Mediterranean Region “Overview” series - ETFfile/MED_VET_Morocco_02_EN.pdf · 1.5 Linking vocational training with jobs and the labour market ... direct elections to the Lower

Mediterranean Region

European Training Foundation

“Overview” series

Vocational education andtraining in Morocco andits relevance to the labour market

European Training Foundation

Villa Gualino, Viale Settimio Severo, 65, I-10133 Torino

Tel: (39) 011 630 22 22 / Fax: (39) 011 630 22 00 / email: [email protected]

Web: http://www.etf.eu.int

The European Training Foundation is an agency of the EuropeanUnion which works in the field of vocational education andtraining in Central and Eastern Europe, the New IndependentStates, Mongolia and the Mediterranean partner countries andterritories. The Foundation also provides technical assistance tothe European Commission for the Tempus Programme.

Vocational education andtraining in Morocco and

its relevance tothe labour market

Original version in French, April 2002

Table of contents

1. Executive summary 1

1.1 Political, economic and social situation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1.2 The policy for developing human resources in Morocco. . . . . . . . . . . . . . . . . . . . . . 1

1.3 Linking vocational training with the education system. . . . . . . . . . . . . . . . . . . . . . . 2

1.4 Organisation and purpose of vocational training . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

1.5 Linking vocational training with jobs and the labour market. . . . . . . . . . . . . . . . . . 6

2. Introduction 8

2.1 Aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2.2 Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2.3 Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

3. Economic and social situation 9

3.1 Present situation and prospects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

3.2 National policy for developing human resources . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

4. Vocational training 12

4.1 The education and training system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

4.2 The vocational training sector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

4.2.1 The sector’s medium-term aims. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

4.2.2 The training provision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

4.2.3 Training engineering and organisation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

4.2.4 The training of trainers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

4.2.5 The organisation of training establishments . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

4.3 Continuing education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

4.4 Procedure for certifying training courses and establishments . . . . . . . . . . . . . . . . 21

4.5 Financing vocational training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

4.6 Running the vocational training system. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

4.6.1 Strategic planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

4.6.2 Decision-making methods and tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

4.6.3 The information system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

4.6.4 Financial management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

4.6.5 Institutional mechanisms of consultation and control . . . . . . . . . . . . . . . . . . . 24

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Vocational education and training in Morocco and its relevance to the labour market

4.7 The strategy of implementing the reform of the vocational training system . . . . 25

4.7.1 Skills needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

4.7.2 Donor contribution to upgrading the vocational training system . . . . . . . . . . 26

5. Relationships with jobs and the labour market 29

5.1 Structuring the employment system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

5.1.1 Employment by education and qualification levels . . . . . . . . . . . . . . . . . . . . . . 29

5.2 The labour market . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

5.2.1 Job creation and initial entry into working life . . . . . . . . . . . . . . . . . . . . . . . . . 30

5.2.2 Unemployment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

5.2.3 Structural disparities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

5.2.4 The employment code. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

5.2.5 Working relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

5.3 Employment initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

5.3.1 Growth and employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

5.3.2 Initiatives adopted in the recent past: assessment of employment measures . . 33

5.3.3 Measures currently in force. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

5.3.4 Information about jobs and the labour market . . . . . . . . . . . . . . . . . . . . . . . . . 36

5.3.5 Local and regional management of jobs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

6. Summary of reports and recommendations 38

6.1 On the education-training link. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

6.2 On vocational training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

6.3 On the labour market. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Annexes 43

Annex 1: Acronyms and abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Annex 2: Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Annex 3: Labour market statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Annex 4: Vocational training statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

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1 - Executive summary

1.1 Political, economic and socialsituation

By virtue of its population, its social andeconomic development potential, the activepart it plays in the Barcelona Process1 andthe volume of its economic trade with theEuropean Union’s partner countries,Morocco holds an important position in theMediterranean region.

Politically, the country has been involved ina process of liberalisation of political life, thestarting point for which was the amendmentof the 1996 Constitution, which provides fordirect elections to the Lower Chamber andthe Government’s greater accountability toParliament.

Following the 1997 elections, the formeropposition leader became Prime Ministerand a centre-left coalition Government wasestablished, thus ending several decades ofpolitical domination by the so-called‘loyalist’ parties. Since Mohammed VI’saccession to the throne in 1999, a range ofmeasures, aimed at progressivelydemocratising and consolidating the lawfulState, has strengthened the process.

Economically, despite its low rates of growthover these last few years, Morocco hasinitiated a range of reforms aimed atsignificantly increasing economic growthand permanently improving macroeconomicperformance. These measures are alsotargeted, in the medium-term, at theupgrading of the manufacturing base andthe institutions.

A five-year social and economicdevelopment plan (2000-04) was adopted inJuly 2000 and has begun to be implemented.It is based on the following central themes:

� reduction in unemployment and povertyby promoting economic growth andjobs;

� better integration of Morocco intoproduction and world trade;

� consolidation of agricultural bases whereprofitability is too dependent on thevagaries of the weather.

Regionally, Morocco is working towardsbecoming more linked to the EuropeanUnion and greater cooperation within theEuro-Mediterranean region in order toincrease foreign trade and investment.

1.2 The policy for developing humanresources in Morocco

The policy for developing human resourcesis a major objective of Government action inMorocco. It is regarded as one of the maintools for modernising Moroccan society andwill mean that short, medium and long-termchallenges can be taken up. It is based on thereform of the education and training system,established as a national priority, and itsobjectives are defined by the NationalEducation and Training Charter, publishedin December 1999.

The anticipated reform is based on thefollowing central themes:

� the general implementation of qualitybasic education (primary and junior), inparticular, the education of everysix year-old child;

� improvement of the system’s internal andexternal performance so that themaximum number of pupils is able tocomplete primary and junior levels in themedium-term and greater numbers canhave access to a junior and universityeducation;

� the establishment of informal educationfor young people between the ages of 8and 16 not in full-time education or

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1 The EU/Morocco Association Agreement entered into force in March 2001.

out-of-school so that they are able tore-enter an education-training cycle.

� combating and eventually eradicatingilliteracy, which currently affects 51% ofthe population.

On vocational training, the plan is to:

� raise the number of qualified peopleentering the labour market each year by30% by developing apprenticeshiptraining schemes and sandwich courses;

� meeting companies’ skills needs andbacking them up in the context of theglobalisation of trade and the openingup of the national market, by furtherdeveloping continuing education andoperating according to a market system.

This policy of developing human resourceswas started in 2000, and its objectives haveonly been partially achieved.

1.3 Linking vocational training tothe education system

Vocational training in Morocco is upstreamof a relatively unsupervised, changinglabour market. Most of the population ofworking age has access, in particularfirst-time job-seekers with no preparationfor starting working life. It is downstreamof an education system that is beingcompletely restructured and which hascapacities that are insufficiently developedto accommodate the educational needs ofthe population and which generatessignificant dropout from schools atdifferent stages.

The basic education system consists of abasic education split into two cycles: thesix-year primary and tree-year junior, and afour-year secondary education. Onlyprimary education is compulsory at present.

Analysis of the movement across the variouscycles shows that the system has a lowinternal performance level. Over a quarter

of the population in the first year of schooldoes not complete the basic education cycle,and 53% of the last year of the junior cycledo not go on to secondary education. Thenumber of pupils who leave basiceducation each year is estimated atapproximately 240 000, 110 000 of whomleave early, that is, before their ninth year.It should also be added here that thepopulation not in full-time education isestimated at between 2.5 and 3 millionpeople.

The current vocational training system isnot able to accept all the people who havebroken off their education, still less theilliterate of any age. It offers approximatelyone teaching place to every five trainingapplicants2. This means that the number ofyoung people looking for vocational trainingcontinues to increase year after year.

Very few opportunities for training areoffered to those many job-seekers whoarrive on the labour market totally helpless.They need to increase their employabilityand prepare themselves to enter workinglife. Every year, these unemployed,powerless people will swell the ranks ofthose turning towards the informal sector3,in the search of a job, even a casual,unskilled job, or will increase the flow ofyoung people attracted by illegal emigrationto the developed countries, in particularthose of the European Union.

In the present circumstances, vocationaltraining cannot face up to this hugeproblem by itself. Admittedly, theeducation system is making laudable effortsto educate six year-old children4, but theresults of this policy will only becomeobvious in the long-term and provided thatthe internal performance levels, that is, themovements within each cycle and thetransfer from one cycle to the next, areimproved considerably.

At present, the problem that the authoritiesresponsible for education, vocationaltraining and employment have to face isthat of picking up, at least in part, these

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2 Cf. OFPPT Memorandum ‘Les grands chantiers de l’OFPPT 2001/02’.

3 The informal sector has an important position in the country’s economic activity but still receives very littleinvestment from vocational training.

4 The net percentages of children in full-time education rose from 80% in 1999/2000 to over 90% at the start ofthe 2001/02 academic year in the first year of primary school.

disadvantaged people with measures thataim to:

� reduce the percentage of young peopleleaving school early, in particular at basiclevel;

� develop the reception capacities of thesecondary education cycle in order toimprove the system’s performance andreduce school dropouts;

� provide a better transition from school towork by increasing the trainingprovision, by giving companies greaterincentives to provide training and toprepare young people to enter social andoccupational life.

1.4 Organisation and purpose ofvocational training

Vocational training in Morocco has a dualmission: (i) to meet companies’ needs forskills in order to improve their performanceand their competitiveness; (ii) to meetpeople’s needs in order to encourage them toenter working life. The mission is organisedby the Vocational Training Department(DFP) of the Ministry of Employment,Vocational Training, Social Developmentand Solidarity (MEFPDSS).

Vocational training is characterised by thepresence of a relatively well-organisedpublic sector, where several operators areinvolved, the most important of which is theOFPPT, and of a no less significant privatesector that takes almost as many trainees asthe public sector. Several alternative trainingmethods (sandwich courses,apprenticeships, evening classes anddistance learning) are being developed, butthe residential type of training is by far themost important (75% of student enrolments).

The national vocational training systemtakes 159 0005 trainees (start of the 2000/01academic year) and has 2 044 trainingestablishments6. There were 71 023 qualifiedpeople in the same period. As the table

below shows, these indicators are increasingeach year, but their growth is still relativelypoor with regard to the training needs ofpeople seeking to enter social andoccupational life.

Growth in reception capacities, enrolmentsof trainees and qualified people

Year Establish-ments

Enrolments Qualifiedpeople

2000/01 2 004 159 000 71 023

1999/00 1 910 146 200 65 068

1998/99 1 822 130 149 63 960

It should be noted that (i) growth in terms ofinfrastructure is higher in the private sectorthan in the public sector, but manyestablishments are closing down each year7,and that (ii) training other than residential isagain still relatively undeveloped(apprenticeships 6%, sandwich courses 9%).

Aware of the low quantity of trainingprovision, the Moroccan Government has setitself two important training objectives to beachieved by 2004/05: (a) to increaseenrolments of trainees to 242 000, i.e. anincrease of over 52% compared with 2001, alltraining methods taken together; (b) todevelop alternating and apprenticeshiptraining methods, which will have to take24 000 (alternating) trainees and 60 000(apprenticeship) trainees respectively.However, even if these forecasts come to fullfruition, the training provision will not beable to cover the entire individual demandfor training8.

Organisationally, training is governed byregulations. It is given in 380 coursesdivided into four levels: specialist staff(98 specialist training fields); technician(1 310); qualification (118) and specialisation(33). Each year, new courses are introducedor restructured. The establishments meetrequirements defined by the authorityresponsible for vocational training (CQP,ITA and ISTA), and the training provideddepends on the type of establishment.

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5 56 500 of which were for the private sector and the rest for the public sector.

6 1 555 of which come from the private sector and the rest from the public sector.

7 In 2001/02, 202 private establishments were set up, but 121 establishments were closed down.

8 One training application in five is currently being fulfilled.

The quality is decidedly lower in privatetraining establishments.

The performance of the public vocationaltraining establishment is generally estimatedat 83%, with higher rates for the two upperlevels (Technician and Specialist Staff).Integration percentages are also satisfactory.The survey carried out on these shows thatthey are on average around 54%.

The Vocational Training Department hasfor some years been initiating a process ofupgrading the system through variousprojects financed from the general Statebudget or by donors, and has been adaptingthe current laws and regulations that affectboth the public sector establishments as wellas the private training ones.

The aim of this process is gradually torestructure the sector so that it is able, intime, to produce skills of the necessaryquantity and quality for the social andeconomic development of the country andto prepare Morocco to enter the free-tradearea planned for 20109.

The current reform behind this process isbased on three major themes:

� building up and deepening partnershipswith the main trade associations in orderto be able to continuously adapt thetraining courses provided to meetcompanies’ needs and requests, in acontext characterised by the globalisationof trade and rapid changes in technologyand the production process;

� the development and diversification of aquality initial training provision, inparticular the introduction and extensionof the apprenticeship and alternatingtraining system, the training and furthertraining of trainers and the conversionand/or creation of new training forums;

� the development of continuingeducation, mainly in the SME/SMIs byreforming the special training contracts.

With regard to improving the quality of thetraining services provided for companies,which is one of the reform’s major objectives,the public sector has set up a preliminarynucleus of training establishments incentres of excellence10, based on previouslydefined criteria that have the advantage ofbeing educationally autonomous and areevaluated on the basis of performanceindicators. This category of establishments,the number of which should go on growing,now contributes, not inconsiderably, to plansbeing implemented for ‘on-the-job training11‘in companies. It is being asked to help theentire public vocational training systemgradually aspire upwards.

However, the success of the reform processdepends to a large extent on identifyingand expressing companies’ needs for skills.This is a practice controlled solely by thelarge enterprises. It is also the result of thesector’s institutional ability to introduce thechanges expected at every level, in particularin engineering, in such a way that the systemis able to convert the needs listed in trainingprogrammes and services to meet the realneeds of companies.

It is expected that this restructuring willbroadly modify the way the system runs atpresent and be expressed by a redefinition ofthe role and missions of the institutionsprovided for this purpose at every level.

To reach the desired outcome, the presentreform should also be completed by ageneral framework set up for the upgradingprogramme and for the operational plansdefining the connections between thedifferent projects implemented in thiscontext, and the consistency of the latter inrelation to the general upgrading strategy.

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9 The EU/Morocco Association Agreement entered into force in March 2001.

10 Cf. OFPPT Memorandum ‘Les grands chantiers de l’OFPPT 2001/02’.

11 Same meaning as ‘continuing education’.

The private sector is currently somewhatprecarious and is developing trainingcourses with low levels of investment, inparticular in the service sectors. Thenumber of establishments approved eachyear remains high, but there are significantclosures and they represent over 50% ofnew openings. Not one study has beencarried out on the private initial trainingmarket in Morocco and the prevailingsituation there seems, on the face of it, to beinappropriate to the provision and lowsolvent demand. This training is almostalways organised intra muros, that is, with nolinks to the workplace, and based mainly attechnician level.

Under the reform, the aim of a lawpublished in 2000 is to upgrade this sectorand promote a new generation ofestablishments through a system ofqualifying the training and accreditationcourses of these schools. Very fewestablishments, through lack of resources forthe most part, have embarked on this coursedespite the deadlines they have been set forcompliance (end of 2004).

This sector already benefits from technicaland financial support as part of the MEDA 1project funded by the European Union.However, this support is obviouslyinadequate as regards the need fororganisation, consolidation, modernisationand upgrading of the private sector.

As regards training engineering, theVocational Training Department (DFP) haskept the skills-based approach as a centralstrategy of the reform of vocational training.The introduction of the skills-basedapproach is still in its embryonic stages andcovers the establishment of trainingprogrammes in only a few courses. Thischoice introduces a quality approach thatcan be seen within the system and which, inthe long-term, will change the face of theorganisation, the running of vocationaltraining and the nature of the relationships ithas with the manufacturing sector. It willalso have to be consolidated before it isimplemented through the greaterinvolvement of companies and their moreactive participation in the process.

As regards the training of trainers, theVocational Training Department is

developing a policy based on thedevelopment of the personal real-lifeworking experiences of the teaching staff.The development of training is built on thebasis of the assessment of the trainer’s skillsin relation to the programmes andrequirements of quality training, as definedby the skills-based approach.

The training of trainers by other publicoperators and the private sector involved invocational training is still in its embryonicstages, even absent in some cases, becauseof their very low capacity for engineeringtraining.

Continuing vocational training, alsoreferred to as ‘on-the-job training’ in that itmainly affects only workers from companiesliable for business rates, has been developingbut to a relatively limited extent since theestablishment of the GIACs (providingtechnical and financial assistance tocompanies to help them express their skillsneeds) and Special Training Contracts(CSFs), which are tools for implementingcompanies’ training programmes. The CSFsare financed by the vocational training tax(TFP) and are run by the social partners, inparticular the trade organisations of theindustrial sector.

This system produced a continuingeducation market that underwent aconsiderable boom in the first few yearsafter the above tools (GIAC and CSFs) wereset up. However, despite heavy demandfrom companies, this development quicklyreached its limits, and the market growth itgenerated is today largely dependent on themechanisms of allocating resources and themethod of financing CSFs.

In fact, the product of the vocational trainingtax for which companies are liable has notbeen used for the sole purpose of vocationaltraining. Approximately 80% of it isallocated to the financing of initial vocationaltraining, particularly that developed by theOffice for Vocational Training and JobPromotion (OFPPT), the operational budgetof which is largely fed by this tax. The rest(approximately 20%) is used to finance thevocational training initiatives of companieseligible for the CSFs, with procedures forapproving training programmes regarded asexcessively long and a repayment method

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(no shorter) considered incompatible withthe rules for managing companies well, inparticular medium-sized enterprises.

The current system is of particular benefit tolarge companies that have significantfinancial resources and are sufficientlywell-organised to be able to continuallyadapt their human resource capacities to thechanges in new technology and to theeconomic situation.

Companies often regard the decision toallocate less than 20% of the vocationaltraining tax (TFP) to on-the-job training asarbitrary and based on the primary concernof financing initial public training at theexpense of companies’ training needs andthe further vocational education of workersby skilling.

Under any circumstances, it has theparadoxical effect of limiting thedevelopment of continuing education and,therefore, of limiting the improvement incompanies’ human resource skills, in acontext in which enhancing competitivenessis increasingly becoming a majorrequirement for survival (for companies).

The system is run with some tools forassisting the decision-making process,including development studies andintegration surveys, the updating of thevocational training programme and sectoralstudies being carried out. These studies havebecome a strong factor in the linksestablished between vocational training andthe manufacturing sector.

In addition to these tools, the VocationalTraining Department relies on theconsultation bodies located at differentlevels: national (National VocationalTraining Council), regional (RegionalCommittees) and the training establishment(Further Training Councils). The role playedby these authorities is generally aconsultative one and it would be anadvantage if they were strengthened so thatit could be more deliberative in nature.

Be that as it may, the control mechanismsuffers from a lack of appraisal tools, such asimpact studies, which would be able toverify the relevance of the strategic choicesmade (for example, the development of

certain training methods, the skills-basedapproach, etc.), the efficiency of theprogrammes implemented and the effects ofthe anticipated results.

