasonable. Lastly, a comparison of the projected number of agricultural technical staff in the year 2000 (20,500) with the probable size of the agricultural labor force (3,055,000) 1/ gives a ratio of 0.6 per 100 2/, about the same as that in a number of European countries around 1970. 3/ 4.23 Some expansion of the training schools for technical assistants, on the lines proposed in the 1981-85 Development Plan (creation of five new centers for training, research, and study in marginal farming areas and the expansion of some existing establishments) thus appears justified in the light of human resource needs. The expansion proposed under the Plan would lead to a total of 18,300 technical staff by the year 2000, equal to the projected needs. Agricultural higher education, on the other hand, seems already to have reached the necessary level of output and does not need to be further expanded. The requirements from the standpoint of quality of training are discussed in the following section. 1/ 2,027,000 x (1,018)23. The number employed in agriculture in 1977 is estimated at 2,027,000 (para. 4.11) and the annual growth rate of the rural population at 1.8% (para. 4.12). 2/ 0.84% (25,700-3,055,000), taking into account the proposed expansion of training under the Plan. 3/ See M. Zymelman, Occupational Structures of Industries (Washington, World Bank, 1980). -9- ISSUES IN AGRICULTURAL TRAINING 4.24 The vocational training of young farmers is provided by regional Farmer Training Centers (Centres rggionaux d'animation et de formation agricoles, CRAFAS). The training of adults is handled by the agricultural extension services, described in Annex 1, paras. 1 and 8 1/; the training of extension agents is discussed in Section C below. Young Farmer Training (CRAFAs) 4.25 The CRAFAs were set up in 1968 to offer young farmers short training courses, like the cursillos (little courses) that had been available in the northern part of the country under the Protectorate. The purpose was to provide "practical training for young farmers, mainly the sons of working farmers," with the aim of "disseminating knowledge of new methods of agricultural production among family farms." The CRAFAs were to train "pilot" farmers as well as skilled agricultural labor and were seen as a means of combatting the rural exodus. 2/ Another form of training offered to young farmers is provided in the four school farms operated by the ORMVA irrigation authority. 4.26 The official target set for training is to offer annually five two-month courses for 20 participants, although several of the centers could in fact take more than 20 trainees at a time (see Annex 7 for data on the centers). A review of the data and a visit to the centers show that they are under-utilized. Nine centers were working at only 30% capacity in 1980 and 48% capacity from January to August 1981. Though partly due to a shortage of funds, under-utilization is caused mainly by the difficulty of finding candidates. Although instruction and lodging in the centers are free, and overalls and boots are given away at the end of the course, farmers often prefer to keep their sons at home to make them work on the family farm or in paid employment when possible. The directors of the CRAFAs visitied by the mission complain that, although candidates are selected by the directors of the adult agricultural training centers, called Work Centers (Centres de Travaux, CTs), all too often the trainees sent to them are not youths working on family farms but semi-delinquents who have been expelled from primary or secondary school. Not only must the CRAFAs try to give them vocational training, but they must also attempt to rehabilitate them morally and socially. Moreover, according to the CRAFA directors, some trainees enter the 1/ See also Memorandum on Morocco's Agricultural Sector; Identification of Issues and Bank Strategy (Washington; World Bank, May 2, 1980), pp. 22-23. 2/ CRAFA-Program 1981, (MARA, Department of Agricultural Extension Services and Agrarian Reform). - 10 - CRAFA program in the hope of being employed byia State agency when they finish their training but are usually disappointed because of the lack of job openings. 4.27 More than half the centers have attempted to develop a multipurpose curriculum covering all branches of agriculture in two months' study. The students obviously benefit little from such a superficial course. The instructors, who have had no training as teachers, teach in the way they have seen in the training schools for technical assistants or technical agents, and sometimes even in French. Practical training occupies 50-60% of the time. Although this is a suitable proportion for this type of training, it often takes the form of talks and visits to farmers because the farms attached to the CRAFA frequently are not worked because of a lack of operating funds. Other centers provide specialized practical training (in operating 'a tractor, using mechanized equipment, and pruning, for example), and this method, by concentration on a particular field, contributes to a better grasp of the techniques being taught. 4.28 At the end of the CRAFA course, which is sometimes followed by an examination, the students receive a certificate. Their progress afterwards is supposed to be monitored by the staff of the adult Work Centers, and files are prepared for this purpose. According to the Director of the Agricultural Extension Services, during the past five years some 30% of former students in the CRAFAs had left their villages; the rest had returned to the family farm. However, only one of the centers the mission visited was able to provide accurate information on this point. There, of 70 trainees, 5 had found work; no information was available on the others. 4.29 The CRAFAs visited had full-time staffs consisting of one director, between one and four instructors, and between six and eight employees. In addition, the staff of the neighboring Work Centers occasionally act as instructors. The ratio of staff to students is about 1:2. 4.30 The cost of the training is high, about DR 11,000 per student per year if the CRAFAs were used to capacity. In present circumstances, the cost works out at between DH 4,400 and DH 6,600 per student for a two-month course. These costs may be compared with those for general education and vocational training: the cost per student per year in elementary education is approximately DR 620; in secondary education, DH 2,210; and in vocational training by the Office, DH 7,100 to DH 8,160. The high cost of agricultural vocational training results principally from the high instructor/student ratio and from the expense of boarding the students at the centers. In brief, the present CRAFA program seems expensive, especially as it does not appear to be very efficient. 4.31 The 1981-85 Plan; The Plan proposes the opening of 25 new CRAFAs during the five-year period, so that by 1985 there will be one CRAFA in each province. According to the senior officials of DVARA, the purpose of this proposal was to comply, at least in part, with the expressed desire of the National Assembly that there should be a CRAFA in each of the 150 - 11 - administrative districts (cercles) in the country. The rural population sees the CRAFAs as a source of opportunities for the children of farmers and a means of training skilled agricultural workers, such as tractor drivers, who are in short supply and for whom there is a demand among employers. Moreover, the establishment of a CRAFA in the neighborhood provides a considerable number of job openings for a small village, which may partly explain the pressure in their favor. On the other hand,, the information available on the students after they leave the CRAFAs is insufficient to show whether the CRAFAs actually provide job skills relevant to subsequent employment needs. 4.32 Possible Improvements: The preseni: program for training young people in the agricultural sector by means of courses in the CRAFAs ought to be reviewed and overhauled. A first step would be to define the program's purposes more precisely. Three objectives now seem to be sought simultaneously: (a) to train future heads of farms; (b) to provide training in certain specific fields (such as tractor driving, mechanics, and pruning); mnd (c) to provide some skills to rural young people who have had to drop out of school. 