Report No. 4105-MOR Kingdom of Morocco Education and Training SeIctor Survey e (In Six Volumes) Volume V: Technical and Vocational Training June 10, 1983 Education and Manpower Development Division Europe, Middle East and North Africa Region FOR OFFICIAL USE ONLY FIllE COIPY Document of the World Bank This document has a restricted distnbution and may be used bit recipients only in the perforrnance of their offiaal duties Its contents mav not otherwise be disclosed without World Bank authorizatton FOR OFFICIAL USE ONLY KINGDOM OF MOROCCO EDUCATION AND TRAINING SECTOR SURVEY table of Contents Page No GLOSSARY BASIC DATA INTRODUCTION I. OVERVIEW A. Background Land, People, and Resoures ............................... I.1 Economy ...................................... I.2 Education and Training System ............................. I.3 Education Strategy ...................................... . . I.5 B. Education and Training Issues Primary School Efficiency ................................. I.6 Moderating the Growth of Higher Education ................. I.9 Expanding Skill Training ................................. . I.10 Content and Coverage of Agricultural Training ............. I.12 Expenditure Reductions ...................... I.13 II. INVESTMENT IN EDUCATION AND TRAINING A. Introduction ................................................ II.1 B. Investments in Education and Training . ............. II.2 Planned Investments in Education and Training ............. I1.2 Proposals for Reducing Costs .............................. II.4 Capacity to Execute the Program ........................... II.8 C. Operating Costs of the Education and Training System ....... II.9 Present Costs and Expenses ................... II.9 Financial Outiook ............ II.11 Proposals for Reducing MOE Expenditures ................... II.12 Operating Expenditures for Training Irnstitutions ........ II.21 Conclusion .......... II.22 III. GENERAL EDUCATION A. Organization of the Educational System ...................... III-1 B. Principals, Objectives and Priorities ....................... III.3 This document has a restricted distribution and may be used by recipients only in the performance of their ofricial 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 .......................... III.5 Enrollments by Level ................... o..... ., I........ II.6 Internal Efficiency: Repeaters and Dropouts ........... .... III.8 Geographical Imbalances ........ . .................. .. . .III.10 Teacher Training ........ ......................................... III.ll Administration ..................... . .......................... III.13 Educational Research .... ... ................................... . III.13 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 .......... ................ .................... IIIl19 IV. AGRICULTURAL EDUCATION AND TRAINING A. Introduction . .......... 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 (CRAFAs)........................... IV.9 Agricultural Higher Education ............................. IV.12 Agricultural Technical Education ..... IV.15 C. Conclusions ................ IV.24 V. TECHNICAL AND VOCATIONAL TRAINING A. Introduction ........ ...... . . V.1 Socio-Economic Background . ........................ V.1 Manpower and Training Data . . .............................. V.2 B. Training ......................... ........................... V.6 Overview .............................................. 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 ............. V.26 Overview ................................................. V.26 The Issues ........................ .0.*96 , V.26 Areas for Possible Foreign Participation................ V.32 VI. NON-FORMAL EDUCATION A. Introduction.............................. VI.1 B. Existing Non-Formal Programs...... ................. ....... VI.l Vocational Training for boys........... ........... VI.2 Training for Girls .. ............................ VI.4 Handicrafts Training Centerso....... ........................*. VI.6 Literacy Training .....................a..*............ .. ,r** .**v VI.7 Educational Television.*.*** ..... ..... ......... ........... . *. VI.8 C. Conclusions and Recommendations ...... ........................ VI.9 Definition of Objectives .... . .......................... . . VI.9 Women's Training ............. ....... ....... ........ . . .. . VI.10 'landicrafts ....... 0.1.0...................... ,* VI.10 Basic Education .......... -1............... .......... VI.1l Teacher Training ........ ........ ....................... VI.12 Financing ............. . ......... ....................... VI.13 Equivalency ......................... ,,0 VI.13 Annexes ............. ..................... VI.14 KINGDOM OF MOROCCO EDUCATION AND TRAINING SECTOR SURVEY V. TECHNICAL AND VOCATIONAL TRAINING A. INTRODUCTION Socio-Economic Background 5.01 The Moroccan population, estimated at: some 20 million in 1980, grew at an annual average rate of 3% during the 19;'1-80 period. This high growth rate is likely to continue through the 1980s. In 1978, about 46% of the population was below 15 years of age. In the same year, the urban population was 39% of the total. 5.02 Active population (age group 14-64) in 1980 was estimated at 5.67 million or some 28% of the total compared with 26% in 1971. The distribution by major economic sectors is shown in the following table. Table 5.1: ESTIMATED PERCENTAGE DISTRIBUTION OF ACTIVE POPULATION BY ECONOMIC SECTORS 1971 1980 Primary Sector (Agriculture, Forestry, Fishing) 55 48 Secondary Sector (Mines, Energy, Industry, Handicraft, Construction and Public Works) 16 19 Tertiary Sector (Transport and Communications, Commerce and Services) 17 20 Administration 7 9 Not defined 5 4 Total 100 100 5.03 The Moroccan economy made significant: achievements during the Second and Third Plan periods (1968-77). Per capita income increased at an average annual rate of about 3%, and, during the Third Plan period (1973-77), the Gross Domestic Product (GDP) grew at an average annual rate of 7.3% compared with the targeted 7.5%. The official policy l:o pursue growth and improve revenue distribution led to a substantial increase in investment between 1973 and 1977, to a broadening of project identification, preparation, and execution capabilities in all sectors, and to rapid expansion of the education and training system. 5.04 However, despite rapid economic growth and social progress, savings and exports increased at a slower rate than did investment and imports, resulting in pronounced financial disequilibrium. The Government's efforts to reverse this situation through increased external borrowing and austerity - 2 - -.Jres had adverse repercussions on investments, imports, and employment. interim 1978-80 Plan was intended to introduce the structural reforms that wo;uld allow the economy to attain a high and stable growth rate. The achievements of this Plan and the perspectives in the 1981-85 Development Plan are analyzed in Part II of this report; those directly concerning technical education and vocational training are dealt with under the appropriate headings below. Manpower and Training Data 5.05 Reliable global manpower data for Morocco are almost non-existent. Aware of the need for such data, the Government has initiated a comprehensive study, through the Ministry of Planning with World Bank assistance, of data needs including proposals for the establishment of a permanent mechanism to collect and maintain up-to-date manpower data. The paragraphs that follow draw on technical manpower data collected during this mission from several sources, including World Bank documents. 5.06 According to the 1981-85 Development Plan, 950,000 new jobs will be created during the Plan period, raising the total working population from an estimated 4.78 million in 1980 to 5.72 million in 1985. Employment demand is to increase from 5.66 million in 1980 to 6.66 million in 1985, leaving roughly one million unemployed by 1985 (compared with 885,000 in 1980) if no special measures are taken. 5.07 Of the 950,000 jobs to be created, some 81,000 will be in agriculture, 100,000 in administration and other unspecified sectors, and 769,000 in the secondary and tertiary sectors, distributed as shown in the following table; Table 5.2; 1981-85 PLAN EMPLOYMENT CREATION TARGETS Total Per Annum Secondary Sector 433,000 86,600 Mines and Energy 22,000 4,400 Industry and Handicrafts 194,000 38,800 Construction and Public Works 217,000 43,400 Tertiary Sector 336,000 67,200 Transport, Communications, Commerce and Services Further details on labor force projections and job distribution may be found in Annex 1. 5.08 Industrial and handicraft activities showed considerable dynamism during the 1971-80 period, with the creation of about 17,000 jobs per annum, raising the total employment in this subsector to 534,000 (11% of the labor force) compared with 383,000 in 1971. However, the target to create some 39,000 jobs per annum between 1980 and 1985, which represents an average annual growth of 6.4%, appears overly optimistic given present economic constraints and the capital-intensive nature of most of the development projects in the 1981-85 Plan. On the other hand, agro-industries and handicrafts have considerable potential. The development of large, capital-intensive industries is also expected to have a favorable side-effect on the development of small industries. 5.09 In construction and public works, the goal is to create some 43,U00 jobs per annum during the Plan period. Even with the Plan's intensive construction activities in housing, industrial plants, communications, and infrastructure projects, the target appears high compared with the 1971-dU achievement of creating some 15,000 new jobs per annum. 