On strategic planning, the VocationalTraining Department has effective tools suchas the implementation of prospective studiesanalysing the labour, job and trainingmarket, as part of a process that bringstogether the trade federations andassociations and concludes agreements withthe trade federations and associations inorder to target the training courses beingdeveloped in certain sectors more effectively.This methodology of approach meant thatthe process of restructuring establishmentswith courses of study could be perceived aspart of the upgrading of the vocationaltraining system. This work should becontinued.

1.5 Linking vocational trainingwith jobs and the labour market

On the whole, the working population hasa low level of training: 10% have asecondary school certificate or higher and70% have no qualification. A largeproportion of qualified secondaryschool-leavers and above have very lowemployability because they have beentrained on courses that do not always meetcompanies’ needs. Higher education is stillvery largely directed towards the training ofexecutives for public administration. Themajority of graduates are still looking for ajob in the civil service and find working inthe private sector difficult to accept.

The percentages of those who have foundjobs at the end of vocational training aregenerally satisfactory. They are lower atspecialist staff and technician levels (57%and 48% respectively) than at qualificationand specialisation levels (66% et 74%), thusconfirming that Moroccan companies find iteasier to recruit the least-skilled workers.

The national level of unemployment wasestimated at 12.7% in the first quarter of2001.

The unemployed population has threeessential characteristics: the number of youngpeople (83% are under 35, 41% are aged

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between 15 and 24), the number of first-timejob-seekers (around 50%, depending on themonths of the year), the number of thelong-term unemployed (around 70%). Theoverwhelming majority of the unemployed(84%) live in urban areas.

The labour market is encountering majordifficulties due to the fact that the plan toreform the employment code has still notbeen fully realised, even though it has beenunderway for years. The absence of anemployment code adapted to the presentenvironmental conditions of the Moroccaneconomy and in particular to entry into theEuropean Union’s free-trade area isregarded as an essential factor negativelyinfluencing job creation. It is thought, in fact,that national and foreign investors arereticent in a legislative and regulatorycontext that is so lacking in transparency.

In the absence of strong, economic growth,which is able to generate jobs and reduceunemployment, two categories of measureswere adopted in the 1990s, some with theaim of helping young people to entersalaried employment and othersencouraging the establishment of businessesor self-employment.

These are mainly formulae for trainingpeople to enter companies that have beenaccepted and are primarily intended forqualified audiences of the Baccalauréat leveland above. Their impact is still limited in sofar as they only affect approximately 20 000young people a year. The same applies to aidfor setting up companies supported by the‘Youth Job Promotion Fund’ (2 250 jobscreated). The 2002 finance law supportsthese measures and is widening their base tosome extent, despite their low impact onjobs.

There are still very few measures aimed atthe less qualified. Outside the major publicworks programmes managed by theMinistry of the Interior and themicrolending programmes (funds managedby the Ministry of Finance), the youngpeople most lacking in training are noteligible for job-promotion measures. Theytend to turn towards emigration or theinformal sector, but their low level oftraining may also exclude them from thismarket12.

The role of intermediation on the labourmarket has been in force since September2001 through the National Skills and JobPromotion Agency (ANAPEC). This newagency is taking over from the Centres forInformation and Advice for Job Promotion(CIOPE) and from the employment agenciesthat are disappearing. This agency iscurrently working to increase its ability toget involved on the ordinary ‘situationsvacant’ market (jobs given no aid, that is,based on joint agreements) and in order todo this, to develop its company penetration.To this end, it is organising canvassingactivities among employers. The job-creationdecree relating to it defines the scope ofANAPEC’s involvement in skilled jobs, whichappears to be a restrictive approach to thelabour market.

The labour market largely remains a ‘blackbox’ and the total ignorance ofqualification and job structures ofcompanies in the private sector is aconsiderable inconvenience for runningvocational training because there is nooverall and sectoral analysis of the structuresand their development by occupation. Theestablishment of a monitoring centre iswelcomed by the MEFPDSS, and inparticular the Employment Department, butit is ANAPEC that was given the task ofsetting up an employment monitoringcentre.

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12 The informal sector has an important position in the country’s economic activity, but still receives very littleinvestment from vocational training.

2 - Introduction

This report is part of a series of reportsdrawn up by the European TrainingFoundation since 1999 on the vocationaltraining and education systems in eightcountries of the southern Mediterraneanregion. The countries studied are Algeria,Jordan, Lebanon, Morocco, Malta, theRepublic of Cyprus, Syria and Turkey.

2.1 Aims

These reports were prepared at the requestof the European Commission, and their aimis to give a general outline of the nationalvocational training and education systems aswell as information about the mainchallenges facing them, from the perspectiveof an economic and social developmentstrategy.

More particularly, the intention of this reportis to describe and analyse:

� the main characteristics of Morocco’snational vocational training system;

� the role of vocational training in thecountry’s socio-economic developmentand, in particular, its links with thechanges in the labour market and theimprovements in companies’ humanresource skills;

� the process of upgrading the vocationaltraining system, in which Morocco hasbeen involved for several years now aspart of the projects financed by theEuropean Union and other donors;

� the employment system.

2.2 Methods

A team of three experts from the ETF drewup this report.

Work began with an analysis of the existingreports and studies carried out for theEuropean Commission or on behalf of

international organisations and/or donors.This analysis specified the structure andorganisation of the Moroccan vocationaltraining system and looked at the challengesit must face as part of its development andupgrading process.

The report has been produced with thecollaboration of the Moroccan authoritiesresponsible for vocational training andemployment, Moroccan representatives atthe European Training Foundation’sAdvisory Forum and officials from theEuropean Commission’s Delegation inMorocco, thanks to whom many relevantdiscussions were organised with the keyparties involved in vocational trainingduring the experts’ mission to Morocco atthe end of 2001.

The preliminary conclusions to this reportwere submitted and discussed at the end ofthe mission with the Vocational TrainingDepartment of the Ministry responsible forvocational training in Morocco and withEuropean Commission representatives.

2.3 Acknowledgements

The European Training Foundation wishesto thank everyone who has contributed inany way to this report. In particular, itwould like to thank:

� the EuropeAid Cooperation Office(European Commission, Brussels), and theEC Delegation in Rabat;

� the numerous representatives encounteredat different levels, in particular officialsfrom the Vocational Training Departmentat the Ministry of Employment, VocationalTraining and Social Development;organisations placed under thesupervision of this Ministry, in particularthe Office for Vocational Training and JobPromotion (OFPPT); the various trainingdepartments and the trade associations ofthe industrial sectors.

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3 - Economic and social situation

3.1 Present situation and prospects

Morocco has signed an AssociationAgreement with the European Union, whichentered into force in March 2000 and is beingimplemented satisfactorily and in asustained manner.

The Barcelona Process, of which Morocco isa part, makes provision for the creation of aEuro-Mediterranean free-trade area in thenext twelve years, which is of particularsignificance for Morocco’s trade, in so far asthe European Union is Morocco’s toptrading partner (66% of its exports and 60%of its imports in 2000). Both parties havealready made practical arrangements forturning this aim into a reality in differentareas, in particular as regards industrial andagricultural products and the right to set upa business and services.

As part of this process, Morocco plays adynamic role in driving subregionalintegration initiatives (Agadir Declaration onthe creation of a free-trade area bringingtogether certain Mediterranean Arab States)and in reiterating its firm desire to link itselfeven more with Europe.

In economic terms, growth has been ratherweak over the last decade and lower thananticipated. It increased by 2.3% a year asagainst 3.3% during the previous decade.This has contributed to worseningunemployment and poverty. Per capitaincome has fallen, and the unemploymentlevel in urban areas has increased further.Thus, 20% of the population now live belowthe poverty line, which is also helping to fuelmigration towards Europe.

In macroeconomic terms, the majorindicators have remained satisfactory.Inflation is under control (2.4%), and thebudget deficit is contained (2.3% of GDP).Foreign debt (US$18 billion) has also fallenand represents just 51% of GDP. Currencyreserves have reached the equivalent ofUS$6 billion, enabling Morocco to cover oversix months of imports. This is due to the

upturn in tourist activities recorded at theend of the 1990s and to Moroccan emigrantworkers sending different currencies home.

Morocco is very willing to establish aneconomic and social development strategy.The aim of this is to increase economicgrowth significantly and permanently,improve macroeconomic performance,upgrade the manufacturing base and theinstitutions, and reduce poverty anddisparities.

This strategy is based on three mainstays:

� the implementation of the ‘2000-04Economic and Social Development Plan’,adopted in July 2000, which identifies themain economic challenges Morocco has toface. In addition to promoting economicgrowth and jobs in order to reduceunemployment and poverty, Morocco isalso improving and integrating into worldtrade and production, in particular bydiversifying its sources of economicgrowth, developing new sectors,re-establishing business competitivenessand consolidating agricultural bases;

� greater linking of the country to theEuropean Union;

� greater cooperation within the rest of theregion in order to increase the benefits oftrade and investment.

As regards the promotion of permanenteconomic growth, taking into account thevagaries of the weather and cycles ofdrought recorded during the last decade,Morocco is trying to diversify the sources ofthis growth outside the agricultural sectorand to attract more foreign investment bymaking the most of the low cost of itsworkforce.

The aim of the 2000-04 five-year plancurrently being implemented is to createfavourable conditions for good governanceand to boost economic growth. Whilemaintaining the macroeconomic balances, it

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provides for average growth13 of 5%,appreciable growth in the level ofinvestment (25.6%) and a reduction in thelevel of unemployment to 12.5% in 2004.This should be expressed by animprovement in household consumption ofapproximately 4% a year and a rise in thestandard of living of 2.4% per capita.

The strategy envisaged by the nationaldevelopment plan is based on an overallupgrading of the economy, with theincreasing involvement of sectoral tradeassociations, together with a sectoral policypromoting local products and economicintegration, the impact of which shouldreduce foreign debt and increase jobcreation. It also defines the initiatives to betaken so that the companies of some ‘priorityclusters’ already identified can strengthentheir position on domestic and foreignmarkets. These priority clusters concerntextiles/clothing, tourism, sea products,electronics and information technology. Thesame trend concerns small trade and craftactivities, which are also a source of jobs.

3.2 National policy for developinghuman resources

The development of human resources is amajor theme of the country’s economic andsocial development policy. It is regarded as astrategic tool for modernising society so thatshort and long-term challenges can be takenup. It is based to begin with on a reform ofthe education and training system, the aimsof which are defined by the NationalEducation and Training Charter published inDecember 1999.

This reform is based on the followingthemes:

� combating illiteracy with theestablishment of a national agency tocombat illiteracy;

� implementing a national strategy inculture, education and scientific researchso that the country can enter the progress,information and knowledge society.

In terms of the National Education andTraining Charter, the education and trainingsector has been set up as a prime nationalpriority according to ‘territorial integrity’(Article 20). Because of this, it benefits frommaximum aid and attention at every levelfrom the State.

The intention of the Charter is a thoroughreform of the education and training systemand for quality basic education (primary andjunior) to become standard, which now hasabsolute priority throughout the Kingdom.Education will become compulsory forchildren aged between 6 and 15 and willgradually make headway with theestablishment of teaching conditions andstructures.

In theory, when the schools went back inSeptember 2002, every six-year-oldMoroccan child was guaranteed a place inthe first year of primary school. Andsubsequently, the percentage of pupilsregistered in the first year of primaryeducation who should succeed is14:

� 90% at the end of primary school by 2005;

� 80% at the end of junior school by 2008;

� 60% at the end of secondary education by2011;

� 40% obtaining the Baccalauréat by 2011.

The Charter advocates the establishment ofquality education, links between school andcitizens, and integration with its economicand social environment. Among its otheraims, a special effort will be made toencourage the full-time education of girls inrural areas.

Efforts will also be made during the presentdecade to boost the proportion ofprofessionally-qualified people arriving eachyear on the labour market, from 20% atpresent to 50% by 2010. This result will beobtained by extending the alternating andapprenticeship training methods.

In the context of these trends, the scientific,technical and vocational courses of studywill have to take at least two thirds of

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13 More significant in the industrial sector (4.8%) and in the service sector (5.5%) as against 3.4% in agriculture.

14 Cf. Article 28 of the National Education and Training Charter.

enrolments in secondary and highereducation in the next five years.

The intention of the National Charter is alsoto develop a policy for combating illiteracy,which affects 51% of the population.Reduction and eradication of illiteracy intime are a determining factor in upgradingthe economic fabric. The general level ofilliteracy should be lower than 20% by 2010,disappearing completely by 2015. In thiscontext, priority will be given to illiteratemale and female workers working in themanufacturing sector, for whom keepingtheir job depends on improving their skills.These people concern 50% of the Moroccanworkforce.

In addition to adults who do not have astable job, this policy will also affect youngpeople under the age of 20 who have not hadthe opportunity to go to school or who left atan early age.

Informal education is also planned for thecategory of young people aged between8 and 16 not at school as part of a nationalprogramme aimed at teaching them to readand write before the end of the presentdecade. This operation should enable thepeople concerned to enter or re-entereducation/training courses, thanks to linksfacilitating access to these courses.

In addition, the National Charter believesthat continuing education is an essentialfactor in meeting companies’ needs for skillsand in supporting them in the context of theglobalisation of economies and the openingup of borders. By adapting and developingqualifications according to the technologicalchanges and new organisation andproduction methods, continuing educationhelps to make sure that companies are

competitive, keep jobs and maintain accessto new occupations.

Continuing education, the mechanisms ofwhich are firmly established in Morocco,must be built up and expressed by anincrease in investment in the training ofhuman resources. It should, in time, affect allpeople looking for jobs or threatened withlosing them. In order to do this, the NationalCharter recommends the establishment of acontractual continuing education systemadapted to the specific characteristics ofevery professional field, taking into accountthe diversity of the professional fields. Asystem of recognition of professionalachievements should put the finishingtouches to the existing mechanisms.

The continuing education system should bebased on the market system, to supportcompanies’ needs for skills in a dynamicway. The education establishments will alsoneed to be heavily involved – training inpartnership with companies andadministrations, and encourage continuingeducation and advisory units to be set upwithin the trade associations.

There will have to be a law in this area tocrown the reform process. Stable resourcesfrom State subsidies and part of thevocational training tax will be allocated toencourage continuing education activities.They will be controlled by a tripartitecommittee (State, employers, employees)and will help to revitalise the continuingeducation initiatives of companies. The setaim is to have 20% of workers, employeesand officials take advantage of continuingeducation initiatives every year, payingparticular attention to the specific needs ofSMI/SMEs.

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4 - Vocational training

4.1 The education and trainingsystem

The education system consists of:

� A basic education with two cycles, primaryand junior, of which only the first six-yearcourse is compulsory. It takesapproximately 3 840 000 pupils15. Thesecond, three-year course has 1 040 000pupils. The net percentages of children infull-time education have been risingconsiderably over the last few years. Theyrose from 80% in 1999/2000 to 84.6% in2000/01. This percentage is now estimatedat over 90% for the current year. Juniorenrolments have risen by over 2% per yearin the last two years while the populationhas been increasing at a lower rate.

� A three-year secondary education, wherecapacities are limited but have beenrecording an increase over the last twoyears. Pupil enrolments have risen from451 500 to 483 700 between 1999/2000 and2000/01. It consists of two major coursesof study: general education and technicaland vocational education.

� Higher education and training take253 000 students in the universities and8 000 in the higher institutes and colleges.

Analysis of the flows of basic and secondaryeducation shows that the internalproductivity of the education system is low:75% of the school population in the first yearof primary education complete the six-yeareducation cycle and only 47% of enrolmentsin the second year of junior education areadmitted to secondary school.

The system generates significant dropoutsfrom schools. It is estimated thatapproximately 240 000 pupils16 leave theschool system every year, over 110 000 of

whom are between the sixth, seventh andeighth year, and 130 000 at the end of theninth year. In 2000/01, 158 000 pupils in theninth year were not able to go on tosecondary education. Percentages of pupilsrepeating years are also significant. Theywere estimated at 18.3% in 2000/01 insecondary education.

The average length of schooling in Moroccois approximately eight years for boys and5.7 years for girls, according to a 1997UNDP. According to different sources, thereare estimated to be between 2.5 and 3 millionpeople who have not been to school at all.

The number of young people who havebroken off their education, and people whohave no access to education, is increasingyear after year. If the available trainingcapacities are taken into account (72 000 newregistered students each year, all trainingmethods taken together), the majority ofyoung people arriving on the labour markethave not had any training. The peopleconcerned try to get into the informal sector,often taking up casual jobs, or they areattracted by illegal emigration to thedeveloped countries, particularly those ofthe European Union.

4.2 The vocational training sector

Vocational training in Morocco isdownstream of an education system which isbeing completely restructured, the capacitiesof which are insufficiently developed asregards the population’s needs for full-timeeducation17. This is also generatingsignificant losses at various levels of basicand secondary education. It is upstream of arelatively unsupervised labour market in acontext in which the country wants tochange over from an administered economyto a market economy, and to which the

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15 Statistics of the National Education Department, for 2000.

16 Éducation Formation Med 2001, MEDA Teams Brussels.

17 The percentage of children in full-time education was 84.6% in 2000/01; it is increasing in the current yearand is likely to exceed 90% according to the National Ministry of Education.

majority of the population of working agehas access, in particular first-timejob-seekers, unskilled and unprepared toenter working life.

In terms of the regulations, vocationaltraining has a dual purpose: (i) to meet theneeds of companies in order to improve theirperformance and competitiveness, and (ii) tomeet the needs of people in order toencourage them to enter working life andfurther vocational education.

It is organised by the Vocational TrainingDepartment of the Ministry of Employment,Vocational Training and Social Development,which is responsible for drawing upGovernment policy in this area, implementingit and evaluating the strategies forpromoting the sector and for coordinatingthe various public and private operators.

4.2.1 The sector’s medium-term aims

The aims of vocational training up to2004/05 in terms of quantity and quality aremainly defined by the National Charter(Article 30) and generally help to turn intoreality the principles of the education andtraining system’s appropriateness to itseconomic environment. Their aimrespectively is to18:

� increase the reception capacities of thetraining system, which should reach242 000 places, all training methods takentogether (159 000 at present);

� extend sandwich courses and increaseenrolments to 24 000 (13 500 at present);

� develop the apprenticeship trainingsystem, which will have to take on60 000 apprentices (9 700 at present);

� upgrade and develop private vocationaltraining, enrolment in which should riseto 80 000 trainees (56 500 at present);

� put approximately 120 000 newly-qualified or skilled people on the labourmarket each year (as against 71 000 atpresent);

� consolidate on-the-job trainingmechanisms so that 20% of wage earnersregistered with the National SocialSecurity Office are able to benefit (asagainst 10% at present) in order toupgrade all the human resources ofcompanies every five years;

� introduce the skills-based approachadopted by Morocco and put it intogeneral use for producing and updatingtraining programmes;

� upgrade the sector’s human resources andgradually build up a body of trainers whohave an enterprise culture and real-lifebusiness experience.

Although the National Charter makesprovision for the local and regionalnetworking of education and trainingestablishments as well as a system of linksbetween general education and vocationaltraining at all stages and levels of theeducation system19 (primary, junior andsecondary education), the two subsystemstend to run according to the relevant sectoralsystems.