4.33 Objective (c) would apply to a very considerable number, and it cannot be attained exclusively through vocational training, which tends to be relatively expensive. Experience throughouc: the world shows that the formal school system is not the place to provide useful training in running small- or medium-scale farming operations. It is essesntial to make use of the existing knowledge and experience of working farmers, and to build upon it by introducing new methods. The most likely path to success seems to be through agricultural extension services, such as yolng farmers' clubs, and assistance (particularly for land purchase) to young agricultural workers who wish to start their own farms. For most would-be farmers, the difficulty of acquiring a farm is the principal constraint, rather then the need for training. 4.34 The CRAFAs would, therefore, seem to be more useful if they offered specialized training in well-defined techniques, provided of course that the demand really exists. This training would also be useful to those who will be in charge of running farming operations. 4.35 Before any new CRAFAs are established, several initiatives by MARA are clearly called for; (a) to thoroughly review the cost-effectiveness of the present agricultural training program as was recently done for the ORMVA school farms; (b) to clarify the objectives of the CRAFAs and the vocational training policy for agriculture; - 12 - (c) to replace the multipurpose training ¢ourses with experimental specialized courses, whose length would vary by subject. These courses would be offered in accordance with regional demand, and would be run along the lines used by the Office for training adults; (d) to assess the effect of the courses by tracing the extent to which students find jobs in agriculture. This information would permit decisions on whether to extend the program or to modify it to improve its efficiency; (e) to examine ways of reducing the cost of the training (for example, by increasing the number of students in each CRAFA, or by reducing the size of the staff); (f) to train instructors in the methods of vocational training; (g) to draw up standard training courses, with textbooks in Arabic, visual aids, and the like; (h) in cooperation with the Office, which has already introduced mobile units for training in agricultural machinery 1/, to consider setting up on an experimental basis one or more mobile centers, which would provide village-level training in courses of a few months' duration. (This scheme, which has worked well in Thailand and Spain, would make it possible to eliminate the need for boarding students and thus substantially reduce the cost per head. These mobile centers would have to be staffed by young, unmarried instructors, who would need to be replaced after a few years); (i) to establish within the DVARA an oversight and planning unit responsible for supervising the implementation of CFARA improvements; and (j) to organize, as demand requires, vocational training courses in agriculture in the agricultural technical schools (for example, farm mechanics at Sidi Bouknadel, and techniques of pruning fruit trees and greenhouse cultivation at the Meknes Horticultural School). Agricultural Higher Education 4.36 As discussed in Section A, as far as numbers of personnel are concerned, no expansion is needed in agricultural higher education whereas a moderate expansion appears to be justified in agricultural technical education. The main issues concerning the quality of training are outlined below. 1/ See Volume V of this report, "Technical and Vocational Training". - 13 - 4.37 During the past 15 years, agricultural higher education in Morocco has benefitted from special attention and substantial budgetary funds and is now fully developed. Its output is diverse; it has close contacts with the realities of rural development; and it is linked to research. It is also considerably dependent on international cooperation. The main tasks facing agricultural higher education today are; (a) the training of Moroccan teachers arid researchers; (b) the introduction in Morocco of advanced graduate courses of study at the Hassan II National Institute for Agriculture and Veterinary Science (Institut National Agronomic[ue et Veterinaire Hassan II, INAV H II); and (c) the training of extension agents in association with the National Center for Agricultural Extension Training and Research (Centre National d'Etudes et de Recherches aiur la Vulgarisation, CNERV) at the National School of Agriculture (Ecole Nationale d'Agriculture, ENA) in Meknes. 4.38 Training of Teachers; More than 100 foreigners, including a substantial proportion with doctoral degrees:, are among the 300 or so members of the permanent teaching staff. In addition, about 100 foreign teachers are on special assignment, some of them also providing advice and support to the permanent teaching staff on scientific questions and teaching methods. The Hassan II National Institute for Agriculture and Veterinary Science, by far the most important establishment, has drawn up a training plan designed to increase and change the present staff of 250 teachers/researchers, of whom 60% are Moroccan, to 345, all Moroccan, by 1987. This plan, which is now being implemented with the cooperation of.a variety of foreign sources of technical assistance, relies on two systems of instruction leading to the doctorate; (a) study courses in Morocco on subjects for which there is sufficient local scientific backing with assistance from foreign teaching staff, where necessary; and (b) study programs overseas, enabling selected Moroccan teachers to follow courses at the doctoral level and to learn about research methods, after which they will return to carry out research projects and present their theses in Morocco. The award of a few additional fellowships for training teachers/researchers, under the auspices of the Consultative Group on International Agricultural Research, 1/ would accelerate the program, within the capacity of the available human resources. 1/ The Secretariat staff for the Group is provided by the World Bank. - 14 - 4.39 Introduction of Agricultural Graduate Studies in Morocco; Currently the majority of agricultural students enrolled in the full-length study program at the Hassan II Institute are sent abroad for graduate studies (mostly to France, the United States, and the United Kingdom). Three years ago, it was decided that a third-cycle masters program of study should be incroducod in Morocco, starting with the environmental sciences (ecology, livestock raising, silviculture, soil sciences, etc.) which require study courses geared to the local environment. The progressive introduction of other third-cycle specialized studies will require the construction of laboratories and other new facilities. Before a definite program for these investments is prepared, it would be advisable to wait until the higher level Moroccan teaching staff has been adequately built up. For this reason, no date has been fixed for carrying out this objective. 4.40 Training of Agricultural Extension Workers; Surveys made by DVARA in 1980 revealed that agricultural extension workers were inadequately equipped--both from a technical standpoint and for communications with farmers. Accordingly, simultaneously with the preparation of its master plan (see para. 4.10), DVARA proposes to embark on a vast retraining program for extension workers at all levels, with particular emphasis on methods of communication. This program will involve the cooperation of the Department of Agricultural Education and Research (Direction de l'Enseignement Agricole et de la Recherche, DEAR). A draft master plan for agricultural extension provides for the training, in cooperation with FAO, of one training instructor- per province. These training instructors will then take part in field surveys in each province for the purpose of defining the goals, topics, and methods of the extension services. In this way, they will be properly equipped to conduct retraining programs for extension workers at the provincial level. 4.41 CNERV, established at the National School of Agriculture in Meknes under the third education project, will no doubt play a major role in this training operation. CNERV's functions are as follows; (a) to organize on-the-job training courses on techniques of communication in rural areas for agricultural extension workers at all levels (up to 2,400 trainees per year) and to study methods of decentralizing this type of training; (b) to initiate and develop mass training methods for farmers; and (c) to evaluate rural development activities from the standpoint of extension work and to test new agricultural extension methods. CNERV's premises are extensive, and there are places for 120 resident. students. Its buildings were completed and equipped in 1982, permitting it to begin to receive students early in 1983. 