Morocco

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Morocco

Basic Data
Official Country Name:	Kingdom of Morocco
Region:	Africa
Population:	30,122,350
Language(s):	Arabic, Berber, French
Literacy Rate:	43.7%
Number of Primary Schools:	5,806
Compulsory Schooling:	6 years
Public Expenditure on Education:	5.0%
Foreign Students in National Universities:	3,617
Educational Enrollment:	Primary: 3,160,907
	Secondary: 1,442,049
	Higher: 294,502
Educational Enrollment Rate:	Primary: 86%
	Secondary: 39%
	Higher: 11%
Teachers:	Primary: 114,406
	Secondary: 84,202
	Higher: 13,155
Student-Teacher Ratio:	Primary: 28:1
	Secondary: 17:1
Female Enrollment Rate:	Primary: 74%
	Secondary: 34%
	Higher: 9%

History & Background

The Kingdom of Morocco is known locally as Al Mamlakah al Maghribiyah or Al Maghreb. Morocco is an Arab-Islamic country located in North Africa. It is surrounded on the west by the Atlantic Ocean, on the north by the Mediterranean Sea, on the east by Algeria, and on the south by Mauritania. In 1976 Morocco annexed the northern two-thirds of the Western Sahara, which was formerly known as the Spanish Sahara. Since the late 1970s, Morocco has been in political and military conflict over its claim to this large phosphate-rich region that has 443 kilometers of land border. The United Nations has managed a cease-fire since 1991. Spain continues to control five areas of sovereignty or plazas de soberania. These include the northern coastal cities of Ceuta (Sebta ) and Melilia (M'lilia ) as well as the islands of Penon de Alhucemas, Penon de Velez de la Gomera, and Islas Chafarinas. Full sovereignty of the Western Sahara remained unsettled in 2001, and the United Nations plans to hold a referendum on the matter.

Morocco is strategically located along the Strait of Gibraltar. The total coastline of Morocco is 1,835 kilometers excluding the coastal Sahara. Without the Western Sahara, Morocco occupies a total territory of 446,550 square kilometers. The total land area is 446,300 square kilometers.

Morocco is the world's third largest producer of phosphates. Other economic resources include iron ore, manganese, lead, zinc, fish, and salt. Morocco is concerned with a number of environmental issues: land degradation, desertification, and water contamination due to raw sewage and oil pollution. Morocco's global environmental-legal arrangements address climate change, desertification, biodiversity, endangered species, nuclear test ban, ozone layer protection, ship pollution, and wetlands.

In July 2000 Morocco's population was estimated to be 30.1 million people with 35 percent of the population aged 0 to 14 years, 60 percent between 15 and 64 years of age, and 5 percent above 65 years old. The life expectancy for males is 66.9 years and is 71.4 years for females. Ethnically, 99 percent of the population is Arab-Berber (South and Soussi, Middle and Atlassi, and North and Rifi), 0.7 percent is other, and 0.3 percent is Jewish. Most of the population is Muslim (98.7 percent), but 1.1 percent are Christians and 0.2 percent are Jewish. Arabic is the official language, but most Moroccans use Arabic-Berber dialects. French is the language most often used for law, government, business, and diplomacy.

Agriculture dominates the Moroccan economy, but industry, the service sector, and information technology are growing. Since 1956, the year of its independence from France, Morocco has adopted continuous economic plans to enhance its gross national product growth, local aggregate consumption, private investment projects, government and public infrastructure, and macro-interactions with the rest of the world. Most of these plans have been quinquennial (five-year plans). Erratic droughts and imported inflation, especially attributable to high costs of energy, have impacted the plans. The basic tenets of the Moroccan system address human capital formation and education, democracy and the rule of law, technology and resource productivity, inputs supply and cost, transparent governance and optimum public management, and free market economics.

Like its neighbors, Morocco was invaded by many cultures in its long and varied history. Phoenicians, Romans, Byzantines, and Arabs all invaded what is now Morocco. The Arabs came at the end of the seventh century, bringing with them Islamic Openness (Infitah Islami ). During most of the medieval ages, the sixth through the thirteenth centuries, Moroccan legal scholars, philosophers, historians, geographers, architects, physicians, chemists, sociologists, and economists traveled over the Mediterranean. Learning declined with the rise of internal and external challenges and conflicts. The Renaissance movement in Europe and the domination of the Ottoman Empire over North Africa, except for Morocco, began in the sixteenth century. The Siba (political and legal chaos) movement was followed by French colonization between 1906 and 1956 (Le Régime de la Porte Ouverte or the Open Door Regime).

