Report No 4105-MOR Kingdom of Morocco Education and Training Sector Survey con (In Six Volumes) Volume Ill: General Education June 10, 1983 Education and Manpower Development Division Europe, Middle East and North Africa Region FOR OFFICIAL USE ONLY FILE cop'y Document of the VWtd Bank This document has a restncted distribution and may be used by recipients only in the performance of their official duties Its contents mait not otherwise be disclosed without World Bank authorization FOR OMCIAL USE ONLY KINGDOM OF MOROCCO EDUCATION AND TRAINING SECTOR SURVEY lable of Contenti; Page No GLOSSARY BASIC DATA INTRODUCT ION I. OVERVIEW A. Background Land, People, and Resources ............. .................. I.1 Economy ........... .oo ..... . ..... .o..o .................... I.2 Education and Training System......o.o..oo.............. I.3 Education Strategy.......... ......................... ...... . I.5 B. Education and Training Issues Primary School Efficiency ......... ................. . . . . I.6 Moderating the Growth of Higher EducaLtion.o..oo........... I.9 Expanding Skill Training. .e. ..... ... ........ . . .. ........ 1.10 Content and Coverage of Agricultural Trainingo............. I.12 Expenditure Reductions ......... .......oo..........I..... 1.13 II. INVESTMENT IN EDUCATION AND TRAINING A. Introduction.,... .... ..o. ... .o... .o..o.................... II.1 B. Investments in Education a nd Training ..........ri....nn....... II.2 Planned Investments in Education and Training .....1....... II.2 Prop osals for Reducing Costs . . . ....11o.........4*.. II.4 Capacity to Execute the Programt.....tc...ue e-gr -... II.8 C. Operating Costs of the Education and Training System........ II.9 Present Costs and Expenses-o ............................ II.9 Financial Outlook .0-0.0.00.0.00 ..................................... II.11 Proposals for Reducing MOE Expenditures. .................. 11.12 Operating Expenditures for Training Institutions .......... II.21 Conclusion ........... ......... 0.0...... ........ ........... *O.... 11.22 III. GENERAL EDUCATION A. Organization of the Educational System.o..o................. 111.1 B. Principals, O1hiertives and Priorities ............0........... III.3 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 disclosed without World Bank authorization. Table of Contents (Cont'd.) Page No C. Analysis of the System.... ................. . III.5 The Ministry of Education Plan .........0 ................ ... III.5 Enrollments by Level ...o.o................ .............................. III.6 Internal Efficiencyz Repeaters and Dropouts ............... III.8 Geographical Imbalances.,.* ........ . .... ...o ....... . IIo.10 Teacher Training ...... o..... .o.oo......... . ......... .ii.1..............IIl Administration.. .... .. .... ..oo .....111....o.......III.14 Educational Research. *."....... . .... . .............0. III.14 Summary of Problems and Inadequacies in the System........III.14 D. Conclusions and Recommendations ................... .......... 1I1.16 Educational Reform ........ ....... o........ oo ........... ..o ....... oIII.16 Priority Polm ................................ III.16 Elements of a Strategy.......... ... . oIII.20 IV. AGRICULTURAL EDUCATION AND TRAINING AS. Introduction ..... ................ so .......... .......... ...... IV.1 The State of Agriculture in Morocco ....... ...... IV.1 Agricultural Development Policy... .................... ..... IV.2 Human Resources of the Rural Sector ................... IV.4 Agricultural Technical Staff... ..................... ...... IV.6 B. Issues in Agricultural Training ................. IV.9 Young Farmer Training (URAFAs)....... o............. o...... IV.9 Agricultural Higher Education.... ..................... IV.12 Agricultural Technical Education ............... ..... IV.15 C. Conclusionso..o..o..o..o.................... .o............ ........... IV.24 V. TECHNICAL AND VOCATIONAL TRAINING A. Introduction.....o.o..0. .. ... 0.......4............. ...................... .... V. 1 Socio-Economic Background ................................ . V.1 Manpower and Training Data ......................... . I..... V.2 B. Training ......... ........................... s. 0...... v.6 Overview ...... ........................ V.6 Ministry of National Education (MOE)..o........oo ..... ... V.11 National Office of Vocational Training and Work Promotion (the Office) ............................... V.13 Ministry of Commerce and Industry .................... ..... V.21 Ministry of Housing ............o.....oo................... 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.............. V.26 Overview ................................................... V.26 The Issues.............................................. .. V.26 Areas for Possible Foreign Participation.o....o .......... V.32 VI. NON-FORMAL EDUCATION A. Introduction ........... ... 00-.........-............... VI.1 B. Existing Non-Formal Programs...**.*.**..*.................. VI.1 Vocational Training for Boys ....... . ....... VI.2 Training for Girlso. ..... ......................... VI.4 Handicrafts Training Centers .**** ...... ............ VI.6 Literacy Training .... ..0.000.0........................... ..o ...... VI.7 Educational Television . .. .. ..e .. .. .. eo. . . . .o. . . . . . . . . . VI.8 C. Conclusions and Recommendations.o...... o..... .. .o ..... VI.9 Definition of Objectives ......... . . . ................... ................ VI.9 Women's Training. ................. ................ VI.10 Handicrafts .......',,,...... 00.0... .... 00*000O......* ........ VI.10 Basic Education .... 000.*900.... .................... 0..00........ VI.ll Teacher Trainingo ...... 0................ . .................... VI.12 Financing***** ... ... .*......... 9-9.*o VI.13 Equivalency, ......o...... oe. ....... oo*. ... VI.13 .Annexes... ... ........ ..o.o................ VI.14 KINGDOM OF MOROCCO EDUCATION AND TRAINING SECTOR SURVEY III. GENERAL EDUCATION A. ORGANIZATION OF THE EDUCATIONAL SYSTEM 3.01 The educational system has four levels; the primary level, two secondary cycles, and higher education. Two cut-off points at the end of each secondary cycle permit students to select among different course options. Entrance and promotion are based on examinations and competitions. 3.02 The main sponsors of education are the public and private sectors and foreign cultural missions. The public sector is the largest, employing 95% of all educational personnel. The private sectcor is prominent in the large towns and recruits students mainly at the primary and first secondary cycle levels. The private schools make a very small contribution to the educational effort, as their activities are marginal and have essentially commercial ends. Of the foreign cultural missions, the most significant is that of France. 3.03 The public sector offers two kinds of education; bilingual education (the more extensive) and traditional education (enseignement originel). Private institutions generally offer bilingual education. The foreign cultural missions provide programs identical to those in their home countries, though Arabic and Arab/Islamic civilization are also taught. 3.04 Bilingual Education, Structure and Content; Both public and private bilingual education begin with pre-school education lasting an average of two years. This is followed by five years of primary education and seven years of secondary education. 3.05 Pre-School Education; Pre-school edcucation is given in Koranic schools, day nurseries, and kindergartens. J:ts aim is to prepare children physically and intellectually for subsequent schooling. In addition to playing educational games, students learn the rudiments of reading, writing, and arithmetic and receive an introduction to Islamic religion and ethics. 3.06 Primary Education; Primary education teaches students to read, write, and count and also offers physical, civic, and religious education. The primary level has the double purpose of preparing young students for secondary education and of providing a sufficient level of literacy to those who are over-age and are combining formal learning with an economically productive activity. Instruction is in Arabic, except for arithmetic, which was taught in French for the first three primary years, although the third year has been Arabized since October 1980. Erench is taught as a foreign language during the last three years of primary schooling. An entrance examination for the first year of secondary education tests the knowledge acquired at the primary level in the basic subjects, namely, Arabic, French, and arithmetic. 3.07 Secondary Education; The first cyc]e of secondary education, lasting four years, is taken by all students who have succeeded in passing to the secondary level. Its purpose is to consolidaLte and expand the knowledge acquired at the primary level so as to prepare for the following cycle. The -2- courses emphasize languages and science. In addition to Arabic and mathematics, particular attention is given to the teaching of French, which is still the medium for teaching scientific and technical subjects. 