4.42 It was originally planned that CNERV begin operations in September 1981, but delays have arisen because of MARA's 1980 reorganization. Still to be resolved are legal and administrative problems; the absence of - 15 - legislation officially establishing CNERV and the National Council for Agricultural Extension under whose aegis it is supposed to operate; uncertainty as to whether or not CNERV should remain administratively under ENA; the current lack of progress in discussions between DEAR and DVARA on the training of extension workers; the lack of separate budgetary appropriations for the operation of CNERV; and the necessity of calling for a new set of proposals for provision of technical assistance as provided in the project. 4.43 Presumably, DVARA and DEAR will work out a program for retraining extension agents, determine the role to be played by CNERV in this retraining, arrange for the necessary financial and human resources and, lastly, draw up CNERV's work program in such a way that the expenditures approved for this institution will contribute effectively to the agricultural development of Morocco. Agricultural Technical Education 4.44 Since 1966, when the Rassan II Institute was established, the major effort to develop agricultural education has been devoted to higher education. Agricultural technical education has been somewhat neglected (see Annex 6 for enrollment figures). Its problems, of which DEAR is fully aware, are in the following areas; levels of training; geographical distribution of schools; teaching programs, methods and needs; school buildings; demonstration farms; contacts between the schools and their environment; qualifications of teaching staff; and costs. 4.45 Levels of Training; It was recently decided to abandon the lower-level training program for technical agents (agents techniques) in agriculture and livestock farming (Annex 1, para. 4). There were two main reasons for this decision; the greatly increased number of graduates from the second level of secondary education (leading to greatly increased numbers in all branches of the civil service), and the demand by the user services for better educated personnel for the basic extension service because of the nature of the tasks entrusted to them (for example, assisting farmers in filling out applications for loans and subsidies from government agencies). This demand could be disadvantageous if it led to recruiting more candidates of urban origin. However, a survey of the origin of the students in the Sahel Bou Tahar school (which a few years ago was training technical agents) suggests that the increased level of agricultural extension training has not led to the recruitment of urban students: 98X were from farming families. Secondary education is nowadays so far developed in small rural towns and villages that the recruitment of farmers' sons is unlikely to present significant difficulties. 4.46 A second problem relates to the establishment of an "agricultural baccalaureate" which would allow its possessors entry to all branches of higher education, including agricultural higher education. It was recently decided that the courses of study leading to this baccalaureate would be given in seven agricultural secondary schools (one in each economic region) which - 16 - are to be administered by MARA, starting with the former private school in Temara, taken over in 1981 by the state, which formerly awarded the French agricultural baccalaureate. 4.47 According to the original proposals put forward by DEAR 1/ the purpose of the agricultural baccalaureate is apparently to expose students from rural backgrounds to agricultural sciences and techniques, not to train farm technicians. The curriculum adopted for this branch of education would be that of the "experimental sciences" department. Courses on the natural sciences and the introduction to technology would be replaced by courses on agricultural sciences and farming techniques. Such a curriculum could be developed without excessive expenditure, given the limited number of hours to be devoted to agricultural education (two to eight hours per week depending on the particular class), provided that high school science laboratories are used, that the courses are supplemented by field trips, and that no boarding students are accommodated. The curriculum would consist of applications of the science courses to agriculture, which could only benefit a country in which agriculture is the predominant activity. It is possible, however, that such a program, drawing on MARA resources, may draw upon the resources which would otherwise be available for strengthening agricultural technician training. 4.48 The introduction of a program of this kind poses two potential dangers that must be avoided if the intention is to extend the program to other establishments besides the Temara school. First, it might claim to be training agricultural technicians, which would raise problems of employment for its graduates, as was the case of the former agricultural high schools under the Ministry of Education 10 years ago. Second, it might involve substantial expenditures if the establishments teaching this program were to be equipped with expensive specialized laboratories, farms, and boarding facilities. 4.49 The 1981-85 Plan also provides for training a new class of agricultural advisory staff or senior technicians, who would receive two years' training after the baccalaureate. The main reason for this proposal is that an increasing number of holders of the baccalaureate are unable to find jobs in higher education. The job opportunities that will be open to these senior technicians have not been ascertained but will probably turn out to be the same as those currently open to technical assistants (who have two years of training after secondary education, without the baccalaureate). It is not clear whether the proposed training of senior technicians is to replace the training of technical assistants or is to be carried on alongside it in the same establishments. The increased flow of graduates with baccalaureates will inevitably result in larger numbers of them taking the entrance examinations to the schools that train technical assistants. Already in 1981, the joint 1/ Memorandum on the preparation of educational programs leading to the award of the agricultural baccalaureate, MARA, DEAR (undated). - 17 - entrance examination for the courses for laboratory technicians at the Hassan II Institute and for the course for senior horticultural technicians, recently introduced at the Institute's horticultural branch in Agadir, gave the baccalaureate as a prerequisite, and a large number of students from the university in fact entered for the examination. 4.50 It would seem reasonable, therefore, to require the baccalaureate for entrance to the schools that train technical assistants, while at the same time developing a more practical program suited to the training of field workers, who should be equipped to work constructively in close contact with farmers. Any such decision could be accompanied by some form of screening to ensure that the candidates entering the schools are from a rural background. There should be little difficulty in locating and admitting each year about 600 candidates of rural origin among the more than 30,000 students who obtain the baccalaureate. 4.51 Replacing technical assistants by senior technicians could, however, substantially increase personnel expenditures for MARA and its subordinate agencies if the pay scale for those holding this diploma is adjusted to take into account their possession of the baccalaureate. On the basis of the current pay scales for "specialist technical assistants" (Index 207, instead of 177 for "technical assistants"), it would mean a 17% increase in pay. By the year 2000, the total budget for the agricultural public sector would increase by about 2-3%, a considerable amount. The financial implications of such a decision should, therefore, be carefully weighed. 4.52 Geographical Distribution of the Schools; Agricultural technical schools are all situated in irrigated or high rainfall regions and are thus favored from an agricultural standpoint. None is located in the marginal farming areas where the poorest of the agricultural population is to be found. The significant agricultural development efforts planned for these disadvantaged areas (paras. 