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Morocco - Alpha Maroc Project (English)

Ratings for the Alpha Maroc Project for Morocco were as follows: outcomes were moderately satisfactory, the risk to development outcome was moderate, the Bank performance was moderately unsatisfactory, and the Borrower performance was also moderately unsatisfactory. Some lessons learned included: it is not possible to test approaches under a Learning and Innovation Loan (LIL) without an adequate monitor and evolution (M&E) system. Building an effective M&E system is a pre-requisite, and should have been included in the project design. At project closing, the M&E system is still not operational. M&E tools have been produced but their use at the local level is not complete. As a result, basic data are not systemically collected, let alone analyzed. When project outcomes largely depend on consulting services, it is necessary to analyze both the international and the national market for these services during preparation. Based on the findings, the Bank should agree with the Borrower on the share between national and international consultants. Also, consultant selection methods should be in line with the size and complexity of a project. Better use of the quality cost based selection method should be made to allow for a stronger focus on quality. Candor should be used to assess project development objective (PDO) and implementation progress (IP) during project supervision. Assessing the PDO and IP with candor early on will have helped recognize the project as a problem project, thereby motivating the team to provide a stronger and more effective response to the lack of progress on project implementation during the first two years.


  • Document Date


  • Document Type

    Implementation Completion and Results Report

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  • Country


  • Region

    Middle East and North Africa,

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  • Doc Name

    Morocco - Alpha Maroc Project

  • Keywords

    learning and innovation loan;country portfolio performance review;economic and financial analysis;project design and implementation;access to basic service;literacy program;adult literacy education;quality of literacy;quality and efficiency;quality at entry;adult illiteracy rate;adult literacy program;approach to teaching;number of beneficiaries;interim financial statements;expansion of literacy;lack of resource;types of service;financial management capacity;lack of incentive;outputs by components;literacy training program;intermediate outcome;degree of variation;adult literacy rate;gender and poverty;high illiteracy rate;delivery of literacy;government budget resource;national illiteracy rate;language of instruction;private sector involvement;public provider;literacy curriculum;institutional change;professional training;efficiency gain;literacy assessment;rural woman;working adult;literacy outcome;small grants;curriculum design;stakeholder workshop;beneficiary survey;administrative management;international consultant;results framework;literacy trainer;Basic Education;organizational chart;outcome indicator;baseline information;program effectiveness;regional disparity;social priority;institutional risk;exchange rate;legislative election;Exchange Rates;logistical resource;competitive basis;annual budget;job opportunity;project intervention;job opportunities;increase productivity;skilled staff;professional skill;satisfactory rating;Programmatic Approach;education plan;Quality Enhancement;social program;Program of Activities;literacy policy;incentive system;fiscal impact;improved delivery;diverse population;project administration;learning experience;small loan;external partner;innovation program;instructional strategy;regular supervision;craft industry;literacy achievement;counterpart funding;budget law;project execution;skilled people;reducing illiteracy;losing part;capacity constraint;financial sustainability;Budget Management;political attention;recurrent budgets;local innovation;innovative initiative;international institute;original amount;special account;effectiveness condition;learner enrollment;successful innovation;innovation fund;organizational change;limited capacity;Early childhood;unsatisfactory performance;operational expense;primary author;separate budget;budgetary resource;management skill;institutional aspect;adult learning;illiterate adult;broad consultation;assessment criterion;moroccan dirham;scarce resource;literacy service;cost decrease;appraisal mission;teaching quality;management tool;poverty impact;project impact;management burden;rural area;delivery strategy;gender aspect;good performance;primary beneficiaries;daily life;teaching tool;teaching material;positive impact;learning time;lifelong learning;political will;adequate capacity;sector evaluation;curriculum revise;dropout rate;financial control;literacy effort;craft industries;program objectives;institutional framework;learning process;financing mechanism;train activity;institutional stability;



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Morocco - Alpha Maroc Project (English). Washington, D.C. : World Bank Group.