3.08 The second cycle of secondary education leads after three years to the baccalaureate. Entering students choose whether to study arts, sciences, or technical subjects. Students choosing the arts, sciences, and mathematics--general education--are prepared for the university. Students in technical specialties are channeled to institutions of higher education and training for the intermediate and higher-level technical cadres. Technical education centers around industry and commerce and enables students to embark on professional careers while continuing their higher education. 3.09 Traditional and Arabized Education: Traditional education, with a revitalized structure and content, fulfills an essential socio-cultural role by helping to preserve the cultural heritage and spiritual values. It consists first of three years' study at the primary level. Students are recruited from those who have studied the Koran in Koranic schools. Their knowledge of Arabic is sufficient to enable them to study science subjects and ethics. At the secondary level, however, the structure of traditional education follows that of bilingual education, although the second cycle contains only two sections--the sciences and humanities. The studies focus on Arabic and Muslim literature and civilization. Arts and science subjects are given in Arabic, although French is taught as a foreign language. after the baccalaureate, the students normally go on to a university, especially the Faculties of Languages, Theology, and Law at the University of Quaraouyine. 3.10 Arabized education is identical in structure to bilingual education, but the subjects, even at the secondary level, are all taught in Arabic. Since Arabization of bilingual education is under way, Arabized education no longer has a raison d'etre, and enrollments are steadily declining. 3.11 Higher Education: University higher education (Annex 9) is offered at 30 institutes and faculties in six universities; Mohamed V University at Rabat, Hassan II University at Casablanca, Mohamed Ben Abdallah University and Quaraouyine University at Fez, Cadi Ayyad University at Marrakech, and Mohamed I University at Oujda. Students are trained in the following fields; -- arts, humanities, and Islamic studies; -- economics, social sciences, and law; -- physical sciences; -- medicine; -- education; and -- engineering sciences. 3.12 Other higher education establishments (Annex 10) attached to various technical ministries also provide post-secondary education in four areas; engineering science, agricultural science, the social sciences and economies, and administration (see Annex 10 and Volume V). The conditions of access to these establishments vary; some hold competitions, some examine an individual's curriculum and require a certain average mark in the final year of secondary studies, and others use tests. Among national universities, entry is by competition only in the Faculties of Medicine and Pharmacy. -3- B. PRINCIPLES, OBJECTIVES, ANJD PRIORITIES 3.13 The Moroccan educational system is undergoing a growth crisis which did not become fully apparent until 1980. A colloquium held at Ifrane in August 1980 and presided over by the King brought together members of the Government and Parliament as well as representatives of political and professional organizations. The colloquium sparked a wide national debate on the problems of education and its relationship with Moroccan society. The aspirations expressed and the guidelines that emerged during the colloquium enabled the Ministry of National Education and Cadre Training to prepare a working document outlining the principles and objectives of proposed educational reforms. A National Commission for Educational Reform, set up as a result of the colloquium and chaired by the Prime Minister, has begun to study the document and the counterproposals for reform made by political and professional organizations. The resulting synthesis should permit the preparation of a National Charter that will guide government action in the field of education. In the meantime, the following principles, objectives, and priorities are in force. 3.14 Guiding Principles; The underlying principles of government policy in the field of education are as follows; (a) extension of education to the entire school-age population; (b) Arabization of education so that Arabic will be the vehicle of scientific and technical as well as cultural thought; (c) Moroccanization of personnel with a view to replacing foreign teachers with Moroccans; and (d) maintenance of authenticity derived from basing education and instruction on Moroccan humanism and on the principles, ideals, and spiritual and moral values of Islam. 3.15 Objectives and Priorities: The principal medium- and long-term objectives are to extend primary education to the entire school-age population; to broaden access to secondary education; to complete the Moroccanization of secondary teachers; and to Arabize the teaching of scientific subjects. 3.16 The intermediate objectives in the Three-Year Plan 1978-80 were attained to the following extent; (a) Between 1977/78 and 1980/81, public primary education grew in coverage at an average rate of 7% annually from 1.72 million children to 2.1 million children. The enrollment of seven-year olds rose from 56% at the beginning of the period to 65% in 1980/81. (b) Despite a slight improvement in the promotion rate of students from primary to secondary education, the annual increase in total enrollments in the first cycle was only about 11% annually over the three-year period, below the 12% forecast. The total number in secondary education in 1980/81 was 754,000 students, compared with 539,000 before the Plan. -4- (c) At present, Moroccanization is primarily affecting science teachers in the second cycle. The Moroccanization of teaching staff should provide a solid basis for full Arabization of education and facilitate global reform of the educational system, while addressing the needs of an enlarged student body. The use of Moroccan personnel also helps to reduce operating costs in second-cycle secondary education, which have been rising substantially. Implementation of the long-term plan for Moroccanization entailed the opening of six upper secondary teacher training colleges (Ecoles Normales Superieures, ENS) during the 1978-80 period. (One of these colleges trains teachers exclusively in technical education.) The six colleges are currently accommodating about 4,500 student-teachers distributed over the first three years of study. In 1982, the first graduates of these schools will join those from the teacher training college (old-system ENS, which provided a one-year teacher-training course after the licence was obtained) and from the special cycle (see para. 3.52). (d) Work was started on the long-term objective of Arabization during the Three-Year Plan 1978-80. The retraining and preparation of teachers of arithmetic in the third primary year and the revision of textbooks preceded the Arabization of this course in October 1980. Planned and coordinated operations along these lines will be extended upwards one school grade each year until education is completely Arabized by the beginning of the academic year 1989/90. 3.17 The previous Plan, like the present one, gave priority in primary education to the following: (a) extending school enrollment in rural areas through the adopti,r. of a more streamlined system than that in effect in urban areas; (b) improving educational conditions in rural areas by raising teacher qualifications and establishing school cafeterias; and (c) reducing inequalities between provinces and localities through differentiated allocation of educational resources at the time of the programming established by school mapping. 3.18 At the secondary level, the importance attached to scientific and technical education in terms of content and resources is reflected in an increase at all levels in the required hours devoted to science subjects at the expense of arts subjects, and the systematic doubling of certain science requirements; and in the conversion of all sections preparing for the technician diploma into sections working for the baccalaureate in science and technology, so that future baccalaureate holders will be able to proceed to higher technical education. 3.19 In higher education, priority was given to re-examining training streams, courses of study, teaching systems, and educational methods. This review, which will extend to all higher education and research establishments, will take time to prepare and execute, as it requires comprehensive rethinking and special studies to evaluate Morocco's staffing needs. This activity will continue under the current Plan, but as part of an overall policy for higher education and of a reform of all post-secondary training. -5- 3.20 One priority in the management of education (see organization chart in Annex 1) was the introduction of computers into administration. A data processing center, for which personnel are cu:rrently being trained, has been established. Progressive decentralization is taking place through the transfer of certain administrative and professional tasks from the central to the provincial level and by the establishment of regional inspectorates to supervise educational methodology, planning, jadministration, and management. 