4.03 and 4.09) will involve training agricultural technical staff native to these regions and familiar with local conditions, who have been trained in the new techniques developed by agricultural research to improve productivity and the standard of living of the farmers. 4.53 For this reason, the 1981-85 Plan proposes to establish five Regional Training and Research Centers (Centres regionaux de formation et de recherches, CRFR) in the marginal farming areas in Morocco--in Missour (arid and semi-arid ecosystems), Ifrane (mountain economy), Tetouan (soil conservation and erosion control), Errachidia (Saharan-type agriculture), and Layoune (a Saharan economy). Each of these centers would have educational and residential facilities for 120 students (at the technical assistant level), a farm, and research facilities. The capital investment cost envisaged in the Plan is DH 70 million, an average of DH 14 million per center. 4.54 This proposal meets a real need, given the present distribution of teaching establishments and the future orientation of agricultural development programs. The students would be recruited from the region, as is the case in the existing agricultural schools, where students are accepted on the basis of - 18 - their expressed preferences as well as their ranking in the entrance examination. 1/ The two main problems are deciding how teaching and research should be combined in the new establishments and where they should be located. 4.55 The Director of INRA, in principle, favors the establishment of the proposed CRFRs but would like their goals, curricula, and locations to be determined in the context of the master plan for agricultural research. The teaching staffs of the CRFRs could, for instance, carry out research activities under the supervision of INRA (with each CRFR entering into a research contract with INRA). There are other possible formulas, the main point being that the objectives and responsibilities of the parties concerned should be clearly defined so that results can be properly evaluated and operations can be conducted harmoniously. Experience shows that the combination of teaching with research and extension activities, for example, in the form of demonstration sessions for farmers, can be of great value for rural development by increasing the effectiveness of each of these activities (see para. 4.77 below). However, the combination must be carefully organized to avoid disputes over the division of responsibility. 4.56 Curricula and Instructional Methodology; The agencies that employ technical assistants and technical agents complain that these technicians receive excessively general and theoretical training in the agricultural schools, inadequately preparing them for their duties. A review of the curricula in the agricultural schools in Souihla, Beni Yakhlef, and Zraib, in fact, reveals a marked lack of coherence among the subjects taught, as well as a broad encyclopedic approach and insufficient adaptation of the instruction to the specific and local problems of Moroccan agriculture. The curricula in these schools are actually shortened versions of what is taught at the higher agricultural education level, whereas their proper function is to train technicians, not engineers. In principle, 40% of the time is devoted to the practical work and field courses but, according to the Director of Agricultural Education and Research, it is more likely to be about 25%. It is, therefore, proposed that these curricula be revised.. The directors of these establishments--who were all new appointees in the 1981/82 academic year--have already been authorized to make changes in the present programs by expanding the role of practical work and field courses during a one-year transition period. 4.57 The curricula for the majority of the agricultural technical schools show the same defects. The sole exception is that of the school in Sahel Bou Tahar, which was drawn up experimentally in collaboration with the agricultural extension services in connection with the Bank-financed Fes-Karia-Tissa rural development project and which is geared to the functions to be assumed by future technical assistants in the region. Practical work, 1/ Students from rural backgrounds usually prefer to remain near their families. In the Sahel Bou Tahar and Souihla schools, more than 90% of the students are from the region. - 19 - field courses, and outside activities account for 64% of the training schedule. It has not been possible, however, to hold all the field training courses because of problems in finding farmers who will accept the trainees. Moreover, the practical work courses have not yet provided sufficient opportunity for actual student participation in agricultural tasks and crop management, because the school's farm is not: yet fully operating. For this reason, the Fes-Karia-Tissa project has organized a one-year supplementary practical training course at the school for graduates; each graduate (no longer as a student but as a government employee trainee) is responsible for managing and cultivating a farm plot, with advice from a trainee supervisor. This is only a temporary solution, since the introduction of farm management should be one of the purposes of the practical work done during the regular two-year course of study. 4.58 There is another problem in the case of female students, of whom there are more than 200 in the agricultural schools (half at the Chaouia school, which is for girls only; the other schools are mixed). The role of female technical assistants in the agricultural extension services has not yet been clearly defined, and two possibilities are being considered; that they take the same program of courses as their male counterparts or that they be given home economics courses, instead of, for instance, courses on agricultural mechanization. The few female graduates from the agricultural technical schools to date have been placed in research laboratories or in the Agrarian Reform offices. A survey of positions to be reserved in the future for female technical assistants should resolve this question. It would seem that since women play an important role in agricultural production on family farms the agricultural extension service could usefully include female agricultural technicians on its staff. In that case, they should receive basically the same training as their male counterparts, courses in home economics being simply one of the options. 4.59 As far as teaching methods are concerned, the courses are usually dictated, or the students may take notes while the teacher lectures. This method is time-consuming and makes it difficult for the students to digest the subject matter. Teaching materials (duplicated lecture notes, cards, charts, etc.) are rarely available. The school libraries are not adequately equipped with study and reference works. Some of the schools have no laboratory or lack laboratory equipment. The practical courses consist typically of explanations given in the field or in the workshop rather than of actual student participation in farming activities. Such courses are inadequate for technicians who will have to demonstrate methods before an audience of farmers. 4.60 The practical courses are most often given by technical assistants or technical agents, without the teaching staff of the school taking part. This procedure tends to lessen the value of the teaching staff in the eyes of the students; moreover, it results in a lack of proper coordination between the lecture courses and the practical work courses. On the other hand, the teaching staff are usually personally involved in supervising the field training courses which exist in all the schools. - 20 - 4.61 Existing and Proposed School Buildings; Most of the buildings housing the agricultural technical schools are in good condition, and are even, to some extent under-used. For instance, the schools in Sahel Bou Tahar, Meknes (horticulture), and Beni Yakhlef have dormitories with places for 200, 160, and 150 students, respectively, compared with their present enrollments of 99, 103, and 104. Some schools need additions (laboratories, offices, etc.) or repairs to old, run-down buildings. 