Throughout the French colonial period, constant efforts were made to Christianize and franchise the Moroccan society. Priests, missionaries, physicians, religious nurses (R'hibates ), teachers, administrators, and general residents encouraged and enforced an educational and cultural imperialism. Very few in the population benefited from this system. Less than 10 percent of the population, most of whom were males, enrolled or were allowed to enroll in this French system of education. When allowed, it was with the purpose of creating local bureaucrats. Islam, Arabic, and Islamic philosophy and sciences were not allowed.

After much resistance from the locals, one to two hours of formal Arabic a week were included in the French schools. Local freedom fighters (the Alaouite dynasty, Allal Fassi and the Independence (Istiqlal ) Party, Socialist and Liberation Movements, inter alia) adopted and competed with the French by launching several types of schools. Ulema schools taught Islamic theology. Qur'anic schools taught the Holy Qur'an. Madaressh schools taught Arabic and Islam as well as French, mathematics, geography, history, the arts, and the modern sciences.

In 1956 Morocco was politically liberated. The new national government, led by King Mohammed V, centered the public policy on massive education. After Mohamed V's death in 1961, his eldest son, King Hassan II, continued to emphasize the role, values, mandates, and the high socio-economic potential and priority of educating Moroccans. The first Moroccan macro-economic plan was developed for 1961 through 1965. King Hassan II recognized that multidisciplinary education in French and Arabic was paramount.

Constitutional & Legal Foundations

Immediately after gaining independence from France on March 2, 1956, Morocco opted for a constitutional monarchy form of government. Under this type of political structure, the king is a hereditary monarch. He is the head of state and appoints the government chief or prime minister (premier ministre ) and the cabinet (conseil de ministres ). King Hassan II accessed the throne on March 3, 1961, and reigned until his death in 1999. King Mohamed VI became king on July 23, 1999.

On March 10, 1972, and September 4, 1992, the Moroccan constitution was approved and expanded, and, in September 1996, it was amended to create a bicameral legislature. The upper house or Chamber of Counselors (Chambre de Conseillers ) is composed of 270 members who are indirectly elected by local councils (conseillers locaux ), professional organizations (organisations professionnelles ), and labor syndicates or unions (syndicats de travail ) for nine-year terms; one-third of the members are elected every three years. The lower house or Chamber of Representatives (Chambre de Représentants ) has 325 members who are elected directly by popular vote for five-year terms. Both males and females can vote at age 21.

There are more than 20 political parties, professional organizations, and unions in Morocco. Among the most prominent are the Independence (Istiqlal ) Party, the Socialist Union of Popular Forces (USFP), the Party of Progress and Socialism (PPS), the Organization of Democratic and Popular Action (OADP), the Democratic Socialist Party (PSD), the Constitutional Union (UC), the Labor Party (UT), the General Union of Moroccan Workers (UGTM), and the Democratic Trade Union (SD).

Judicially, the Moroccan legal system is equally multi-based. It is predicated upon Islamic law (Chari'a Islamya ) and French and Spanish civil laws. The highest court of the land is the Moroccan Supreme Court, which is located in Rabat, the country's political and administrative capital. Justices are appointed on the advisory of the Supreme Council of the Judiciary (le Conseil Judiciare Suprême ), which, in turn, is headed by the Moroccan king.

Morocco faces many of the typical challenges and opportunities of a developing nation. Since the early 1960s, the government has recognized the importance of education at all levels: preschool, primary, secondary, university, technical, and vocational.

Education System—Overview

Some children attend non-compulsory, two-year preschool programs. Students begin Morocco's nine-year basic education program at age seven. The basic education program consists of five years of primary school (K1-K5) followed by four years of primary secondary school (K6-K9). The basic education program is followed by three years of general secondary or technical education (K10-K12) leading to the baccalaureate degree.