3.21 The recurring references to these objectives in each new Plan underscore the difficulties encountered in attaining them. Success has been only partial, and the latest reports reveal the distance still to be traveled. C. ANALYSIS OF THE SYSTEM 3.22 Progress has been made at all educational levels during the past decade. However, certain problems must be solved to enable the system to improve its performance. The current status of the system, its directions and its persisting inadequacies, are discussed beLow. the Ministry of Education Plan 3.23 The strategy contained in the-Plan is two-foldz to improve the present system and to prepare the ground for Eundamental reform of educational structures, programs, and administration. 3.24 To accomplish these objectives, the Plan provides for the establishment of a permanent structure for coordinating educational research and experimentation (discussed below). The principal objective is to monitor and evaluate research and development, and indeed to program the development of all aspects of education. The Ministry of Education intends during this Plan to reorganize the structure of educational research and to provide it with the necessary human and material resourcqas. It is hoped that research and development activities will be sufficientLy advanced so that several options for educational reform can be presented to the responsible authorities during the 1981-85 Plan period. In that way, the reforms finally adopted can be put into effect under the following Plan (1986-90). 3.25 Among the current Plan's priorities are developing primary, secondary, and higher education; improving the yield from primary and secondary education; increasing the educational opportunities of the rural population, especially girls; and strengthening scientific studies. The Plan also refers to the need for closer coordination of the various forms of post-secondary education directed by technicaL ministries (see Volume V); however, the implementation of this objective lies largely outside the control of the MOE. 3.26 The authorities have established clear and realistic targets for the Plan period. These targets include an updating of the curriculum, elimination of mismatches in the educational system, and adaptation of school and university education to the patterns of post-ischool and post-university training. The authorities have designed the measures required at the institutional level to achieve these objectives and are studying their costs. The approach takes into account the three most important problems in the sector: school enrollment and educational opportunities, the quality of education, and priority personnel needs. -6- 3.27 The current concern of the authorities is to translate long-term objectives into well-conceived and well-prepared education projects that Morocco can afford. The first item on the agenda will be to reform the administration of national education so as to permit a study of the basic problems and the formulation of long-term solutions. Enrollments by Level 1/ 3.28 The growth in the number of students, whether total students or new enrollments, is fairly close to the estimates, except for the total number of students in the 1980/81 school year, which is 3% below target. Table 3.1; PRIMARY SCHOOL PROJECTED AND ACTUAL ENROLLMENTS 1978/79 1979/80 1980/81 Estimated Total 1,858,000 2,017,800 2,165,600 Actual Total 1,857,395 1,982,760 2,106,832 Achievement Rate 100X 98.26% 97.29% Estimated New Enrollments 342,000 365,000 393,000 Actual New Enrollments 339,081 363,596 378,639 Achievement Rate 99% 100% 96% The MOE forecasts an enrollment of 82% at the end of the present Plan, that is, 3,083,000 students will be enrolled in primary education (Annex 2). 3.29 In 1979/80, 35% of children aged 7 and 53% of those between 7 and 14 years did not receive public education. There are still fewer-girls (37% of total enrollments) in school than boys. The difference is even greater in the southern region, where fewer than 24% of girls were enrolled at the primary level in 1979/80 and about 21% at the secondary level. The plan for enrollment at the primary level, founded on the recognition of the basic right to primary education, calls for the provision of facilities for all school-age children who wish to enroll. This goal means eliminating the lags in enrollment, especially of girls, and extending the school network into the least privileged areas (see Annex 3 and paras. 3.44 to 3.46 below). 3.30 Along with the ongoing reforms in educational content and methodology, the full-shift system (alternance) is currently being tested in a representative sample of primary schools. Until now, primary schools have worked either on a regular or on a modified shift basis (roulement). The 1/ Enrollment in primary, secondary, and higher education in 1975/76 and 1980/81 and projections for 1985/86 and 1990/91 appear in Annex 3. -7- experiment permits accommodating two groups of students in succession in the same premises, thus reducing by half the number of schools required for a given number of students. The research teama; recommend extending the sample to other schools established for this purpose: and possessing the necessary facilities and equipment (the 87 primary schools in the third and fourth projects financed by the World Bank). 3.31 The number of students in secondary education has risen in line with the Plan estimates but the number of new entrants into the first secondary year is below projected figures for 1979/80 and 1980/81. Table 3.2: SECONDARY LEVEL PROJECTED AND ACTUAL ENROLLMENTS 1978/79 1979/80 1980/81 Estimated Total 117,000 o131,100 146,800 New Enrollments, Actual Total 117,450 127,104 137,956 First Secondary Year Achievement Rate 100.38% 96.95% 93.98% Estimated Total 447,500 488,900 537,900 Total Students, Actual Total 452,259 494,866 536,316 First Cycle Achievement Rate 101.06% 101.22% 99.71% Estimated Total 151,500 176,400 201,000 Total Students, Actual Total 152,817 183,171 218,000 Second Cycle Achievement Rate 100.87% 103.84% 108.46% 3.32 Although total enrollment in secondary education has grown, a decreasing percentage of students is entering technical specializations, about 71 in 1978/79 and 8% in 1977/78 compared with 5% in 1979/80. The development of secondary education (Annex 5) is affected both by the demand for education at the conclusion of the primary level and by the often unclear requirements of the labor market. To meet the immediate needs of the production sector, the priority aim is to guide more students toward technical education in the second cycle and to emphasize the science specializations in general education. 3.33 Total enrollments in the first and second cycles of university higher education showed an average annual increase of 18Z between 1977/78 and 1979/80. Students of Mohamed V University alone represented 40% of the total enrollments illustrating the concentration in that establishment. -8- 3.34 New entrants into the first year of faculties of all universities rose at an average annual rate of 18% between 1977/78 and 1980/81. The number of students at all universities increased by an average annual rate of 19% between 1976/77 and 1979/80 (Annex 11). Enrollment in the various higher schools and institutes rose by an average annual rate of 25.7% from 1973/74 to 1976/77 and about 10% between 1976/77 and 1979/80 (Annex 12). The average annual rate of increase is therefore falling. In 1979/80, only 25% of students enrolled in universities were girls (Annex 12). 3.35 The number of Moroccans studying abroad, about 12,000 in 1976/77, rose to 23,000 in 1979/80. Although a significant number of secondary school graduates enroll in universities abroad and in professional training establishments in Morocco, the universities are still the destination of almost all newly enrolled students each year. 3.36 Arts subjects and the law are still the choice of the majority of university students, the percentage having remained almost constant during the period 1976-80. (The students find these courses easier.) Table 3.3: HIGHER EDUCATION ENROLLMENTS BY SPECIALIZATION Options 1976/77 1977/78 1978/79 1979/80 1980/81 Arts and Law students No. 34,746 40,570 47,142 58,738 66,905 X 77% 76% 76% 79% 77% Science and Technical students No. 10,339 12,830 15,154 15,727 19,467 X 23% 24% 24% 21% 23% Total students No. 45,085 53,400 62,296 74,465 86,372 Z 100% 100% 100% 100% 100% Internal Efficiency; Repeaters and Dropouts 3.37 The number of repeaters and dropouts is high, significantly increasing the costs per student trained. This low yield is a result of excessively detailed courses and stratification of the system in rigid and overselective cycles. An estimated 230,000 students abandon primary or secondary education each year without completing their courses or receiving any kind of preparation for an economically active life. Moreover, the great majority of unschooled children do not benefit from any kind of extra-school education (see Volume VI of this report). 