4.2.2 The training provision

The national vocational training systemtakes in 159 000 students (102 500 for thepublic sector and 56 500 for the privatesector) and has 2 044 establishments, 489 ofwhich are in the public sector and 1 555 inthe private sector20 which are very mixed insize.

This training provision has changedsubstantially over the last three years, butavailable reception capacities still largely fallshort of the needs of individual demand fortraining, in particular that of young peopleleaving the education system21.

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18 See also Réforme du système de FP: nouveaux axes de développement (Reform of the Vocational Training system:further lines of development), Training Department, October 2000.

19 Article 43 to 45 of the Charter.

20 In 2001/02, 202 private establishments were established but 121 closed down.

21 One in five training applications is currently successful.

Change in reception capacities,trainee enrolments and

qualified people

Year Establish-ments

Enrolments Qualifiedpeople

2000/01 2 004 159 000 71 023

1999/00 1 910 146 200 65 068

1998/99 1 822 130 149 63 960

The main training operator is the Office forVocational Training and Job Promotion(OFPPT). Other ministries (agriculture,tourism, maritime fishing, infrastructure,small trades and crafts, youth and sports,energy and mining, interior, justice, health,national education, etc.) as well as theChambers of Trade also give trainingcourses and pay for approximately 19% ofstudent enrolments.

Vocational training is structured into fourlevels of qualification.

� Specialisation: accessible to pupils havingcompleted the sixth year of basiceducation. This training takes two years atmost, leading to a specialisation certificate.

� Qualification: accessible to pupils havingcompleted the ninth year of basiceducation. This training takes two years,leading to a skills certificate.

� Technician: reserved for pupils havingcompleted the third year of secondaryeducation. The training takes two years,leading to a technician’s diploma.

� Specialist staff: accessible to holders ofthe Baccalauréat. The training takes twoyears, leading to a specialist staff diploma.

The public vocational training operators

Several training departments provide publicvocational training. In addition to nationaleducation and higher education, there aremany public operators involved in this area,some of whom fit in with the current legaland institutional framework and other ofwhom provide further vocational trainingcourses.

� The Office for Vocational Training andJob Promotion (OFPPT): under thesupervision of the ministry responsible forvocational training, but with legal statusand financial autonomy, the OFPPT is atripartite management organisation. It hasregional representatives across theregional vocational training departments.Its operating budget comes from Statesubsidies and the product of thevocational training tax (TFP).

The OFPPT has 183 establishmentsaccommodating over 71 000 traineesspread over four training levels: specialiststaff: 11%; technicians: 30%; skilledworkers: 49.5%; specialist workers: 9.5%.Alternating training accounts for9 316 trainees, i.e. approximately 17% ofenrolments in initial training.Apprenticeship training is at anembryonic stage with the OFPPT andcurrently only has 550 apprentices(2000/01).

� The Ministry of Agriculture: theagricultural vocational training system ismade up of 38 vocational trainingestablishments including 19 agriculturalqualification centres (CQA) trainingskilled workers, 11 technical agriculturalinstitutes (ITA) training technicians andeight institutes training techniciansspecialising in agriculture (ITSA). Thetraining establishments are organised intonine regional networks with arepresentative committee.

Agricultural vocational training isorganised over two years according to thework-based training method. Theapprenticeship training scheme for youngpeople in rural areas has just been set up.

In the 2000/01 academic year, there were2 934 trainees registered on agriculturaltraining, including 243 specialist staff,676 technicians and 2 015 skilled workers.Some 5 840 apprentices are enrolled astrainees under the apprenticeship trainingsystem.

� The Tourism Department: has a networkof vocational training establishmentsplaced under the supervision of thetraining and cooperation departmentwithin the Tourism Department. Training

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is organised on a residential, alternatingand apprenticeship basis. In the 2000/01academic year, there were 2 526 traineesregistered for training, including 398specialist staff, 1 566 technicians and 592skilled workers. Sandwich courses have avery important place in the trainingsystem, and there are 1 051 enrolledstudents being trained by this method, i.e.41.6% of enrolments. Pilot experiments fordeveloping apprenticeship trainingprovide for 560 apprentices to be trainedduring the 2001/02 year.

� The Maritime Fishing Department: themaritime vocational training system ismade up of eight establishments,including four salt-water fishingqualification centres (CQPM), threesalt-water fishing technology institutes(ITPM) and one institute specialising insalt-water fishing technology (ISTPM).There are 747 registered trainees dividedinto: 164 specialist staff, 357 techniciansand 226 skilled workers. The alternatingtraining system takes in 151 trainees, i.e.20.2% of enrolments, in initial training.There are 1 000 young people beingtrained under the apprenticeship trainingsystem.

� The Small Trades and CraftsDepartment: the network of vocationaltraining establishments under thesupervision of the Small Trades and CraftsDepartment currently consists of55 establishments and 18 training courses.Since 1997, the small trades and craftssector has been carrying out a pilotexperiment for introducing theapprenticeship training method into thevocational training system. The vocationaltraining department, which comes underthe Secretary of State for Small Trades andCrafts, runs and manages the network ofestablishments. There is close cooperationwith the chambers of craft trades,particularly with regard to theapprenticeship training pilot initiatives.

Another category of operators is made up ofvarious ministries with networks ofindustrial vocational training establishmentstaking young people who have broken offtheir schooling. These are, in particular, theMinistries of Youth and Sport, theInfrastructure Department, the Ministry of

the Interior, the Town Planning Department,the Ministry of Justice and the HighCommission for Former Resistance Fighters(HCAR).

Private training

The sector is governed by law No 13 – 2000regulating private vocational training. Theaim of this law is to upgrade the sector andpromote a new generation of privatevocational training establishments (EFPP).This has made it possible to set up a systemorganising the establishment andmanagement of private training and theestablishment of a system of qualifyingcourses of study and accrediting the EFPPs.

Private vocational training has beenundergoing quite a boom over the last fiveyears. The number of EFPPs authorised topractise by the Vocational TrainingDepartment rose from 800 in 1996 to 1 555 in2001, with a reception capacity of72 160 places.

However, this explosion in quantity has notbeen translated into a diversification of theprogrammes offered. The EFPPs provideresidential training courses at the variouslevels of qualification, concentrated attechnician level (approximately 38% ofenrolments). The training provision ismainly directed towards the low-costinvestment sectors, in particular the tertiaryand service sector (36%), hairdressing/beauty (33%) and clothing trade (26%).

Four qualification operations have beencarried out since 1998. These have qualified451 training programmes. Some194 establishments were involved, providing28% of the sector’s trainee enrolments, out of381 establishments applying for qualification.

Initial training is the main activity of theseestablishments. It is all residential and, in themajority of cases, is cut off from the realitiesof the industrial world because of its lowlevel of organisation by industrial sector andits inability to produce market surveys.However, it should be stated that a limitednumber of these private schools aremanaging to develop a continuing educationprovision aimed at companies as part of thespecial training contracts.

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As part of the programme to support andupgrade the managerial staff of the EFPPs,the Vocational Training Departmentproduced two pilot further training coursesof 40 management directors and 90 teachertraining officers. A request for technicalsupport for the sector is being considered aspart of the MEDA I project, financed by theEuropean Commission. This aid is stillinadequate however, and should besustained by greater financial and technicalsupport in order to stabilise the sector andstrengthen the part it will be called upon toplay in the future in upgrading humanresources at national level.

In conclusion, although dynamic, the privatevocational training sector is developing atraining provision, the quality of whichremains poor in the majority ofestablishments and does not in any casecomply with the requirements of the reformintroduced22 in this area. This situation is thesource of the relative precariousness andinstability of this sector, which means that itstill cannot play a determining part inupgrading human resources in Morocco.

The poor quality of the training provision ismainly due to two factors: (i) the nature ofthe teaching body, largely made up ofsupply teachers, (ii) the absence ofrelationships between the private trainingestablishments and companies in theindustrial sector (very few work-experienceplaces and absence of alternating training).

Because of this, the number ofestablishments ceasing their activitiesremains high (in 2001/02, 202 privatevocational training establishments were setup, but 121 others23 closed down).

Internal and external performance ofvocational training

The internal performance of the vocationaltraining system is generally satisfactory. Theaverage success rate of trainees in the lastyear of training reached 83% in 2000/01.

The highest success rate as far as the divisioninto levels of qualification is concerned, isrecorded at the ‘specialist staff’ level with

91%, followed by the ‘Qualification’ and‘Specialisation’ levels with 88% each.

The number of those succeeding in enteringworking life after vocational training is stilllow. Indeed, the percentage of integration atthe end of training is only 54%. Thissituation can be explained by the tension onthe labour market and the inappropriatenessof some training courses for the changingneeds of the labour market.

4.2.3 Training engineering andorganisation

Educational reform

The Ministry of Vocational Training hasbeen considering the skills-based approachas a central theme of the reform of vocationaltraining. It has been developing amethodological framework for drawing upvocational training programmes based onthis approach as well as a glossary of termsused in training engineering. Theprogrammes are being drawn up accordingto general methods that consist of definingthe training aims, strategies and means ofachieving them and the methods ofevaluating the anticipated results. Theprogrammes are defined by skills, set outwith objectives and split into modules. A setof educational planning documents istherefore being developed: the studyprogramme, the teachers’ handbook, theguide to the organisation of teaching aidsand the evaluation manual.

The process of drawing up skills-basedprogrammes consists of three main phases:

(i) the study and planning phase,providing the opportunity to draw upor update a programme and to plan thework to be done;

(ii) the design and production phase, finallyproducing the teachers’ planningdocuments;

(iii) the application and evaluation phase,characterised in particular by theprogramme’s introduction in vocational

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22 Cf. Activity report of the private vocational training establishments for the 1998/99 year, Vocational TrainingDepartment.

23 Cf. Summary report, National Vocation Training Council.

training establishments and then by itsevaluation.

The MEFPDSS organises awareness andtraining seminars nationally and regionally,and four sectors have already takenadvantage of restructuring to introduce newskills-based programmes.

Despite the encouraging results obtained inthis phase, the introduction of the skills-basedapproach suffers from certain weaknessesand requires a set of conditions needed tomake it more widespread. The presentweaknesses may be summarised as follows.

� The introduction of the skills-basedapproach has not brought about areorganisation of teaching in the centresconcerned (a single entry, with a threefoldaspect: one trainer, one section, one groupof trainees).

� The appropriation level is still low atoperational level and in the technicaltrainer departments.

� The trade associations’ and federations’understanding and adaptation of theapproach are poor. Indeed, companieshave not always understood the benefitsthat they could draw from these.

� The training programmes drawn up arenot regarded as requirements for a workfunction (a sort of general conditions ofcontract) for all public and privateoperators. Thus, the qualificationprocedure of private sector courses doesnot regard the skills-based programmerelating to a given occupation as a trainingstandard to be applied by all operators.

Training methods

(i) Residential training: this is thedominant training method in theMoroccan vocational training system. In2000/01, there were 118 39224 trainees inresidential training, i.e. over 74% ofoverall enrolments. The restructuring oftraining courses initiated by thedifferent trainer departments has meantthat the quality of residential traininghas improved through the acquisition oftraining facilities and the development

of training complexes consistent withthe training content and the reality ofthe Moroccan industrial base. Thisrestructuring, financed by the variousdonors, is making regular headway andhas meant that restructuring rates thathave been achieved at the OFFPT varydepending on the sectors from 16.4% inthe mechanical engineering sector to84% in the service sector.

(ii) Sandwich courses: sandwich coursesare initial vocational training leading toa qualification, governed by law 36–96,the aims of which are to enable youngpeople to pursue a large part of theirtraining under real productionconditions of companies, to gain theright qualifications for the company’sneeds, to increase the openness of theprivate vocational training establishments(EFPPs) to the work environment and tomake it easier for successful candidatesto enter working life.

These courses take between two andthree years. At least half of their totalduration is in-house and at least onethird is within a vocational trainingestablishment.

Arrangements that aim to encouragecompanies to develop sandwich coursescover: (i) the non-liability for tax oftrainees under the national socialsecurity scheme, (ii) the exemption ofgrants given to trainees from thevocational training tax and generalincome tax (IGR).

The number of trainees on sandwichcourses has increased significantly since1997/98, the date when the law onalternating vocational training (FPA)entered into force. It rose from 3 653 in1998 to 13 531 in 2000. Variousmeasures, in particular legislative ones,were initiated to develop this trainingmethod. Perpetuating and improving itsquality, however, depends on:

� fully linking alternating training withthe skills-based approach, inparticular at the level of theorganisation of teaching andevaluation;

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24 Cf. 1999/2000 Activity Report mentioned, p. 12.

� introducing the tutorial function andits recognition by companies;

� developing liaison andcommunication tools between thevarious parties involved;

� involving the social partners inrunning and managing alternatingvocational training (FPA, includingthe trade unions currently not veryinvolved in running the FPA).

(iii) The apprenticeship training system:apprenticeship training is a method ofvocational training based on practicaltraining where at least 80% of its totallength is carried out in-house and atleast 10% of this is supplemented bygeneral and technological training.

Under the terms of law No 12.00 of1 June 2000, the aims of theapprenticeship training system are: (i)to acquire know-how through workingin an occupation that allows apprenticesto gain a qualification that helps thementer working life; (ii) to help improvemanagement of the economic fabric ofthe SME/SMIs; (iii) to help safeguardjobs in the small trades and crafts; and(iv) to provide young people in ruralareas with training adapted to thespecific characteristics of thisenvironment. It affects young peopleaged 15 and over on the date when theapprenticeship agreement is concluded,who have left school and are trying tointegrate socially and occupationally.

The Government authority responsiblefor vocational training sets the numberof apprentices who have to be paid forby employers’ organisations at thesuggestion of the CFAs. A monthlygrant set in agreement with theapprentice or his/her legal tutor is paidto apprentices by heads of companies.The list of courses of study involvingthe apprenticeship training scheme, aswell as the content of the additionaltheory training, are set by regulation.The apprenticeship training system maylead to a diploma or just a qualification.The length of the apprenticeshiptraining system is set according to the

diploma or qualification being preparedfor. Nevertheless, this may not exceedthree years.

The measures which are aimed atencouraging companies to take onapprentices are: (i) the non-liability fortax of trainees under the national socialsecurity scheme; (ii) the exemption ofgrants given to apprentices from thevocational training tax and generalincome tax (IGR); and (iii) the State’saward of a financial contribution,exempt from any tax, duties or fees, tocompanies in the small trades and craftssector that take apprentices in theoccupations and skills set by theVocational Training Department.

The apprenticeship system is still at itsexperimental stage, despite theexistence of an appropriate legalframework which covers theintroduction and organisation of theapprenticeship system. It mainly affectsyoung people unable to access thelowest level of qualification(specialisation level) and is in use,particularly in sectors such as smallmanufacturing trades and services andagriculture. It currently has 9 680apprentices enrolled, i.e. 6% of theoverall enrolled trainees.

This training method containssignificant potential and could extendits capacities if its place and role in thevocational training system were clearlydefined. For example, the presentresidential training provision atspecialisation level could be reviewed inorder to be effectively changed intotraining by the apprenticeship system,which is closer to the qualificationneeds of companies, including those ofthe informal sector.

The main challenges for thedevelopment of the apprenticeshiptraining system are:

� the ability to motivate companies,particularly the SME/SMIs, to takeapprentices in compliance with theregulations defined by the State;

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� the development of trainingengineering through theapprenticeship system based on themain requirements of the skills-basedapproach;

� the training of the various partiesinvolved in the apprenticeshiptraining system (managers, trainers,apprenticeship managers);

� the involvement of trade associationsand chambers in promoting andrunning the apprenticeship trainingsystem;

� the positioning of the apprenticeshipsystem as a component of thevocational training system in its ownright;

� the definition of the system offinancing the apprenticeship trainingsystem, and particularly the aspectsrelating to the financial incentivesaimed at apprenticeship managersand those that concern sources offinance.

(iv) The mobile units: the OFPPT producestouring training courses in rural areas.The training, which takes four monthson average, is given in 16 subject areas,in particular mechanical engineering,automobile electrical engineering,cutting and sewing, electronics andjoinery. Those benefiting from theproposed training courses areemployees of companies in rural areasand agricultural cooperatives, andyoung people who have left school orunemployed graduates. In 2000/01, thistraining concerned 1 456 beneficiarieswere involved in this training in 62rural districts, but it did not lead to aqualification recognised by thevocational training system, and itsquality and impact are virtuallyunknown.

(v) Evening classes: taking increasinglylarger enrolments, 17 393 in 2001 (11%)as against 13 568 in 1999, training inevening classes leads to a qualification,and in principle covers every level ofvocational training qualification. It is

generally based on candidates’individual interest in further vocationaleducation and is not necessarily,therefore, linked to the skills needs ofcompanies.

(vi) Distance learning: open and distancelearning (ODL) is aimed at young peopleapplying for training, and workerslooking for training. The ODL system isstill in its embryonic stages. It benefited193 participants during 1999/2000.

4.2.4 The training of trainers

The policy of training trainers outlinedunder the New Lines for Developing VocationalTraining targets the upgrading of humanresources and the development of thetrainers’ personal experiences at work. Thisis in order gradually to form a body that hasreal-life experience and an enterpriseculture. The OFFPT is developing trainertraining engineering to this end based onappraisals of trainers’ skills, with referenceto the initial vocational training programmes.Improvers’ courses arising from the resultsof the skills appraisals have been organisedin Morocco and abroad. Training in Moroccotakes place, in particular, in nine SkillsDevelopment Centres (CDCs) set up in thetraining establishments under thesupervision of the OFFPT. There are3 027 trainers employed by the OFFPT, 467 ofwhom have a specialisation level, 1 211 aqualification level, 1 015 technician level and334 specialist staff level.

According to the OFPPT’s statistics, there are1 329 trainers who passed the skills appraisalat the end of October 2000, that isapproximately 40% of the overall number.Moreover, there have been 30 266 trainingdays in which 6 672 people took part. Theorganised training courses cover technicalfurther training initiatives, teacher trainingcourses and training periods in theworkplace.

The training of trainers in other trainingdepartments or in the private sector is still inits embryonic stages, or even absent in somecases due to the low level of trainingengineering.

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4.2.5 The organisation of trainingestablishments

The organisation of training establishmentsis governed by decree No 2.86.325 of9 January 1987 on the general status ofvocational training establishments.

The setting-up, organisation and abolition oftraining establishments by public operatorsis governed by the ministerial decreeconcerned, approved by the Governmentauthorities responsible for vocationaltraining, finance and administrative affairs.The decree adopted to this end for thespecialist staff level is also subject to theapproval of the department responsible forhigher education in addition to that of theabove-mentioned Government authorities.

Three categories of establishment can bedistinguished: (i) the VocationalQualification Centres (CQP); (ii) the AppliedTechnology Institutes (ITA); and (iii) theHigher Applied Technology Institutes(ISTA).

Each vocational training establishment (EFP)has an advisory further training council. Thestatus of the EFPs varies according to thevocational training operators and sometimeswithin the same operator (example of theOFPPT’s centres of excellence).

The quality of the training variesconsiderably between the institutes and theCQPs. Smaller in size, the CQPs cover levelsof specialisation training and qualification,and have smaller infrastructure and fewerhuman and financial resources.