5 10 Specialized Surveys. In 1978, the Office for Vocational Training and Work Promotion, the Office, conducted a detaiLled inquiry into the recruitment and upgrading needs of enterprises in the secondary and tertiary sectors for the 1978-80 period. Of 1,633 enterprises contacted, only 414 participated in the inquiry. These enterprises employed 84,500 personnel in total, 4.4% of the total employed in the secondary and tertiary sectors in 1980 (Annex 1), hence limiting the importance of this study. The inquiry concluded that the participating enterprises needed to increase their staffs during the 1978-80 period by some 33% or 28,000, 23,100 of whom (82.5%) would be technical staff. The study also concluded that some 14% of the staff, both technical and non-technical, needed to be upgraded. Anmex 2 gives further details on the results of this inquiry. 5.11 A study published by the Ministry of Commerce and Industry in December 1979 1/ deals with the need for induistrial technicians in principal industries (food, leather and textile, mechanical/electrical, and chemical) for the 1980-85 Plan period. The study was intended as a pre-investment study for the establishment of three technological institutes (para. 5.79). The study concludes that during the 1979-85 period, an annual average of 531 to 2,099 middle-level technicians will be neededl for the industries covered by the study, depending on the proportion of technicians on the staff of existing enterprises and those to be created, and assuming a 5.5% annual growth of the labor force in these industries, which is compatible with the Plan target of 6.4% per annum for the industry and handicrai-ts subsector (Annex 1). Annex 3 gives details on the three assumptions and on the needs for technicians by industry. 1/ "Etudes d'evaluation des possibilites de formation des cadres moyens pour l'industrie" carried out by the Societe Centrale pour l'equipment du Territoire (SCET), Maroc, associated withi the Centre d'Etudes et de Realisations par l'Education Permanente (CEREP). - 4 - 5.12 The Ministry of Labor in a note on the vocational training organized by this Ministry sets forth the need for the projected completion of 13 institutes of technology under construction, and the establishment of three additional ones during the 1981-85 Plan (see para. 5.73). The note observes that the Moroccan economy has almost enough highly qualified technical manpower (engineers, etc.) and skilled workers as a result of the training structures established during the previous Development Plans. However, there is an acute shortage of middle-level technicians and foremen at the executive level, the present engineer/technician ratio being 1:1 or 1:2, compared with an internationally accepted ratio of 1:4. This shortage constitutes a major obstacle to development, as it inhibits possible financial investment and retards economic progress. 5.13 The shortage is due to the lack of specialized institutions to train technicians and foremen, particularly for the private sector; there is therefore an urgent need to establish a network of institutes of applied technology to tackle this problem. Such institutes should be located in provincial capitals and be directly linked to the country's poles of economic activity. The attachment of boarding facilities to each institute would permit expansion of the catchment area so as to cover the whole country. This new policy, which started during the 1978-80 Development Plan, should continue in subsequent Plans. 1/ 5.14 A Review of the Engineering Industries issued by the World Bank on February 2, 1981, devotes a chapter to labor skills and demand. According to this Review, "Overall, the proportion of supervisory staff (management, engineers, technicians and foremen) in electrical and mechanical industries (EMIs) relative to that observed in developed and semi-developed countries appears low: 7.3% against 14%. 2/ The ratio is higher in the electrical/electronic industries (9.3%) and mechanical equipment and machinery (10.2%) but remains very weak in the major mechanical industries like transport equipment (6.2%) or fabricated metal products (6.5%) and particularly in basic metal industries and foundries (4.6%)." 5.15 The situation is no better with respect to the percentage of skilled and semi-skilled workers in the total EMI labor force: 38.7%, which is very low compared with, for example, the 59.6% observed in Tunisia in the same year. This shortage of skilled labor and technical engineering capabilities in the EMIs explains in large part the general stagnation of labor productivity in recent years and constitutes a major constraint to the further development of the EMIs. Table 5.3 illustrates this situation. The Review's findings on EMI manpower supply and demand are shown in Tables 5.4 and 5.5. 1/ Note sur la Formation Professionnelle organisee par le Ministere du Travail et de la Formation Professionnelle. 2/ The proportion of engineers and technicians in the labor force of EMIs in developed and semi-developed countries normally ranges between 6-9%. -5- Table 5.3; SKILLS OF LABOR FORCE IN .EMIs (AS A PERCENTAGE OF TOTAL LABOR FORCE--1976) Management Technicians Ski.lled and Unqualified and and Semi-skilled Workers and Administrative Engineers Foremen Workers Apprentices Personnel Total EMIs 2.5 4.8 38.7 44.3 7.9 Total Manufacturing 2.3 4.2 27.6 60.3 5.6 Source: Sample of 274 enterprises (including 60 EMIs) selected from the 1976 industrial survey. Table 5.4: ANNUAL OUTPUT OF MANPOWER TRAINED IN EMI SKILLS 1979-82 1983-85 Technicians Skilled and Technicians Skilled and and Semi-skilled and Semi-skilled Foremen Workers Foremen Workers Mechanical Skills 116 2,000 396 2,000 Electrical Skills 44 550 279 550 Total 160 2,550 675 2,550 Table 5.5; PROJECTED GAP OF QUALIFIED MANPOWER WITH EMI SKILLS IN THE MANUFACTURING SECTOR IN 1980-85 (Average Numbers per Year) 1980-82 1983-85 Technicians Skilled and Technicians Skilled and and Semi-skilled and Semi-skilled Foremen Workers Foremen Workers Mechanical Skills 267 1,900 122 1,590 Electrical Skills 42 - 115 -163 - 117 6- 5.16 The projected needs for technicians and foremen are based on two distinct projections for the years 1979-85: One assumes an 11.5% growth rate of output for the EMIs (official target for 1981-85) and a proportion of technicians and foremen equivalent to 4.8% of the total labor force; the other assumes these percentages to be 10% and 8%, respectively. Moreover, it was assumed that the number of technicians and foremen would increase at the same rate as the sector's output, whatever the increase in labor productivity might be. The needs, and consequently the gaps mentioned above, are based on the average of these two projections. However, the gaps calculated are minimal estimates since other sectors, such as agriculture, construction, and energy, employing many workers trained in mechanical/electrical skills are not taken into account. 1/ 5.17 The Bank Review observes that the skills of the graduates should be considerably improved. They are inadequate at present, mainly because the trainers generally lack scientific background and practical experience. Moreover, the better ones leave teaching for jobs in the private sector, where they can substantially increase their salaries. The Bank notes that the quality of training is more satisfactory for skilled and semi-skilled workers. 5.18 The review recommends that the Institutes of Applied Technology now under construction reschedule part of the capacity planned for electrical skills to mechanical skills. The Government should agree on the construction of at least one of the projected additional institutes to be exclusively oriented to mechanical skills. Morocco needs more vocational schools to fill the gap in skilled and semi-skilled labor in mechanical skills. B. TRAINING Overview 5.19 In the mid-1960s, the Ministry of Education's Colleges of Vocational Training, until then the major source for skilled worker training, were abolished and each ministry was charged with the task of training specialized personnel for its own needs. In 1975, the Office was created under the auspices of the Ministry of Labor to meet private sector needs, mainly in the industrial, construction, and commercial fields. At present, almost all ministries have their own training units, and the Office has evolved into a major training agency. Annexes 4 and 5 show, respectively, the number of 1/ The SCET-CEREP study (para. 5.11) estimates that of every 100 technicians trained in mechanical skills, EMIs employ 79 and other manufacturing sectors 21; of those with electrical skills, EMIs employ 66% and the other manufacturing sectors, 34%. -7 training institutions and the training capacity of the several ministries in 1981. A detailed description of the training activities of the principal agencies involved in industrial and commercia]. training, with an outline of their expansion plans follows the brief overview below. 