3.38 Wastage is very high at the primary level (Annex 4) where 21% of those entering grade 1 dropout before reaching grade 5 and 50% of those in grade 5 repeat that year, with only about 33% going on to the first secondary year. Only about 60% of those entering secondary education manage, after several repetitions, to complete the first cycle, and only about 50% of these students complete the second cycle (Annex 6). The blockage caused by these repeaters seriously affects access to secondary education for a growing number of students. - 9 - 3.39 Analysis shows a progressive reduction in the dropout rate during initial years of the cycle. The most strikiiig funding is the very high dropout rate in the fourth and fifth years ait the primary level (Annex 4). The high rate holds for girls as well as boyi3 and its causes deserve special study. 3-40 The yield from primary education is therefore low despite the efforts made during the previous plan to revise programs and methods. Several factors are responsible, particularly socio-economic pressures to abandon studies prematurely, programs ill-adapted to needs, I.he lack of textbooks and teaching materials, and, particularly at the primary Level, language problems and the shortage of qualified teachers. 3.41 Promotion rates in university higher education are low and show a rather uneven tendency to increase. In general, university wastage is high and exceeds the success rate in the first years. Partly because of the absence of competitive entry, repeaters and dropouts are significantly more numerous during the first year, especially in sciences and law, and to a lesser extent in the arts and medicine. In L.he second and third years of the study, the students' rate of progress tends l.o improve for the various disciplines as a whole. Table 3.6: WASTAGE IN HIGHER EDUCATION Years of Study 1st Year 2nd Year 3rd Year Plan Plan Plan Plan Plan Plan 1973-77 1978-80 1973-77 1978-80 1973-77 1978-80 Arts Repeaters 40.0 38.5 42.6 36.5 35.3 34.5 Dropouts 23.3 20.5 10.7 2.5 1.4 2.0 Law Repeaters 53.4 44.6 38.0 33.6 27.7 28.0 Dropouts 20.6 30.0 3,8 4.4 - - Medicine Repeaters 24.4 21.0 20.3 15.0 20.4 26.4 Dropouts 22.4 11.7 3.6 4.6 3.6 2.2 Science Repeaters 51.6 33.0 18.4 30.0 24.7 31.0 Dropouts 18.0 35.0 2.4 6.0 29.3 14.0 SOURCE; Ministry of National Education 3.42 The number of graduates obtaining the licence rose by 30% between 1977/78 and 1979/80. Law graduates are the largest proportion--62% in 1979/80--of the total, whereas graduates in the sciences and medicine were 8% and 5%, respectively, in that same year. 3.43 However the data are interpreted, it is evident that low productivity at all levels of the system significantly raises costs per student trained. Table 3.7 below shows the theoretical cost in years per student if the present structures achieved perfect productivity, and the actual costs - 10 - Table 3.5; THEORETICAL AND ACTUAL COST IN STUDENT YEARS Theoretical cost Real cost (in student years) (in student years) Primary 5 8.60 Secondary, 1st cycle 4 5.28 Secondary, 2nd cycle 3 4.17 For higher education, the actual cost per student trained may, in extreme cases, be more than twice as high as the theoretical cost. Geographical Imbalances 3.44 In different regions, geography, economics, or the type of settlement may favor or hamper educational activities. The supply of education therefore varies from one region to another, and within each region significant differences occur between urban and rural areas. Only 29% of rural children between 7 and 14 years were going to school in 1979/80, compared with 67% of children in urban areas. Surveys conducted by the MOE have revealed geographical disparities in the distribution of educational, cultural, sports and social facilities in secondary as well as primary schools. Likewise, an analysis of teacher qualifications shows marked geographical disparities in favor of the major urban centers. 3.45 The persistence of regional disparities is partly explained by the fact that demographic growth is outpacing the opening of new classes, by the distrust of schooling among certain sections of the population, and by the scattered population. According to various studies, regional disparities are due in part to the lack of schools in rural areas and in part to the mismatch between education and local conditions. For example, there are more schools with incomplete cycles in the rural areas; parents are thus obliged to send their children elsewhere to complete their studies. In many cases they prefer not to do so, and the result is a high dropout rate. More schools must, quickly be provided in rural areas, so that all children aged seven can be enrolled in school earlier than the year (1992) envisaged in current projections; this date is too distant in view of the urgent priorities analyzed in this report. 3.46 Regional disparities can be reduced only by close and effective cooperation among local communities, the ministries involved, and the Education Ministry on matters such as the choice of location for a school, provision of a site, participation in construction, equipping and maintenance of the school and the running of school cafeterias. - 11 - Teacher Training 3.47 The Plan accords priority to developing teacher training in order to satisfy three imperatives: maintaining an adequate educational and administrative framework to accommodate increased student numbers, replacing foreign teachers, and improving teacher qualifications. Teacher training must also provide for the replacement of teachers who are retiring or who will be promoted to administrative positions (about 2% of all teachers) or who will be promoted to the Regional Teaching Training Centers (Centres Pedagogiques Rdgionaux, CPR); these constitute about 17% of total teachers. 3.48 In the fully Moroccanized primary education, the number of teachers trained each year by the Teacher Training Centers (Centres de Formation des Instituteurs, CFI) increased from 4,984 in 1978/79 to 7,390 in 1979/80, then dropped back to 6,357 in 1980/81. The present teacher training infrastriucture cannot produce the 8,100 new teachers needed on average each year of the plan and will be strengthened by the establishment of four new CFIs. Table 3.6: NEW PRIMARY SCHOOL TEACHERS NEEDED IN PLAN PERIOD Reason 1981/82 1982/83 1983/84 1984/85 1985/86 Total Increase in students 4,720 5,125 5,521 5,932 6,370 27,668 Replacement 1,136 1,240 1,335 1,437 1,548 6,696 Promotion 945 1,100 1,217 1,440 1,370 6,072 Total 6,801 7,465 8,073 8,809 9,288 40,436 3.49 The growing number of primary students has led to recruitment of teachers with qualifications varying from baccalaureate to moniteur (an unqualified teacher with lower secondary education only). Though the latter have shown an ability to adapt rapidly, they lack the basic educational training of the CFI graduates. The inadequate output of the CFIs has forced the Ministry to recruit baccalaureate holders as temporary teachers, and seventh-year school leavers as substitute teachers. This irregular recruitment and the diversity of training have complicated both the task of the teaching staff (encadreurs) and the preparation of continuous training programs to meet the specific needs of each category. 3.50 Except for a certain number of foreign teachers (Annex 7) acting as educational advisers, all teachers in the first cycle of the secondary level are Moroccan. This is a result of the introduction of training programs in the 14 CPRs, which have a total of 8,000 placias. The Plan estimate of 32,272 teachers required is based on one teacher per 36 students and takes account of replacement needs and internal promotion. To produce this fairly high number of teachers, it is essential to introduce an adequate plan to train at least 35,000 student-teachers in the CPRs during the five-year period, a task which would require additional facilities and increased productivity. Otherwise, the Ministry will have to recruit personnel whose starting qualifications are not always of the kind that this level of teaching requires, as past experience has shown. 3.51 The higher education system has so far managed to provide enough graduates to teach at the second cycle of the secondary level, and is keeping pace with the increasing numbers of students. However for the technical subjects, both theoretical and practical and for mathematics and physics, the production of graduates from the Ecole Nationale Supdrieure (old system) and from the faculties is inadequate to satisfy additional needs, since not all these graduates are looking for teaching posts. The ENS (old system) produced 325 trained teachers in 1978/79, 412 in 1979/80, and 433 in 1980/81. A new training course for second-cycle teachers (Annex 8) was established from 1978/79 onwards in the new Ecoles Normales Supdrieures for training math and science teachers in four years. In these schools, enrollments have grown as follows: Table 3.7; ENROLLMENTS IN NEW ECOLES NORMALES SUPERIEURES 1978/79 1979/80 1980/81 1st Year 1,292 1,910 2,757 2nd Year - 639 1,219 3rd Year - 606 4th Year Total 1,292 2,549 4,582 3.52 There is also a special one-year training course open to first-cycle teachers. This course produced 193 second-cycle teachers in 1978/79, 257 in 1979/80, and 289 in 1980/81. 