Under the private sector developmentproject financed by a loan from the WorldBank, the OFFPT has set up an EFPoperating model called ‘Centre of excellence’.These 11 centres (36 initially planned)benefit from educational autonomy and areevaluated on the basis of a battery ofperformance indicators establishedbeforehand. The performance indicatorscovering areas and fields of activity areeconomic environment, qualifying training,services to companies and theestablishment’s management and teachingmethods.

4.3 Continuing education

Two main development tools of continuingeducation are currently being implemented:(i) the Special Training Contracts (CSF) forhelping companies improve theiremployees’ skills by helping to financeactivities drawing up and implementingtheir training plans. Companies liable for thevocational training tax (TFP) and up to datewith their TFP payments are eligible for theCSFs; and (ii) the interprofessionalassociation for assistance with advice(GIAC), the role of which is to providetechnical and financial assistance tocompanies in order to identify and expresstheir skills needs.

The implementation of these two tools hasinvolved the social partners in themanagement of the CSFs, the continuingeducation market has become dynamic, anda process of mutualising the TFP has beenset up (by lifting the ceiling of financing). Aprocess encouraging the planning of trainingis also continuing through higher funding ofthe training initiatives stipulated as part ofthe training plans (payment of 70% ofexpenses as against 40% for unplannedtraining initiatives).

The activity indicators for 1999/2000 relatingto initiatives financed under the CSFs showthat 2 033 companies, 91% of which are fromthe private sector, have benefited fromcontinuing education initiatives.

Out of the beneficiary companies, 750 havesubmitted training plans as against 410 in1997. The accumulated expenditure ofcompanies is reaching MAD 332 million,while the reimbursement of expenditureincurred amounts to MAD 212 million.

Discussions organised with the various tradeassociations and federations, as well as withthe regional authorities responsible formanaging the CSFs, have identified a set ofproblems affecting the relevance of thecurrent system. These are in particular:

� the slowness of procedures forreimbursing training expenditure incurredby companies and, therefore, the lowappeal to SME/SMIs in carrying out thetraining plans drawn up (see the results ofthe MEDA project). Current procedures

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actually make access to this systemdifficult for the SME/SMIs;

� development of training is unequal acrossthe sectors, regions and levels ofqualification;

� the lack of targeting of current tools: thesystem benefits large companies inparticular and has hardly any effect on theSME/SMIs, which are the bulk of theindustrial fabric;

� the lack of communication towardscompanies: companies, in particular theSME/SMIs, are not sufficiently familiarwith special training contracts;

� the slowness with which GIACs are set upfor reasons inherent in the operating costs(two out of six are actually operational);

� the quality of the training provision;

� the non-existence of a continuingeducation evaluation and observationsystem;

� control of initiatives is non-existent.

For these various reasons, and in particularthat relating to the allocation of financialresources to on-the-job training (less than80% of the vocational training tax product),the continuing education market is notdeveloping according to companies’ needsbut is still artificially contained withinlimited proportions, which only allow a fewcompanies, in particular the largest, toupgrade the skills of their human resources.

Furthermore, the scope of continuingeducation is still limited to the implementationof the training plans of companies eligiblefor special training contracts. It wouldcertainly be to its advantage if it wereenlarged to combat youth unemploymentand encourage the transition of leavers atevery level of the education system and theilliterate, who have been unable to accessinitial vocational training, by mobilisingcompanies’ training capacities (for example,speeding up development of apprenticeshiptraining capacities) as part of a policyadopted jointly with the social partners.

Finally, continuing education does notbenefit, even indirectly, informal sectorworkers (still more numerous than formalsector workers), the overwhelming majorityof whom have casual, unskilled jobs.

4.4 Procedure for certifying trainingcourses and establishments

The setting-up, organisation and abolition oftraining courses provided by publicoperators are governed by the ministerialdecree concerned, approved by theGovernment authorities responsible forvocational training, finance andadministrative affairs. The decree adopted tothis end for the specialist staff is also subjectto the approval of the departmentresponsible for higher education in additionto that of the above-mentioned Governmentauthorities.

The procedure and conditions for awardingthe qualification of private sector trainingcourses are governed by decree No 1184-01of the MEFPDSS. The application forqualification is made on the basis of atechnical and educational file proving thatthe private vocational training establishmenthas trained at least one year group ofsuccessful candidates in the course of studyoffered for qualification.

The qualification of courses of study leads toa qualification certificate, and the courses ofstudy thus qualified are published each yearin national and regional directories. Thequalification of a given course is awarded fora period of three years.

A draft decree defining the procedure andconditions of accreditation, organisation ofexaminations and stamp of qualificationsawarded by private establishments iscurrently being prepared.

Under the terms of the current procedure,operators outside the OFPPT are required tocarry out engineering work, which they areoften not in a position to carry out in theabsence of specialist structures in this field(particularly the private training sector andcertain training departments).

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Moreover, the absence of a national frame ofreference for jobs and occupations and of theresulting training standards runs the risk ofmultiplying the frames of reference of thevarious operators for jobs for which thesetraining courses prepare. Indeed, in thepresent context, different training frames ofreference targeting the same occupation,may be qualified if they are submitted bypublic or private operators.

The inappropriateness of current proceduresto the work of making the vocationaltraining system consistent on bases that arecompatible with the spirit of the reforminitiated, and particularly of the principles ofthe skills-based approach, requires theadoption in the medium-term of a newqualification and certification procedurewhich is able to reduce the dysfunctions andreconcile the initial (residential, alternating,apprenticeship and distance) and continuingeducation systems.

4.5 Financing vocational training

The product of the vocational training taxand State subsidies finance public vocationaltraining. Since the beginning of the 1970s,therefore, companies have had to spend partof their wage bill (1.6%) on training, inaccordance with the laws and regulations.This amount is paid to the collecting agency,in this instance the national social securityfund (CNSS). Over 80% of the product of theTFP is paid today to the OFPPT’s operatingbudget.

As regards the other training departments,the budgets financing initial vocationaltraining and, in some instances, continuingeducation, mainly come from the Statebudget.

Private vocational training is financedexclusively by households that pay allregistration and education costs. The realfinancial outlay that households areprepared to make for private vocationaltraining in the private vocational trainingestablishments (EFPPs) is difficult to specifyin the absence of studies in this area. Theminister responsible for training is currentlyleaning towards the problem of solvency ofdemand.

The present financial system has severalgaps, the largest of which are:

� The TFP initially intended for continuingeducation is being allocated in the main toinitial training.

� The current management system is rigidand, for the reasons mentioned above,does not adequately meet the needs of themarket in this area. The new decreecurrently being prepared makes provisionfor at least 20% of the total amount of theTFP to be allocated to the CSFs. This willhelp to improve the present situationwithout necessarily resolving the problementirely.

With this in mind, several additionalsolutions could be considered: (i) eitherseparating the percentage of the TFPintended for continuing education from thatallocated to initial training; (ii) or enlargingthe scope of involvement of continuingeducation and creating a joint fund forfinancing vocational training with varioustools for initial training (alternating andapprenticeship, system helping the transitionfrom school to employment) and continuingeducation. This fund, with tools to helpdecision-making, will make distributionstaking into account priorities and targetgroups.

� The absence of an economic vocationaltraining account identifying State aid andof economic operators and households, asfar as financing vocational training isconcerned.

� The incompatibility of the OFFPT’s dualmission in this area: organisationmanaging and using the fund from thevocational training tax.

4.6 Running the vocational trainingsystem

The MEFPDSS has an operating system thathas started a process of upgradingvocational training based on new lines ofdevelopment, aimed in particular atexpanding the training provision andrestructuring it towards economic needs.A range of agreements has been made with

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trade associations and federations coveringthe development and restructuring oftraining in some sectors of economic activity(textiles, clothing, tourism and mechanicalengineering, etc.). At the same time as theseagreements were concluded, agreementswere implemented with the trainingdepartments to support the upgrading of thepublic training provision in the sectorsconcerned. The process is completed byperiodically producing integration anddevelopment studies of vocational traininggraduates, all sectors taken together, by theVocational Training Department. TheOFPPT, for its part, is carrying out similarsurveys for graduates of the establishmentsplaced under its supervision.

The main components of the system ofrunning vocational training are:

4.6.1 Strategic planning

The vocational training department is carryingout long-term studies on the vocationaltraining sectors, covering the analysis of thelabour, job and training market. It bringstogether the social partners, in particular thetrade associations and federations concerned,in the process of running and validating thesestudies. This involvement means thatrequests to design and implement trainingprojects can be made (setting up andrestructuring training establishments andcourses). The vocational training planningdepartment, within the same ministry, isresponsible for coordinating studies andmonitoring their implementation. Moreover,the introduction and updating of the NationalVocational Training Charter providesimportant, consolidated information concerningthe processes of the qualification systems.

This sustained effort to enlist strategicapproaches would best be completed inparticular by:

� mobilising new tools for providing theeconomic analyses needed to takedecisions;

� anchoring these strategic approaches tothe system’s overall operating level andthe various contributors taking them over(central and regional administration, thesocial partners and training departments);

� the definition of the mandates, as regardsstrategic planning, of the various partiesinvolved in order to avoid doubling up onjobs;

� the distribution of reports and workcarried out by the parties concerned;

� the transformation of the VocationalTraining Charter into a dynamic tool forplanning vocational training.

4.6.2 Decision-making methods andtools

The vocational training department eachyear carries out surveys on graduates ofvocational training entering working life.The surveys produced concern on average25% of the year group and cover graduatesof the different vocational training operators.The surveys produced provide informationabout quantity and quality with regard tothe level of employment (proportion ofworking graduates employed on the date ofthe survey), the percentage of integration(proportion of successful candidates whostate on the date of the survey that they haveworked at least once) and the characteristicsof jobs taken up.

These surveys are completed bydevelopment studies, the aim of which is tofollow the career of graduates over the threeyears after they obtain the qualification.

To these studies should be added similarsurveys carried out by the OFPPT(integration and development) for graduatesof the training centres and institutes underits supervision.

However, it should be stated that theseintegration and development surveys are notsufficient to help make decisions. Thecurrent system must be completed on theone hand by carrying out impactevaluations, which determine whether theprogrammes and initiatives undertaken haveobtained the anticipated effects, side effects,positive and negative effects included, andchecking the relevance of them. It would beto its advantage, on the other hand, if it werecompleted by carrying out economiccost/benefit analyses so that the VocationalTraining Department would be better able to

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identify and justify the main developmentand investment strategies for vocationaltraining (choice of new training methods,level of qualifications, etc.). The mechanismsthus set up will have to be used as basictools in informing decisions about vocationaltraining policy.

4.6.3 The information system

A range of initiatives is currently beingstarted by the Vocational TrainingDepartment (DFP), and certain publictraining operators to set up a managementand information system.

The management of the vocational trainingsystem continually requires reliable statisticson its main components, a capacity forstoring, handling and analysing this dataand reporting mechanisms at the varioushierarchical levels.

Three main sources of information arecurrently available: (i) the VocationalTraining Charter; (ii) information from thetraining operators’ normal activities, inparticular the activities of the OFPPT; and(iii) the periodic or selective surveys andstudies carried out by the DFP or by thevarious training departments.

4.6.4 Financial management

Analysis of the financial managementsystem in the various training departmentshas revealed certain problems relating to theallocation of resources and the identificationof costs per type of service. Thesedysfunctions and inadequacies would bevery restrictive in implementing anoperational control system. They concern theabsence of a management accounting systemin the training establishments, includingthose referred to as systems ‘of excellence’.This is why budgets are not defined on thebasis of standards of costs per course ofstudy.

4.6.5 Institutional mechanisms ofconsultation and control

The development of an effective, permanentpartnership between the DFP and the social

partners (particularly the employers) is acentral strategy of the reform beingundertaken in the vocational training sector.The institutional mechanisms of consultationwith the different partners are found atseveral levels and cover several dimensionsof vocational training management.

� National level: through the NationalVocational Training Council (CNFP),which helps to define general guidelines,coordinate and evaluate the sector’sactivities. The CNFP is chaired by theminister responsible for vocationaltraining, and groups together the trainingdepartments, chambers of trade and tradeorganisations and the social partners.

� Provincial level: through the ProvincialVocational Training Councils (CPFP),which adapt the proposals of theVocational Training Charter to localrealities and make the necessaryrecommendations for an harmoniousdevelopment of vocational training in thecontext specific to each province. TheCPFPs are chaired by the Walis andgovernors, and bring together the localparties concerned.

� Operational level (trainingestablishment): through the FurtherTraining Councils (CP), which areintroduced in one or several vocationaltraining establishments. The CPs adapt thetechnical and teaching content of trainingcourses to local needs and monitor thequality of these training courses. Themission of the CPs is also to encouragecompanies to subscribe to alternatingvocational training and organise, monitorand evaluate the activities of this trainingmethod in companies.

These consultation authorities have played amore advisory role to date, which wouldbest be reviewed so that they can take on adeliberative function, particularly under theimplementation of the regionalisation policythat Morocco has just created.

Moreover, the Association Agreementsconcluded between the DFP and certaintrade associations and federations torestructure or create courses of study ortraining establishments in the industrialsectors concerned are of an ‘ad hoc’ nature

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and in particular concern theimplementation of training projects financedby certain donors (for example, projectsfinanced by the French DevelopmentAgency or projects financed as part ofMEDA 1). They are increasingly becomingvaluable tools for consolidating partnershipswith the sectoral trade organisations and forinvolving the latter in the process ofupgrading the training system.

4.7 The strategy of implementing thereform of the vocational trainingsystem

The vocational training sector in Morocco isundergoing an upgrading process startedover ten years ago. This process is becominga reality through a general approach thataims to restructure the sector progressivelyso that, in time, it will be able to produce thequantity and quality of the skills necessaryfor the social and economic development ofthe country and improve thecompetitiveness of companies in the contextof a market economy. The establishment of aEuro-Mediterranean free-trade area and itseffects on Moroccan companies meets thisobjective.

The reform organised along these lines isbased on three major themes that may besummarised as follows:

� building up the role of the tradeassociations and companies in definingthe demand for skills by setting up theGIACs, producing strategic studies fordeveloping human resources, providingcompanies with experts (trainingsupervisors provided under MEDA 1) foridentifying needs and drawing up trainingplans;

� developing initial training able to meetcompanies’ needs for skills byrestructuring training courses, inparticular:

� drawing up programmes;

� training trainers and tutors;

� creating training forums (physicaldevelopment and infrastructure) takingthe new programmes into account;

� developing in-house training, moreparticularly alternating training;

� developing continuing education mainlyin the small and medium-sizedenterprises, in particular by reforming thespecial training contracts.

The success of the reform depends to a largeextent on the emergence of a demand forskills by companies and on the ability of thetraining operators to introduce the necessarychanges for translating the needs expressedinto appropriate training programmes andservices. These changes are likely to have aprofound influence on the running, design,management and organisational methods ofvocational training. Indicators of change canbe seen, in particular through the efforts tobuild partnerships with the social partners,the adoption of the skills-based approach,the development of sandwich courses andthe emergence of a new generation oftraining establishments adopting amanagement model aimed at companies.

The programme for upgrading vocationaltraining is run by the MEFPDSS, which isbased on the institutional (CNFP) andcontrol authorities specific to the projectsregistered as part of the reform.

Operational management is provided byproject management units (MEDA project)and the operational structures of thedifferent training departments. Each project,generally linked to a donor, has a specificlogical framework. The aims and resultsexpected of the main projects describedbelow are part of the three central themescovering the upgrading of the vocationaltraining system.

The upgrading process suffers from certaingaps such as:

� the absence of an overall logicalframework to the upgrading programmeand a specific overall budget;

� the absence of operational planningillustrating the links between the differentprojects and tying each project down tothe upgrading strategy;

� the weakness of the monitoring andcontrolling functions, which do not

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provide for performance indicators vital tothe efficient running of the upgradingprogramme;

� the more consultative role of the controlauthorities, which reduces theircontribution in the programme’simplementation and limits the degree towhich they take over the upgradingprogramme;

� the delays in implementation shown bythe main projects (MEDA 1, AFD, WorldBank), mainly relating to the complexityand multiplicity of the implementationprocedures advocated by the variousdonors.

4.7.1 Skills needs

Directly and effectively involving Moroccancompanies in defining the skills they need toimprove their competitiveness on thenational and international market is a majorchallenge for upgrading vocational training.This process was initiated and encouragedby the Vocational Training Department, inparticular as part of the projects cofinancedby the World Bank and the EuropeanCommission (see below for description ofthese projects). Several mechanisms andtools have been set up to this end:

� the interfacing mechanisms between theproduction system and vocationaltraining, mainly the GIACs, throughstrategic studies linking companies’ needsfor skills with the strategic developmentprojects of the latter;

� an ability to identify and express thedemand for skills in companies,particularly through training supervisorsand the Moroccan consultancy firmstrained in this field;

� the involvement of professionals in theprocess of drawing up trainingprogrammes, particularly throughworkshops analysing the work situation.

� the involvement of the manufacturingsector in the process of determining ademand for skills for the vocationaltraining system is still limited; building upand stabilising this process are necessary

actions for guaranteeing the restructuringof vocational training towards companies’needs.

The main gaps identified are:

� the absence of mechanisms to consolidate,handle and analyse the skills needsexpressed;

� the low interest paid to the use ofinformation provided by the strategicstudies (GIAC) and the reports drawn upby the training supervisors;

� the ability to identify and express skillsneeds is still poor in so far as fewconsultancy firms have been trained inthis field.

4.7.2 Donor contribution to upgradingthe vocational training system

Several donors are involved in upgradingthe Moroccan vocational training system andin carrying out the sector’s developmentprogramme.

The main donors involved in multilateralcooperation are the World Bank and theEuropean Commission. Of note here asregards bilateral cooperation is theinvolvement of France, Germany, Belgium,Italy, the French-speaking community ofWallonia (Belgium) and the Federal State ofCanada, the Quebec.

(i) The World Bank

The 3rd project (on-the-job training) is part ofthe overall project supporting the privatesector in Morocco, and targets thedevelopment of contract initial andcontinuing training with the companies(running training by demand).

This project has enabled the mechanismsappropriate to the development ofcontinuing education in Morocco to be setup. These are the GIACs and the CSFs.Continuing education is seen as adetermining factor in businesscompetitiveness and as a means ofidentifying and expressing companies’ needsfor skills. The emergence of a continuingeducation market has enabled the OFPPT to

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improve the relevance and ability to react ofsome of the establishments referred to as‘centres of excellence’.

This project should also help develop astrategy for running the provision of trainingby demand.

(ii) France

France is financing a project targetingseveral aspects of vocational training andemployment, among which are assistancewith the ANAPEC setting up, improvementin information and decision-making tools foremployment and training, and theestablishment of the apprenticeship trainingsystem.

(iii) Germany

Germany is financing several cooperationprojects, respectively covering:

� the introduction and expansion ofsandwich courses;

� the building up of the OFPPT’s capacityfor involvement in continuing educationin the textiles and clothing industries andin the restructuring of several courses ofstudy;

� the development of the apprenticeshiptraining system in the smallmanufacturing trades, agricultural andbuilding sectors;

� the improvement of training courses forthe benefit of companies and theirregulatory framework.