4.62 In addition to the construction of the five new CRFRs, the 1981-85 Plan provides the following investments totalling DR 40 million; (a) expansion of the School of Rural Engineering and Topography (Ecole de Genie Rural et de Topographie, EGRT) in Meknes to train 200 technicians a year (compared with 90 at present), particularly to meet the increased demand for topographical technical assistants for the land survey and land conservation program; (b) additions and provision of equipment for the schools in Sahel Bou Tahar, Chaouia, and Tiflet (which formerly trained technical agents); and (c) buildings and additional equipment for seven other schools. 4.63 With the proposed extensions and the establishment of the five CRFRs, the training capacity of the agricultural technical schools would be increased after 1985 to the following projected level; - 21 - Existing agricultural schools (including farm management as a special subject) 360 CRFRs 300 Specialized schools 349 Departments training technicians and senior technicians at Hassan II Institute 136 Total 1,145 This capacity would be sufficient to train the new technicians required to meet the needs projected for the year 2000 (para. 4.23). 4.64 School Farms; The agricultural technical schools generally have farms attached to them, most of them owned by former colonists. The farms are large, often several hundred hectares, but they are often badly managed and typically incur substantial financial deficits. For instance, the 680 hectare farm attached to the Beni Yakhlef school (which trains agricultural technical assistants, including some specializing in farm management) shows expenditures of DH 1,919,000 and estimated revenues of DR 345,000 in its 1981 budget (Annex 8). The farm production costs are actually unknown because the accounts for the farm and those for the school are combined. Although some of these establishments have been given management autonomy, the operation of the farms is subject to the delays of government administrative procedures. The farms often have to pay a permanent staff of workers that is larger than normally required. Lastly, the agricultural equipment is often old and unsuitable. 4.65 In these circumstances, the farms present a very poor example to the students--especially those being taught management--and to the neighboring farmers. Obviously, the quality of training and the reputation of the agricultural schools are bound to suffer. Iiastead of an instrument of training, the farms thus become a handicap t'D good teaching as well as a financial and administrative burden. 4.66 School Contact with Farming Communita. The agricultural technical schools are in contact with the local farming communities through the field training assignments that students, under teacher supervision, must complete as part of their regular course of study. However, these contacts are generally insufficient to provide students with the training necessary to serve as intermediate-level field extension agents able to answer the farmers' specific questions. It is rare, for instance, for one of the agricultural schools to undertake crop trials, to maintain demonstration plots for the use of farmers, or to organize extension activiti.es in collaboration with the provincial agricultural departments (Directions Provinciales de l'Agriculture, DPAs). - 22 - 4.67 Teachers' Qualifications; One third of the permanent teaching staff of the agricultural technical schools is composed of engineers, and more than 50% of technical assistants (Annex 6). These teachers have fairly good formal qualifications. However, with additional training an instructor, aided by a technical assistant, could oversee the associated practical work. The overall training would thus be better coordinated. 4.68 Many instructors are handicapped by their lack of training in teaching methods. The department of continuing training at DEAR gives yearly refresher courses for their benefit (Annex 1, para. 7) but these courses do not provide the systematic training that all the teaching staff need. Moreover, many of these teachers have had no opportunity to update their knowledge and practical experience in the specialization in which they are teaching. 4.69 Operating Costs; The estimates given in Annex 15 show that the operating costs per student in the agricultural technical schools are high, about DH 20,000 per year per student. One of the reasons for this high cost is the small size of the schools, which average 100 students. The teaching staff, whose salaries account for more than 50% of the cost, cannot easily be reduced when the number of students declines. The student/teacher ratio declines on an average from 11.5% to 5.5% when the number of students declines from 180 to 60. From experience throughout the world, it is generally considered that the unit costs of schools training agricultural technicians tend to rise steeply when the number of students falls below 200-250, but level out above 250. The expense of boarding and providing financial assistance (fellowships) to all students and the losses on the school farms help explain the high costs per head. 4.70 Possible Improvements; As noted earlier, the present Director of Agricultural Education and Research is aware of the weaknesses of the agricultural technical education system and is convinced that an effort must be made to improve it. A coherent program to that end includes the following elements; (a) Review of the programs of studies: This review should be carried out in conjunction with potential employers and should take as a starting point the job descriptions outlining the duties-that graduates will be expected to perform. Practical training and familiarization with agricultural extension methods should occupy an important part of the course schedule. The curriculum offered by the school in Sahel Bou Tahar represents a first step in this direction. However, the practical work experience now included in the supplementary year of field training should be incorporated into the regular two-year course. The study should produce suggestions on what background documents and teaching aids should be prepared to facilitate the student's assimilation and retention of subject matter. (b) On-the-job training of instructors; On-the-job training could include systematic training in agricultural instruction methods for - 23 - all the instructors responsible for class teaching and practical work, including the preparation and use of instructional materials and visual aids; and visits to or internships at research stations, on farms using technically advanced methods, or in support agencies such as Societd Agricole de Services au Maroc (SASMA), combined with other activities designed to update the technical knowledge and experience of the teachers and instructors. (c) Remodeling the agricultural technical school system; The aim of a revision of the system would be to redress the imbalance in the geographical locations of the schools (para. 4.53); redress the imbalance between areas of specialization, where this appears desirable; increase the average number of students in the schools in order to reduce costs per head; and moderately increase the output of graduates from the schools, taken all together, in the light of the foreseeable demand. In order to estimate this demand, the survey of advisory staff needs begun in 1980 could usefully be reopened. (d) System rationalization; A coordinated plan for remodeling the system might include expanding certain schools to bring the number of students up to 200, closing others, and setting up new centers (the CRFRs proposed in the 1981-85 Plan) in marginal regions. (e) Better management of school farms and improved farm equipment; Measures should be taken to introduce a more rational management system. First, management of the farms should be separated from that of the schools, taking as a model, for instance, the methods and form of management adopted by state companies (societes nationales) such as the Farm Lands Management Company (Societe pour la Gestion des Terres Agricoles, SOGETA) and the Agricultural Development Company (Societe pour le Developpement Agricole, SODEA). The aim would be to balance the income and expenditure of the farms, without sacrificing any of their value as teaching instrunents, by making the best possible use of the opportunities offered by the independent management enjoyed by the schools. Setting up a rational management system would also provide scope for the practical teaching of rural economy and management. The opportunity should be taken to replace the present equipment on these farms, with the understanding that equipment would be regularly replaced through annual depreciation against farm income. (f) Diversification of school activities.: Schools should broaden their activities so as to increase contacts with the farming communities in the region, particularly through research in cooperation with INRA (research is envisaged as an activity of the CRFRs but could also be introduced in other establishments), extension activities (demonstration sessions for farmers, refresher courses for agricultural advisory staff, etc.), and training for young agricultural workers (para. 4.36), in cooperation with the provincial agricultural departments. - 24 - (g) Implementation: To prepare and coordinate the execution of this program, it would seem advisable to set up within DEAR a bureau of technical studies and teaching methods. Part of the funds needed to implement the program could be sought from foreign aid sources. CONCLUSIONS 4.71 As far as human resources are concerned, the most important factor in rural development is the expansion of primary education facilities in the countryside, and particularly primary education for girls, which has lagged far behind. Such expansion is a prerequisite to improving agricultural productivity and opening up peasant society to progress and, in the long run, a means of slowing the excessive population growth which threatens the environment and Morocco' s natural resources. 