3.53 The Plan provides for training 12,200 teachers over the five-year period (9,570 for the expanding student body, 1,150 for Moroccanization, and 1,480 for replacement). To produce these 12,200 second-cycle teachers, the Ministry is planning to enroll about 30,000 student-teachers in the ENSs, an indication of the low yield anticipated from these training colleges. The yield must be raised during the Plan so as to reduce training costs in the four ENSs included in the fifth education project and in the second-cycle CPR being completed at Meknes as part of the third education project. - 13 - 3.54' Technical education also faces a shortage of teachers (see Volume V). Current enrollments and those expected during the Plan (3,000 stutdents) would produce only 438 teachers by the end of the 1985/86 school year. Over the five-year period, another 354 teachers will be needed, since 252 of those to be trained will begin teaching only at the start of the 1986/87 year. It is essential that the necessary infrastructure be set up so that the development of technical education is not impeded by the lack of teachers. 3.55 The training patterns for second-cycle teachers thus involve the progressive introduction of three parallel systems which use different methods and overall concepts of teacher training, and employ different resources. 3.56 Both the rapid evolution of educational methods and techniques and innovations in teaching make retraining and refresher courses necessary for all teachers. There is currently no organized structure for retraining first- and second-cycle teachers. Consideration must be given to establishing a framework which would make rational use of available educational resources, especially the National Pedagogical Institute and the Ecole Normale Sup4rieure (old system). 3.57 In higher education, the needs for more instructors are determined by several factors; Moroccanization of the present teaching body (Annex 14), the desire for improvements in teacher/student ratios, and the need to prepare teachers for establishments that will open during the 1981-85 Plan period. Meanwhile, constant attention must be given to the quality of training and the level of recruitment, and conditions of access must be clearly specified. 3.58 If trends in access to higher education and in student growth continue, and if the average teacher/student ratio is to decrease from 1;45 currently to 1;20, the number of new teachers in higher education required at the end of the Plan is about 5,450 (3,900 for additional students and 1,550 to improve the present teacher/student ratio). 3.59 The Plan does not indicate how these teachers will be trained, although the introduction of a national training system is a priority to meet the sharp growth in student numbers. Indeed, the intensification and acceleration of training are evidently priorities for the whole range of higher education institutions. 3.60 The number of third-cycle students (nnex 13) who could be available after graduation to teach in the higher education sector increased by an average annual rate of about 35%, from 5,063 in 1977/78, 7552 in 1978/79, and to 9,385 in 1979/80. About 94Z of these students are enrolled in arts and law courses. The number of graduates, although iiicreasing, is stiLl smalL-(96 master's degree graduates in 1978/79). The nuxmber of doctorates awarded in 1977/78 and 1978/79 was 21, of which only three were in the physical sciences. -14- Muinistration 3.61 The constant expansion of personnel, both teachers and administrators, is imposing heavy dadinistrative burdens and responsibilities.," an the Ministry. Th~e increasing wmiber of students and educational establishments and the corresponding increase in the efforts needed to overcome the difficulties of organizing and managing the system require administrative reforms. New and effective methods, not only in central and regional management but also at.the.school level, must be devised to impIrove system performance and avoid overlaps. The administration of departments within the Ministry and the execution of programs must be systematized as scoon as possible to enable all departm*nts to function efficiently. 3.62 Decentralization of.central departments has not proceeded far Anouglt,' and the powers of the regional authorities/districts/units must be increased to enable them to carry out vertical decentralization of many administrative and educational activities as well as generally coordinating regional activities. 3.63 The Ministry-is continuin to strengthen its plAnning operations, especially school mapping. It is working to establish a school map (carte scola ire) for each province by dividing it into fixed educational units, groups, and districtp.. This regionalization will enable local comunities and outside technical servi ces to be associated with the carte scolaire at-all stages*, Educational Research' 3.64 The absence of a permanent structure for coordinating educational research and tests impedes the-growth of reisearch applied to education. Research is restricted to the institutional sector, and solutions are limited to the reshaping of s-chool activities, methodas, and.textbooks. Confined to the pedagogical area, educational research is dispersed among numerous organizations or work,units, and the problem of limited resources is exacerbated by the lack of coordination. The National Pedagogical Institute, set up to coordinate research on educA tion, has not yefi created an active research network. Lacking such a network and source of information and experimentation, decision-makers muistl'employ empirical solutions to overcome. difficulties that really need in-depth analysis. 3.65 Amiong the gaps in the system is the absence of a detailed inventory of Morocco's scientific and technical resources. Such an inventory would facilitate the preparation of a coordinated policy for scientific research. Sumnmary of Problems and Inadequacies in the System 3.66 The factors that are adversely affecting the educational system must be analyzed to provide the basic data needed in planning approaches in this area. 15 3.67 The achievements of the previous Plirn, although considerable, are not adequate in view of the human and material resources involved. Imbalances and mismatches are still apparent. In 1979/80 more than a third of seven-year-olds were not enrolled in public education, and half the school-age population (7 to 14 years old) were not in school. Far smaller proportions of girls and of children in rural areas and in certain regions were in school. 3.68 Student flows are marked by significant wastage and enforced selection processes, especially after the final year of primary school when access to secondary education often depends on the capacity of the relevant establishments in each province. Bottleneckii between levels cause significant congestion in terminal classes (fifth-year primary, fourth- gad seventh-year secondary). 3.69 Technical training is very weak, and in 1979/80 fewer than 5X of the students in the second cycle of secondary education were in technical streams. Furthermore, there is no relationshxip between general education and outlets in terms of professional and specialized training. 3.70 The policy of steering students into different streasms in the second cycle will progressively strengthen technical and scientific education. Although the change has been slower than anticipated, it has begun to reshape secondary education in the desired direction,. The Ministry should revise the present guidance procedure to make it more rLgorously scientific, while taking into account the wishes and aptitudes of students. Secondary education will then require sufficient trained personnel to monitor the students' studies, provide information, and make parents aware of the importance of this operation. It will also be necessary to improve orientation methods, organize regular meetings for parents and students with their teachers, and facilitate transfers between one section and another wichin the same cycle. 3.71 Moroccan universities are finding it difficult to integrate themselves into the social and economic environment and thus to respond rapidly to the imperatives of development. 'heir education res_in classical, and they restrict themselves largely to passing on general knowledge. The hi8her education establishments cannot absorb the flow of baccalaureate holders, partly because of the insufficient imumber of universities-and partly because the low pass rate causes substantial stagnation in the first years of the various faculties. 