Prior to 2000, students wishing to enter a university took the baccalaureate examination, a national test that required three to four days to complete. This test was very competitive; approximately 10 to 20 percent scored high enough to enter a university with a national governmental scholarship that pays full tuition and provides a quarterly stipend to cover board, room, books, and incidental expenses. Since 2000, the national exam has been replaced by a correlating of the students' averages in the final year of secondary school with admittance into certain college programs.

The language of instruction at most elementary and secondary schools is formal Arabic, but at the university level French is the primary language of instruction. Approximately 40 percent of the elementary population is Berber and speak a Berber dialect (tachilhet, Tamazight ). Non-Berbers often speak Berber or a Moroccan dialect that is a mixture of Arabic, French, Berber, and Spanish. When children are enrolled in schools, they must learn one or more foreign languages, including classical Arabic. This language barrier causes some children not to attend school. Parents who can afford to usually enroll their children in private schools where classical Arabic, French, English, and Spanish are taught. A high percentage of these private school graduates are admitted to universities.

Morocco is keenly aware of the critical value of education to national socioeconomic development. In 2000, 50 percent of the Moroccan people were illiterate. Only 40 percent of the men and 30 percent of the women could read and write.

Education is the responsibility of the Supreme Council for Education (Conseil Supréme d'Education ). This council occupies a central position, along with the Supreme Council for National Development and Planning (Conseil Supréme du Développement National et de Plannification ), in the national government of the country. The king is at the top of the political hierarchy, followed by the Regency Council, the Council of Ministers, the Prime Minister, 2 Ministers of State, 12 Ministries, and the Supreme Council for National Development & Planning. Parliament is comprised of the House of Representatives and the House of Counselors and is responsible for legislative matters. The Morocco judiciary system is comprised of the Supreme Council of the Judiciary, the Supreme Court, 15 Courts of Appeals, and regional and local tribunals.

When Morocco became independent from France, the country's leaders recognized the need to place education at the center of its socioeconomic and political future. In 1956 there were approximately 2 million children in Morocco, but only 10 percent were enrolled in elementary schools (education primaire ), and only 15,000 boys were enrolled in secondary education. There were no girls enrolled at the secondary level in 1956. Only 350 students were enrolled at the university level.

In 1956 liberated Morocco had to develop a comprehensive education policy. First, anti-analphabetism schools (madares muharabat al umiya ) were set up. Second, the nine year basic education system was developed. At the end of the 1990s, primary education received 35.5 percent of the total education budget, secondary received 46 percent, and higher education received 18.5 percent. In 1968, these amounts were 49 percent for the elementary, 40.5 percent for the secondary, and 10.5 percent for higher education.

Preprimary & Primary Education

There are two types of non-compulsory, two-year preschooling: traditional Koran schools (Qur'anic ), where sacred texts are learned by rote, and modern private kindergartens.

Students begin Morocco's nine-year basic education program at age seven. The basic education program consists of five years of compulsory primary school (K1-K5) followed by four years of primary secondary school (K6-K9).

Subjects studied in primary schools include grammar, composition and reading, languages (Arabic, French, and Spanish), civics, and arithmetic. At the end of the fifth year, students take a national exam. Those who successfully complete the exam receive the primary studies certificate (certificat d'études primaires or CM2) and are eligible to continue their education, if their fami ly's socioeconomic conditions permits.

The number of students completing primary school has increased steadily. Since the 1980s, an annual average of 2.5 million children have enrolled in primary schools. In the early 1980s, there were approximately 1.0 million primary school graduates; at the end of the 1990s, there were approximately 1.4 million primary school graduates. Two of the 1990-1993 educational goals were to increase the annual primary school enrollment rate by approximately 8 percent and decrease the average class size. The annual enrollment grew by approximately 6.5 percent, and the average number of pupils per classroom decreased from 42 to 38. In 2000 the average class size was 28. In 2000, approximately 75 percent of primary school age children attended school, but only 55 percent of girls attended primary school.

Enrollments are lowest in rural areas where girls are needed for traditional tasks, such as household chores and agriculture, and boys are needed to harvest crops, care for livestock, or work at the traditional market centers. Rural schools are usually built a considerable distance from the villages, and the schools often lack boarding facilities, schooling supplies, staff, and reliable teachers. Even where schools are close to villages, only 20 percent of pupils from rural areas enter the fifth year of primary school education.