5.20 Training of Skilled and Semi-Skilled Workers: Skilled worker training (qualification) in commercial, construction, and industrial skills refers mainly to intensive practical training following completion of the four-year lower secondary school cycle. The Office, through one- and two-year courses run by its Vocational (34) and Commercial (5) Training Centers, is by far the largest government agency dealing with such training. Other government agencies conducting courses at this level are the Ministry of Education (one vocational school), the Ministry of Public Works (one-year courses at 20 training centers), and the Ministries of Transport, Post and Telecommunications and Energy and Mines. The following shows 1981 enrollments and the estimated output from such courses: Table 5.6; ENROLLMENTS AND ESTIMATED OUTPUT OF SKILLED WORKER COURSES IN INDUSTRIAL, CONSTRUCTION, ANID COMMERCIAL SKILLS, 1980/81 Enrollments Estimated Output a/ (rounded figures) National Office of Vocational Training and Work Promotion (the Office) 5,U000 2,300 (700 in commercial) (400 in commercial) Ministry of Education 200 80 Ministry of Public Works lj,000 800 Ministries of Transport, Post and Telecommunications; Energy and Mines 800 620 Total 7,000 3,800 a/ Assuming that wastage overall is 20% and i:hat 10% of the industrial and construction and 35% of the commercial Office courses last two years and all other courses last one year. - 8- 5.21 The Office provides training of apprentices, that is, semi-skilled and skilled workers at a level lower than the one mentioned above in construction (six months post-primary) and tailoring (two years after completion of the second secondary grade). In 1981, such courses enrolled 3,400 and 1,169 apprentices, respectively. Other ministries such as the Ministry of Social Affairs and the Ministry of Youth and Sports run a large number of courses at the post-primary or lower levels in a variety of trades in most sectors of the economy (see Annexes 4 and 5). 5.22 Technician Training; Technicians in industrial, construction, and commercial skills are trained mainly through two-year post-secondary (after completion of the upper secondary cycle) programs given by the Office and several operational ministries. The MOE also runs a large, technical baccalaureat and technician diploma program at the upper secondary level, producing graduates who can be considered middle-level technicians. The following table summarizes the 1980/81 enrollments in technician courses, together with their estimated output; Table 5.7: ENROLLMENTS AND ESTIMATED OUTPUT OF TECHNICIAN COURSES IN INDUSTRIAL, CONSTRUCTION, AND COMMERCIAL SKILLS, 1980/81 Enrollments Estimated Output a/ (rounded figures) Industry and Industry and Commerce Construction Commerce Construction National Office of Vocational Training and Work Promotion (the Office) 230 450 90 180 Ministry of National Education 6,850 3,250 1,510 700 Ministry of Housing - 1,100 - 440 Ministry of Public Works - 1,500 - 600 Ministry of Social Affairs, - 200 - 90 (National Institute of Leather Work and Textile) Ministry of Energy and Mines - 1,300 - 520 Other Ministries 410 300 - 120 (Administrative Affairs, Post and Telecommunica- tions, Transport) Total 7,500 8,100 1,600 2,650 a/ Assuming 35% wastage in the three-year Ministry of Education courses and 20% wastage in all other two-year courses. 5.23 Training of Technical Teachers and Instructorsz There are several categories of technical teachers/instructors trained in different institutions, as summarized below; (a) Teachers of Introduction to Technology (in the first secondary cycle) are trained through two-year post-baccalaureat courses in the Regional Teacher Training Center (Centre Pedagogigue Regionale, CPR) of Casablanca under the Ministry of Education. Present output is 90 teachers per annum. Training in the program will also be offered in the Technical Teacher Training College (ENSET) which, is under construction under the Fourth Education Project. (b) Technical secondary teachers are trained in four-year post- baccalaureat courses in the Technical Teacher Training College (Ecole Normale Superieure d'Enseignement Technique, ENSET) in Rabat now in its second year of operation. Present enrollment is 318 students. The CPR included in the Bank project will also offer a teacher training course at this level. (c) Workshop instructors are trained in the Office Institutes of Applied Technology (Instituts de Technologie Appliquee, ITAs) through two-year post-secondary courses (after completion of the seventh secondary grade) extended, as of 1982, to three-year courses (one additional year after the technician diploma). Present enrollment is 154 students (Annex 11). 5.24 Expansion Plans; The Government attaches extreme importance to the development of technical education and vocational training. To this end, it has included in its 1981-85 Plan ambitious projects devoting some DH 862 million to the expansion of the technical facilities of the MOE and D}{ 2,297 million to the expansion of vocational training facilities under the Office and the several other ministries. The target: is to increase the overall vocational training capacity (excluding that of the MOE) from 64,700 places in 1980 to 126,325 in 1985, so as to "recuperate" 51% of the children leaving the school system, compared with 37% in 1980. The following table summarizes the amounts allotted by Ministry. - 10 - Table 5.8; INVESTMENT PROGRAM OF THE 1981-85 PLAN FOR VOCATIONAL EDUCATION Agency a! Capital Investment Dh (million) National Office of Vocational Training and Work Promotion (the Office) 452.6 Ministry of Housing 87.5 Ministry of Public Works 104.7 Ministry of Commerce and Industry 40.7 Ministry of Energy and Mines 32.3 National Institute of Leather Work and Textile 0.5 (Ministry of Social Affairs) Other Ministries 1,580.0 Total 2,298.3 a/ The Plan's investment program for the Ministry of National Education is covered under investment in education. The sum devoted to technical education is DR 861.8 million. 5.25 The additional facilities for each agency are described below. When all the extensions are completed and functioning at full capacity, the output of industrial/construction technicians and skilled workers will be of the order of 7,700 and 13,000, respectively, calculated as shown in the following table. The technician level output in commercial skills will be around 2,800 compared with 1,600 at present. - 11 - Table 5.9: PRESENT AND PROJECTED TECHNICIAN AND SKILLED WORKER OUTPUT IN INDUSTRIAL/CONSTRUCTION SKILLS 1980 1985 a/ Technician Skilled Worker Technician Skilled Worker National Office of Vocational Training and Work Promotion (the Office) 250 b/ 2,300 1,800 12,100 Ministry of Education 700 80 3,300 c/ 100 Ministry of Housing 440 - 1,000 - Ministry of Public Works 600 - 1,200 - Ministry of Commerce and - - 290 - Industry National Institute of 90 - 110 - Leather Work and Textiles Other Ministries 640 620 800 800 Total 2,720 3,000 8,500 13,000 a/ Assuming an overall 20% dropout rate. b/ Including 60 workshop instructors. c/ Includes 11 new technical secondary schools: 2,200 graduates at two higher institutes of technology: 400 graduates. 5.26 The descriptions that follow focus on the agencies dealing with industrial, construction and commercial training. The Ministry of National Education (MOE) 5.27 The Ministry of Education's involvement in technical and vocational education includes an Introduction to Technology and a limited number of vocational courses at the lower secondary level; technical baccalaureat programs at the upper secondary level; and technical teacher training and engineering programs at the post-secondary level. Administratively, all secondary-level technical programs are under the Directorate for Technical Education; technical teacher training programs are under the Directorate for Staff Training and the university programs depend on the State Secretariate for Higher Education. (See Annex 6 for organizational chart of ministry.) 5.28 Introduction to Technology: This program teaches technology principles by the topic approach, (using simple tools and equipment). Students are in the third and fourth secondary grades. Two hours per week are given for each half-class. The program stari:ed in 1971 on an experimental basis with five schools. It now reaches 117 schools with more than 7,700 students, or about 27% of enrollments in the third and fourth secondary grades. The cost of a set of basic books and equipment (at 1979 prices) is - 12 - about DH 10,000. Most of the schools use regular classrooms for the teaching of technology, but some devote a specially arranged classroom to it. A similar program introduced in the fourth and fifth primary grades is described in Volume III, General Education. 5.29 Teachers for the Introduction to Technology program are trained through a two-year post-baccalaureat course in the CPR of Casablanca with an average annual output of 90 teachers. A second center of roughly the same capacity is under construction in Rabat and a third of similar capacity in Mohammedia has been included in the fourth World Bank education project. At present, there are 363 Introduction to Technology teachers (all Moroccan). 5.30 Technical Secondary Education: Technical secondary schools (lycees techniques) or technical sections in general secondary schools offer three-year (secondary grades 5-7) programs in industrial and commercial specializations. At present, there are 44 lycges with 51 technical sections (27 commercial/economics and 24 industrial) throughout the country; three of them are purely technical lycees. In 1980/81, enrollments in technical programs totaled 10,096, or 4.6% of the total in the upper secondary cycle. Female participation was about 30% in commercial courses and 2% in industrial courses. The global enrollment figures appear in Annex 7 (Tables A-E). Eleven new technical lycees with a total capacity of some 10,000 are now under construction as part of the fourth World Bank education project. 5.31 Technical courses at the upper secondary level cover 15 options (12 industrial and 3 commercial). Since a 1979/80 reform, these courses lead to a Technical Baccalaureat Certificate (Annex 8). Before the reform, four technical options were available (Annex 7); the rest of the courses were oriented toward a technician diploma with more emphasis on practical aspects, but the diploma was not valid for entrance to higher education studies. Examples of the revised programs are given in Annex 9 (Tables A-D). 5.32 The internal efficiency (examination results) of the scientific and technical baccalaureat courses is extremely low, averaging, in 1981, 29.7% compared with 42.0% for the literacy programs. Efficiency is much higher--67.9% in 1981--for the technician diploma courses (Annex 7, Table D). 