4.72 The agricultural vocational training provided in the CRAFAs has shown disappointing results and does not appear to meet a real economic need. Priority should be given not to increasing the number of CRAFAs, but to improving the effectiveness of the existing centers. This activity need not entail heavy expenditures. 4.73 No major expansion of agricultural higher education is required. However, efforts in recent years to train Moroccan teaching staff and to introduce third-cycle studies in Moroccan institutions should be continued. The successful start-up of the National Center for Extension Studies and Research (CNERV) at the Meknas National School of Agriculture is of the greatest importance to the program as a source of extension worker retraining. 4.74 Agricultural technical education, which trains field workers essential to rural development projects, needs to be greatly improved in quality and needs some expansion. The administrators responsible for this technical education have decided upon a coherent program of improvements and moderate expansion, outlined in Section C, which would call for substantial investment. - 25 - Annex 1 Page 1 of 3 DESCRIPTION OF THE SYSTEM OF AGRICULTURAL EDUCATION AND TRAINING 1. Agricultural education and training in Morocco are administered by two departments of the Ministry of Agriculture and Agrarian Reform (MARA); The Department of Agricultural Education and Research (DEAR), which is responsible for upper-level and technical agricultural education, and the Department of Agricultural Extension and Agrarian Reform (DVARA), which is responsible for farmer training. The two departments cooperate in training the agricultural specialists employed by MARA and by the several public agencies which operate under its authority (Annex 2). Farmer training in irrigated areas is done through 155 centers in MARA's Regional Office of Agricultural Exploitation (ORMVA). 2. As shown in Annex 3, higher education in agriculture comprises two levels, the first year of which is devoted to basic science instruction and student guidance. Following this are two options; a six-year cycle (in veterinary medicine or one of seven agronomy specializations) offered at the Hassan II National Institute of Agronomy and Veterinary Sciences at Rabat (INAVH II), and a four-year cycle in one of 11 agricultural specializations offered either at INAVH II, Rabat, or its horticultural annex at Agadir; at the National School of Agriculture (ENA) at Meknts, or at the National School of Forestry Engineering (ENFI) at Sale. By far the largest number of students (2,000) are enrolled at INAVH II. 3. In order to introduce students to their future work environment, higher education in agriculture relies heavily on short field courses. Moreover, students must present a thesis before a committee at the end of their studies. Work relevance of studies is assured through frequent field visits and practical seminars. Expatriate teaching staff are relatively numerous (40% of professors), and 85% of graduate students in the six-year cycle do studies abroad in their final two years. A sizeable proportion of the teaching staff of INAVH II also hold research positions. It is notable that fully 90% of the graduates of the higher agricultural programs enter government service upon completion of their studies. 4. Agricultural technical education comprises two levels: the training of technical assistants (adjoints techniques) in a two-year, post-secondary program which does not, however, require completion of the baccalaureat; and in a one-year program for technical agents (agents techniques) after completion of the lower secondary cycle (grade 9). Since 1980, the number of students pursuing the short course for technical agents has declined sharply, while the number of students in the post-secondary technical assistant program has grown (see Annex 4). 5. Eleven schools train technical assiimtants and technical agents in agriculture. Six of these are agricultural i;chools, which provide diversified technical agricultural studies; the others are specialized in livestock, rural development, topography, horticulture, agricultural mechanics, and forestry. - 26 Annex 1 Page 2 of 3 Most schools accept both male and female students, although males predominate. All students board at the schools and receive scholarships covering the full cost of their studies plus a stipend for living expenses. Students have a contractual obligation to work eight years in Government service upon completion of their studies. Thus far, all have, in fact, been employed by the Government. 6. All existing agricultural technician schools are located in the most productive agricultural regions of the country. Teaching staff is more than 90% Moroccan, with a dwindling contribution of Belgian and French volunteers. 7. DEAR, INAVH II and DVARA organize joint upgrading courses for MARA's extension agents. These upgrading courses are held either in agricultural schools, in the DVARA extension worker upgrading center at Mehdia, or in ORMVA or DPA facilities in the provinces. In 1979/80, INAVH II organized 20 such upgrading courses (1,840 student days), including two courses for agricultural workshop instructors on teaching methods. During the first half of 1981, DEAR also organized 12 similar short courses, including one on teaching methods for training technical assistants. 8. Outside the irrigated areas, the training of adult farmers is provided by the 133 work centers (centres de travaux), attached to the provincial departments of agriculture. Although public in nature, the work centers are financially autonomous. Their work comprises a number of services to farmers, including agricultural diversification projects, distribution of fertilizers, pesticides, seeds, etc., surveys on agricultural credit requirements, management assistance to cooperatives, and dissemination of information to farmers on improved agricultural methods. As their needs for housing, transport and credit are met, the centres de travaux usually have some staff specialize in farmer services so as to free the rest of the staff of the centers for extension work. The centres de travaux have, on average, one technician for about every 700 farms, in contrast to the higher density of agricultural technicians (1 for 700 farms) in the irrigated areas under ORMVA jurisdiction. 9. Young farmer training is provided for by nine regional Farmer Training Centers (CRAFAS), each of which is attached to a centre de travaux The CRAFAs organize short resident courses (usually two months long) for sons 1/ of farmers in the region. Three other CRAFAs are operated by ORMVA in irrigated areas. The CRAFA teaching staff is composed both of part-time instructors from the centres de travaux and permanent teaching staff assigned to the CRAFAs. Students for the young farmer training course are recruited by staff of the centres de travaux, who are also responsible for follow-up instruction. Student expenses during the short course are entirely borne by the CRAFAs. Programs in the short courses may be either diversified or concentrated in a single subject. Some CRAFAs also offer upgrading courses for extension workers and agricultural directors. 