(iv) Belgium

Belgium is also involved with severalcooperation projects covering technicalassistance, support for the Training Centreand assistance with setting up companies,the training of trainers, the upgrading of thetraining system in some sectors andassistance with the development of theapprenticeships training system.

The French-speaking community of Belgium(Wallonia) is involved in training the seniormanagers and decision-makers of vocationaltraining, training in drawing up frames of

reference, and in the management of theapprenticeship training system and trainingin textiles at the ESITH in Casablanca.

(v) Italy

Italy has financed a project for trainingtrainers and heads of vocational trainingestablishments under the OFPPT.

(vi) Canada

Canada is heavily involved in vocationaltraining in Morocco. The cooperationprojects it is financing cover the tourismsector and hotel trade, the textile andclothing industry, salt-water fishing andagriculture.

PRICAM (programme for strengtheninginstitutions with a training mandate) is oneof the most important projects covering theintroduction, adoption and establishment ofthe skills-based approach as regards trainingengineering in the vocational training sector.

(vii) The Government of Quebec

There is also cooperation in the field of jobpromotion, social development andvocational training with the Government ofQuebec, which mainly covers the definitionof a strategy of adaptation to free trade andglobalisation, support for ANAPEC and thedevelopment of human resources incompanies.

(viii)The experience of the European Union

The European Union is by far Morocco’slargest donor in the vocational training field.It is financing four projects in the vocationaltraining and employment fields. The mainaim targeted through its involvement is theupgrading of the Moroccan vocationaltraining system, which must, in time, be runby demand from companies.

This upgrading has gone ahead with asectoral approach to the projects referred toas ‘protocols’ defined below. The methods ofapproach have been considerably improvedunder the MEDA 1 project, thanks to theintroduction of the continuing educationdimension, which brings the vocationaltraining system more into line with theproduction system.

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� SEM 03/204/012 (3rd Protocol) of�38 640 million: building up trainingstructures in the leather and textiles sector.

The aim of this project, which ended on31 December 1998, was to meet middle andsenior management needs in the leather andtextiles sector. It covered the constructionand fitting out of six sectoral trainingcentres, the training of trainers and themobilisation of technical assistance foridentifying companies’ needs and drawingup training programmes.

� SEM 04/204/023 A (4th Protocol) of�6 million: support for priority sectors ofthe vocational training system.

The aim of this project, currently beingimplemented, is to help improve thevocational training system according to thedemand from companies, while supportingthe best opportunities for cooperating withthe social partners.

Its aim is also to increase the externalefficiency of the vocational training systemin three priority sectors (mechanicalengineering, textiles and tourism), whileimproving cooperation with the socialpartners.

� MAR/B7-4100/IB/97/058 (MEDA 1) of�38 million: support for upgradingtechnical teaching and vocational training.

It has two main parts: (i) advice andassistance with training for companies; and(ii) the upgrading of the vocational trainingsystem through the reform of programmes,acquisition of facilities and training oftrainers in several sectors of activity. It has15 subprojects or requests drawn up incooperation with the trade federationsand/or with the other public trainingoperators, with the aim of improving thequality of the training provision in severalsectors.

� MAR/B7-4100/IB/99/0130 of �3.3 million:support for job creation.

The aim of this project, currently beingimplemented, is to reduce the level ofunemployment and make a link betweenvocational training and jobs. It is developinga job promotion strategy based on: (i) thecreation of new jobs by setting upmicroenterprises and supporting theSME/SMIs in identifying their needs forskilled labour; and (ii) intermediation on thelabour market in order to match supply anddemand. It is also based on a reform of theeducation and training system in order toadapt training to the needs of the labourmarket.

It should be stated that the projects financedby the EU generally lack visibility despitetheir financial volume, in so far as theysupplement the involvement of other donorsand in that their impact is difficult toestablish or separate.

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5 - Relationships with jobs and the labour market

5.1 Structuring the employmentsystem

The Moroccan employment system as awhole has several subsystems, each with itsown logic and specific labour market. Thereis not a complete barrier between thesesubsystems, but on the contrary, a certainopenness, hard to illustrate in statisticalterms25.

� The agricultural holdings (4 379 628working people in jobs, 47% of theworking population): the agriculturalworld where productivity is largelymarred by successive droughts, suffersfrom underemployment andunderqualification. There is a large ruralexodus (to casual urban jobs) and theincentive to emigrate is a strong one foragricultural workers of the regions in mostdifficulty.

� The modern sector bringing together thepublic administrations and companies(10% of the working population) and theprivate organised companies: this sectoremploys the most educated of thepopulation, but it also works with aflexible section of the workforce, oftenundeclared, and whose jobs may alternatewith the informal sector. Apart from alimited group of large companies, some ofwhich belong to multinational groups, thebase is made up mainly of SMI/SMEs(between 20 and 200 employees).

� The informal sector, in which small tradeand craft companies and people carryingout different casual, undeclared jobs(domestic work, casual commercial work,etc.) may be considered. The informalsector is often forgotten in strategicapproaches to employment and inemployment policies. With its numericalimportance and dynamism, it deserves tobe included in the analysis again.

Non-agricultural jobs are almost entirelyurban jobs (5 340 000). Some 49% of thesejobs are in the service sectors (2 600 000), themanufacturing industries employing only21% of the total number (1 100 000 jobs),although they constitute the hard core ofMoroccan industry.

5.1.1 Employment by education andqualification levels

The Moroccan population of working age(aged 15 and over) is very ill-trained (70%had no qualification in 1999). This confirms amajor deficit in vocational training capacitiesand denotes clearly inadequate preparationof the working population for social andoccupational integration.

The working population (aged 15 and over)by level of education is characterised by ahigh percentage of people with no training(66%), and the very low proportion ofqualified secondary school-leavers andabove (11.2%, group divided into three partsof comparable size between qualifiedsecondary school-leavers, technician andmiddle-management level graduates andhigher education graduates). The urbanworking population is in a better position:46% with no qualification, 20% of secondarylevel and above.

For the entire country, the workingpopulation in jobs has an average traininglevel a little lower than the population ofworking age (10% have a secondary orhigher qualification and 70% have noqualification). In the urban environment,there are proportionally more unskilledpeople (70%) employed than among theworking population (66%), and fewer of themore qualified (18.9% as against 20%), whichindicates a selective labour market contraryto this since it gives the unqualified betteremployability than the qualified.

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25 The Statistics Department of the Ministry of Economic Forecasting and Planning is carrying out a nationalsurvey on jobs, which affects a sample of 48 000 households each year (including 16 000 rural households).One of the aims since 1999 has been to provide quarterly industrial indicators on the level and characteristicsof the activity, employment and unemployment. Collection of data is spread over the whole year so as to takeaccount of the seasonal fluctuations affecting certain variables.

It is not possible to locate the exact positionof vocational training within the structuresof the working population and ofemployment because of the highlyaggregated lists used by the StatisticsDepartment and the impossibility ofdeciding between the levels of qualifiedpeople (in particular the specialisation,qualification and technician levels), whichcomes down to the Moroccan vocationaltraining system and to national education26.

5.2 The labour market

5.2.1 Job creation and initial entry intoworking life

The net creation of jobs was 149 000 jobs inthe urban environment between the firstquarter of 2000 and 2001. This distinctcreation is lower than the net increase in theworking population (new people enteringminus people leaving work). Moreover, theannual flow of new people entering work(on the labour market) tends to be on theincrease due to many people reachingworking age. For the entire country, thenational annual flow of new people enteringwork has been in the region of 400 000 overthe last few years and in the region of250 000 in the urban environment27.

The structure by training level of new peopleentering the market depends on the productof the education and training system. TheMoroccan education system has had twomain characteristics over the last few yearswhich effects on the labour market are notinconsiderable. It would not educate allyoung age groups and it is only at the startof the new academic year that the level ofentry in primary level has reached 90%.Then, dropouts from schools (people leavingprematurely) in the course of the first four

and last three years of basic education weresignificant28. Dropout rates are heavy in ruralenvironments as well as in urbanenvironments, and provide companies witha very unskilled workforce (informal orformal).

The structure of the working populationaged between 15 and 24 entering the labourmarket is not known either. However, a veryrough calculation based on education dataprovides an estimate that for 2001, thestructure of those leaving should be set at20% of illiterate or semi-illiterate leavers,32% at primary education level, 24% in thelast three junior years, 10% at secondarylevel and 14% at Baccalauréat level andbeyond. New generations entering themarket therefore benefit from an educationalstructure clearly superior to that of all theworking population in jobs, even urban,considering the progress made by theeducation system over the last few years.

5.2.2 Unemployment

The number of people said to beunemployed is high (on average around1.4 million over the last few years). It did notstop rising until 1999 when it reached1 432 000 but has since been decliningslightly. It returned to 1 317 000 in the firstquarter of 2001. The national level ofunemployment was estimated at 12.7% inthe first quarter of 2001. Some 84% of theunemployed live in an urban environment.

The unemployed population is characterisedby three essential characteristics: thenumber of young people (83% are under 35,41% are aged between 15 and 24), thenumber of first-time job-seekers (around50%, depending on the months of the year),the number of the long-term unemployed(around 70%).

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26 The listing by level of training in use is not the international listing (Unesco’s ISCED). The StatisticsDepartment uses two education listings: according to qualification in three stages (unskilled/middlelevel/higher level), which may be broken down into seven stages (unskilled; middle level: basic educationdiplomas and certificates/vocational qualification diplomas/vocational specialisation certificates; higherlevel: secondary education diplomas/higher education degrees/technician and middle managementqualifications) or according to the school level into seven stages (no level/first four years of basiceducation/last three years of basic/secondary/higher education/other levels/undeclared).

27 Figures not published but provided by the household surveys department of the Statistics Department of theMinistry of Economic Forecasting and Planning, and extracts from the annual employment survey. It wouldbe worth publishing these data officially, once the technical difficulties they raise have been surmounted,because they provide information needed by the labour market.

28 To the extent that the number of working people under the age of 15 was almost 515 000 in 1999.

There are many unemployed secondary andhigher level qualified leavers but they arenot the majority. They representapproximately one fifth of all theunemployed, that is, approximately285 000 people. The unemployed with noqualifications or at a middle level (who arecurrently not being offered any trainingopportunity), are 450 000 and 580 000respectively and they form the great bulk ofjob applicants.

In urban environments, the unemploymentlevel is high: 20.1% in the first quarter of2001. It is clearly higher for women (26.9%)than for men (18%). But what is mostremarkable is that the unemployment levelis higher with a qualification (13% for theunskilled; 27.3% at middle level; 24.5% athigher level or again, depending on the levelof training: 6.9% for those with no level(illiterate), it rises to 27% for those leavingthe last three years of basic (junioreducation), and to 25.7% for those educatedat the higher level.

5.2.3 Structural disparities

The major paradox of the present situation inMorocco relates to this unusual hierarchy(compared with the situation in Europeancountries) of levels of unemployment bylevel of training. Overall, this means that themanufacturing sector integrates theless-qualified relatively better than the morequalified, which leaves one to think thatMoroccan companies are holding on to theirrecruitment habits and that many of themhave not started their upgrading process,which should produce a preference for morequalified staff.

While Moroccan business, and moreparticularly the SME-SMI, is working with ahighly-unskilled workforce, and should berecruiting more qualified staff, a largeproportion of secondary and highereducation graduates only have very lowemployability because they were trained oncourses that do not meet the needs of theproduction companies of industry and theservice sector. Since higher education is stillvery largely directed towards the training ofmanagers for public administration, themajority of graduates are continuing to look

for a job in the civil service and find itdifficult to agree to work in the private sector.

Those leaving initial vocational training havebetter opportunities for integration, since theaverage percentages measured are in theregion of 54%. However, the disparitiesbetween the various courses cannot beignored29. On the other hand, the integrationpercentages announced are lower atspecialist staff and technician levels (57 and48% respectively) than at the qualificationand specialisation levels (66 and 74%respectively), confirming the assessmentmade above. This assessment shows thatMoroccan companies find it easier to recruitthe least-qualified workers and they ‘wantnothing to do with’ higher level trainingcourses that they still objectively need, evenwhen vocational training courses areinvolved that in theory are better adapted totheir needs. But this assessment should berefined by analysing the structure ofvocational training provision in detail,because it is not impossible that some ofthose trained are produced by the vocationaltraining system in specialised fields that donot really meet market demands.

On courses of study more sought after byprivate companies, in particular informationtechnology, which particularly concerns thedynamic sector of the new information andcommunication technologies, the output ofgraduates (technicians and engineers) isgenerally insufficient to cover nationalneeds, which are also subject to competitionfrom foreign companies (North-Americanand European). Whereas the national markethas difficulty in absorbing graduates inmany disciplines, the increasing emigrationof graduates is affecting the specialist fieldsmost in demand in the country.

Labour market operators (and moreparticularly employers and employment ortraining counsellors) point out the greatweaknesses of graduates in their ability tocommunicate and speak foreign languages.Technical skills are not sufficient in manyfields. Genuine relational skills should beadded to them. This criticism is addressed asmuch to the training courses of theengineering schools and of technicians invocational training as to higher educationtraining courses.

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29 It is not unusual for the CIOPEs to have had to enrol those leaving vocational training.

5.2.4 The employment code

The labour market is encountering a majorinstitutional difficulty in Morocco due to thefact that the project to reform theemployment code has not always producedresults, although it has been underway formany years now.

The legislative framework governingemployment to date was designed mainly toprotect existing jobs held by employees witha contract for an indeterminate period,specifying the conditions and procedures bywhich workers may be made redundant. Onthe other hand, the law authorisescompanies to recruit workers with contractsof less than a year.

The major problem of current legislation isthat of being very protective when facedwith redundancy, since the courts awardvery high redundancy payments to workersmade redundant. In actual fact, in the absenceof an unemployment benefit scheme, thesystem of redundancy payments plays thepart of an unemployment fund in Morocco.

Mass redundancy is closely controlled by theMinistry of the Interior. In order to shutdown a company, a written application mustbe sent to the Governor, together with adetailed description of the company’sfinancial situation, which demonstrates theimpossibility of continuing to operate.

On the issue of flexibility, there is noopposition on the grounds of principle, inparticular the company’s internal flexibility(working hours, working conditions). Forthe employment contract, a change shouldbe made, less in the legislation andregulations than in the collective labouragreements. These were adopted between1957 and 1959. A negotiated flexibility isneeded together with social safety netsbecause there is currently no social safetynet, and compensation for job losses is stillonly at draft level.

The absence of an employment code suitedto the conditions of the present environment

of the Moroccan economy and in particularto entry into the Euro-Mediterraneanfree-trade area is regarded as an essentialfactor negatively influencing job creation. Itis indeed thought that national and foreigninvestors are reticent in a context where thelegislation and regulations are so lacking intransparency.

5.2.5 Working relationships

The social climate has been weighed downby the recent, fairly tough conflicts. TheCGEM, in cooperation with the ILO, hassponsored a survey covering anentrepreneurial study for preventingconflicts. The aim of this research is to try towork out the recurrent problems of atypicalconflicts that do not obey any rule and thusfind their source and the means ofanticipating them. This study should lead tothe creation of a centre monitoring potentialsources of conflict (Institute for theModernisation of Working Relationships),backed by the ILO with Spanish cooperation.The expected results are the development ofa culture of social dialogue, a lever foramicably resolving conflicts both atcompany and at sectoral and national level.

On the trade union side, a significant changehas occurred since 1 August 1996 with thetripartite joint declaration, the preliminarytext for which the social partners mettogether. The consultative committee forsocial dialogue was set up. The trade unionsare in favour of introducing a culture ofdialogue, which did not exist before, andwhich still needs to be learnt. This awarenessof a major change to be made in themanagement of working relationships inMorocco must be aligned to the fundamentalchange that the Moroccan economy as awhole must make in changing over from anadministered economy to a genuine marketeconomy. It is this change that is in progressbut is precipitated by the urgent deadlinesfor Euro-Mediterranean integration. Thingsare progressing well at national andenterprise levels, but the sectoral, local orregional lag behind.

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5.3 Employment initiatives

5.3.1 Growth and employment

Macroeconomic policy and its impact ongrowth and employment does not form partof this report, but its strategic importanceshould be remembered. The Plan (2000-04)moreover set out its essential aspects for therecent past.

Job creation fundamentally depends oneconomic growth, and Morocco has for10 years or so been encountering majordifficulties here in reaching an adequate rateof growth to cover the creation of jobs at alevel, which would effectively bring downthe level of unemployment. At sectoral level,therefore, agriculture has been changing onaverage between 3.5 and 4%, but veryerratically year after year. The energy andindustrial sectors have recorded a moresustained annual increase of 5.5 and 3.6%,and the service sector has been growing at3.7%. A study by the World Bank in 1997showed that only a 7 to 8% growth rate peryear would bring down unemployment. Theaim is to increase growth in GDP to 6% from2002, and to 5.5% on average over the nextfive years of the Plan. The latter estimatesthat at a rate above 5%, the Moroccaneconomy could generate enough jobs toreduce the unemployment levelconsiderably. This could fall from 18.5% in1998 to 14.5% in 2003.

This poor economic growth is firstlyattributed to the negative effects of climaticconditions and the instability of theinternational environment. But the Plan alsomentions low investment and savings (the20% share of the FBCF in GDP has virtuallystagnated since the middle of the 1980s, andthe proportion of public investment in theGDP has declined because of its stagnatingvolume). It also adds to this the stronginfluence of national debt (the share ofservicing the debt represented between12.8% in 1980 and 25.4% in 1997 of theTreasury’s current expenditure), the fragilityof the financial balances (for public finances:fragility of receipts that includenon-permanent elements such asprivatisation operations and theshortcomings of the tax system). Thestructure of expenditure is characterised by

rigidity and dominated by civil servantshandling the national debt. For the balanceof payments, there is structural imbalance intrade because of the low level of Moroccanexports, the products and outlets of whichare not sufficiently competitive anddiversified. There is, for example, too large aproportion of food products at 32% and aconcentration of exports to the EuropeanUnion at 60%, as well as the part played bycertain economic factors.

The changes in the international economicenvironment (GATT agreement, AssociationAgreement with the European Union) arebringing new constraints (loss of advantageswith the European Union, increasedcompetition with national industry, lowertax returns), but they open up new prospects(greater access to markets and internationalcapital, opening up to new technologies).

5.3.2 Initiatives adopted in the recentpast: assessment of employmentmeasures

The fairly sudden appearance ofunemployment among young qualifiedpeople at the end of the 1980s following themeasures taken as part of the structuraladjustment programme encouragedGovernment action. The establishment of theCIOPEs (1992), responsible for taking youngpeople and directing them towards aidmeasures, then the assignment given to theCNJA (1993) of analysing the situation andproposing solutions, the 1993 law ontraining integration, then subsequently theEmployment Action Plan, have formed arange of responses.

Two categories of measures were adopted inthe course of the 1990s. These were measuresaimed at helping young people into salariedemployment, measures encouraging theestablishment of companies orself-employment.