5.33 Financial aspects are discussed in detail in Part II of this report. In brief, secondary schools receive an annual budget for recurrent expenditures with specific allocations for the operation of the technical sections, which amount to about DH 120-150 per student, and cover teaching materials, maintenance and repair of equipment, and purchase of tools and simple equipment. The school also handles the budget for the operation of the boarding facilities, which amounts to some DH 5 per boarder per day. On average 20% of the students in technical courses are boarders (students from outside provinces are eligible). All students in technical courses have scholarships, either in the form of free lodging (full boarders) or the cash equivalent (DH 440 per trimester). 5.34 Technical Teacher Training; Technical teachers for the upper secondary cycle are generally recruited from among the university science and engineering graduates who attend a one-year pedagogical training course in a - 13 - Higher Teacher Training College (Ecole Normale Superieure). The shortfall, which is now about 60X (360 of the 600 needed in 1980), is made up of foreign teachers, mostly from France and Belgium. 5.35 The ENSET included under the fourth Bank education project will train, in addition to the Introduction to Technology teachers, 120 technical teachers per annum in major industrial specializations (industrial production, design, electro-technics and electronics) and commercial specializations (accountancy, secretarial). A provisional Higher Technical Teacher Training College (ENSET) began operations in October 1980 on the campus of the Lycee el Laymoun in Rabat. Permanent premises to house 520 students of the Rabat provisional ENSET are now nearing completion on the university campus. 5.36 The Rabat ENSET offers four-year 1/ post-baccalaureat courses in mechanics and electricity with enrollment of 318 students (160 in the first year and 158 in the second year). Students are recruited on the basis of an entrance examination. They receive a scholarship of DR 1,000 per month and are obligated to work eight years for the Government. There are no boarding facilities at present. Of the 32 ENSET technical teachers (total of 45), 28 are foreign. The training programs, experimental at present, offer general, technical and pedagogical subjects in the prDportions shown in Annex 10, as well as visits to industry, attendance at conferences, and two months' practice teaching. 5.37 Post-Secondary_Technician and Enginaering Training; At present, there are no post-secondary technician training programs under the Ministry of Education. However, the fourth Bank education project envisages the establishment of two Higher Institutes of Technology in Casablanca and Fes for 576 students. The Institutes will offer a two-year post-baccalaureat program in mechanical, electrical, electronic, civil, and chemical engineering. 5.38 At university level, the Mohammedia Engineering College offers engineering science programs for some 600 students. This College, established in 1960, offers a three-year engineering diploma. The program was upgraded in 1962 to a four-year ingenieur d'application degree, and further upgraded in 1970 to provide a five-year ingenieur d'Etat program. The fourth Bank education project includes expansion of the College to accommodate additional specializations and increased enrollments (2,200). The present five-year program includes specializations in civil, electrical, mechanical, and mining engineering in 12 options. Curricula provide for a common course emphasizing science and language during the first two years. Social science management subjects are among the specializations in thes last three years. The National Office of Vocational Training and Work Promotion (the Office) 5.39 The Office is a public entity with financial autonomy under the auspices of the Ministry of Planning. It was created principally to train the necessary manpower, adapt training to the specific needs of the labor market, and promote the social advancement of workers. 1/ The programs envisaged in the World Bank Project for the Mohammedia Regional Teacher Training College last three years. - 14 - 5.40 The Office is administered by a tripartite Administrative Council presided over by the Minister of Planning and composed of 28 members, 14 representing the Government high-ranking officials of several ministries; 7, employers; and 7, the labor force (trade union members). The seven employers on the Council are represented by workers of the General Economic Confederation (Confederation Generale Economigue Marocaine), the Chamber of Industry and Commerce, and the principal professional associations. The Management Committee, composed of about one third of the Council members, has a mainly consultative role and meets at the request of the Director General. 5.41 The Office administrative structure is being reorganized to enable it to respond to rapid expansion. At present, the Administrative and Finances Division under the Director General and his Deputy comprises Services for Personnel, Accounting, Supplies and Social Matters and 10 other services as follows: Inspection, International Cooperation, Programs, Applied Psychology, Studies and Development, Training in Enterprises, Management of Training Centers, Cooperation (scholarships in foreign countries, missions, foreign trainees, etc.), Maintenance and Repairs, and Publications. Of the Office's 1,500 employees, about 1,000 are teachers or instructors. 5.42 The Office offers pre-employment programs for semi-skilled workers, skilled workers and technicians covering several specializations in the industrial and commercial sectors and one (tailoring) in the services sector. The Office's training facilities include training centers, institutes, and mobile units. Annex 11 shows the number and location of institutions and the breakdown of enrollments in the several programs by level of specialization for 1980/81. The Office also offers in-service training programs comprising correspondence courses, functional training, seminars, and courses to upgrade technical skills. 5.43 Enrollments in pre-employment courses reached 10,724 in 1979 compared with 2,196 in 1974, and those in in-service courses increased from 1,422 in 1975 to 5,401 in 1979 (Annex 12). 5.44 Vocational Training Centers (Centres de Qualification Professionnelle, CQP); The Vocational Training Centers provide industrial and construction training at the skilled worker level, although a number also offer commercial and tailoring courses (Annex 11, Table B). The skilled worker training programs last one and a half to two school years and are in two stages, the first (6-11 months) leading to a vocational training certificate (certificat de formation professionnelle) and the second (11 months) to a skilled worker certificate (certificat de qualification professionnelle). The training period has recently been shortened to 8-14 months, leading directly to the skilled worker certificate, by intensifying the practical aspects and related theory of the programs. The revised programs are now being implemented experimentally for certain specializations in a number of training centers. The structure of the program for the industrial specializations is shown in the following table: - 15 - Table 5.10; STRUCTURE OF THE REVISED PROGRAM FOR INDUSTRIAL SKILLED WORKER TRAINING Area Instruction Hours Basic mechanics (common) 100 Basic electricity (common) 40 Basic sheet metal work 100 Specialization 1,200-2,120 (including 200-300 hours training in industry) The experimental programs have been prepared in close collaboration with employers who participated in the several committees and subcommittees set up for this purpose. 5.45 At present, 34 CQPs with a total of 4,498 trainees offer 20 industrial specializations as well as 5 in construction and 4 in commercial trades as shown in Annex 11 (Table B). 5.46 Entrants to skilled worker courses must have completed the fourth secondary grade and passed a test of general knowledge (mathematics, Arabic, and French) organized at the national level. At present, there are about four to five times more applicants than training places available. About 40% of entrants have completed the fifth, sixth, or seventh secondary grades. Of the 5,985 trainees in CQPs and commercial and tailoring centers, some 28% are boarders and 4.6% semi-boarders (having one meal in the center). No centralized data is available on the enrollment of females although, judging from the centers visited, females appear to account for about 20% of the total, predominantly in commercial courses. The best CQP graduates can continue their studies at the Institutes of Applied Technology. 5.47 Other Training Centers. Commercial,rraining Centers (Centres de Comptabilite et Secretariat, CCS) offer two-year courses for accountants and secretaries and one-year courses for assistant accountants and typists. Enrollments by specialization are shown in Annex 11, Table B. At present there are only five exclusively CCSs with 318 trainees, but nine of the CQPs offer commercial courses (373 trainees) in the same specializations. Entrance requirements to commercial courses are those cited for the CQPs in para. 5.46. 5.48 Tailoring Training Centers (Centres de Formation Professionnelle Tailleurs, CFPT) offer two-year courses in tailoring and one-year courses in dressmaking at the dressmaking center in Casablanca for the Apprentice certificate. Trainees must have completed the second secondary grade. At present, 10 centers (including the dressmaking center) have 1,169 trainees, 20% of whom are female. 5.49 The Construction Project Centers (Centres Projet Batiment) were established in 1976 with the participation of local authorities to meet urgent needs. At present, 51 centers offer six-month post-primary courses in - 16 - masonry, carpentry, and plumbing to 3,400 trainees who have completed primary education. By the end of 1980, the centers had trained some 16,810 workers. 