3.72 The achievement of the various deveLopment plans for higher education is hindered by poor educational and administrative performance, both at the central government level and within the various universities, sad the complexity of current administrative procedures. - 16 - D. ODNCLUSIONS AND RECOMMENDATIONS Educational Reform 3.73 Although the preparation of a fundamental educational reform is a major objective of the Plan, the resources for the task appear to be insufficient. It is therefore recommended that the existing structure immediately be strengthened in order to make it a coordinated framework for the planning of reforms. Given the number of authorities involved in education and training, it is essential to intensify the work of the National Commission for Educational Reform, which should lead to the preparation of a National-Charter with guidelines for preparing a reform plan and with clear definitions of principles, aims, and long-term objectives. At present, Morocco's objectives are not defined precisely enough to permit the development and implementation of appropriate measures or the rigorous evaluation of such actions. The education and training system must be developed into a harmonious whole whose components, linked vertically and horizontally, can benefit all age groups. 3.74 Although the obstacles to educational development should not be underestimated, they should not lead to resignation which could delay the introduction of innovations. The MOE's research has clearly identified some of these obstacles--population growth, unequal allocation of resources and infrastructure, the scattered nature of settlements in rural areas, and the physical, human, and cultural diversity of the provinces. Although education has no control over these factors, it can and must adapt to them. Priority Problems 3.75 The intensive development of the education and training system will continue during the Plan period. The expenditure entailed by this effort and by the significant increase in the student population at all levels requires that the internal and external efficiency of the system be improved. The extent of the problem of student wastage cannot be measured solely in terms of the high number of dropouts; it is, above all, a question of their inadequate preparation for an economically active life. The cycles in the present education system are still designed for a relatively restricted group and lead to the eventual rejection of large numbers of poorly prepared young people. 3.76 If the existing primary education system is developed, it will continue to raise the hopes of those with access to it and will force the authorities to provide the means for them to continue their education at the secondary level. This could occur, however, without a significant broadening of access in rural areas. The centerpiece of a new long-term education policy must be a policy for the development of primary education at the rural level. 3.77 The correction of regional imbalances must, in both the short- and long-term, be one of the Plan objectives. In the short term, the construction of schools in the most deprived localities is one way of immediately raising the average level of culture. The establishments proposed, equipped with - 17 - cafeterias, would permit expanded recruitment and would improve student attendance and working conditions. The choice of locations should be based on the following criteria; -- rural areas deprived of educationel infrastructure, but where a demand for education exists; areas of demographic expansion; and -- areas with roads. 3.78 The Plan's development projections show that, given current university expenditures, the Government has restricted scope in developing rural primary education. A study should, therefore, be undertaken of new and more appropriate forms of primary education. In the first phase, this study would examine, through a series of field surveys, the extent and the causes of low school attendance in rural areas. A second phase would consist of experiments to test forms of non-conventional basic education. (These forms of education would have to conform to the requirements of decentralization and be geared to the wishes of the communities involved. Regional disparities could be reduced through close and effective collaboration with local communities.) 3.79 Improving educational efficiency is linked to the quality and appropriateness of courses and methods, the training of the appropriate number of teachers, the availability of the needed educational material, and utilization of means of communication. It also requires greater flexibility in the system and a loosening of promotion procedures, to reduce the number of repeaters and dropouts at all levels. 3.80 The causes of dropping out must be identified and steps taken to enhance the rewarding aspects of education and increase the school's attractiveness. Whenever the number of dropouts is excessively high, particularly in the initial primary grades, the criteria for promotion from one class to another should be carefully studied. The introduction of a promotion examination or other forms of control would reduce the number of dropouts as would improving the school environment. 3.81 If the acceleration of student flows is not to lead to deterioration in the quality of education, it must be accompanied by appropriate measures. However, the educational support measures included in the Plan represent a heavy burden on the state budget, and therefore the Plan's proposals for revitalizing educational content and methods, reducing class size, and improving teacher training and retraining may not be carried out across the board or on the desired scale. 3.82 The introduction of new education programs requires an in-depth evaluation of objectives in terms of products and results, and complex analysis and organization of plans, along with the provision of textbooks, teaching materials, training courses, and tkie necessary premises and - 18 - facilities. What is needed is a thorough review of programs by class and subject. Courses of study must be freed of whatever is useless, irrelevant, or lacking in meaning for the students. Once this weeding out has taken place, it would remain to define the new content that would develop the student's knowledge and techniques and encourage desirable attitudes. 3.83 The considerable increase in the number of baccalaureate holders (32,382 in 1981) poses functional problems for higher education. The congestion in certain institutions is causing a potential decline in the level and quality of education, significant failure rates, a reduction in certain practical and supervised work, and administrative difficulties. 3.84 Higher education has become mass education. It is now faced with the question of widening or limiting student access. New paths must be found between restrictive selection and excessive liberalization of access. One such path is short-course higher education, which would permit more effective development of the human potential provided by secondary education. To avoid creating a closed system parallel to the longer courses, a series of bridges could be established to enable graduates from this sector, after a period of professional activity, to obtain training according to their specialization. In any event the orientation of students and access to higher education must always take into account the relationship between access, training possibilities, needs and outlets. 3.85 To protect the level and quality of higher education and to produce properly qualified staff, programs at certain institutions should be recast and the credit system adopted so as to reduce the weight of the final examinatio'n, add flexibility to the organization of teaching and examinations, and above all reduce wastage. Whenever possible, common courses or years and/or bridges should be introduced into the curricula for a given subject or those of related subjects. 3.86 These actions can be effective only if they represent the first step in a general re-examination of the structures of post-secondary education and their development. The early establishment of a body to coordinate And plan all forms of post-secondary education would facilitate this process. This body would study the aims of education and act as a consultative organization on the establishment, modification, or discontinuation of training courses and programs, educational methods, study systems, orientation of students, teacher training, and the financing of education. 3.87 A coordinated admissions procedure would permit better supervision and control of the admissions system as a whole. It would increase the possibility of adjusting the capacity of various schools, faculties, and institutes to the numbers of candidates. A coordinated system would increase the return from the use of modern data processing techniques in streamlining admission procedures. Coordinated selection simplifies the application .process both for administrators and students and facilitates more uniform evaluation of applicants. -19- 3-88 Despite successive modifications and the progress in Arabization, courses of study are still profoundly influenced by the original models. More attention must be given to changing and improving programs and timetables. To improve research programs and their evaluation, a permanent structure must be- established for coordinating educational research and experiments. An expansion of the research program could cont:ribute to better system management. Research requires trained and xootivated personnel; proper documentation; basic general data; institutionalized procedures for collecting, handling, analyzing and storing information; and adequate financial resources. Morocco also needs to establish an educational resource center responsible for research as a basis ior preparing and publishing textbooks and other materials. 