Measures to help integration were formulaefor integration courses traditionallycombining the young person’s training andthe reduction in the trainee’s cost (throughexemptions and grants paid to thecompany). With regard to training, thismainly involved adapting to employment orto the position under the employer’s

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supervision. These measures were primarilyintended for audiences of those qualifying atBaccalauréat level and above. The trainingintegration course is the most widespreadmeasure30. Although it has not been possibleto provide official consolidated, detailedbalances for all the 1990s, the number ofyoung people who benefited between 1997and 2001 can be estimated at approximately80 000, the average annual number ofbeneficiaries being approximately 20 00031.

The broad outline of this report requires afew comments. These systems have obtainedencouraging results, but their impact is stillvery limited with regard to the issues. Weshould remember that there were over280 000 young people qualified at a higherlevel (secondary and above) unemployed in2001, and that there are four times as manyyoung people of average level or with noqualification not affected by theseprogrammes. It would be to theabove-mentioned assessment’s advantage ifit were refined so that its real impact couldbe understood.

It would also be helpful for half of the youngpeople who have not been taken onpermanently after their training to find outtheir real employability. Likewise, theknowledge of the types of companies thatbenefit (sectors of activity, size, location,qualifications structures) and the analysis ofthe economic impact of these recruitments ofyoung people for the company would beworth developing. It does not seem that thepossible ‘effects of opportunity’ forcompanies (substitute appointments assistedby the PAE for ordinary appointments,which would have been made in any case)have been analysed. It would finally bedesirable for the nature and quality of thetraining provided, and its ability to makereal improvements in youth employability,to be more readable.

Measures to assist self-employment andpromoters have attempted to provide youngpromoters with the opportunity to createtheir own jobs by setting up a company. The‘Youth Employment Promotion Fund’finances additional initiatives for making it

easier to set up companies, alongsideintegration initiatives. There were 471 youngentrepreneurs having carried out investmentprojects with the backing of this fund at theend of December 2000, having generated2 250 jobs.

The Self-employment Support Programme(also financed by the Youth EmploymentPromotion Fund) consists of financing theprojects of young higher educationgraduates (Baccalauréat + 2 at least, aged 35at most) registered in the CIOPEs. Its aim isthe self-integration into working life ofyoung graduates bringing projects withthem, the cost of which does not exceedMAD 250 000. Agreements have been signedwith two banks (Caisse nationale du Créditagricole, and the Banque centrale populaire).Results in terms of volume have beenmodest: the 2002 finance bill has the figureof 660 applicants and 540 beneficiaries ofloans for 2001. For the previous period, fromthe start of the loans in September 1999 untilJune 2000, 6 185 young people had appliedand 6 158 were chosen to complete theirprojects, 838 projects were submitted to thebanks for funding and 337 were approved.Some 72 companies were set up (142 jobsgenerated).

Three comments should be made in thisbrief introduction of all the employmentmeasures taken, in particular at the end ofthe 1990s: (i) there is a modest number ofbeneficiaries, very much lower than needs;(ii) the impact of these measures, both onyouth employment and on companies, is notsufficiently well-known, beyond simplycounting the beneficiaries; and (iii) thesemeasures are almost exclusively aimed at thequalified, whereas the great ranks of theunemployed have no qualification or onlyhave a low level of training.

5.3.3 Measures currently in force

There are five tools introduced by the 2002finance bill for promoting employment. Thefirst two are renewals of measures already inforce in the recent past. The next threeintroduce innovations.

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30 Law No 1.93.16 of 23 March 1993, modified by law 13/98 setting the measures encouraging companiesorganising vocational integration training courses.

31 58 500 trained between November 1997 and December 2000, figures that appear in the memorandumintroducing draft finance bill No 44-01 for the 2002 financial year.

� Youth Employment Promotion Fund:programme supporting self-employment,building of business premises.

� Fund supporting certain promoters: theaim is to encourage private initiative, inparticular that of young qualified peopleor those with a vocational qualification.

� Apprenticeship training system: the aimis to facilitate professional integration intothe small, skilled trades by involvingcraftsmen in actual training.

� The training budget: provides a grant ofMAD 2 000 to 7 000 for training in atraining centre (official list of approvedcentres) in order to fill a gap between theskills of an applicant recruited on a joboffer and those required by the positionthey will occupy. It is set up according to adraft agreement signed between theemployer, ANAPEC and the applicantrecruited.

� Integration training: the current system(since July 2001) proposes to diversify themeasures, but the main target, while notexclusive, remains young people with aqualification (Baccalauréat and higher).

Training course agreements: four typesgoverned by law 16-93 establishingintegration training, modified andcompleted by law 13-98, and defined bythe joint decision of the employment andfinance ministers of 11 May 2001. Nospecific target group has been targeted inparticular (such as unemployed women,the long-term unemployed, etc.) and thevarious measures can only bedistinguished by the aims and conditionsof eligibility defined as follows:

� the integration contract (6/12/18months): for gaining experience (thoseholding the Baccalauréat or equivalent);

� the access to jobs contract (6/12/18months): for integrating people indifficulty (the disabled with aBaccalauréat or equivalent, aged under

35, Baccalauréat + 2, the youngunemployed who have beenunemployed for over three years);

� the employment developmentcontract (6/12/18 months): creation ofskilled jobs in SMEs in areas indifficulty (companies with fewer than50 employees) (young people under 35,Baccalauréat + 2, who have been lookingfor a job for one year);

� the employment contract regarded associally useful (6/12/18 months): formeeting social needs (young peopleunder 35, Baccalauréat + 2), who havebeen looking for a job for one year).

Aid for setting up self-employment has beenmaintained, and ANAPEC has been asked tomonitor applicants (with no qualification orage conditions).

There are still few measures for the lessqualified. Apart from the NationalPromotion (major public works programmesmanaged by the Ministry of the Interior) andmicrolending programmes (fund managedby the Ministry of Finance) the populationsof young people most lacking in training arenot eligible for employment measures. Theymay be tempted to turn to emigration,particularly in the areas most in difficulty,but their poor training may well also excludethem from this market.

The intermediation function

The employment agencies were set up in1921. Dealing more with low or unskilled jobapplications, they have been very busymanaging applications for emigration.

Since the beginning of the 1990s, with theappearance of graduate unemployment, anew structure has been set up to take anddirect this new population of young peoplein difficulty on the market. The CIOPEs havetherefore been working, while remainingseparate from the employment agencies, toensure that job applicants are spread overthe various measures provided.

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In 2001, ANAPEC took over from theCIOPEs, which were disappearing, as wellas, in January 2002, the employmentagencies32.

ANAPEC, in contrast to the CIOPEs, hasbeen designed as a genuine intermediationtool on the labour market. Its aim is tostrengthen its ability to get involved inordinary job offers33 (jobs not given aid, thatis, on joint contracts) and to develop itscompany penetration in order to do this byorganising genuine canvassing work amongemployers, whom it regards as its ‘clients’.By turning to job offers as a priority, itwishes not to limit itself any longer to thesocial function of distributing trainingcourses and formulae for helping tointegrate or set up companies, which is stillwithin its main remit. It intends to developcanvassing work among companies. It alsointends to develop a genuine advisoryfunction for companies on managing jobsand skills. ANAPEC is also responsible forinternational recruitment, which has recentlybeen developing in Spain and the Gulfcountries, and also deals with the specificneeds of foreign investors34.

But the job creation decree definesANAPEC’s scope of involvement in skilledjobs, which appears to be a restrictiveapproach to the labour market. Neverthelessthe Agency does not intend to reject ‘anyapplication from a company looking forbacking to make an appointment successfuleven for low-skilled or unskilled jobs’. It isstill true that this restriction leaves thequestion of the great ranks of job applicantsunresolved, who have no qualification ortraining that provides any employabilitywhatsoever. It is likely that unskilledapplicants will not come spontaneously toANAPEC’s local agencies, the network ofwhich is taking over from the CIOPEs,reserved for the qualified. But in the longerterm, it could be difficult to continue not totake poorly or badly trained job applicants(low qualification level or general junior orsecondary education).

It should be added that there are privateemployment agencies in intermediation (inthe area of administrative jobs, this may be asecondary activity of consultancy andaccountancy firms) and temporaryemployment agencies, with which ANAPECintends to develop a policy of cooperationrather than competition.

5.3.4 Information about jobs and thelabour market

There is at present no genuine system ofinformation about the labour market. TheStatistics Department provides goodcomposition data on the workingpopulation, jobs and unemploymentthrough the annual survey on jobs carriedout each quarter since 1997. But the absenceof a genuine public employment servicesince ANAPEC was set up has meant that ithas not been possible to produce regular,reliable information about the supply of anddemand for jobs.

The labour market is still therefore largely a‘black box’, in as much as Morocco does nothave a listing of professions and occupationsadapted to the knowledge of job andqualification structures and to the needs ofcompanies in the private sector. TheStatistics Department publishes some dataaccording to the ILO’s standard internationalclassification of occupations for the majoroccupational categories, but it cannot do sowhere the professions and occupations arebroken up. The lack of knowledge about thequalification and job structures of privatesector companies is also a considerabledisadvantage for running vocationaltraining, because there is no general andsectoral analysis of occupational structuresand the way they change.

The MEFPDSS, and in particular theEmployment Department, wants amonitoring centre to be set up. But theEmployment Department has very few staffmembers and very few resources.

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32 The abolition of employment agencies is an official decision that could not be enforced in certain cases, wherethe local authorities think that the function they fulfil for the people most in difficulty has to be maintained.

33 The CIOPEs only got together to deal with direct appointments in a minute proportion (611 appointments in2000).

34 In particular, ANAPEC has made agreements with foreign investors to recruit job applicants in the northernprovinces.

Its ‘Employment Studies and SurveysDivision’ has had a few studies carried out35,and is trying to build a jobs database (usingfiles started by the Ministry of Trade andIndustry, the CNSS, surveys by the StatisticsDepartment, development surveys of theOFPPT), but it is encountering numeroustechnical and institutional obstacles.

It is ANAPEC that has been given the task ofsetting up an employment monitoringcentre, but this project is not a priority atpresent.

5.3.5 Local and regional management ofjobs

The local and regional approach toemployment issues is a confirmed priority.The Plan proclaims the need to build up thedecentralisation and deconcentration processjust as it is concerned with ruraldevelopment, particularly by seeking topromote non-agricultural jobs.

But on the ground things still seem not tohave made much progress. To meet this

priority, the Statistics Department has beendeveloping the use of the territorialdimension in the submission of statistics onpopulation, jobs and unemployment. It is avery useful basis for the public authoritiesand those involved in development, but notenough under any circumstances to defineterritorial strategies. ANAPEC, once it hasactually become operational, will monitorthe activity of the labour market and will beable to help local companies and set upmicrounits.

The Social Development Agency (ADS),recently set up, will provide a useful tool foraction in rural areas in difficulty. Itsinitiatives are aimed at helping to carry outsmall, basic, sociocollective infrastructureprojects (community development), assistand support the microenterprise and buildup the initiatives of the NGOs alreadyworking in these fields. But 2001 was mainlyspent in getting the programme on the road,setting up the Agency’s infrastructure andlooking for additional resources.

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35 On several subjects: the minimum wage, job gains and losses by sector, the price-wage loop, but none haveyet been published. There is also a draft social balance sheet for the large enterprises.

6 - Summary of reports and recommendations

6.1 On the education-training link

Since the National Education and TrainingCharter was published, a genuine policy fordeveloping human resources has beendefined by the country’s political authorities,and is gradually being introduced.Education and training problems and theirrelationships with the labour market aredealt with here in full. In actual fact,however, vocational training and schooleducation are relatively unconnected, facedas they are with the problems of aninadequate training provision and/oreducation with regard to the needs of thepeople to be educated or trained, with thelow quality of the teaching given and theurgent need to restructure their respectivesystems. The two subsystems continue tooperate according to the appropriate sectoralsystems and it would be to their advantage ifthe structure were improved.

The main assessments in this field may besummarised as follows.

� The basic teaching is relativelyundeveloped and, for a long time,percentages of children in full-timeeducation have been very low (lower than80%). The implementation of the NationalCharter’s new guidelines has meant thatthese percentages have improved over thelast two years (90% in the first year ofprimary education at the start of the2001/02 academic year).

� Performance rates are low and basiceducation generates significant lossesfrom schools at every level and stage ofthe primary and secondary years ofeducation.

� Secondary education at present only takes47% of pupils from the last year of basiceducation. This percentage is very low.

� Over 51% of the population are illiterate.

Vocational training, the official assignmentsof which are to produce the skills needed todevelop the manufacturing sector on the onehand, and to prepare people of working ageto enter working life on the other hand, isnot managing to reconcile these two needs ina balanced way. It is faced with a twofoldproblem.

� How to provide a training opportunity forpeople not taught by the education systemand for young people, whether or not theyhave been prematurely excluded fordifferent reasons from the same system?A positive answer, of course, requiressignificant resources and particularly thedefinition of a clearly-asserted policy onthis subject. This is not on the agenda, andthe current capacities of the nationalvocational training system, public andprivate, means that only a smallproportion of the potential demand fortraining, i.e. 72 000 new trainees a year,can be paid for. This is the equivalent of asatisfaction rating of expressed demand ofaround 20%.

� How to produce the quantity and qualityof skills that meet the needs of companies,whose competitiveness must also beimproved, in particular with a view tosetting up the Euro-Mediterraneanfree-trade area? This is also anotherchallenge not easily met and, at the sametime, a strategic choice not reallycompatible with the previous one whenthe financial resources allocated arelimited.

Without totally ignoring individual demandfor training, in particular from young peoplelooking for social and occupationalintegration, priority has been given for thetime being to meeting the skills needs ofcompanies, and supporting them inupgrading their human resources. A processof restructuring vocational training wasstarted along these lines 10 years or so agoand continues to be implemented with thehelp of several donors, including theEuropean Commission and the World Bank.

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This choice, which gives preference toeconomic demand and directs the entiresystem to meeting companies’ needs,therefore produces a certain number ofconsequences.

� For reasons of insufficient receptioncapacity, individuals’ demand for trainingis only very partially considered. Thiscould have the effect macroeconomicallyof skills developing more slowly, arelative stagnation in the organisation ofwork and low work productivity that canbe seen in particular in small andmicroenterprises.

� The vast majority of young peoplearriving or already on the labour marketare not prepared to enter working life.These people generally tend to movetowards the informal market to find a jobthat is often insecure and unskilled, at thesame time increasing this sector’s workingpopulation, or else they are attracted byemigration, in particular illegalemigration.

In order to reduce the negative effects of thischoice, targeted initiatives could be taken.The aim of these would be:

� To promote the employability of people ofworking age who have not been able – orare not able – to have access to initialtraining through measures that aim toidentify their training needs, in particularthe people affected by long-termunemployment, which are expressed bythe organisation of short-term trainingadapted to their needs. They havemultiple aims:

� either to set up activities on their ownaccount or microenterprises;

� or to acquire a qualification or workexperience providing the opportunityfor a new departure into the job searchor an improvement in their personalwork situation, etc.

� To make the transition between the schoolsystem and the world of work easier,particularly in a context where paid workis limited, for people who have left schoolearly or who have not had the advantage

of a basic education (illiterates). A rapiddevelopment of the apprenticeshiptraining system and the introduction oftraining-qualification formulae foracquiring work experience by givingcompanies greater incentives to expandtheir training capacities, as part of a policyadopted with the social partners, coulddeal with this situation.

6.2 On vocational training

Several positive assessments can be madeconcerning the organisation and operation ofvocational training in Morocco.

Firstly, vocational training is coordinated bya single ministerial department responsiblefor drawing up, carrying out and evaluatingGovernment policy in this area. This avoidsthe fragmentation of this sector, in whichseveral ministerial departments areinvolved.

There is also a large private training sectorharmoniously cohabiting with the publicsector, which takes an almost equivalentnumber of trainees.

Residential training is predominant in bothsectors. The public sector has for some yearsbeen introducing alternative trainingmethods (sandwich courses, apprenticeshiptraining schemes, evening classes, distancelearning), the majority of which are at anexperimental stage or are graduallyexpanding, but their development remainslimited for the time being. The private sectorof vocational training takes virtually notraining initiatives at all in cooperation withthe work environment. Its involvement incontinuing education for the benefit ofcompanies is still very marginal.

The training courses provided by the variousoperators lead to a diploma or qualification,depending on the case. The quality of thetraining differs within the public sector,depending on the operators, types ofestablishment and qualification levelstargeted. It tends to improve with thegradual restructuring of courses of studyand the introduction of the skills-basedapproach started in some sectors by theOFPPT.

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In the private sector, even though a limitednumber of schools provide quality training,the training provision generally needs to beimproved. This sector is developingsubstantially but also feels insecure duemainly to a poor level of organisation of theprofession, an insignificant engineeringcapacity, a very low number of permanentteachers, a concentration of the provisionaround the service sectors and a growingshortage of solvent demand in the mostwidespread courses of study. This sectorcertainly needs support in getting organisedand in upgrading under the law here, whichprovides for a system of qualifying coursesof study and accrediting establishments.

The Vocational Training Department hasstarted a process of upgrading the vocationaltraining system, in connection with otherpublic operators, by various projectsbenefiting from the technical and financialsupport of several donors. This process isrelatively well-advanced. The approach ismore sectoral than systematic, and tries to bepragmatic in motivating the partners,particularly the industrial sectors’ tradeorganisations.

The political guidelines and legal baseneeded to reform the system are clearlydefined. The main mechanisms envisagedfor making political choices a reality are inplace. The preliminary results obtained,although partial, are encouraging, inparticular at the level of trainingengineering, training the trainers, the systemof information and assistance withdecision-making currently being set up,running the system, etc. This is therefore aprocess to be consolidated and speeded up.

However, improvements still have to bemade to reduce certain shortcomings andcontinue the upgrading under satisfactoryconditions, to make sure it is permanent andcontinually adapts to the development of theMoroccan socioeconomic context, and todefine priorities in this field more clearly inthe future.

The most important problem that the systemfaces and which requires clarification is thatof financing vocational training, itselfinterwoven in the financing anddevelopment of continuing education.

Running the system

The Vocational Training Departmentcurrently has a system of control that has inparticular started a process of upgradingvocational training on the basis of new linesof development. The particular aim of theseis to restructure the training provisiontowards companies’ needs.

In order make sure that upgrading strategiesare carried out more effectively and that theyare changed in cooperation with the maininstitutional, economic and social partners, itis recommended that:

� the existing mechanisms be supplementedwith tools of economic analysis andimpact in order to check the level that theset aims reach;

� the role of the social partners be built upalong the lines of making the sectoraltrade organisations more responsible, andamong the regional consultationauthorities, in particular in the context ofimplementing Morocco’s newregionalisation policy;

� an information system be designed andintroduced, which is capable of producingkey data and information on the vocationaltraining system and on its economicenvironment, in particular jobs, so that thevarious parties involved can have relevantinformation through a system ofperformance indicators organised accordingto responsibilities and scope of action.

The financing of vocational training

The present system of funding has enabledinitial training capacities to be developed byallocating over 80% of the product of theTFP to the OFPPT’s operating budget. TheState also finances the vocational training ofother training departments.

