Education In Morocco
Since the independence of Morocco in 1956, the Moroccan government began to implement sweeping reforms of general education and technical and vocational education. Despite the economic challenges faced in the 1990's and early 2000, the government continued its concerted efforts to improve the entire educational landscape. In 2006, education spending amounted to 5.5% of GDP , placing the country at a level of expenditure on education as% of GDP higher than that of other Arab countries like Oman , the Kuwait or ' Egypt .
Morocco occupies the 130th rank in the Human Development Index (HDI). The literacy rate of adult Moroccans was 52% in 2004 . Although rates of school completion and enrollment have improved the chances of achieving the MDGs is uncertain in the case of Morocco
The Moroccan education system offers three tracks:
- The chain of modern education, corresponding to a continuation of the French system;
- The industry's original teaching, combining the Quranic teachings;
- The sector of technical education, producing skilled labor .
Summary |
History of education
The school became compulsory for all Moroccan children aged 6 to 13 years in 1963 . From that date, all subjects were Arabized in the first two years of school, while French was maintained as the language of teaching mathematics and science in the cycles of primary and secondary. A few years later, to meet the growing demand for secondary education in the 70's, Morocco has brought French-speaking teachers from countries such as France , the Romania and Bulgaria to teach math and science, and teachers Arabic to teach humanities and social sciences. In 1989, the Arabization of all subjects in all classes of cycles of primary and secondary education was completed. However, French has been preserved as the language of teaching science subjects in technical schools and secondary vocational , technical education institutions, the colleges of technology and universities .
The government has implemented several reforms to improve access to education and reduce regional differences in education. Mohammed VI has decided to introduce a "Decade of Education" covering the period 1999 - 2009. During this period, the government reform initiative has focused on five main themes to strengthen the role of knowledge in economic development: education, governance, private sector development, e-commerce and access. Morocco has also succeeded in improving the basic education system with the help of the World Bank and other multilateral agencies.
System Management Education in Morocco
The education system in Morocco has a pre-school, primary, secondary and university levels. Government efforts to improve the availability of education services have increased access to all levels of education. Morocco's education system comprises a primary cycle of six years, a secondary college in three years, a cycle of three years qualifying secondary and higher education. It is under the Ministry of National Education, Higher Education, training managers and scientific research (DEM). The Ministry of Education has decentralized its services at regions created in 1999, when the 72 provinces were combined into 16 regional administrative units. Then, the responsibility for the delivery of education services has been slowly transferred to the regional level. This decentralization process will ensure that education programs meet regional needs while ensuring local management of the budget. Each region has a Regional Academy for education and training with a regional director who oversees the provincial delegates of the region. The regional academies are also responsible for the development of 30% of the program to suit local needs. The headquarters of the MNE continues to manage the remaining 70% . Also The Delegations are charged With Providing services for education in Their regions .
Preschool
According to the National Charter, Preschool education is compulsory and accessible to all children under six years. This level caters for children aged four to six years. There are two types of pre-primary schools in Morocco: Nursery and Koranic schools. Kindergartens are private schools that teach mainly in cities. Koranic schools prepare children for primary education by helping them acquire basic literacy and numeracy skills. Koranic schools have the potential to become a major force in the fight against illiteracy (TIMSS). Nearly 80% of children attend some form of Koranic school for part of their school years . In 2007, the gross enrollment ratio (GER) in pre-school students in Morocco was about 60%, with the GER of boys reaching 69.4% and 49.6% for girls. The GER of girls has increased in recent years, while that of boys is about 69% since 2003 Primary education The cycle of primary education lasts six years and welcomes children from 6 to 12 years. Students must complete a Certificate of Primary Education to be admitted into the college cycle of secondary education . The gross enrollment ratio (GER) at primary level increased steadily during the 2000s. In 2007, the total GER at primary level stood at 107.4% - 112% for males and 101% for girls. But the index of gender parity for TBS was 0.89, indicating that the problem of gender inequality persists in primary, not to mention the inequality between regions with schools without nonquipes toilets. The repetition rate at primary level is 11.8%, 13.7% for boys and 9.7% for girls. Rates have declined in recent years for both sexes. The dropout rate at primary level in 2006 was 22%. The dropout rate for girls is also higher than that of boys, 22% and 21%, respectively . The dropout rate remains a major problem especially in rural areas, but the government still needs to intensify its efforts to reduce the dropout rate still remains very high compared with other Arab countries like Algeria, Oman, Egypt and Tunisia . The secondary education begins with a cycle of three years of college, called "College." After 9 years of basic education, students engage in upper secondary education which includes a core of one year. The first year students choose among several options, letters , science , mathematics or original option. The second-year students take courses in natural sciences , physics , agronomy , engineering, mathematics or follow A or B. At the end of secondary studies, students are required to pass a national certifying their studies to obtain the certificate of bachelor. The gross secondary school enrollment in 2007 was 55.8%. But in secondary education repetition rates and dropout rates remain high. Furthermore Index Gender GER in secondary schools was 0.86 in 2007, which is no better than in other Arab countries and reflects the considerable disparity in enrollment between the sexes in secondary. The system of higher education includes private and public institutions. There are 14 universities in Morocco public , and a large number of private universities. In 2007, 88,137 university degrees were awarded. The gross enrollment at the university level is 11% and it has not changed much in recent years . Admission to public universities is subject to the baccalaureate for colleges of technology (IS), admission is based on a selection basis of marks obtained in bachelor sometimes followed by an interview or a contest, while admission to other institutions, such as engineering schools or business schools, is competitive. Besides the engineering studies , other fields of study are up sharply medicine and business management. According to the Ministry of Education, enrollment in school management rose 3.1% in 2003-2004 compared to 2002-2003. A bachelor's degree usually requires two or three years of study and on average it takes two years to obtain a master . Moroccan universities have also begun to integrate the use of information technology and communication. A number of universities have started offering courses in software engineering and hardware engineering. This sector supplies 2,000 graduates per year in the field of information technology and communication . Moroccan educational institutions have also established partnerships with educational institutions of Europe and Canada and offer joint degree programs in various areas to obtain a degree in reputable universities In the context of strengthening public accountability, the Moroccan universities are subject to an assessment since 2000, with the intention to put its results available to all stakeholders, including parents and students . Although there are a number of private institutions, enrollment in private institutions of higher education remains low, representing less than 3.5% of total university enrollment. Private schools also suffer from low or inadequate qualifications of staff. This results mainly from tuition fees prohibitive. The curricula of business schools, in particular, is outdated and should be revised to reflect the changing needs of the labor market. The private sector does not contribute sufficiently to the offer date practical knowledge of business as part of vocational schools . The internal efficiency is also low, with high rates of dropout and repetition. There is also a growing unmet demand for college schools corresponding to high rate of access to primary education . The problem is more acute in rural schools due to inadequate supply and quality instructional materials. The poor quality of education becomes an even more acute because of problems related to language Arab-Berber. Indeed, most children of Berber hardly speak the Arabic primary school when they enter, or is the language of instruction in schools . The low level of literacy in the region of the Maghreb is also a major problem. In Morocco, the adult illiteracy rate remains at a high level, about 40% in 2007, despite concerted efforts since independence in 1956 to reduce the illiteracy rate reached 87% at this time. In absolute terms, the number of illiterate adults has dropped from six to nine million people. Morocco is one of five Arab countries concentrate 70% of the estimated 70 million adult illiterates in the Arab world. In rural areas and for females, the problem is even more worrying: in 2004 three quarters of women were illiterate . In addition, the rate of emigration of skilled workers was high (ie the total number of highly qualified expatriates from the total number of Aboriginal graduates is high). The Morocco loses a substantial amount of skilled expatriates to foreign countries, the Moroccan representative of the largest community of North Africa who migrated to Europe . Since the late 80s, the governments of the Maghreb have undertaken in partnership with civil society organizations to fight against illiteracy. NGO Programme launched in 1988 provides literacy classes to 54% of total learners enrolled in literacy programs for adults. The General Program and departmental programs based on different departments and communities to provide literacy programs. Programs in companies focused on meeting the needs of the workforce by supporting continuing education in business . A complete renovation of the education system and training has been prepared in a participatory manner in 1998-1999. She helped design a vision of long-term development of this sector to meet the needs of economic and social development . Improving the quality of results in the education sector has become an important priority for the Government of Morocco. To overcome the difficulties faced by the education sector, the government undertook a comprehensive reform of education and training with the promulgation in 1999 of the National Charter for Education and Training (NECS). The NUFF, enjoying a strong national consensus, said that 2000-2009 would be the "decade of national education and training" and erected "the education and training in first national priority, after territorial integrity. " The reform program defined by the NECS, has also received strong support from community donors. Nevertheless, the reform program has fallen behind in its implementation. Morocco and other countries of the Maghreb are now fully engaged in the eradication of illiteracy. Morocco has officially adopted in 2004 a National Literacy and non formal education. An integrated view of literacy, development and poverty reduction has been promoted by the National Initiative for Human Development (NIHD), launched by King Mohammed VI in May 2005 . The Moroccan government has also adopted a strategy in 2005 aimed at making information technology and communication available in all public schools to improve teaching quality. Infrastructure, teacher training and development of educational content were also part of this national program . A number of donors including the United States Agency for International Development (USAID) and UNICEF , are implementing programs to improve the quality of education at the basic level and training teachers. The World Bank also provides assistance in improving the infrastructure at all levels of education and provides training and skills development of integrated strategies for employment creation for the various stakeholders . At the request of the highest government authorities, a bold Emergency Program for Education (PU) was established to catch up this process of reform. PU, covering the period 2009-2012, based on lessons learned during the last decade. In this context, the Government has asked five major donors - the European Union (EU), European Investment Bank (EIB), French Development Agency (AFD), African Development Bank (ADB) and World Bank - assist in the implementation of the reform program of PU . 
Secondary education
Higher education
The challenges in the education sector
Reform efforts in the education sector
References
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