3.89 University research has a special role to play in aiding development. To make research a developmenl: tool will require the provi8ion of additional resources for existing institutes, the restructuring of these establishments, and the creation of others. The aim would be to create a harmonious whole in which education, research, and development enrich each other. To this end, there is a need to develop an adequate scientific capability and to create the conditions for making use of it. 3.90 The-Moroccan educational system still contains a large number of unqualified teachers, poorly designed teacher training programs lacking proper equipment., and atop-gap refresher courses.- Resources for training must be increased, refresher training must become continuous and systematic, and the quality of training programs must be improved by the inclusion of methods and techniques of selection and education that have proved their worth. 3.91 In the light of the urgent need to Moroccanize the teaching at the second cycle of secondary education to meet rapidly increasing student numbers, a training system must be institutEd that will produce an adequate number of teachers of incontestable quality. A coordinated training policy is needed, one that would take account of the output of the faculties during the Five-Year Plan in a such a way as to steer the maximum number of science graduates toward the Ecole Nationale Supdrieure (old system). The problem of recruitment, which affects the final qualitye of teachers, requires careful consideration in view of private sector competition for qualified individuals. 3.92 In higher education, there exists no national system of teacher training that can complete the process of Mciroccanization and attain satisfactory teacher/student ratios while also improving the quality of existing teachers. The development of such a training system must be given priority under the present Plan in order to meet the sharp increase in student numbers and to staff the new units being set up under the Plan. The establishment of a national teacher training system for higher education must not preclude, as a temporary expedient, the training of Moroccan teachers/researchers in universities abroad, which could be facilitated through agreement with overseas institutions. - 20 - Elements of a Strategy 3.93 Basic education should be extended, as widely as possible, accompanied by efforts to avoid excessive inflation of numbers at the secondary and higher levels. This new long-term education policy can be prepared only on the basis of full statistical information on the present system and detailed alternative projections. It is, therefore, essential to strengthen the Planning Directorate, and especially the Statistical Division. It will also be necessary to obtain projections for labor needs by level of training. There must, therefore, be close cooperation with the responsible departments in the Ministry of Planning. 3.94 The level of instruction must be raised and the education and training system better adapted to the Moroccan government's long-term objectives in the economic and social spheres. Certain steps will facilitate the development and improve the quality of education, among them the following: (a) encouraging the maximum participation of local communities in the construction and maintenance of schools; (b) using existing facilities and equipment as intensively as possible; (c) making regular studies of the cost-effectiveness of existing and planned programs to obtain the optimal educational results; (d) coordinating training activities to promote the exchange of experiences and the most efficient use of available resources; and (e) making those who are in a position to do so support a larger share of the cost of education and training, above all in higher education. - 21 - LIST OF ANNEXES Annex No. Annex Title 1 Organizational Chart of the Ministry of National Education. 2 Actual and Projected EnrollmerLts in Primary, Secondary, and Higher Education 3 Enrollment in Public Primary Education by Sex, Grade and Area 4 Public Primary Education: Prceotion, Repetition and Dropout Rates, 1977-79 5 Enrollments in Public Secondary Education by Type, Cycle, and Sex, 1978/79 and 1979/80 6 Public Secondary Educations Plromotion, Repetition and Dropout Rates by Level and Category (June 1978/79) 7 Teaching and Administrative Staff in Secondary Education by Cycle, Sex, and Nationality, 1978/79 and 1979/80 8 Teacher Training Enrollments by Type of Institution or Program, 1979/80 and 1980/81 9 Organization of University Study Programs 10 Enrollments in Professional Staff Training Institutes, 1978/79 and 1979/80 _1 University Enrollments by Discxpline, 2978/79 and 1979/80 12 Growth of Higher Education Enrollments, 1970/71 to 1980/81 13 Enrollments in Doctoral Programs, 1978/79 and 1979/80 14 Teaching and Research Staff in Higher Education, 1978/79 and 1979/80 ORGANIZATIOIAL,,CHART OF THE MINISTRY OF. NATIONAL EDUCATION E --CASLIE] 1. lz v~1g~~v~ent 3Iupfrlour 1 at de is floe%ercl.o Seetiev 9tteIs et sece".d2ite [.~~~~~ W. .. Direction de I1Fjn- DIreetto ae 4 ctjecetit. P ~ S d Irect1on do I teto o fleteId i t ~ e ?eI~d ~~ d.. ~~~~ d. *oseit.ecent Sup&- dvl faltett.i t I leo.9 10.lrv. I t lv is t At!&-.re* Ad*t- *~ l.f1 tioetn 10 fk.,r ei dvt de Is des 3lAptns d.e- IT*CvIlvo Stecrdq.Ue I edes Cadres uI'ttivos * rg;Vdtira1- 'freg Sek-tEt *trttte en-erled-ea ~~,, Khec Scetf t:lise j _ r _ __._ . ...................... ..._.T.__. * _ S_ + & - Dseslen C tC Dlects vt1 *n des vi!ect'en d | | Dl, !tlon MVIf1e |en des "I"I0Iw dv r DDl teb ds | Itc te- Aff.ieeent S peL Ce ts tlantgtcrttr et i'vnaelwe^. r't.3efir. I Pf I r.'r.-t I,'n dv j tert,.'ncl C rcv:es ci ! Dllsr e Piln e l t - a Iqt:ulev n- eenlu tr!-.Jeis Ir I I Sve rect Iica j rer t-Jr .Iħes ceurta- ^!:atte l ^4^:nlte^1e ,eghq do SelUtt I ve.sIa"Iio E.stc Jtte e______ _r_ t __ * uOrI,.iscl tcf%t. d Ilteo ________ I. _ _ _ ____' ____- ___I *I..--. -. 1 ~Sjdtegvln7 i |D* iio dei ID I ^ ds Dr!4 n.cw ~ dv *1t rn ee | I Ivst. dv li | l'tvttel du | Itvc D - P DIisin do*e _v _.etiCl ?etI?IttO f etIi dc. r ae tir ref,'5,el 1ns t l' 'rSt4 j i12 SDI Rcbrct.le IElteri.e arvo I _ Ise-eC hi S;tcc nrtsirv I I't Szvt et IlEsels t- | | *t t 9 tC tv_. i 1_ _ __ i I t_ 1 tErlTiences de tIls Iit d -_ ll S*J^eXI^ _ I | *~~~~~~~I Tpa! . Tro 1EtfPvrI.en ttC* te ^ ! rt~ llv entvi C.'c |a .. et _ - --A p Dlvlil m ec . 1 | I l>srec: len | ! d A t21n!sst^- I Fe e: '1n du | | P t t I c le-I j ' t:len e l; Dlilstton 4e J IlSelitlen | ttl-tlt I I tl t t s *~.C. ta- 1!1 ref"a-Ile [not.l evet. la .t C1, tonbersi |1£ terictrea | t tl{JSe-e la 11| secenlU31ce C31rte SVvs, do ScCtt-| '~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~i Mv r2ev A^lt. -r--ic -de. C vvhe JICvff d Trlsle4 C I 2 fiC te C . .1 s d ft II .: r"ets^- : .s-n. TaiT se-:e! eS.. dI ll:iiot jFC C I;rt^ ! I"nt If 14.00 Or e.tes tst :-1 rer - dvIn;enf arte ' Ftv l;t drt- -e n A t1- Att. Tv rvi;tqt,t e| t , et r . 1et I $ :. *t I j * I-CCt t I i t. et I i Del~ssgtienv r retecter.e Je * 11o Source: MUnistare de 1'Education Nationale e .t Prenwl"Cles X - 23 - Annex 2 ACTUAL AND PROJECTED ENROLLMENTS IN PRIMARY, SECONDARY, AND HIGHER EDUCATION 1975/76 (x) 1980/81 (x) 1985/86 (Z) 1990/91 (Z) Primary Level Total Enrollments 1,475,000 2,107,000 3,083,000 4,439,000 of which, Girls 523,500 (35) 758,500 (36) 1,233,000 (40) 1,953,500 (44) Secondary Level Total Enrollments 430,600 753,500 1,087,700 1,490,000 of which, Girls 141,600 (33) 286,500 (38) 435,000 (40) 625,600 (42) First Cycle 331,200 (77) 535,000 (71) 782,200 (72) 1,071,600 (72) Second Cycle 99,400 (23) 218,500 (29) 305,500 (28) 418,500 (28) Higher Education Total Enrollments 35,100 86,300 166,000 245,700 of which, Girls 9,000 (26) 21,700 (25) 49,800 (30) 85,000 (35) Source; Prepared by the mission from projections included in the Plan 1981-1985 - 24 - Annex 3 ENROLLMENT IN PUBLIC PRIMARY EDUCATION By Sex, Grade, and Location; Total Classrooms, Premises, and Schools 1978/79 and 1979/80 1978/79 1979/80 Urban Rural Urban Rural Grade Sex Areas Areas Total Areas Areas Total New Total 185,174 153,907 339,081 191,083 172,513 363,596 Enroll- Female 86,413 41,020 127,433 89,083 48,089 137,172 ments - Grade 1 Total 242,202 207,524 449,726 251,991 233,493 485,484 Female 112,604 54,509 167,113 117,121 64,421 181,542 Grade 2 Total 224,011 146,401 370,412 230,366 159,599 390,045 Female 100,419 33,647 134,066 103,815 38,762 142,597 Grade 3 Total 228,769 121,666 350,435 239,619 132,805 372,424 Female 101,669 24,959 126,628 106,330 28,730 135,060 Grade 4 Total 223,128 97,626 320,754 232,896 108,016 340,912 Female 96,066 17,366 113,432 101,431 20,994 122,425 Grade 