Considering the medium and long-termobjectives that the sector has set itself, interms of increasing the reception capacitiesof the training system, two main factors willweigh on the system of financing vocationaltraining: (i) the increase in the recurrentoperating expenditure of the trainingstructures; and (ii) the development ofcontinuing education through the CSFs.

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On the recurrent operating expenditure of thenew training structures, it will probably benecessary to find other sources of financingthe public provision of initial training ifcontinuing education is to be developed andthe maximum number of companiessupported as they upgrade their humanresources, in particular with the prospect ofsetting up the free-trade area by 2010.

As regards the system of managingcontinuing education, companies and tradeorganisations want the current process ofsetting the annual training budget byadministrative decision to be fundamentallyreviewed, in so far as it does not meet theirexpectations and their needs and also in thatit artificially limits the development of thetraining market currently being used.

The new decree being prepared, whichstipulates that at least 20% of the total TFP isallocated to the CSFs, will help to improvethe present situation but will not in the endresolve the problem, particularly with a viewto implementing a programme to upgradecompanies.

In addition, considering the enormoustraining needs of individuals arriving oralready on the labour market, and theinability of the current system to meet them,it is recommended that the scope ofcontinuing education be widened to combatyouth unemployment and to prepare theyoung unemployed to enter working life.

To this end, vocational training could helpfinance the above-mentioned initiativestargeted respectively (i) at the greateremployability of people of working age whoare not able to access training, includingworkers in the informal sector; and (ii) atimproving the transition between the schoolsystem and the world of work, throughgreater development of the apprenticeshiptraining system and training-qualificationformulae so that a vocational qualification orwork experience can be acquired.

It is understood that the introduction ofthese measures can only be anticipated ifcooperation between companies and thesocial partners deepens and becomes part ofa policy for combating youth unemploymentthat involves the vocational training andemployment sector.

Educational reform

The Vocational Training Department hasbeen considering the skills-based approachas a central strategy for the educationalreform of the system. It has been developedon an experimental basis for a few yearsnow, and the results obtained at this stageare conclusive.

In order that the process may be continuedand gradually generalised, it isrecommended, in the coming stages, that:

� companies be more involved, and thetrade federations in particular;

� the concept of skills-based management atcompany level be introduced andgradually adopted;

� the present framework of regulations beadapted to the requirements of theskills-based approach (system ofevaluation and certification, rules forqualifying courses and accrediting privateestablishments, system of validatingachievements and recognising skills);

� training establishments be restructured tointroduce skills-based programmes, withan overhaul of the teaching organisation;

� the parties involved in vocational trainingbe prepared for the skills-based approach(directors, directors of studies, trainers,teaching inspectors).

6.3 On the labour market

Towards a genuine employment policy

All the partners forcefully report the absenceof a genuine active policy on employment.The social partners and the departments ofthe Ministry of Employment and VocationalTraining are aware that a juxtaposition ofmeasures cannot constitute a policy in thisarea.

Even if it seems necessary, a strategy basedexclusively on a sectoral approach cannotreplace overall thinking on the approach tojobs and the adoption of a genuine activeand systematic policy, which takes intoaccount the various aspects concerned and

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the many interactions that need to becoordinated if effective responses are to bemade to urgent problems. The majordisadvantage of the measures taken is theirlack of legibility. In addition, they areconcentrated too directly on qualified peopleand leave the less well-trained to adapt asbest they can to jobs in the informal sector,which is itself still poorly perceived and isnot integrated as such into the approach toemployment.

There is no choice but to note that despiteemployment programmes and the systemsintroduced, unemployment has not fallennoticeably and the disparities on the labourmarket continue. The establishment of a publicemployment department is an important steptowards having an instrument capable ofintervening effectively on the market and inparticular with companies, but it isindependent of the adoption of measuresgenuinely suited to an overall approach.

The upgrading of companies

The situation of Moroccan companies and ofthe labour market is making thetransformation and improvement of theperformance of the education system amatter of urgency. This is the central domainof the National Education and TrainingCharter. But it also creates a strong appealand a huge area of involvement anddevelopment for vocational training in all itsaspects, initial and continuing, public andprivate, provided that those being trainedare able to acquire through it the quantityand quality of skills that meet the presentand future needs of companies.

A strategic programme of upgradingcompanies seems to be lacking today.Nevertheless, the Plan is very clearly awarethat ‘the programme for upgrading theMoroccan economy will have to become partof a strategy that aims to improve theenvironment of Moroccan business and tobuild up its competitiveness’. It is the situationof companies that has to be the starting pointfor taking up the challenges the countryfaces, both because of its domestic situationand because of the constraints induced by theprocess of Euro-Mediterranean integration.

A genuine programme of upgradingcompanies could provide the basis for

thinking generally about their humanresource needs and the forms of the linkswith training for effectively combatingmarket distortions. The five-year plan doesindeed point out that the initiatives taken sothat companies are able to strengthen theirposition on domestic and foreign markets inparticular require companies’ management,supervision and equipment methods to berestructured, and the system ofstandardising and improving quality to bereinforced. This can only have majorconsequences on the development of skillsinvolving the use of continuing andalternating training and association with theprivate training sector. It needs to be run ona tripartite basis (State, employers, tradeunions), which alone is capable of mobilisingevery power and skill.

A systemic, active employment policyshould be based on a problem that wouldput the company at the centre of concerns, ifthere were agreement about the fact thatonly successful, competitive companies onthe various markets (local, regional, nationalor international) where they operate and canoperate, create permanent jobs.

Vocational training, in all its aspects andaimed at every category of the population,remains the preferred tool of employmentpolicy in a country where there is still asignificant education deficit that cannot bequickly filled.

Establishing an active employment policyalso requires an ability to handle statisticsand produce information that meets theneeds of companies and job-seekers orpromoters, which is lacking today.

It should be pointed out here that there isvery little information about the informalsector in Morocco, which is still a majorsource of jobs, casual and unskilled for themost part, and towards which peoplearriving on the labour market unpreparedfor working life, in particular the illiterate,the young having broken off their educationand the long-term unemployed, naturallytend to migrate. It would be to this sector’sadvantage if it were invested with initial andcontinuing vocational training, with theprospect of establishing the free-trade area,in order to improve the skills of the peopleconcerned.

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Annexes

Annex 1: Acronyms and abbreviations

ADS Agence de développement social(Social Development Agency)

AFD Agence française de développement(French Development Agency)

AMITH Association marocaine des industries du textile et de l’habillement(Moroccan Association of Textiles and Clothing Industries)

ANAPEC Agence nationale de promotion de l’emploi et des compétences(National Skills and Job Promotion Agency)

ANRT Agence nationale de la réglementation des télécommunications(National Agency for Regulating Telecommunications)

APEBI Association professionnelle des entreprises de bureautique et d’informatique(Trade Association of Office Automation and Computing Companies)

CCE Commission des Communautés européennes(Commission of the European Communities)

CDC Centre de compétences(Skills centre)

CEP Certificat d’études primaires(Primary education certificate)

CFA Centre de formation de l’apprentissage(Apprenticeship training centre)

CFF Centre de formation de formateurs(Trainer training centre)

CGEM Confédération générale des entreprises marocaines(General Confederation of Moroccan Enterprises)

CIOPE Centre d’information et d’orientation pour la promotion de l’emploi (OFPPT)(Job Promotion Information and Guidance Centre)

CNFP Commission nationale de formation professionnelle(National Vocational Training Council)

CNJA Caisse nationale du crédit agricole(National branch of the Crédit agricole bank)

CNSS Caisse nationale de sécurité sociale(National Social Security Fund)

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COD/FC Comité d’orientation de la demande en formation continue(Advisory Committee on the Demand for Continuing Education)

CP Conseil de perfectionnement(Further Training Council)

CPFP Commission provinciale de formation professionnelle(Provincial Vocational Training Council)

CPS Cahier des prescriptions spéciales(Special instructions)

CQA Centre de qualification agricole(Agricultural qualification centre)

CQP Centre de qualification professionnelle(Vocational qualification centre)

CQPM Centre de qualification des pêches maritimes(Maritime Fishing Qualification Centre)

CSF Contrats spéciaux de formation(Special training contracts)

CTS Comité technique de suivi(Technical Monitoring Committee)

DCE Délégation de la Commission européenne(European Commission Delegation)

DD Direction du développement (à l’OFPPT)(Development Department, in the OFPPT)

DFC Direction financière et comptable (à l’OFPPT)(Finance and Accounts Department, in the OFPPT)

DFP Département de la formation professionnelle(Vocational Training Department)

DLCA Direction de la lutte contre l’analphabétisme (au MDSSEFP)(Department for Combating Illiteracy, in the MDSSEFP)

DMG Direction des moyens généraux (à l’OFPPT)(General Resources Department, in the OFPPT)

DRH Direction des ressources humaines(Human Resources Department)

DRIF Direction de la recherche et ingénierie de formation (à l’OFPPT)(Training Engineering and Research Department, in the OFPPT)

EFP Établissement de formation professionnelle(Vocational training establishment)

EFPP Établissement de formation professionnelle privée(Private vocational training establishment)

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ESITE École supérieure des industries textiles (Épinal, France)(Higher Education Training School for the Textiles Industries)

ESITH École supérieure des industries du textile et de l’habillement (Casablanca, Maroc)(Higher Education Training School for the Textiles and Clothing Industries)

EU European Union

FBCF Formation brute de capital fixe(Gross investment)

FC Formation continue(Continuing training)

FCA Fédération des Chambres d’agriculture(Federation of the Chambers of Agriculture)

FENELEC Fédération des entreprises nationales d’électricité(Federation of National Electricity Companies)

FI Formation initiale(Initial training)

FIMME Fédération des industries métallurgiques, mécaniques, électriques etélectroniques (1952)(Federation of Metallurgy, Mechanical, Electrical and Electronic EngineeringIndustries)

FNIH Fédération nationale de l’industrie hôtelière(National Federation of the Hotel Trade)

FNM Fédération nationale des minotiers(National Millers’ Federation)

FOAD Formation ouverte à distance(Open and distance learning)

FP Formation professionnelle(Vocational training)

FPA Formation professionnelle alternée(Alternating vocational training)

FR Fonds de roulement (GIAC)(Operating capital)

GIAC Groupement interprofessionnel d’aide au conseil(Interprofessional Association for Assistance with Advice)

GTZ Deutsche Gesellschaft für Technische Zusammenarbeit(German Association for Technical Cooperation)

HCAR Haut Commissariat aux anciens résistants(High Commission for Former Resistance Fighters)

IGR Impôt général sur le revenu(General income tax)

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ILO International Labour Organization

IMME Industries métallurgiques, mécaniques, électriques et électroniques(Metallurgy, mechanical , electrical and electronic engineering industries)

ISTA Institut supérieur de technologie appliquée(Higher Applied Technology Institute)

ISTA/IE Institut supérieur de technologie appliquée inter-entreprises (OFPPT)(Higher Inter-Enterprise Applied Technology Institute)

ISTPM Institut spécialisé de technologie des pêches maritimes(Specialist Institute for Maritime Fishing Technology)

ISTTHA Institut spécialisé des techniques touristiques et hôtelières appliquées(Marrakech, dénommé ensuite ISTA et maintenant ISIHR)(Specialist Institute for Applied Tourism and Hotel Trade Technology)

ITA Institut de technologie appliquée(Institute of Applied Technology)

ITH Institut technique de l’habillement (Casablanca)(Technical Clothing Institute)

ITPM Institut de technologie des pêches maritimes(Institute of Maritime Fishing Technology)

LIRHE Laboratoire interdisciplinaire de recherche sur les ressources humaines etl’emploi(Interdisciplinary Research Laboratory on Human Resources and Employment)

MAD Moroccan dirham

MCI Ministère du Commerce et de l’Industrie(Ministry of Trade and Industry)

MDSSEFP Ministère du Développement social, de la Solidarité, de l’Emploi et de laFormation professionnelle (anciennement)(Ministry of Social Development, Solidarity Employment and VocationalTraining, formerly)

MEFPDSS Ministère de l’Emploi, de la Formation professionnelle, du Développement socialet de la Solidarité (actuellement)(Ministry of Employment, Vocational Training, Social Development andSolidarity, currently)

OFPPT Office de la formation professionnelle et de la promotion du travail(Office for Vocational Training and Job Promotion)

OREF Observatoire régional emploi-formation(Regional Employment Training Monitoring Centre)

PAE Programme d’appui à l’auto-emploi(Self-employment Support Programme)

PRICAM Programme de renforcement institutionnel canadien au Maroc(Canadian Programme for Institutional Reinforcement in Morocco)

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RH Ressources humaines(Human resources)

SEPTI Secrétariat d’État chargé de la poste, des technologies, des télécommunications etde l’information(Secretary of State responsible for the post office, technology,telecommunications and information)

SME/SMI Small and medium-sized enterprise/industry

TFP Taxe de la formation professionnelle(Vocational training tax)

TS Technicien supérieur(Advanced technician)

TSFM Technicien spécialisé en fabrication mécanique(Specialist mechanical engineering staff)

UGEFA Unité de gestion de l’élargissement de la formation professionnelle alternée(Management unit for expanding alternating vocational training)

UGP Unité de gestion du projet(Project management unit)

UNDP United Nations Development Programme

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Annex 2: Bibliography

The bibliographical references listed below represent a selection of the documents which theexperts have consulted.

� Bilan de la rentrée scolaire, ministère de l’Agriculture, du Développement rural et des Eaux etForêts [Report on the start of the new academic year, Ministry of Agriculture, RuralDevelopment, Waterways and Forests], September 2001.

� Cadre juridique instituant et organisant la formation professionnelle alternée, ministère duDéveloppement social, de la Solidarité, de l’Emploi et de la Formation professionnelle[Legal framework establishing and organising alternating vocational training, Ministry ofSocial Development, Solidarity, Employment and Vocational Training], July 1998.

� Cadre juridique régissant la formation professionnelle privée, ministère du Développementsocial, de la Solidarité, de l’Emploi et de la Formation professionnelle [Legal frameworkgoverning private vocational training, Ministry of Social Development, Solidarity,Employment and Vocational Training], June 2001.

� Cadre méthodologique d’élaboration des programmes de formation professionnelle selonl’approche par compétences, ministère du Développement social, de la Solidarité, del’Emploi et de la Formation professionnelle [Methodological framework for drawing upvocational training programmes on the skills-based approach, Ministry of SocialDevelopment, Solidarity, Employment and Vocational Training], February 2000.

� Charte nationale de l’éducation et de la formation, Royaume du Maroc, Commissionspéciale éducation formation, [National Education and Training Charter, Kingdom ofMorocco, Special Education and Training Committee], August 2001.

� Convention de financement spécifique entre la Communauté européenne et l’Office de laformation professionnelle et de la promotion du travail (OFPPT), [Specific FinanceAgreement between the European Community and the Office for Vocational Training andJob Promotion], December 1998.

� Développement local de l’emploi au Maroc [Local Development of Employment inMorocco], June 2001.

� Formation maritime, ministère des Pêches maritimes, Direction de la formation maritimeet de la promotion socioprofessionnelle [Maritime training, Ministry of Maritime Fishing,Department of Maritime Training and Social and Occupational Training], 2001.

� Loi n° 12.00 portant institution et organisation de l’apprentissage, ministère duDéveloppement social, de la Solidarité, de l’Emploi et de la Formation professionnelle[Law No 12.00 on the establishment and organisation of the apprenticeship trainingsystem, Ministry of Social Development, Solidarity, Employment and VocationalTraining], September 2000.

� La formation professionnelle en chiffres, ministère du Développement social, de laSolidarité, de l’Emploi et de la Formation professionnelle [Vocational training in statistics,Ministry of Social Development, Solidarity, Employment and Vocational Training], 1997/98.

� Note d’orientation pour la préparation du Plan quinquennal [Guidance brief for preparingthe five-year Plan], 1999-2003.

� Projet d’appui à la mise à niveau de la formation professionnelle au Maroc, financé parl’Union européenne MEDA – Maroc / 010 A, Plan d’actions détaillé de l’année 2001*,ministère du Développement social, de la Solidarité, de l’Emploi et de la Formation

48


professionnelle [Project supporting the upgrading of vocational training in Morocco,financed by the European Union MEDA – Morocco/010 A, detailed action plan for 2001*,Ministry of Social Development, Solidarity, Employment and Vocational Training],February 2001.

� Projet d’appui à la mise à niveau de la formation professionnelle au Maroc, financé parl’Union européenne MEDA – Maroc / 010 A, Plan opérationnel global (P.O.G.) surquatre ans (21 juin 1999 - 20 juin 2003), ministère du Développement social, de laSolidarité, de l’Emploi et de la Formation professionnelle [Project supporting theupgrading of vocational training in Morocco, financed by the European Union MEDA –Morocco/010 A, general operational plan over four years (21 June 1999-20 June 2003),Ministry of Social Development, Solidarity, Employment and Vocational Training],February 2001.

� Présentation générale du secteur de la formation professionnelle privée, ministère duDéveloppement social, de la Solidarité, de l’Emploi et de la Formation professionnelle[General introduction to the private vocational training sector, Ministry of SocialDevelopment, Solidarity, Employment and Vocational Training], October 2001.

� Programme de développement du système de la formation maritime, ministère des Pêchesmaritimes, Direction de la formation maritime et de la promotion socioprofessionnelle[Development programme of the maritime training system, Ministry of Maritime Fishing,Department of Maritime Training and Social and Occupational Training], June 2001.

� Procès-verbal de la réunion du neuvième comité technique mixte franco-marocain sur laformation professionnelle, le travail et l’emploi, ministère du Développement social, de laSolidarité, de l’Emploi et de la Formation professionnelle [Minutes of the meeting of theninth Franco-Moroccan joint technical committee on vocational training, labour and jobs,Ministry of Social Development, Solidarity, Employment and Vocational Training],December 2000.

� Projet MEDA-Maroc 010/A, État d’avancement au 31 octobre 2001 et prévision desréalisations au 31 décembre 2002, ministère du Développement social, de la Solidarité, del’Emploi et de la Formation professionnelle [MEDA-Morocco Project 010/A, Progress as at31 October 2001 and forecast of achievements as at 31 December 2002, Ministry of SocialDevelopment, Solidarity, Employment and Vocational Training].

� Projet de décret modifiant et complétant le décret n° 2-73-633 portant la création de la taxede formation professionnelle, ministère du Développement social, de la Solidarité, del’Emploi et de la Formation professionnelle [Draft decree modifying and supplementingdecree No 2-73-633 on the establishment of the vocational training tax, Ministry of SocialDevelopment, Solidarity, Employment and Vocational Training], November 2001.

� Étude sur le secteur informel et le marché du travail, Banque mondiale [Study on theinformal sector and the labour market, World Bank].

� Rapport d’activités du département de la formation professionnelle, ministère duDéveloppement social, de la Solidarité, de l’Emploi et de la Formation professionnelle[Activity Report of the Vocational Training Department, Ministry of Social Development,Solidarity, Employment and Vocational Training], July 1997 – June 1998.

� Rapport d’activités du département de la formation professionnelle, ministère duDéveloppement social, de la Solidarité, de l’Emploi et de la Formation professionnelle[Activity Report of the Vocational Training Department, Ministry of Social Development,Solidarity, Employment and Vocational Training], July 1998 – June 1999.