5.50 Institutes of Applied Technology (ITA); ITAs are post-secondary institutions offering two-year courses for technicians and instructors. All three ITAs are in Casablanca, one for industrial technology (ITA de Casablanca), one for construction technology (Institut des Metiers du Batiment, IMB), and one for commercial technology (Institut National de Formation des Cadres en Comptabilite et Secretariat, ENFCCS). In 1980/81 enrollments in technician courses totaled 705, and in instructor training courses 154, distributed by specializations and institutions as shown in Annex 11, Table A. Skilled worker courses enrolled an additional 203 trainees. Of the total enrollments of 1,062, 450 were boarders and 60 were half-boarders (one meal at school). 5.51 Entrance to both technician and instructor training courses requires completion of the seventh secondary grade in a science, economics, mathematics, or technical option; minimum age of 19 years; and the passing of a selective psycho-technical test. Graduates of Vocational Training Centers may be accepted provided they meet entrance requirements and performed exceptionally well in their training. In general the number of applicants greatly surpasses (by 3 to 1) the number of training places available. 5.52 Technical training courses last two years (four semesters) and are intensive in nature; instruction time may be as much as 40 hours per week or 2,800 hours. The programs cover 16 specializations, as shown in Annex 11 and, on average, are structured as follows; general education disciplines, 10%; technological education, 40%; workshop practice, 40%; and work in industry, 10%. Annex 13 shows the program timetable for the architectural drawing specialization. 5.53 Instructors for vocational centers are trained in ITAs. Instructor training programs were introduced for the first time in 1964 in the Casablanca ITA, which was established for this purpose under the name National Institute for Technical Staff Training (Institut National de Formation des Cadres Techniques, INFCT). Until October 1980, teacher training programs lasted two years, and curricula were especially constructed to incorporate pedagogical knowledge and teaching practice together with the technical subjects. Entrance requirements were the same as those for technician courses (para. 5.52). As of the 1981/82 academic year, instructor training programs have been revised to become an extension of the technician programs through the addition of a third year that includes pedagogical training and practical work in industry. 5.54 The dropout rate from technician and instructor training programs is about 10%. Dropouts are mostly students who enroll upon completion of the seventh secondary grade without passing the baccalaureat examination, but later succeed in passing and leave the institutes to continue their studies in universities. 5.55 Technical teachers in Institutes of Technology are practical engineers (ingenieurs d'application) or State engineers (ingenieurs d'Etat); some 20% are part-time teachers from industry or from other institutions and - 17 - have an average teaching load of about 8 hours per week. Permanent full-time teachers teach 24 hours per week (class contact). About two-thirds of the technical teachers are expatriates. 5.56 In-Service Training: In-service training activities include correspondence courses, functional training, seminars on commercial topics, upgrading of technical skills, evening courses, and training through mobile units. Such activities reached almost 20,000 persons during 1975-79 (Annex 12). 5.57 Correspondence courses are directed at persons living far from training centers and include nine-month coursess in communications techniques, introduction to general accounting, and office organization. In 1979, 532 students were enrolled in such courses. 5.58 Functional training includes seminares for industry supervisors and journeymen on work planning and organization ind on the role of the Office in assisting enterprises. Such training was given to 531 persons in 1979. 5.59 Seminars on commercial topics aim at improving the knowledge of office employees in such topics as general accounting, office work, stock supply and management, written communications, labor legislation and social security. In 1979, 178 persons participated in these seminars. 5.60 Technical upgrading activities concern the industrial sector exclusively. Courses last from three weeks (full-time) to four months (part-time) in industry and may include skills upgrading, complementary training, vocational adaptation, and retraining. In 1979, 981 persons participated in these activities. 5.61 Evening courses are offered by practically all Office training centers and cover most of the specializations offered in daytime courses. Evening courses, adapted to the specific requirements of the trainees, last nine months. In 1979, evening courses involved some 2,800 trainees, although the dropout rate from such courses is apparently high. 5.62 The main objectives of training through mobile units are to decentralize training and to reach remote rural areas. A mobile unit is a vehicle workshop especially equipped for training. The Office has three units, one each for petrol and diesel engines, general and agricultural mechanics, and electricity. Introduced in 1977, mobile units have trained approximately 1,000 workers in private and public enterprises and agricultural cooperatives. The mobile units operate three types of programs as follows: (a) an introduction to training, lasting 6-10 weeks, addressed to persons who can read and write and providing training in simple operations and current equipment maintenance and repair; (b) training addressed to primary school graduates, lasting four to six months, aimed at imparting basic technical knowledge in the disciplines concerned; and (c) complementary training aimed at improving and/or complementing the knowledge of people who are already working. - 18 - The duration of these courses varies with the type and level of knowledge of the trainees. 5.63 Special Activities: Special activities concern mainly the conclusion of contracts between the Office and enterprises or professional associations subjected to the law for vocational training tax (paras. 5.65-5.b6). In general, such contracts set the terms for an Office contribution of up to 50% toward training expenses incurred by the above-mentioned enterprises or professional associations. By the end of 1980, 45 such contracts had been concluded with sugar, cement, chemical, vehicle assembly, metallurgical and food and beverage industries as well as with insurance companies. Total training expenses were about DH 2,240,000 and the Office's participation, DH 740,000. Training days totaled 65,000. 5.64 Finances: The Office's major financial resources are a tax for vocational training imposed on private enterprises and employers, state subventions, Office investment income, and donations and bequests. 5.65 According to the Decree-Law 172-183 of May 21, 1974, a tax for vocational training is imposed on all private industrial and commercial enterprises, insurance agencies, societies, cooperatives, and syndicates, as well as on free-lance employers and contractors and those hiring workers for cottage industries. The tax is equivalent to 1% of the gross salaries paid. 5.66 There is no data available on the details of budgetary allocations. The following data is based, therefore, on oral information collected during the mission. Recurrent expenditures for the period 1973-77 totaled DH 120 million, and for the period 1978-80, DH 150 million. The 1980 recurrent budget was DH 55 million, and DH 62.1 million, earmarked for 1981, was distributed roughly as shown in the following table: Table 5.11; ESTIMATED OFFICE RECURRENT EXPENDITURES, 1981 Item DH million Percentage of Total Personnel 40.4 65.U Materials, maintenance, and boarding expenses 12.4 20.0 Office supplies, telephone, postage, etc. 3.9 6.3 Scholarships 2.9 4.7 Special programs 1.5 2.4 Other 1.0 1.6 Total 62.1 100.0 - 19 - 5.67 Although the tax is mainly intended to cover recurrent expenditures and the capital costs of government subsidies, the Office is contributing substantially to expansion from surplus tax funds. As of 1982, however, when some of the additional facilities under construction should be completed and functioning, there will be a considerable deficit in the funds earmarked to cover recurrent expenditures. 