5 Total 268,978 97,090 366,065 264,668 111,179 395,947 Female 114,856 16,092 130,948 121,308 19,065 140,393 Total Both Sexes 1,187,088 670,307 1,857,395 1,239,480 745,192 1,984,672 Female 525,614 146,573 672,187 550,005 172,012 722,017 Number of classrooms 47,722 52,131 Number of premises 30,886 33,564 Number of schools 2,001 2,178 Source: Ministry of National Education, The Education Trend in Morocco (1981). - 25 - Annex 4 PUBLIC PRIMARY EDUCATION PROMOTION, REPETITION AND DROPOUT RATES, 1977-79 (in percent) Academic Year a/ Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 1977/78 Graduates 69.5 76.5 70.9 67.5 .35.3 Repeaters 26.1 21.7 25.6 29.1 49.9 Dropouts 4.4 1.8 3.5 3.4 14.8 1978/79 Graduates 68.1 74.9 69.8 66.1 33.8 Repeaters 27.1 22.6 26.9 30.0 50.1 Dropouts 1.8 2.5 3.3 3.9 16.1 1979/80 Graduates 66.9 75.4 70.3 66.5 34.8 Repeaters 27.5 22.5 26.2 29.8 50.7 Dropouts 5.8 2.1 3.5 3.8 14.5 Source. Ministry of National Education, The Eduication Trend in Morocco (1981). a/ Rates recorded in June 1978 and June 1979. ENIROLIMENS IlI PUBLIC SEOOS5ARY EDUCATION BY TYPE, CYCLE AND SEX 1978/79 and 1979/80 1978/79 1979/80 Sex Cycle Sex Cycle male Female First Second Number X Male Female First Second Number Bilingual 373,925 211,205 438,939 146,191 585,130 97 413,313 243,402 480,696 176,019 656,715 97 Original 8,321 3,671 9,095 2,897 11,992 2 9,758 4,246 10,052 3,952 14,004 2 Arabized */ 4,207 3,058 4,925 3,040 7,265 1 4,092 2,985 4,164 2,913 7,077 1 French a/ 432 257 - 689 689 b/ 234 65 - 299 299 b/ Total 386,885 218,191 452,959 152,817 605,076 100 427,397 250,698 494,912 183,183 678,095 100 Sources Ministry of National Education, The Education Trend in Morocco (1981). a Being phased out b Less than O.5S PUBLIC SECONDARY EDUCATION PROMOTlON, REPETITION, AND DROPOUT RATES BY LEVEL AND CATECORY June 1978 and 1979 (ln Percentages) 1978/79 1979/80 Level and Category Graduates Repeaters Dropouts Graduates Repeaters Dropouts First-Cycle Secondary First year 88.7 8.9 2.4 88.9 9.3 1.8 Second year 87.4 9.6 3.0 87.7 9.2 3.1 Third year 86.2 11.3 2.5 85.3 11.7 3.0 Fourth year 64.4 27.9 7.7 62.6 36.00 7.4 Total First-Cycle 82.5 13.8 3.7 81.5 14.8 3.7 Second-Cycle Secondary Fifth year Letters 72.9 12.4 14.7 77.6 13.5 8.9 Sciences 70.4 16.2 13.4 71.7 18.6 9.7 Tech. Indus. 81.9 5.9 12.2 88.3 9.5 2.2 Tech. Co er. 73.1 7.3 13.6 79.6 9.8 10.6 Total Fifth Year 71.8 14.2 14.00 74.8 16.00 9.2 Sixth year s Letters Mod. 84.9 6.4 R 7 87?? 5.6.o Sc. Eco. 86.8 . 7.3 5.9 91.0 6.4 2.6 Sc. Lxp. 81.00 11.4 7.6 84.5 11.00 4.5 Sc. math. 82.9 10.4 6.7 78.4 11.1 10.5 Math. A Tech. 85.3 8.5 6.2 77.3 5.4 17.3 Tech. Indus. 83.00 3.9 13.1 82.8 13.6 3.6 Tech. Conner. 89.9 6.6 3.5 85.7 6.5 7.8 Total Sixth Year 83.4 8.6 8.00 85.9 8.4 5.7 Seventh year Letters Mod. 41.5 33.1 25.4 56.1 29.00 14.9 Sc. Eco. 54.3 33.00 12.7 65.4 23.1 11.5 Sc. Exp. 42.2 38.2 19.6 37.5 45.7 16.8 Sc. math. 35.9 34.8 29.3 46.4 32.4 21.2 Tech. Indus. 49.5 28.6 21.9 55.7 28.2 16.1 Tech. Coeier. 39.2 32.3 28.5 68.6 21.1 10.3 Total Seventh( Year 43.9 34.9 21.2 48.3 36.1 15.6- Total Second-Cycle 67.00 18.6 14.4 70.1 19.8 10.1 |X Secondary Education 78.3 15.00 6.1 78.6 16.00 5.4 Sources Hinistry of National Education TIACBING AND ADMINISTSATIVB STAFF 1N b65wnuAx EWDUCATION BY CYCLE, SEX, AND NATIONALITY 1978/79 and 1979/80 1978/79 ~~~~1979/80 first Second First Second Nationality Cycle Cycle Total X Cycle Second Total X Moroccan men 14,383 3,299 17,682 78 16,389 4,302 20,691 77 Women 3,977 989 4,966 22 4,824 1,325 6,149 23 Total 18,360 4,288 22,648 100 21,213 5,627 26,840 100 Foreigners Men 854 2,476 3,330 58 470 2,486 2,956 60 Women 798 1,609 2,407 42 383 1,615 1,998 40 Total 1,652 4,085 5,737 100 853 4,101 4,954 100 ao Total Men 15,237 5,775 21,012 74 16,859 6,788 23,647 74 Women 4,775 2,598 7,373 26 5,207 2,940 8,147 26 Total 20,012 8,373 28,385 100 22,066 9,728 31,794 100 Percentage Moroccan 92 51 80 96 58 84 Administrative Staff 12,122 13,245 Percentage Moroccan 100I 100l Sources Ministry of Nctional Education, The Education Trend in Morocco (1981). - 29 - Annex 8 TEACHER TRAINING ENROLIXENTS BY TYPE OF INSTITUTION OR PROGRAM 1979/80 and 1980/81 1. Upper Secondary Teacher Training Colleges (ENSs) (Number of institutions: 7) 1979/80 1980/81 First Second Eirst Second Third Sections Year Year Total Year Year Year Total Mathematics 513 176 689 661 259 175 1,095 Natural Sciences 585 217 802 957 425 192 1,574 Physics Chemistry 778 246 1,024 1,026 486 229 1,741 Mechanical - - - 78 - - 78 Electrical - - - 44 - - 44 Total 1,876 639 2,515 2,766 1,170 596 4,532 2. lower Secondary Teacher Training Centers (CPR) 3. Special Cycle (Number of institutions: 14) 1979/80 1980/81 1979/80 1980/81 Sections First Second First Second Year Year Total Year Year Total Arabic 686 586 1,272 752 620 1,372 31 20 French 889 647 1,536 830 831 1,661 32 43 English 146 117 263 129 114 243 19 19 Hist. Ceo. 362 323 685 342 307 649 29 29 Mathematics 1,024 990 2,014 825 832 1,657 49 69 Natural Sciences 608 364 972 386 543 929 38 4 Thy. Chemistry 386 222 608 271 313 584 22 22 Technology 79 53 132 61 78 139 12 16 Dessin 33 15 48 50 27 77 8 11 Educ. Fdmin. 34 28 62 20 28 48 - - Phys. Education 232 149 381 340 882 542 13 17 Total 4,479 3,494 7,973 4,006 4,575 7,901 253 250 4. Primary Teacher Training Centers (CFIs) (Number oil institutions: 27) 1979/80 i980/81 Monolingual Biiingual Total Montolingual Bilingual Total 4,468 2,813 7,281 3,V33 2,583 6,316 Sources Ministry of National Education, The Education Trend in Morocco (1981). ORGANIZATION OF UNIVERSITY STUDIES IN MOROCCO 2X_[ 46 1 10 ~ne-en* ..lerC^raza Sipdrieur (Liernc Certi- A Su|erirur iAtDt'cora- d; at |at Lettrea el; Scien- Certifical Uni- 51 cat I . ces 1-%;aaines versitaire Licence d'Et:al!Cs -iA1&Ie d',Ht.das | Doctorat d'l;tat - it'-^ ,-es .e _______;_n S _________s lScierces jitri- CertI'ice.t Uni- ler Cort- °rt -.e diques, Econo- versi '-.i:-e c w e- |d';tes -i;i:vs et d'5tuzl Licence t.:xdes '-' tde6 *_, !Doctorat d'E;atz Sosi1 es * -Juridiques ;:rir:i s -;-r ___ __ __ __ ._ ___ -'ccno".1Cn ' Cs ._..._ ._._.___.*. Sciences M>l:hd- Cixtificat Atni- . rti- 3'r d'des ituc- ** c , P9; rsiqu 1, vcrsi S ire Licence D ..p5ri e:ros 3 octora' d'Etat Chimiqa_es Lt14 d I .1t d eij 1:ature1las ccienti fiques Ca i Scie:!ces m3di- csea e: I:r*a- Dipl8me de doe'tur en :ddeci:l G.::ra1ie Ce P-4'c.At d'dtudes spdoiml;9RE ceut i fs .. S=iences de Vi:.;n.eurs et Te2r-.n sues Dipl8me d'Ingdnieur d'Etat en2*ces de "2S . 1'J cat ion . :' . ~ ~~~~~ S:r C r-c.:r .~~~~~~~~~~~~~~~~~~~~~ ..-a , L L'accXs A ce' $tab14$se-er. ost oSA- cA %x 2 .rcs d'=ne lice..ce. La ars des decEudes es' lun: a:'e.- Source: Secr6cariat d'Etat a 1'Enseignement Suptrieur et A la Recherche Scientifique. *~~~~~~~~~~~~~~~~~~~~~~~~~ K* '0 - 31 - Annex 10 ENROLLMENTS IN PROFESSIONAL STAFF TRAINING INSTITUTES 1978/79 and 1979/80 Institutes 1978/79 1979/80 1. Agricultural sciences 1,701 1,805 96 88 278 249 Total 2,075 2,142 2. Engineering sciences 478 613 154 189 342 355 Total 974 1,157 3. Social sciences 347 398 206 243 213 234 242 318 74 101 563 569 671 705 103 107 Total 2,419 2,675 4. Theology 108 107 Total 108 107 Sources Secrdtariat d'Etat I la Formation des Cadres. -32- Annex 11 UNIVERSITY ENROLLMENTS BY DISCIPLiNE 1978/79 and 1979/80 Disciplines 1978/79 a/ % 1979/80 a/ % Literature 15,168 24.0 21,213 28X3 Law 23,353 47.0 33,633 45.5 Sciences 7,926 13.0 8,651 23 Engineering 576 1.0 583 0.7 Medicine 6,652 11.0 6,493 8.5 Teaching 335 0.5 418 0.5 Islamic Studies 2,286 3.5 3,474 4.5 Total 56,296 100.0 74,465 111.0 Source; Ministry of National Education, The Education Trend in Morocco (1981). a/ October 1978 and October 1979 enrollments. GROWTH OF HIGHER EDUCATION ENROLLMENTS 1970/71 to 1980/81 36 84m Total * lEvolution des Effectits des Etudiants de 1'Enseige- r'ent Sup6eieut de i970-71 A 1990-91 72 ' Cart;ons Iii---748 66 PillFes 6 296 60 8 ~ 54 53 ~~~~~~~~~~~~~~~400' 56018 5 ~~~~~~~~~~~~~~~45 CCS '62 14 6 C?06 1Wl 42 1 82 Iii A S 36 3 5:0 1 I 1r 30 26~~~~~~~~2 0 jf-.22 20 035 L 48S 15 725 1 0 l -6 3774 E:1 .5 61, 12 7f4d I 1111Z1 L-i __ IA= 71 7 72 72 7 73- 74 74 ; 5 75 76 76 - 7 77 A~7l 79 7ez 2C 31 Suc:Le M4aroc UJnivernitaire, 1980-1981, M4inistire de 1'Education Nationale. - 34 - Annex 13 ENROLLMENTS IN DOCTORAL PROGRAMS 1978/79 and 1979/80 Institutes 1978/79 1979/80 Faculte des Lettres et des Sciences Humaines, Rabat 1,323 1,402 Facultd des Sciences Juridiques, Economiques, et Sociales, Rabat 2,741 4,674 Facultd des Sciences, Rabat 64 134 Facult4 des Sciences Juridiques, Economiques et Sociales, Casablanca 1,592 2,064 Facultd des Lettres et Sciences Ruimaines, Fes 719 545 Dar El Hadith, Rabat 108 117 Total 6,547 8,936 Annex 14 - 35- TEACHING AND RESEARCH STAFF IN H[IGHER EDUCATION (1978/79 and 1979/80) A. Permanent Staff Nationality 1978/79 x 1979/80 % Moroccan 1,175 65 1,441 66 Foreign 625 35 738 34 Total 1,800 100 2,179 100 B. Contractual Sta:Ef Nationality 1978/79 Z 1979/80 A Moroccan 169 82 264 87 Foreign 36 18 40 13 Total 205 100 304 100 C. Staff on Assignment Abroad 1978/79 1979/80 Number 62 78 SOURCE: Division de la Planification, Secretariat d'Etat a l'Enseignement Superieur et a la Recherche Scientifique.