1/ A course for girls was offered for the first time in 1981. - 27 - Annex 1 Page 3 of 3 10. Young farmer training has also been provided since 1967 in four school farms operated by the ORMVA irrigation authority in the Marrakech area. Each of these school farms, about 40 hiectares in area, trains from 20 to 25 male students who are required to be sons of farmers. Students work on the farm for one agricultural year under the instruction of one director and one work supervisor. Students receive theoretical instruction during evenings and periods of slack farm activity. Each student receives room, board, clothing, and a stipend for living expenses, as well as a share of the proceeds from sale of the farm produce. A lSI79 survey of 532 former students recorded that 50% were employed permanently in agricultural occupations, although more than half of these worked in family farms too small and too poorly equipped to permit application of many of the techniques taught in the schools. ORCANIIZATIOZlAL ChAUT Of TINE HIPISTRY OF ACRICULTURE AND ACURIAN IEFORM * | H~~~~~~~~~~~~~~~~I"ISTER1 InepecLtion GCndrale | Cabinet |Secretary General a 3 I -- ri c nI ' ur * . Vegetable 4ricultural Pub'lic and Vegetable Water and Livestock Agric!ltural Planning snd Administr ative n Protection Extension Works Conservation Production Forests Extension & Econonic Affaire aL Research Affairs a Technical Extension Irrigation Land Industrial Forestry Animal Agricultural Planning Personnel and Control and Agricul- and Land Conservation Crops Economics Production Higher Educa- General tural Coop- Improvement tion and Affairs eration Research > Fraud Agrarian Rural Land Survey Horticulture Forest Animal Technical Economic Budget and C tontrol Ueform Iprovement Lands llealth Agricultural 'Affairs Supplies Education Cartography Cereals and lrosion Haras Forage Control (Equine Breeding Program) Agricultural llunting. O Exploitation Fishing, and Projects and Nature Conservation Forestry Research PUBNLIC ACEWCIE Casa El Jadida Ihtnifra Safi hen Slimane El Kekaa KLhouribga Settat Agadir Srarhra Province-Level Al Hoceima Essaouira La'Youne Tanger Agriculture kni !Mellal Fas Marrakech Taza Departments toulmane Figuig Heknas Tetouan COMAGRI S!E CNCA IAV DOUltJLA NAOOS LOUKKOS Chaouen Kenitra Nador Tiznit COMAPRA SONACO1 ONICL I MOULOUYA OUAKEAZATE LHARBS Ad Dakhla Rhemiaset Oujda SOCETA CEC SOUS IASSA TADLA ERUICNIDIA Souces Miiniscry of Agriculture and Agrarian Stuform (NHA") I AGIZCULTIURAL 5IAICAIION AM) ThLAINING INS?TLTITLU6 I ~~~~~~~AGXIILLTUSkAL TECIIICIAS TMAIMI AGRICULTURAL nicUR EDUCATIUE Insmtitution Location GCodiLtions I hiplcm ISpueeligetios I course of I lnstituStieo Losatiem IConditions MeStrns Ispocioliootiee Icow"s. oi I I let~~~~~~~o AdmiosionI I Study I I of Aduise.oel I "goUy Iftriculturol Schooll IIsk troo Imjiout Amricuiture I I LemeI AgTonom"I Iof SWlM I Norrohoch TeIbchnique I courts I I I I I I I sepoor~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~, "o) I food Processingl Agricultural Schooll 10 bus fronl * Ad joint IAgricultur. j I Industriesm lof ZUAIS Ibeckrhoe ilechnique II~ I I . I I 1o I ;-i I h~~~~~~~~~~~~~~~ ~ ~~~~~~ood Technoloy lAgric Iturol Schooll 12 kms frvel - Adjoint hAgricultural a fII .. 1.1 Soul tobblef I Hnhedio I ITechnique IKaanocsnt I 1II K. I I :~~~ I_________________ I 33 g~~~~~~I 3 I I a . Veterinary I lAgrcuiuro SchollProisce ofl, " lAdjoint IAguiculture I3 I41 f I~ Iof AtEICTABAE IIoooe I IchniquelI "i eI I 3' .IAA I ____________________I 3~~~~~~~I I iI~~~ai I 1 I * 3 I I Food Technology IT" leliouehiplellwakip 3' I l3~~''I I I W I I IaSecipiensce lAgriclturo Scholllhor Soltone ' lAdjoint IAriculturs I 0I lof Tifet ITiflet I 0 Technique no 3 3 R ural Works Attar 3 I lAsricultural Schooll COed NSeSoSl 3 lAdjoint Ihgriculture I .~III I ITopography a ccess to ilof la CHAAIXA Ison Aweod I 3 Techn'iqu ". 1I1 3 IIlSVi I________ ____ I. I____ j ______ I ~~~~~~~~~~~~~~l I I ine~~Mrt IAgriculture Icus ~~~ I ale I I El ~~~~~~~~~~~~~~~~~~conts" Ifhbscm ic. INKiNgS School of I Nebula I 3 Adjoint lhortic.lture I '--. I W I(boceolaurtet I Hforticultusre I IThni-I6 os I ~ ~ ~ ~ ~ ~ ~ . eIqeII 3 e &ym)II I_ _ __ _ la_ I "3 B_ __ _ . I 3 I Eorticultore II SALE Soyol ~ siSld I * lAdjoint lWster and I *. Forestry School I I Technique Ilrgistry I 3Green spc I 114-t I I us~~~- I IlOeeapoe I I I e ITechoique I _________ _____ ~~~~~~~~~~~~~~~~g. I I I Ilh~~~~~~~~rytietry I Sgchool of Sgidi I , "Ajoint IiariculturalI II iOaricoltstol I souedl T . lconique IKschanics, I I I -anoics I lalectro- gI I I I lis.Sciaese I I ~~~0. 1:sia IIIII I I I~~~~~~~~~~~Techoiqueeof Iiiveetck Schol I Knitro * .3 ITechnique IIof AgricultureIIII I- i - 1 M ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~IILivestock lechool of Rral I lmokss I I lAdjoint lEsrol gugimaeriagj Naotional Schooll II II ltnginearfing and I Technique I-Topegraphy I lof, Forestry ISo1o Iietr ITowOSroPhy I I ehiu I usieoWa IVter end I *1 I I I II I ILob Tcheicia IRaebat IlAdjoint gLob Frecticee I I laeService Training for Agricultural Staff 1section )(UIAV aI)j ~ Tocknique,III_______________________________________ I II~~~~~urrerrntly, in-service staff training coeprieee ISell Coeoevokti I Rbot I!Cootraleurlgeil Conservationl I yeor I pedagogical intruction Irisiss COster" I=(NS a 11)1 lAjit IIdevolopoent of programe and thods of upgrading I ________ I I I ____________ I I - orges"tiootn of short coure, bosed wpmon eprssed staff moodo. I I I I I I 11~~~~~~~~~~~~~I* IMS) the COMOV la Idbbebe begieoleg the deelepsoat of as uprirala pregram, fe Seerees KISS (Sirectiee do 1 I t~~~Jewcoomism workar traiming. smfte NM "recio s I smoaigmoeinmt; Aguicole et de So Soehmoehe). - 30 - Annex 4 A-IRICULTURAL HIGNER EDWCATION LUS0LIEZSIS AND GRADUATES L977178 - 1980/81 1977/78 1978/79 1979/80 1980/81 Moroccan Foreign Moroccan Foreign Moroccan Foreign Moroccan Foreign JrepDratory Year (ZNAV N II) 544 57 535 64 522 33 528 44 *-Year Program (LKAV 8 II) 4gronmo 2nd year 101 5 100 3 106 4 105 6 3rd year 78 2 79 -4 63 3 96 24 4th year 48 2 62 2 80 4 92 3 Sth yer 44 ( 6) 2 57 (lO) 2 81 (18) 2 109 (17) 4 6th year 44 ( 3) - 46 (3) 2 66 (11) 2 91 (18) 2 Tctal Znrollmant 319 ( 9) 11 344 t13) 13 416 (29) 15 493 (35) 39 Graduates - - 43 (11) 2 66 (12) 2 91 (18) .. Veterinary 2nd year 49 1 50 3 53 6 63 1 Medicina 3rd year 42 - 41 L 49 4 41 8 4th year 33 - 27 - 44 1 44 2 5th year 15 2 25 1 30 - 38 1 6th year 19 - 13 1 23 1 29 - Total gnrollmatn 158 3 1356- -- 6 199. 12 215 12 3raduates - - 10 - 23 1 25 - Total 2nd year 150 6 150 6 159 10 168 7 3rd year 120 2 120 5 132 7 137 32 4th year 81 2 89 2 . 124 5 136 5 *th byr 59 (6) 4 82 (10) 3 111 (18) 2 147 (17) 5 6th year 63 (3) - 59 ( 3) 3 89 (11) 3 120 (18) 2 Total Karollmnt 473 ( 9) 14 500 (13) 19 615 (29) 27 708 (35) 51 Graduates - - 53 (11) 2 89 (12) 3 117 (1) 4-YTer Program AAV8 II- 2nd year 205 (7) 12 209 (9) 13 215 ( 6) 18 248 (20) 10 Allspec- 3rd yarr -180 (4) 1 1B3(5) 10 187 ( 7) 14 171 (6) 18 taligations 4th year 74 (4) - 172 -' - 1 162 ( 7) 9 182 9) 15 Total Enrollment 459 (15) 13 564 (18) : 24 564 (20) 41 601 (35) 43 Gr4duates - - 177 (3) .1 167 (4) 9 185 ( 9) - EXA Mkkls- 2nd year 83 (3) 11 83 (5) 25 90 (5) 24 99 (4) 9 All *p e- 3rd ye 96( 2) 4 77( -3) 6 54 (5) 19 58 (5) 23 ialia*tiona 4th year 64 5 80 ( 2) 4 63 (3) 4 52 (5) 16 Total Enrollment 243 ( 5) 20 240 (10) 35 207 (13) 47 -209 (14) 48 Gradutes - - 75( 2) 2 67 ( 3) 4 52 ( 5) - ZKIW SaId 2nd year 22 12 22 3 17 7 16 10 3rd year 22 (1) 10 22 11 23 9 17 8 4th yar 13 14 22 (1) 10 21 10 22 - Total Anrollmat 57 (1) 36 66 (1) 24 61 26 55 27 Graduates - - 22 (1) 10 21 10 22 - tobCl 2nd year 310 (10) 35 314 (14) 41 322 (11) 49 363 (24) 29 3rd yrr 298 ( 7) 15 282 ( 8) 27 264 (12) 42 246 (11) 49 4th year 151 ( 4) 19 274 ( 7) 15 246 (10) 23 256 (14) 40 Total Znrollm-nt 759 (21) 69 870 (29) 83 832 (33) 114 865 (49) 118 Graduates - - 274 ( c) 13 255 ( 7) 23 259 (14) Total Enroll.: AAV H II L/ 1,476 (24) 84 1,599 (31) 107 1,701 (49) 101 1,837 (70) 138 RA Ibknas 243 ( 5) 20 240 (10) 35 207 (13) 47 209 (14) 48 UNI Said 57 (1) 36 66 ( 1) 24 61 . 