5.68 Unit costs for CQP trainees have been partially investigated. An important study carried out by the Office in 1980 (published in January 1981) provides valuable information (although it cannot be generalized) on the recurrent expenditures and unit costs of the CQP in Maarif, a medium-size center with six sections and 98 trainees during the year of the study (1979/80). Tables 5.12 and 5.13 summarize the findings of this study as follows: Table 5.12: ANNUAL COST PER TRAINEE AT THE MAARIF CQP CENTER Total DR Basic mechanics 8,164 Maintenance mechanics 7,996 Auto mechanics 7,103 Electricity 7,640 Total 30,903 Table 5.13: DISTRIBUTION OF COSTS AT THE MAARIF CQP CENTER BY ITEM OF EXPENDITURE Personnel 28.3 Other recurrent expenditures 8.9 Central services (overhead) 21.0 Capital depreciation 41.8 Total 100.0 5.69 Data are also available on the costs of the Office's in-service activities. Recurrent costs by program and by trainee are summarized in Annex 14. - 20 - 5.70 Expansion Plans: Expansion plans cover the current Development Plan period (1981-85) and include the following: (a) expansion of the three existing Institutes of Technology; (b) completion of the 13 Institutes of Technology under construction to provide total capacity for 4,450 student places; (c) rehabilitation of six and expansion of two Vocational Training Centers; (d) establishment of 53 new Vocational Training Centers with an approximate capacity for 8,000 student places; and (e) acquisition of 20 additional mobile units to provide about 1,000 additional training places per year. 5.71 Table 5.14 illustrates the projected capacity when all additional facilities are completed and fully operational. Table 5.14; OFFICE CAPACITY AND OUTPUT, 1985 Total Capacity Estimated Output Institutes of Technology (Technicians and Instructors) 5,600 2,020 a/ Vocational Training Centers (Industrial and Commercial) 14,100 9,800 b/ Mobile Units 1,150 4,600 c/ Total 20,850 16,420 a/ Assuming that there is a 20% wastage and that 30% follow three-year instructor courses and 70% two-year technician courses. b/ Assuming that there is a 20% wastage and that 40% of the courses last two years and 60% one year. c/ 200 per unit per year. 5.72 Of the 13 ITAs under construction, 9 are financed by the Government with multilateral (European Community) aid, and 4 directly by the Office. Government funds required for the completion of nine institutes are estimated at DH 61.5 million and those for the establishment of the new training centers and the acquisition of the mobile units, at DH 344.5 million. The five-year Development Plan also mentions establishment of three additional ITAs, subject to satisfactory completion of the 13 under construction, in Beni-Mellal, Kgnitra, and Tetouan. Annex 15 shows the location and capacity of the ITAs presently under construction. - 21 - 5.73 The teaching staff required for the additional facilities number 385 teachers for the Institutes of Technology and 530 instructors for the Training Centers. Other staff required for the ITAs are 105 for administration and 298 for general services and boarding facilities. Annex 16 gives further details on staff requirements by size of institution. Ministry of Commerce and Industry 5.74 The Ministry of Commerce and Industry, Merchant Marine, and Sea Fishing has limited training facilities, comprising three sea fishing training centers in Safi, El Hoceima, and Casablanca (with a total capacity of some 330 places--130 for technicians and 200 for skilled workers), and the Higher Institute for Commerce and Management (Institut Supgrieur du Commerce et d'Administration des Entreprises) in Casablanca. The Institute for Studies, Research, and Training for the Sugar Industry (Institut Sucrier d'Etudes, de Recherche et de Formation, ISERF) in Rabat (with two regional branches in Mechra Bel Ksiri and Souk es Sebt) is also under the auspices of this Ministry. During the 1978-80 Development Plan period, these facilities produced 1,242 technicians and 1,869 skilled workers. The Administration and Vocational Training Service, directly under the Director General of the Ministry, monitors the training activities of the Ministry. 5.75 The sugar industry employs approximately 7,000 workers distributed among 13 extraction plants and refineries. ISERF was created in 1979 to conduct training and upgrading activities for the sugar industry workers at all levels, and to coordinate such activities conducted by other agencies. The Institute also carries out studies and research in the area of its competence. 5.76 ISERF training activities include the following; (a) two-year post-baccalaureat programs for training technician-level personnel at the rate of 40 per year; (b) three-month in-service upgrading courses for skilled workers to be promoted to foremen (also at the rate of 40 per year); and (c) special sessions, seminars, and short courses (two-week) on specific topics for sugar industry personnel. About 600 persons a year participate. 5.77 Plans for the training capacity of the Ministry during the 1981-85 Plan period include the expansion of the sea fishing schools and the Higher Institute for Commerce and Management, the participation in the purchase of a training vessel, and the establishment of an Institute of Industrial Technology in Casablanca, at a total cost of DH 40.7 million. 5.78 In the original expansion plan, three technical institutes offering two-year post-baccalaureat courses were proposed, as shown in the following table; - 22 - Table 5.15: DATA ON THE INSTITUTES PROPOSED BY THE MINISTRY OF COMMERCE AND INDUSTRY Institute A Institute B Institute C Total Enrollment 576 528 432 1,536 Mechanics 288 384 - 672 Chemistry 144 - 144 288 Agro-industries 144 - 144 288 Textiles - 144 - 144 Electricity - - 144 144 Teacher Requirements 48 44 36 128 Capital Costs (DH million) 41.4 41.4 32.4 115.2 Buildings (without boarding) 14.7 13.9 12.1 40.7 Boarding facilities 9.9 9.9 9.9 29.7 Equipment 16.8 17.6 10.4 44.8 Annual Recurrent Expenditures (DH million) 7.0 6.5 5.5 19.0 Teachers' salaries 4.8 4.4 3.6 12.8 Other 2.2 2.1 1.9 6.2 5.79 The rationale for the establishment of the three institutes was based on manpower needs. Indeed, the recent World Bank Review of the Engineering Industries (February 2, 1981) concluded that even after the 13 ITAs under the Office start functioning (1983), 125 additional technicians and foremen will be needed annually to meet the mechanical industry's requirements. For budgetary reasons, however, only one institute, the Institute of Industrial Technology (Institut de Formation Industrielle et Technologique, IFIT) was included in the final Development Plan. IFIT will offer two-year courses at the post-baccalaureat level, composed of a common core cycle and a specialization cycle; upgrading and complementary in-service training courses; and technical assistance to industrial enterprises. 5.80 IFIT is to have a capacity of 720 students distributed as follows: 288 mechanics (industrial studies, metal construction, electricity); 144 chemistry (industrial chemistry, construction materials, plastics); 144 agro-industries (conditioned products, food industry, milling); and 144 textiles (weaving, dressmaking, finishing). The project cost is estimated at DH 150 million. - 23 - Ministry of Housing 5.81 The Ministry of Housing (Ministere de l'Habitat et de l'Amenagement du Territoire) reinforced its training activities considerably by establishing eight Technician Schools (Ecole d'Adjoints Techniques, EAT), one each in Casablanca, Rabat, Fes, Meknes, Oujda, Kenitra, Marrakech and Beni Mellal, which started functioning in October last year, and two additional centers in Tetouan and Settat which started functioning this year. The Ministry also established a National School of Architecture (Ecole Nationale d'Architecture), which began operations in the academic year 1980/81. 5.82 Technician Schools: EATs offer two-year courses for technicians and specialized technicians (adjoints techniques specialises) in two options, civil engineering, and architecture and town planning. Entrants must have completed the seventh secondary grade. In 1980/81, enrollments in the EATs were approximately 1,100 to 1,600 in the first year and 500 in the second. 5.83 The training program contains general subjects, the theory of the specialization, and practical work (Annex 17). The technical schools contribute to meeting manpower requirements in the particular areas mentioned above, placing priority on the needs of the public sector. The principal tasks of the technicians are to be able to express architectural and town planning concepts through statistics, drawings, etc.; to resolve technical problems; and to deal with administrative procedures. In addition, the specialized technicians should have a wide grasp of the architectural and town planning processes so that they can view specific problems within the overall context of a project. 5.84 Most teachers in EATs are civil servants working in other services of the Ministry of Housing or in other ministries, and teaching in schools on a part-time basis. EATs are located in provisional premises belonging to local administrations, the Ministry of Education, or the municipalities. New premises have just been completed for the Casablanca school. Recurrent expenditures for the schools in 1981 were abcut DH 6 million, not including salaries. All trainees receive scholarships of DH 370 per month for nine months of the year. There are no boarding facilities. 5.85 Institutions of Higher Education: Two autonomous higher education institutions under the auspices of the Ministry of Housing are the National School of Architecture and the National Institute for Development and Town Planning (Institut National d'Amenagement et d'Urbanisme). 5.86 The National School of Architecture accepts holders of scientific and technical baccalaureats. Its programs, still at the experimental stage, last six years and are divided into three two-year cycles. In 1980/81 (the first year of operation) 120 students were enrolled. Full-time teachers at the School are employees of the Ministry of Housing. There are several part-time teachers but the Ministry has already awarded fellowships to nine persons (five to study in the United States and four in France). Though now housed in borrowed premises, the School will have its own premises, to be constructed in Meknes. - 24 - 5.87 The Institute for Development and Town Planning in Casablanca offers post-degree studies for high ranking officials of the Ministry of Housing and other ministries with relevant services. Studies in the Institute last two years. The Institute accepts about 40 government employees every year from among university graduates selected on the basis of a written and oral test. Teachers are full-time and part-time. Full-time staff include two with State Doctorates, three with third-cycle Doctorates, two expatriates, and two United Nations Development Program (UNDP) experts. The Institute is housed in temporary quarters but is expected to move to newly constructed premises by the end of this year. 5.88 Administration; A special division in the Ministry of Housing, the Division of Staff Training (Division de Formation de Cadres), deals with all training. The Division has three functions; training, cooperation and documentation. The Ministry plans to reinforce this Division soon through staff upgrading (fellowships) and additional hiring. 