49


� Troisième projet de développement du secteur privé (formation continue), Rapportd’évaluation, Banque mondiale [Third development project of the private sector(continuing education), Evaluation Report, World Bank], June 1996.

� Projet SEM 03/204/012, Contribution au renforcement des structures de formation dans lesecteur textile et cuir au Maroc, Rapport définitif, Évaluation finale, ProjetSEM 03/204/012, Commission européenne [SEM 03/204/012 Project, Help with buildingup training structures in the textiles and leather sector in Morocco, Final Report, FinalEvaluation SEM 03/204/012 Project, European Commission], January 2000.

� Étude du projet de mise en place d’un système d’apprentissage dans le secteur del’artisanat de production, ministère du Développement social, de la Solidarité, de l’Emploiet de la Formation professionnelle [Survey of the project implementing an apprenticeshiptraining system in the small manufacturing trades sector, Ministry of Social Development,Solidarity, Employment and Vocational Training], July 2000.

� Appui aux secteurs prioritaires du système de formation professionnelle au Maroc, ProjetSEM 04/204/023/A, Rapport provisoire, Évaluation à mi-parcours, ProjetSEM 04/204/023/A, Commission européenne [Support for the priority sectors of thevocational training system in Morocco, SEM 04/204/023/A Project, Interim Report,Mid-term Evaluation, SEM 04/204/023/A Project, European Commission], March 2001.

� Rapport sur le bilan des activités des OFPPT au titre de l’année 1998/99, ministère duDéveloppement social, de la Solidarité, de l’Emploi et de la Formation professionnelle[Report on the assessment of the OFPPT’s activities in 1998/99, Ministry of SocialDevelopment, Solidarity, Employment and Vocational Training], March 2000.

� Réforme du système de formation professionnelle, Nouveaux axes de développement,ministère du Développement social, de la Solidarité, de l’Emploi et de la Formationprofessionnelle [Reform of the vocational training system, new lines of development,Ministry of Social Development, Solidarity, Employment and Vocational Training],October 2000.

� Situation économique et sociale au Maroc, MEDA Team [Economic and social situation inMorocco, MEDA Team], March 1998.

� Recueil statistique sur l’enseignement fondamental secondaire, supérieur et professionnel(1998/99), Royaume du Maroc [Collection of statistics on basic, secondary, higher andvocational education (1998/99), Kingdom of Morocco], April 2000.

� Stratégie de développement de la formation professionnelle, ministère du Développementsocial, de la Solidarité, de l’Emploi et de la Formation professionnelle [Vocational trainingdevelopment strategy, Ministry of Social Development, Solidarity, Employment andVocational Training], October 2001.

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Annex 3: Labour market statistics

GDP by major industrial sector

GDP by major industrial sector 1998 1999 2000 99-98 % 00-99 %

Primary sector 21 901 18 250 15 300 -16.7 -16.2

Manufacturing 39 357 40 447 41 473 2.8 2.5

Mining 3 951 3 904 3 813 -1.2 -2.3

Energy 6 544 6 782 6 716 3.6 -1.0

Manufacturing industries 23 276 23 903 24 736 2.7 3.5

Building and civil engineering works 5 585 5 857 6 201 4.9 5.9

Service sector 50 004 52 053 54 822 4.1 5.3

Commerce +DTI 26 554 27 787 29 342 4.6 5.6

Transport and communications 8 655 9 357 10 229 8.1 9.3

Other services 14 794 14 908 15 250 0.8 2.3

Administration 22 465 23 026 23 349 2.5 1.4

GDP constant prices (million dirham) 133 727 133 776 134 944 0.0 0.9

GDP by major industrial sector 1998 1999 2000 99-98 % 00-99 %

Primary sector 59 211 52 691 47 909 -11.0 -9.1

Manufacturing 108 668 111 282 113 981 2.4 2.4

Mining 7 335 7 463 7 229 1.7 -3.1

Energy 27 461 27 908 26 436 1.6 -5.3

Manufacturing industries 58 400 59 563 62 236 2.0 4.5

Building and civil engineering works 15 471 16 347 18 079 5.7 10.6

Service sector 128 891 132 477 141 765 2.8 7.0

Commerce +DTI 66 104 66 622 70 844 0.8 6.3

Transport and communications 19 795 21 678 24 686 9.5 13.9

Other services 42 991 44 176 46 234 2.8 4.7

Administration 47 234 49 424 50 659 4.6 2.5

GDP current prices (million dirham) 344 004 345 874 354 314 0.5 2.4

(Source: Statistics Department, Morocco, 1999)

Levels of activity according to age and gender

Levels of activity M + F Male Female

15 to 19 years 40.2 54.2 25.8

20 to 24 years 57.6 82.1 33.7

25 to 29 years 64.7 92.7 37.8

30 to 34 years 64.8 96.1 35.9

35 to 39 years 63.9 96.3 33.5

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Levels of activity M + F Male Female

40 to 44 years 64.5 95.7 33.2

45 to 49 years 62.3 94.0 32.2

50 to 54 years 57.5 90.0 30.4

55 to 59 years 53.4 83.5 26.8

60 years and over 28.5 43.7 13.0

Total 54.4 79.3 30.0


Working population according to fields of economic activity:general and urban environment

General Urban General Urban

Agriculture, forestry and fisheries 4 563 603 265 659 42.3 5.0

Extractive industry 61 434 43 321 0.6 0.8

Manufacturing industry 1 387 547 1 126 585 12.9 21.1

Repairs 198 884 170 176 1.8 3.2

Electricity, gas, water 41 758 36 907 0.4 0.7

Building and public works 674 605 447 131 6.3 8.4

Wholesale and retail trade 1 100 301 872 784 10.2 16.4

Hotel and catering 169 438 145 901 1.6 2.7

Transport, warehousing andcommunications

315 470 245 158 2.9 4.6

Banking, insurance, property dealing 0.0 0.0

and services provided to companies 119 861 113 140 1.1 2.1

Personal and domestic services 405 900 348 877 3.8 6.5

Community services 464 818 411 604 4.3 7.7

General administration 518 745 464 534 4.8 8.7

Poorly designated activities 19 918 14 496 0.2 0.3

Unemployed looking for their first job 750 756 629 945 7.0 11.8

Total 10 793 038 5 336 218 100.0 100.0


Employment sectors of the working population in jobs:general and urban environment

Employment sectors General Urban General Urban

Public administration and local authorities 825 231 748 085 8.8 17.9

Public or semi-public companies 139 598 120 793 1.5 2.9

Private, non-agricultural companies 3 874 476 2 993 767 41.4 71.7

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Employment sectors General Urban General Urban

Agricultural holdings 4 379 628 187 575 46.8 4.5

Other sectors 138 605 122 370 1.5 2.9

Undeclared 2 783 1 866 0.0 0.0

Total 9 360 321 4 174 456 100.0 100.0


Industrial employment by major sector

Industrial employment bymajor sector

1994 1995 1996 1997 1998

Food processing industry 100 632 101 190 100 709 101 668 104 667

Textiles and leather industry 188 269 187 761 191 451 200 210 210 430

Chemical and parachemical industry 100 508 106 931 113 865 115 532 118 887

Engineering and metallurgy industry 44 810 46 068 44 299 43 893 44 581

Electrical and electronics industry 11 002 11 625 12 913 13 404 15 268

Total workforce 445 221 453 575 463 237 474 707 493 833

Permanent staff 365 608 367 289 370 388 382 828 403 523


Working population and the unemployed

WorkingWorkingin jobs

Nonworking UnemployedLevel ofactivity

Level ofunemploy-

ment

Aged under 15 514 694 514 694 8 821 197 - 5.5 0.0

15 to 24 years 2 881 852 2 291 449 3 121 154 590 403 48.0 20.5

25 to 34 years 2 939 186 2 326 467 1 600 935 612 719 64.7 20.8

35 to 44 years 2 223 348 2 058 114 1 241 565 165 234 64.2 7.4

45 to 59 years 1 636 342 1 577 572 1 162 897 58 770 58.5 3.6

60 years andover

597 616 592 025 1 496 715 5 591 28.5 0.9

Total 10 793 038 9 360 321 17 444 463 1 432 717 38.2 13.3


Population aged 15 and over according to gender and the highestqualification obtained: the entire workforce

Qualifications obtained M + F Male Female

Basic education diplomas and certificates 3 866 905 2 319 476 1 547 429

Secondary education certificates 436 195 249 934 186 261

Higher degrees issued by the faculties (except thefaculty of medicine)

391 067 240 328 150 739

53



Higher degrees issued by the higher education schoolsand institutes (including the faculty of medicine)

109 607 79 359 30 248

Technician and middle management diplomas 412 830 269 181 143 649

Vocational qualification diplomas 340 410 207 061 133 349

Vocational specialisation certificates 64 980 42 221 22 759

Unskilled 13 264 479 5 876 312 7 388 167

Undeclared 15 137 9 909 5 228

Total 18 901 610 9 293 781 9 607 829


Population aged 15 and over according to gender and the highestqualification obtained: general in percentages


Unskilled 70.2 63.2 76.9

Basic education diplomas and certificates 20.5 25.0 16.1

Vocational specialisation certificates 0.3 0.5 0.2

Vocational qualification diplomas 1.8 2.2 1.4

Secondary education diplomas 2.3 2.7 1.9

Technician and middle management diplomas 2.2 2.9 1.5

Higher degrees issued by the faculties (except thefaculty of medicine)

2.1 2.6 1.6

Higher degrees issued by the higher education schoolsand institutes (including the faculty of medicine)

0.6 0.9 0.3

Undeclared 0.1 0.1 0.1

Total 100.0 100.0 100.0


Qualifications of the working population in jobs (urban), 2001

Workforce %

Unskilled 2 202 637 50.3

Middle level 1 344 353 30.7

Higher level 827 631 18.9

Undeclared 4 379 0.1

Total 4 379 000 100.0


54


Annex 4: Vocational training statistics

Numbers of trainees by level of qualification and by operator

Training operator Level1999/2000 2000/01 Variation (%)

1st Yr Total 1st Yr Total 1st Yr Number

OFPPT S 4 295 4 780 4 884 5 162 +13.7 +8.0

Q 14 230 26 050 14 983 26 609 +5.3 +2.1

T 8 162 15 604 8 681 16 010 +6.4 +2.6

AT 2 725 5 095 3 281 5 811 +20.4 +14.1

Total 29 412 51 529 31 829 53 592 +8.0 +4.0

Agriculture Q 1 001 1 590 1 179 2 076 +17.8 +30.6

T 350 787 363 708 +3.7 -10.0

ST 136 261 167 302 +22.8 +15.7

Total 1 487 2 638 1 709 3 086 +14.9 +17.0

Q 310 606 325 592 +4.8 -2.3

T 816 1 594 815 1 566 -0.1 -1.8

AT 177 318 211 368 +19.2 +15.7

Total 1 303 2 518 1 351 2 526 +3.7 +0.3

Maritime fishing Q 78 117 179 226 +129.5 +93.2

T 142 295 160 357 +12.7 +21.0

AT 56 139 80 164 +42.9 +18.0

Total 276 551 419 747 +51.8 +35.6

Youth and sports S 930 1 447 751 1 350 -19.2 -6.7

Q 3 750 6 354 3 259 6 160 -13.1 -3.1

T 246 392 293 500 +19.1 +27.6

Total 4 926 8 193 4 303 8 010 -12.6 -2.2

Small trades and crafts S 1 482 2 416 1 388 2 264 -6.3 -6.3

Q 497 792 390 715 -21.5 -9.7

T - - 40 40 - -

Total 1 979 3 208 1 818 3 019 -8.1 -5.9

Interior Q 790 790 970 970 +22.8 +22.8

T 754 1 379 133 853 -82.4 -38.1

Total 1 544 2 169 1 103 1 823 -28.6 -16.0

HCAR Q 134 497 210 332 +56.7 -33.2

T 200 373 103 272 -48.5 -27.1

Total 334 870 313 604 -6.3 -30.6

55


Training operator Level1999/2000 2000/01 Variation (%)

1st Yr Total 1st Yr Total 1st Yr Number

Energy and mining T 42 80 39 78 -7.1 -2.5

ST 41 71 59 96 +43.9 +35.2

Total 83 151 98 174 +18.1 +15.2

Health T - - 78 78 - -

Town planning T 180 316 163 317 -9.4 +0.3

Infrastructure AT 74 156 67 138 -9.5 -11.5

S - - 695 828 - -

Q - - - 12 - -

Total - - 695 840 - -

National education Q 136 221 120 225 -11.8 +1.8

ESITH AT 151 300 155 283 +2.6 -5.7

Chambers of Trade Q 78 78 - - - -

AT 20 20 - 16 - -20.0

Total 98 98 - 16 - -83.7

Public Total S 6 707 8 643 7 718 9 604 +15.0 +11.0

Q 21 004 37 095 21 615 37 917 +3.3 +2.4

T 10 892 20 820 10 868 20 779 -0.2 -0.2

AT 3 380 6 360 4 020 7 178 +16.3 +11.5

Total 41 983 72 918 44 221 75 478 +5.3 +3.5

Private S 12 917 15 632 12 882 15 581 -0.3 -0.3

Q 11 482 15 951 10 333 14 902 -10.0 -6.6

T 12 333 21 551 13 166 22 521 +6.8 +4.5

ST 1 481 2 644 2 052 3 441 +38.6 +30.1

Total 38 213 55 778 38 433 56 445 +0.6 +1.2

Overall Total S 19 624 24 275 20 600 25 185 +5.0 +3.7

Q 32 486 53 046 31 948 52 819 -1.4 -0.3

T 23 225 42 371 24 034 43 300 +3.5 +2.2

AT 4 861 9 004 6 072 10 619 +22.9 +16.9

Total 80 196 128 696 82 654 131 923 +3.1 +2.5

(Source: National Vocational Committee, 35th session, Summary Report, 2000-01)

56


Numbers of trainees in the apprenticeship training system, 2000/01

Organisation Sector Numbers of Beneficiaries

Small trades and crafts department Small manufacturing trades 1 080

Chambers of Small Trades and Crafts Small manufacturing trades 1 490

Department of Agriculture Agriculture 5 480

National Mutual Aid Small trades and craftServices

950

Building 180

OFPPT Small trades and craftServices

300

Textiles and Clothing 250

Total 9 730


Numbers of trainees in evening classes organised by the OFPPT

Level 1st Year 2nd Year 3rd Year Total

Qualification 1 934 992 759 3 685

Technician 4 514 2 787 2 385 9 686

Specialist Staff 2 196 1 063 763 4 022

Total 8 644 4 842 3 907 17 393


Numbers of trainees by type of training

Training operator Number of trainees

Public sector OFPPT 53 592

Other public operators 21 886

Total public sector 75 478

Private sector 56 445

Total initial residential training and alternating training 131 923

Apprenticeship training system 9 730

Evening classes 17 393

Overall Total 159 046


57


Change in numbers of trainees in alternating vocational training

TD/Year 1997/98 1998/99 1999/2000 2000/01

OFPPT 1 151 3 351 5 893 9 316

Agriculture 2 078 2 412 2 542 3 013

Tourism 424 435 1 117 1 051

Maritime fishing - - - 151

Total 3 653 6 198 9 607 13 531


Development in continuing education under the system ofspecial training contracts (CSF)

Private companies Public establishments Total

Files submitted 2 308 7 2 315

Files approved 2 150 6 2 156

Benefiting companies 2 017 6 2 023

Benefiting employees 155 524 16 120 171 644

Financial contributionmade (million dirham)

206.75 5.12 211.87

(Source: National Vocational Committee 35th session, Summary Report, 2000-01)

External performance of vocational training

Level oftraining

Integration levels Employment levels

1995 1996 1997 1998 1995 1996 1997 1998

Specialisation 71.6 70.9 58.2 60.5 56.9 59.7 38.7 36.7

Qualification 62.4 64.8 54.5 57.3 46.5 47.8 36.1 35.8

Technician 55.4 55.6 42.7 46.1 43.5 41.1 31.3 31.7

Specialist Staff - 53 52.4 54.4 - 41.1 43.2 41.5

National 62.0 62.9 51.3 54.0 47.8 48.3 35.4 34.9


58


Trainingsector


1995 1996 1997 1998 1995 1996 1997 1998

Maritime fishing - - 71.9 88.2 - n.s 48.2 70.6

Small trades and craft services 73.5 74.7 65.3 66.6 58.5 57.9 41.9 35.7

Building and public works 68.5 66.4 59.5 56.6 54.6 50.0 39.1 35.9

IMME 63.4 64.0 58.7 60.7 48.0 45.2 40.8 37.5

Hotel trade and tourism - 82.7 57.3 61.4 - 66.9 40.7 41.1

Agriculture, forestry 56.5 63.8 52.6 56.8 44.7 49.4 37.4 36.4

Textiles, clothing, leather 76.1 72.4 51.4 69.3 56.8 59.2 41.8 51.0

Small manufacturing trades 57.3 66.2 50.0 51.3 43.4 53.5 34.1 35.3

Commerce 79.6 64.7 47.3 63.3 76.8 58.4 36.6 43.3

Administration, management 49.5 49.7 34.2 35.9 37.8 37.8 24.3 24.2

Health 44.3 - - 45.5 29.4 - - 45.5

National 62.0 62.9 51.3 54.0 47.8 48.3 35.4 34.9


Medium-term integration (3 years after obtaining the qualification)

Specialisation Qualification Technician SpecialistStaff

Total

1993 YearGroup

EmploymentLevel

51 56 64 - 58

IntegrationLevel

69 74 80 - 75

1996 YearGroup

EmploymentLevel

50 51 55 71 53

IntegrationLevel

70 69 69 83 70


59


TrainingDepartment


1993 1996 1993 1996

Internal 95.0 91.6 90.1 88.4

Tourism 87.9 79.3 67.2 56.0

Maritime fishing 91.8 71.5 76.1 69.2

Health 99.4 - 98.7 -

Small trades 72.8 70.0 52.5 48.1

National Mutual Aid 73.1 - 49.9 -

Agriculture 77.1 65.0 63.9 51.3

OFPPT 78.4 71.8 58.6 56.0

Chambers of Trade 63.6 - 46.5 -

HCAR 50.6 48.3 32.2 32.9

Youth and sport 58.0 64.3 42.4 46.7

Private sector 71.8 68.6 55.2 49.5

National 75.2 70.1 57.6 52.9


Training courses 2000/01

Levelof Training

Number of courses offered by the vocational training system

Public Private Chambers of Trade Total*

Specialist Staff 73 28 1 98

Technician 101 41 2 131

Qualification 106 20 - 118

Specialisation 30 6 - 33

Total 310 95 3 380

* courses provided by several training operators have been added up(Source: National Vocational Committee 35th session Summary Report, 2000-01)

Numbers and levels of qualification of OFPPT trainers

Specialisation 467

Technician 1 015

Specialist staff 334

Qualification 1 211

Total 3 027

(Source: OFPPT, 2001)

60


Documents

Mediterranean Region “Overview” series - ETFfile/MED_VET_Morocco_02_EN.pdf · 1.5 Linking vocational training with jobs and the labour market ... direct elections to the Lower