26 55 27 Total 1,776 (30) 140 1,905 (42) 166 1,969 (62) 174 2,101 (84) 213 Graduates - - 327 (17) 15 344 (19) 26 376 (32) .. &uCC* Ministry of Agriculture *nd Agrarian Defors ( ) Number of students admitted by coapetition examination from Lower grade civil aervice. j tacluding technician training. - 31 - Annex 5 AGlICULTURAL TECHNICIAN EDUCATION-ENROLLNENTS AND GRADUATES 1977/78-1980/81 1977/78 1978/79 1979/80 1980/81 Moroccan Foreign tMoroccan Foreign M.roccan Foreign Moroccan Foreign Training program for adjoints techniques. Agricultural; let year 158 4 167 3 231 (3) - 327 (4) 1 2nd year 137 - 151 (1) 2 160 (2) 2 216 (3) - Enrollments 295 4 318 (1) 5 391 (5) 2 543 (7) 1 Graduates - - 148 (1) 2 156 (2) 2 205 - Specialised l/s let year 327 (7) 13 297 (12) 10 365 (8) 9 342 (21) 14 2nd year 216 (1) 5 301 (7) 8 273 (12) 12 330 (9) a Zurollmnts 543 (8) le 598 (19) 18 638 (20) 21 ---672 (30) 22 Graduatee - - 296 (8) 8 256 (10) 7 325 Total& let yer 485 (7) 17 464 (12) 13 596 (11) 9 669 (25) 1 2ad year 353 (1) 5 452 (8) 10 433 (14) 14 546 (12) - Enrollments 838 (8) 22 916 (20) 23 1.029 (25) 23 1.215 (37) 23 Grade - - 444 (9) 10 412 (12) 9 530 - Training programw for agents techniques t Agricultural: Ist year 156 - 113 - - - 2nd year 192 - 132 140 - - narollmnto 348 - 245 - 140 Graduates - - 127 - 141 Jpecialised 2/8 Ist yee 185 - 165 - 102 - 68 Graduates - - 14 - 96 - -68 Total& lt year 341 - 278 101 - 68 2nd year 192 - 132 - 140 - Snrollmnts 533 - 410 - 242 - GO 6 Cradate. - - 251 - 257 - U - O~thr trininR lot yar 31 (19) 2 66 - 20 (7) - 39 (9) Graduates - - I- 17 (6) - 40 (10) - Enrollmnts by institutions AB SuiblA 112 - 110 - 115 - 114 - E Beni Y!khlef 118 4 122 5 125 2 116 1 A Zr&ib 65 - *0 - 95 - 97 - UZ touarat 259 2 282 7 234 a 13 6 ZGT Mkn&s 147 7 146- 2 143 4 --180 8 S Mskn&s 110 - 118 - 114 1 127 1 EM Sidi touknedel 81 9 t4 9 91 8 89 4 (INAV H 11) 95 2 136 - 112 - 144 - ERF Said 67 - 3 - 66 - 53 & Tiflet 111 - 2 - 92 - 62 - A Sabel ou Tahar 114 - 74 - - 56 - - 9- - E Chaouis 123 69 46 58 Oerall TOTAL& Enroll_ute 1,402 24 1,392 23 1,291 23 1,322 23 Graduates - 713 (9) 10 666 (18) 9 638 - SOURCB MAR (DiE). I/ Livestock, rural ngineering, topography, borticulture, farm machinery, vator &ad forstry, lab technicians. 2/ Vter and forestry, rural engineering, topography, livestock. ort courses organised for INAV II on land etnmervation and fraud control. PERHANANT TEACHING STAFF OF AGRICULTURAL EDUCATION INSTITUTIONS (as of October 1, 1981) I | Local Staff | Foreign | | i Number of | Student/Teacher | | Institution | | Staff | Total | 2 Local I Students R 8atio | | I Adjoints) Agentse ITotall 1 2/ | | I I | ______________________ EnRineersiTehniquelTechniquesiOthersILocallEnaineersI I I I _ I _ I1. Higher Education I 183 i - | | - |183 | 100 | 113 1 296 1 62 i 2,314 | 8 | | INAY H156 | _ - | -1156 | 100 1 104 1 260 60 1 1,9751 | ENA Meknes | 15 | _ I _ | _ | 15 100 | 8 | 23 65 | 257 | 11 I | ENFI Sald | 12 2 | 100 I 1 | 131 92 I 82 | 6 I I I I I I .1 1 1 1 1 1 2. Technician Training | | | | | | I | I I I I School I 45 1 74 1 16 | 3 i 138 | 33 | 12 | 150 | 92 | 1.121 | 7 - EA Souihla | 4 1 5 | 1 I - 10 | 401 4 | 14 1 71 114 | | EA Beni Yakhlef | 4 i 7 1 - I -1111 36 I _ | 11 100 | 104 i 9 I | EA Zraib | 2 | 9 1 1 1 131 15 | 2 | 15 87 | 97 | 6 I I EA Tiflet I 3 | 8 1 i -1 12 25 1 _ I 12 100 | 62 | 5 | EA Sahel Bou Tahar | 4 | 5 | 2 I - 111 33 | - I 11 100 | 75 5/1 7 | EA Chaouia | 2 | 6 | 4 I -1121 17 - | 12 1 100 | 58 | 5 | | ERE Fouarat | 3 | 6 | - -| 9 1 33 | 5 | 14 64 1 183 I 13 | EGRT Heknhs I 10 1 6 1 | -1 17 1 59 | 1 | 18 94 | 180 I 10 I | EEH eknba | 7 5 | 1 | 2 15 1 - 1 - | 15 100 | 103 7 | EEM Sidi Bouknadel | 3 | 12 | 3 1 -1 18 1 17 l a | 181 100 | 89 | 5 ERF Sae | 31 5 2 1 - 101 30 | - | 10 100 | 56 | 6 Source; MARA (Direction de l'Enseignement Agricole et de la Recherche) and INAV H II. 1/ Excluding part-time staff (typically 2 or 3 per school) and visiting professors. 2/ All engineers. 3/ 1980/81 data except institutions in Beni Yakhlef, Sahel Bou Tahar and Heknhs, which refer to 1981/82 school year. 4/ Including 650 students in technician programs. 5/ Excluding students in "applied work" year supervised by one foreign teacher not represented here. !~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~p UCIUSAl. SAm Ut TUNIUB C33.8 (C RA' ) iu 19fl-81 PUROWSEZb 1. Hb.br of Stedeate i. S44rt Course Province CRAIA 1971 1972 1973 1974 1973 1976 1977 197 19 1980 1981 1/ T*touan lear Kbir 80 98 145 164 114 Tetouan Laracbe 43 82 79 91 91 90 55 70 75 6S 59 Chbouen Cblouen 106 97 115 99 1la - - - - - Al Hoceiju laeoren 15 20 15 64 75 67 63 55 60 47 40 Il elc S. l Kelsaa - 60 43 64' 65 128 42 - 33 56 39 Welkas SoWerbela - 51 65 60 60 169 93 42 27 64 is Taounot Taber SouU - 28 51 80 78 46 93 44 14 - - Settat Ouled Houses 40 94 96 221 42 14 38 12 30 Beni IEllat Seuguett - 52 20 -- -- 33 Fla Al teuael - _- -- - - 23 40 Total 244 426 593 716 697 769 470 245 247 170 259 2. Type of Course . -~~~~~~~~~~~~~~~~~~~~~~~~~j 19810, , '' Average Average Average Average Number Coare - Number of c--Course Nber of o of Length Students Coure, Number of Langtb Students Course province CRU A Coures (A"-) Per Ce-u?-- -=-bJt C-~ag-tt d .) rew Cu_u auujuct Tetoau, a Kear Ebir - - - - Tetouan Laracbe 3 46 23 speciali 2d 3 46 20 *pecialiad 31 aCbouea C4aoues - - - - - - , Al Hoceim laYer#n 4 40 12 specialized 4/ 2 - 30 20 speciali d 5/ E1 Kela S. E1 XelaS 3 42 19 diversified - 2 6/ 60 20 diversified iku&se Douderbals 4 53 12 diversified 2- 49 9 diversified and uacbinery Teounat Taber Soak - - - - - Settat Oulcd Houma. 1 55 12 diversified 2 53 1S diversified Beni kellal seguett- diversified 1 - 33 bee-keepiqg E I1 _1eael I 8 23 diversified 2 60 20 machinery Total 16 54 17 14 50 18 SOURE A (OVAR). I/ Janury to August 1981. I/ Lare-ace cropping, _acbeis". an role of woo" is agriculture. 3/ Tree culture, livestock, forage eve and poultry. tck gardening, cerals, farm mchiasry. TI Creals and tree culture. Plus an accouating course foe c_oorative directors aW auperiwy staff, wa ll 4a e_o-yr trai* ter 1f future mm supervisors. HOROCCO Total and Unit Recurrent Cost. of Selected Agricultural Training Facilities in 1981 (DH) Teaching Project T o t a 1 Annual Personnel Supplies Personnel Supplies Personnel Supplies Scholar- Total 1/ No of Cost par Comments __________ ______ _____ ____ ships students students - Higher Education INAV a II - - - - - - ' - 25.906.000 2.119 3/ 12.225 2/ Excluding scholarships ERA We"ne - - - - -s- - 4.100.000 257 31 15.953 Technical Education Jeni Yakllef 959.500 729.000 934.000 985.000 1.893.500 1.714.000 - 3.607.500 112 6/ 32. 210 Large deficit incurred Al 5/ on school farm Sahel Bou Tahar - - - - 784.000 670.000 392.000 1.846.000 97 6| 19.310 School farm unutilized Ecoles gerees de mnlere autonome - - - - - 6.306.000 1.954.000 8.260.000 488 3/ 16.926 7/ *81 91 CRAFA Bouderbala - - - - 80.000 61.600 88.000 229.600 20 11.480 Theoretical costa per > per year assuaing full El Menzel - - - - 80.000 46.000 82.000 208.000 20 10.400 capacity. Actual costs much higher. Ould Houwen - - - - 90.000 53.000 88.000 231.000 20 11.550 Source: MinistAre de l'Agriculture at de la Riforme Agraire (Direction de 1'Enseignesent Agricole et de la Recherche). donnies recueillies our le terrain at estimations da la mission. 1/ 1981 Budget 2/ Excluding scholarships 31 1980/81 enrollments 41 Including scholarships 5/ Including 34,500 DII from proceeds of sales from school farms 1 2/3 of 1980/81 enrollments and 1/3 of 1981/82 enrollments 7J Total en following schools: Sidi Bouknadel, Fouarat, Sahel Bou Tahar, Tiflet, Chaouia 8/ Staff and supplies 9/ Based on 364 DR per student per month. 11 months a year. X NUMBER OF TECHNICIAN STAFF EMPLOYED BY MARA AND ITS DEPENDENT AGENCIES I I ~~~~~~ I ~~~~ I ~~~~ I $M 0 P I-4O Pi. I v l~~~~00 ll% to pi 9 04 m 0 C"n S | W "S t t e P t p go. a " a rt 11 m -0 0 t o | Ot C~~~~. n rtw *tnHC n H 5r P. ?; Staff Grade | I " g I S I p I q I I > I |~~ ~~~ ~~~ ~ ~~~ |t _ t .0 r H rt rt PItr |Veterinary Inspectors 11 | 122| 1 I 32 1/ 2 | 16| - I 11 I 1951 |Senior Engineers 1147 I 2171 38 | 75 2/ 60 | 153| 3 | 18 1 711 1 A Applied Engineers | 168 | 771 | 52 | 59 | 110 | 265 | 37 | 42 1 1,504 1 I Technical Assistants | 152 | 2,266 | 88 83 I 349 I 1,291 I 711 1 211 | 5,151 | I I I I I I ! ! I I I I Technical Agents | 38 I 2,158 | 37 I 28 I 103 | 1,631 | 992 | 84 I 5,072 | Source; HARA (DLrection des AffaLres Administratlves) 1/ Including 11 uitres de conference and 21 ma'tres assistants 2/ Including 23 mattres de conference and 52 maltres assistants IC -36- Annex 10 PROFESSIONAL AND TECHNICAL STAFF SALARIES FOR MARA STAFF (1981) Annual ,Starting Salary Senior Salary Fringe Staff Category Index Salary Index Salary Benefits (DR) (DH) (DH) Veterinary Inspectors 336 20.792 704 42.404 13.200 Engineers 336 20.792 704 42.404 13.200 Applied Engineers 275 18.375 564 34.562 9.600 Adjoints Techniques 177 12.886 318 20.783 3.996 Agents Techniques 137 9.182 262 17.647 1.980 SOURCE. MARA (Direction des AffAires Administratives).