5.89 Expansion Plans; Plans for the Ministry of Housing's training facilities included in the 1981-85 Economic Development Plan comprise the following: (a) completion of the facilities of the Technician School and the National Institute of Development and Town Planning, both in Casablanca; (b) construction and equipment for the National School of Architecture in Meknes; and (c) establishment of 11 additional technician schools. The average capacity of each technician school will be 100 training places, and the cost for each is estimated at DH 2.7 million (DH 1.0 million for construction and DH 1.7 million for equipment, site, and architectural studies). The overall cost of the expansion project is estimated at DH 87.5 million. Ministry of Social Affairs and Handicrafts 5.90 The National Institute for Leather Work and Textiles (Institut National du Cuir et des Textiles) was established in 1964 under the auspices of the Ministry of Social Affairs and Handicrafts (Directorate for Handicrafts) with ILO assistance. Its main objective is to train leather work and textile artisans. By 1978, the center had developed into a post-secondary institution dealing mainly with technician training. The Institute is described in this part of the report as it concerns training for industrial personnel. 5.91 Since 1978, the Institute has offered a two-year training program leading to a technician (adjoint technique) certificate to candidates who have completed the seventh secondary grade. In addition, the Institute offers 6- to 12-month courses for apprentices in the leather and textile industries, sons of artisans, etc., and provides technical assistance on the use of machines and special equipment to small industries and artisans. The annual output of the Institute is 60 to 70 technicians and 20 to 30 apprentices. In 1981, total enrollment in technician courses was 213 (including 23 females). All graduates easily find jobs in government enterprises or private industry. Salaries vary from DH 1,200-1,300 per month for government jobs to DH 2,000 to DH 3,000 for private jobs. - 25 - 5.92 There are about 9 to 10 times more applicants for technician training (900-1,000) than places available (100-120) for new entrants. The Institute organizes entrance examinations at the natiornal level (in all large towns) testing knowledge in mathematics, physics, French, and Arabic. Psycho- technique testing was also used experimental]y and, although useful, it could not be implemented regularly for lack of experienced personnel in this field. 5.93 The technician training programs include general subjects (French, Arabic, mathematics) related theory, and practice at the rate of 25%, 18%, and 57%, respectively. Practical work includes one month's training in industry toward the end of the second year of studies. The specializations taught include tanning and shoemaking for the leathEr industry, and spinning, weaving, dying, printing, and finishing for textiles. 5.94 Curricula are prepared in close col]aboration with employers, and final examinations are administered by a jury with industry representatives. Collaboration with industry is achieved through the Institute's Development Council (Conseil de Perfectionnement), a pernmanent body presided over by a representative of the Ministry of Social Affairs and Handicrafts and including as members representatives (one each) of the Leather and Textile Industries, the Chamber of Commerce and Industry, and the artisans. 5.95 The teaching staff of the Institute numbers 22; 5 general subject teachers (2 expatriates), 11 technical teachers (4 expatriates), and 6 workshop chiefs. In principle, technical teachers are Institute graduates who have completed their studies abroad (in France or Belgium) including three to four months of pedagogical training. There is a high turnover of technical teachers because of relatively low salaries (scale 8-10). The non-teaching staff are composed of 5 administrative staff (director, deputy director, accountant, and 2 secretaries) and 9 service staff, for operation of the boarding facilities, among other functions. 5.96 The Ministry of Social Affairs and lHandicrafts pays salaries directly. Other annual budget allocations, handled by the Institute, are minimal; they include (1981 budget) DH 10,000 for raw materials, DH 10,000 for maintenance, DH 10,000 for heating, and DH 6,000 for medical expenses. Of the DH 54.4 million allotted to the reinforcemenl: of the training activities of the Ministry of Social Affairs and Handicrafi:s, the rehabilitation of the Institute's buildings, which belong to the University of Fes, is to receive DH 0.5 million. 5.97 The Institute handles the budget for operating the boarding facilities (all students are boarders). Stutathenuttcs and Science 13 13 13 39 32,5 lelamic Education I I I I I I Mathematics 6 6 6 18 Physical Science 5 5 5 French z 2 2 4 4 4 Applied Physical Science 2 2 2 6 Language option 2 2 2 4 4 3 Technolugy and Specializations 8 10 8 26 21,7 Physlcal Education 2 2 2 2 l 2 Construction and Construction Methods 6 5 5 16 Assenmloy Technology 2 1 1 4 HIstory and Geography - - - 2 2 2 AuHosechnic - 2 1 3 I Methiods - 2 3 Worishaops 10 a 10 28 3 J. Total 9 9 9 16 16 IS rotal 40 40 40 120 lu0 O C. Construction Option D. Accounting Option (Economica and Management) General Subjects Grade Grade Grade Total X Subjects Grade Grade Grade Total X 10 11 12 10 II 12 Comon Courses 9 9 9 27 24.3 Coaon Coursea 16 16 15 47 41.2 Math and Science 13 13 13 39 35,2 HMth 4 4 5 -13 11,4 Math 6 6 6 18 Specialisations 14 14 14 42 3 9 Physical Science 5 5 5 15 Applied Physical Science 2 2 2 6 Quantitative Management Methods 4 4 4 12 Technology and Other Information Processing 2 2 2 o Speclalizations 15 15 15 45 40,5 Economics and Organization of Construction 4 4 4 12 the Firm 2 2 2 o Construction Technology I I 1 i Finance Mathematlcs 2 2 2 o Tools. Materials 6 Installation I I I 3 Surveying 2 2 2 6 Expression Techniques _ 2 2 4 Firm and Worksite Organizatlon I I 1 3 Law 2 2 2 6 Materials Technology and Construction Methods 3 3 3 9 Statistics 2 - - I Measuring 3 Wrkshop 4 4 4 12 29.3 Total 31 37 31 III 100,0 Total 38 38 38 114 Iou,o Source; Ministhre de l Education. Direction de l Enseignes.lat Technique. - 47 - Anne.x LO HIGHER TICHNICAL TEAC11ER TRAININtQ COLLEl,E (ENSET) WURSE L*ttlRM First year 2nd year 3rd year 4th year total (1) Subjects Class Workshop Class Workshop Class Workshop Class Workshop Class Workshop A. MEChANICAL SECTION General Instruction IS 2 15 0 5 0 0 0 24.1 Kathematics 7 - 6 - - - - - Physics 4 - 6 - 3 - - - Arabic 1 1 - Arabic scientific terminology - - - - I English 2 - 1 - I French for science I - I Technical Instruction 16 6 15 6 U 7 9 16 12 44.1 22.8 Materials science 3 2 2 2 1 Mechanics 5 4 - 2 Electronics - - 1 - 1 2 - 2 Resistance - - - - 3 - 4 - Mechanics of asserably 2 4 2 4 2 4 2 8 Automated devices - - - 3 3 4 2 Mechanics of conscr. 6 - 6 - 5 - 6 - Teaching Methods 0 0 0 0 3 3 4 3 4.9 4.1 (a) Theorys Sciene of education - - - - 1.5 - 1.5 - Teaching methods - - - - 1.5 - 1.5 (b) Practice; - - - - - 3 - 3 Teaching legislation - - - - - - I - Factory visits - - Visits - - - Short courses - - - 2-mnth courses - - Tocal 31 6 30 6 25 12 20 15 73.1 26.9 A. ELECTRICAL ENGINEERING SECTIONl General Instruction 19 0 17 1 3 0 0 0 27.7 0.7 Mathematics 10 - 10 - - - - - Physics 4 - 3 1 - - - - Arabic 2 - 2 - - - - Arabic scientific terminology - - - - 1 - - - English 2 - 1 - 1 - I French for science I - I - 1 Pechnical Instruction 11 4 14 5 15 12 15 12 39.0 23.4 Chteistry, metallurgy 3 - 2 1 - - - Industrial drawing 4 - 3 Electrical principals 2 1 2 1 Theory & technology of measuring inscruments 1 2 1 1 Basic ind. electronics 1 1 1 1 High voltage ind. elect. - - - - 3 2 3 2 Low voltage circuits - - - 3 2 3 2 Zlectro-tech. equipment - - - - 2 4 3 4 Equipment workshop - - 3 - 2 2 3 2 Automtion - - 2 1 5 2 3 2 Teaching Methods 0 0 2 0 3 3 4 3 5.0 4.2 (a) Theorys Science of Education - - - - 1.5 - 1.5 - Teaching Methods - - L 1.5 - 1.5 - (b) Practices - - - - - 3 - 3 Tea-hing legislation - - - - - - I - Factory visits - - Visits - - - - Short courses - - - - 2sonuth courses Total 30 4 31 6 21 15 t9 is 71.7 28.3 Sourest gNSET. OFFICE DE LA FORMATION PROFESSIONNELLE ET DE LA PROMOTION DU TRAVAIL (OFFICE) Distribution of Students in Vocational Training Ceniters and Institutes, 1980/81 A. Institutes Student Instructors Student Technicians Training QualTfica Ist 2nd Total let Year Total tionl Yeur Year TtlYear Year 1. rnstitute of Applied TechnoloRy 460 (ITA), Casablanca 30 10 28 22 50 281 89 370 Mechanical Construction - - 2 7 9 80 12 92 101 General Electricity _ 11 7 18 30 9 39 57 Automation _ 14 - 14 14 Heating and Cooling - - 4 - 4 17 - 17 21 Industrial Electronics - - 5 1 6 38 13 51 57 Auto Mechanics _ _ 4 5 9 48 15 63 72 Agricultural Mechanics _ _ - - - - 11 11 11 Metallic Construction - - I 1 42 22 64 65 Industrial Drawing - - 1 2 3 12 7 19 22 Electronics 16 - - - - _ 16 Milling 14 10 - - - _ _ _ 24 2. Institute of Building Trades (IMB), Casablanca 0 130 41 27 68 91 16 107 305 Heavy Construction - 20 18 10 28 26 5 31 79 Construction Drawing - 46 - - - 25 8 33 79 Plumbing - 23 13 _ 13 9 - 9 45 Central Heating - 21 - - - - - 21 Cabinet-making - - 10 10 20 18 1 19 39 Metal-finishing - 20 - , 7 13 2 15 42 a 3. National Institute for Administra- A tive Staff TraininR in Accounting, (INFCCS), Casablanca 33 0 23 13 36 131 97 228 297 Accountant 14 6 20 52 52 104 124 Administrative Secretary - _ 9 7 16 79 45 124 140 Secretary 33 _- - - - - . - 33 Total 63 140 92 62 154 503 202 705 1.062 of which students interns 450 boarding students 60 Source: Office - 49 - Annex 11 Page 2/4 B. VOCATIONAL TRAINING CENTERS (CQP) AND COMMERCIAL TRAINING CENTERS (CCS) Section and Specialization CQP CCS 1. Industrial Section 3.134 .~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~~~~~~.3 Basic mechanics 702 Agricultural mechanics 249 Motors 428 Electrical maintenance 147 Bagic electricity 495 Heating and cooling 39 Maintenance methods 252 Automotive circuits 18 Lathework 67 Solder and tinwork 301 milling 30 Soldering 15 Tractor 25 Brazing 84 Machine tools 12 Office machinery 12 Industrial drawing 100 Automation 10 Diesel engines 133 Electronics 15 2. Construction Section 991 Plumbing Metal-finishing 30 4 Cabinet-making Construction drawing 10 3. Commercial Section. cq- 'CCS 373 318 Accountant 19 Accountant 60 Administrative Secretary 18 Administra.tive Secretary 40 Accountant Aide 161 Accountant. Aide 85 Secretary 175 Secretary 133 Number of Students 4.498 318 Number of Student Centers 34 5 Number of Student Interns 1.659 Number of Boarding Students 275 C. TAILORING TRAINING CENTERS (CEFPT) AND CONSTRUCTION TRAINING CENTERS (CPB) CFPT CPB Students 1.169 3.400 Number of Centers 10 51 SoLtrap: Office -J D. SUMMARY TABLE OF STUDENTS, 1980/81 Enrollment by Sector Number of Indus- Construc- Commer- Constr. Centers trial tion cial Tailor Projects Total A. Institutes 3 460 305 297 - - 1,06 Student instructors, 1st year - 28 41 23 - - 92 Student instructors, 2nd year - 22 27 13 - - 62 Student technicians, 1st year - 281 91 131 - - 503 Student technicians, 2nd year - 89 16 97 - - 202 Training - 40 130 33 - - 203 B. Vocational Training Centers 34 3,134 991 373 - - 4,498 Skill Training 1st year - 360 991 336 - - 1,687 Skill Training 2nd year - 2,774 - 37 - - 2,813 U' C. Comnercial Training Centers 5 - - 318 - - 318 Skill Training 1st year - - - 218 - - 218 Skill Training 2nd year - - - 100 - - 100 D. Tailoring Training Centers 2 years 10 - - - 1169 - 1,169 E. Construction Training Centers 6 tmonths 51. - - - 3-400 3,400 Total 3,594 1,296 988 1,169 3,400 10,447 Sources Office. Ix~ , t- . - 51 - *......a * Page 4/4 E. LOCATION OF VOCATIONAL TRAINING IN',TITUTES AND CENTERS City Type of Center or Irstitution-'/ ITA CQP | CCS CFPP-T CPB Rabat-1 2 Casablanca 3 3 - 2 3 Agadir _ 1 1 _ 1 Dakh3la 1 1 _ _ El Jadlda _ 1 1 _ 1 Essaoura _ 1 _ . _ Tb. _ 1 .1 1 Boutrea _ 1 _ _ _ Kenitra . _ 2. _ 1 1 'Xen±fra _ . 1 _ _ _ Oued-Zem _ 1 _ _ 1 iIAyoune _ 1 _ _ _ Fqu±h Ben Salah _ _ 1 _ 1 Beni Mellal _ _ 1 _ 1 j asba-Tadla ' _ 1 _ _ _ Marrakech _ t _ 1 _ Mekn'es _ 1 _ 1 1 Tassaout _ 1 _ _ _ Nador _ 1 _ _ Ouarzazate _ 1 _ _ Oujda _ 1 _ _ 1 Safi _ 1 _ _ 1 Yousaoufia _ 1 _ _ _ Xhourib3a _ 1 _ _ 1 Settat . .1 - - - Tanger - 2 _ 1 _ Tan-Tan - 1 _ ' Taza - 1 . 1 _ Guercif - I _ _ _ Tetouan - 1 _ 1 LArache - 1 _ 1 Qther cttes 1/ - - - -34 Total 3 5 10 51 Source : OFPrP - Service Gestion des Centres 17One in each of the fU]lowing citics: BouJa&d, Jerrada, Errachidia, Ifrni, Kh6mizs-Mettouh, Khemisset, Lagfaf, Missour, Mohaumedia, Ouazzane, Oued-Aml1l, Errefoud, Ronmnani, Sidi-Bennouir, Sidi-Kacem, Sidi-Slimane, Taroudant, Temara, Tiflet, Tiznit, Chaouesn, Berkane, Ben Slimane, Ben Ahmed, Azenmour, Al-Hoceima, Oued-Akraich, Berreehid, Aln Harrouda, Hattane, Ksiba, Ouled Fennane, Fnideq, Midelt. - 52 - Annex 12 OFFICE DE LA FORMATION PROFESSIONNELLE ET DE LA PROMOTION DU _ - TRAVAIL (OFFICE) Growth of Course Enrollments (1974-1979) A. Pre-Service Section 1974 1975 1976 1977 1978 1979 |Ttal Industrial 1.552 1.990 2.078 2.510 2.722 3.026 13.878 Constructio 120 257 354 4.003 5.145 5.831 15.710 Commercial 263 471 548 514 698 825 3.319 Tailoritng 261 -806 835 849 1.061 1.042 4.854 Total 2.1 96 3.524 3.815 7.876 9.526 10.724 37.761 B. In-Service 1975 1976 1977 1978 1979 Total Correspondence Courses 700 924 327 522 532 3.005 Functional training 243 401 413 475 531 2.063 Accounting and 148 193 223 178 1.056 Secretarial Technical Upgrading Courses 331 637 739 729 981 3.417 Mobile Technical Upgrading 2.226 2.223 2.409 2.823 9.681 Courses _ - _ 251 356 607 Total 1.422 4.502 3.895 4.609 5.401 19.829 Source : Office - 53 Annex 13 OPFICE DE LA FORMATION PROFESSIONNELLE ET DE, LA PROMOTION DU TRAVAIL (OFFICE) Institutes of Applied Technology (ITA) Sample of Teaching Program - Technician in Architectural Drawing Hours per Week Hours per Year Subjects lIt 2nd 1st 2nd Year!a Year Year Year.. Total Z 1. General Instruction 7 _ 224 224 448 15.9 Legislation, security and work safety I 32 - 32 Work organization - L - 32 32 Technical Arabic I 32 32 64 - Technical French 2 :2 64 64 128 Technical English 1 L 32 32 64 Physical Education 2 2 64 64 128 2. Scientific Instruction 5 Is 160 192 352 12.5 Math 2 2 64 64 128 Descriptive Geometry 2 2 64 64 128 Chemistry 1 - 32 - 32 Physics - 2 - 64 64 3. Technical Instruction ' 11 10 352 320 672 23.8 General and vocational technology 4 2 128 64 192 Elements of construction 1 1 32 32 64 Graphic methods 4 - 128 - 128 Metrics 2 - 64 - 64 Material resistance - 2 - 64 64 Structural calculation - 2 - 64 64 Concrete structures - 2 - 64 64 Material testing - 1 - 32 32 4. Workshops 16 16 512 512 1.024 36,4 Building drawing 12 - 384 - 384 Geometric training 3 - 96 96 Building sketching I - 32 - 32. Scale drawings - 11 - 352 352 Perspective drawing - 3 - 96 96 Site visit - 2 - 64 64 5. Industry Course - - 160 160 320 11,4 Total 39 139 1.408 1.408 2.816 100.0 Soarces Offi'ce a/ Drawing sections are identical in the first-year course. 54 - Annex 14 OFFICE DE vA FOPOATION ?ROPFESIOtNTELLE E" DrE IA PROMOTION DU TRAVAIL (Office) Summary Cost Table for Vocational Training, 1980 A. Total Annual Costs by Type of Training Daily Type of i,:aining Cost Number ofI Length of mTraining T (in DH) Participant Training Training Cost per .___ ___ ____ ___ ____ ___ _ _ _ _ _ _ _(in d ay s) Davs P a r ic i ga t Upgrading 1!042,985 593 12 7.116 146,5 Functional Training and Accounting 204.361 711 4 2.844 71,8 Night Courses 1.858.136 2.632 36 94.752 19,6 Correspondence Courses 97.218 324 20 6.480 15 Mobile-unit Courses 363.373 117 88 10.295 35,3 Training under Contra'ct 821.671 1.269 51 64.719 12,7 Total 4.389.844 5.646 3. 186.207 | 23,5 B. Total Annual Costs by Type of Expense Category of Expenditure Amount (in DH) _ Salary I.485.557 34 Materials 537.037 12 Capital amortization 1.422.500 32 General Expenses 204.750 5 Financial participation 74o.000 17 (under contract) Total 4.389.844 100 % Source: (Office) OFFICE DE LA FORMATION PROFESSIONNELLE ET DE IA PROMOTION DU TRAVAIL (OFFICE) New Institution of Applied Technology (ITA) Planned during the Period 1981-1985 Specialization Rabat Agadir El Jadida Fes Khouribga Marrakech Meknes Nador Oujda Safi Settat Tanger Taza Total Mechanical 1 1 1 1 1 - 1 1. - - 1 - - 8 Electrical 1 1 1 1 1 1 1 1 1 1 1 1 - 12 Precision Machinery 1 - - - - - _ _ _ _ 2 Printing I - - - - - - ' - - - - 1 Milling I - 1 - - - _ _ 1 Sheet Metal - 1 1 1 - - 1 1 1 1 1 1 1 10 Heating and Cooling 1 1 - 1 1 1 - - 1 1 - 1 - 8 Automation 1 . 1 :1 1 1 _ 1 1 1 - 1 - 9 Electronics 1 1 1 1 1 1 - - 1 1 - 1 - 9 MSotors - 1 1 - 1 I 1 - 1 - 1 - 1 7 Casting - - - - - - - 1 - - - - - 1 Building _ - - 1 1 - - - - - 2 4 Chemical Engineering - - - - - - - 1 - 1 - - _ 2 Industrial Printing 6 1 1 - _ 1 - - - _ _ 6 Construction Drawing 1 1 - - - 1 3 _ _ _ _ _ _ Accounting and Secretarial _ _ _ - 1 1 _ 1 1 1 - 1 6 Number of Specializations 9 8 7 7 7 7 7 7 7 5 6 5 89 per ITA Total Capacity 360 320 280 280 280 280 280 280 280 280 200 240 200 3.560 Boarding Student 150 120 100 100 100 100 100 100 100 100 100 100 100 1.370 Capacity Source: Office 0 x r.I -56 - Annex 16 OFFICE DE LA FORMATION PROFESSIONNELLE ET DE LA PROMOTION DU TRAVAIL (OFFICE) NEW INSTITUTES OF APPLIED TECHNOLOGY (ITA) PLANNED FOR PERIOD 1981-1985; STAFFING NEEDS BY SIZE OF FACILITY Capacity at Start of Program 360 320 280 240 200 Number of Specializations 9 8 7 6 5 Boarding Capacity 150 100 100 100 100 A. Teaching Staff 41 34 30 26 - 22 Technical instruction 9 8 7 6 5 Workshops 18 16 14 12 10 Physical 2 2 1 1 1 Organization of work program 2 1 1 1 1 Laboratories 2 2 2 2 1 General instruction (Arabic, French, English, physical ed. 8 5 5 4 4 B. Administrative Staff 10 9 8 8 7 Administrative (director and assistant, etc.) 3 3 3 3 3 Counselor 1 1 1 1 1 Drafting 1 1 1 1 1 Secretarial 5 4 3 3 2 C. General Services Staff 15 12 12 12 11 Technical director 1 1 1 1 1 Stores 2 2 2 2 2 Nursing 1 1 1 1 1 Maintenance 6 4 4 4 3 Drivers 2 1 1 1 1 Guards 3 3 3 3 3 D. Food Service and Dormitory 15 11 11 9 9 Dormitory director 1 1 1 1 1 Rector 1 1 1 1 1 Kitchen 7 5 5 4 4 Support staff 6 4 4 3 3 Total 81 66 61 55 49 Source; Office - .57 - Annex 17 MINISTRY OF HOUSING PROGRAM AND TEACHING HOURS - ARCHITECTURE AND URBAN DESIGN OPTION Adjoints Techniques Adjoints Techniques Spdcialisds Subjects 1st 2nd 1st 2nd Year Year Total X Year Year Total Z Basic Instruction 210 50 260 20.0 190 50 240 25.0 Arabic 40 - 40 40 - 40 French 40 - 40 40 - 40 Mathematics 40 - 40 40 - 40 SRatial Rendering 30 - 30 30 - 30 Data Processing - 30 30 - 30 30 History of Urban Design 30 - 30 20 - 20 Urban Geography 30 - 30 20 - 20 Admin. Law - 20 20 - 20 20 Architecture and Urbanism 130 170 300 23.1 130 130 260 27.1 Architecture 60 - 60 60 - 60 Architecture project - 40 40 - -- Analysis of Urban Design 70 - 70 70 - 70 Zoning - 90 90 - 90 90 Urbanism project - 40 40 - 40 40 Construction 200 40 240 18.5 180 40 220 22.9 Siting 40 - 40 40 - 40 Materials Resistance 40 - 40 40 - 40 Construction 40 - 40 40 - 40 Worksite Organization 80 - 80 60 - 60 Construction Regulation - 40 40 - 40 40 Elements of Design 220 280 500 38.4 120 120 240 25.0 Form and color 30 - 30 30 - 30 Design techniques 30 - 30 30 - 30 Architectural drawing 160 220 380 60 60 120 Graphic communication - 30 30 - 30 30 Mapping - 30 30 - 30 30 Total 760 540 1,300 LOO.0 620 340 960 100.0 Sources Ministry of Housing