Secondary Education

Secondary education is divided into a four-year primary cycle (premier cycle d'education secondaire ) and, for those students who successfully complete the primary cycle, a three-year secondary cycle (deuxième cycle secondaire ). Vocational or technical training is available for those who do not enter the secondary cycle. Although progress is being made in reducing the size of classes, the average pupil to teacher ratio at the end of the 1990s was 38:1.

The primary secondary cycle (K6-K9) consists of additional fundamental education. The curriculum includes history, geography, mathematics, French, Arabic, religious studies, civics, and physical education. Students who successfully complete the fourth year, quatrième année secondaire or brevet, choose vocational or technical training or further secondary education at a lycée. The three years of this high school cycle (K10-K12) are the fifth or cinquième, sixth or sixième, and seventh or année de baccalauréat. Le Lycée provides advanced studies and training in humanities and letters, social sciences, economics and business, natural sciences, or mathematics. Since the early 1970s, English has become a major language taught in the secondary cycle. In addition to Arabic and French, students may alternatively choose among third languages such as Spanish, Russian, or German.

Prior to 2000, high school graduates who wanted to continue their academic studies had to score well on a very competitive national baccalaureate examination. Since 2000 the students' averages in seventh or année de baccalauréat determine their admittance into certain university programs. Between 1980 and 2000, the number of students enrolled in secondary public education increased. The average enrollment growth rate increased from 6 percent in 1979 to 9 percent in the 1990s, due primarily to the 1985 educational reform and the increase in the number of primary school graduates. The number of high school graduates increased from 33 percent in 1983-1984 to 54 percent in 1999-2000. Almost 60,000 students received their baccalauréat in 1999-2000.

Higher Education

Higher learning in Morocco has existed for centuries. In fact, Kairouyine University in Fez was built from 859 to 862 A.D. The Almoravid Dynasty, led by Youssef Ben Tachfin, spread knowledge and advanced Islam, philosophy, art, and science in Morocco, Andalussya, Algeria, Tunisia, and part of Libya. In the thirteenth century, Morocco entered the Merinid Dynasty rule for 200 years; several schools and university centers were built during this period. Chief among these is Ali Ben Youssef Medersa, an Islamic university in Marrakech, which was erected in the fourteenth century by Sultan Abou el Hassan and revamped in the mid-sixteenth century.

After its decolonization in 1956, Morocco began developing its modern university and college system. Since the 1960s, Morocco has emphasized the importance of colleges, institutes, higher learning centers, pedagogical facilities, and universities. In a March 3, 1997, televised royal discourse, King Hassan II stated: "The most precious good or resource of a nation is not its gold or currency reserves, as considerable as such might be. Neither are a nation's underground wealth or the power of its industry. The power of a nation rests on its human capital and health."

The number of college students has been steadily increasing. In the 1980s there were approximately 100,000 college students; by the end of the 1990s the number of college students had increased to more than 250,000. In 2000 more than 60,000 students were enrolled in higher education and training centers in the capital Rabat. Female university enrollment has increased significantly. At the end of the 1990s, 41 percent of the total enrollment was female. In some areas, such as medicine, dentistry, and the humanities, female enrollment is 51 percent. From 1985 to 2000 the annualized average growth rate in university enrollment was 6.3 percent. It has been projected that in 2000-2001 the annual rate of growth will be 3 percent in the scientific and technical areas; 4 percent in the economic, legal, administrative, and social fields; and 3 percent in pedagogy and teaching.

The higher education curriculum includes the humanities, arts and literature, social and behavioral sciences, economics and law, politics, economics, history, geography, biology and geology, medicine, pharmacology and pharmacy, biological and geological sciences, physics and chemistry, information technology, computer and information systems, military and technical studies, engineering, architecture, pedagogy and teachers' formation, and cadres' creation.

Prior to 2000, the baccalaureate examination, a national test that took three days to complete, was used to determine university admittance and to award national government scholarships. The tests were very competitive, and the students' scores were published in the national print media. Approximately 10 to 20 percent scored high enough to enter the university with a national governmental scholarship that paid full tuition and provided a quarterly stipend to cover board, room, books, and incidental expenses. During the 1960s and the 1970s, successful high school graduates (bacheliers and bachelières ) could choose to enroll in Moroccan universities and higher learning institutes or, if the college level field of study was not yet available in Morocco, they could enroll in French, Canadian, Russian, or other international schools and universities.

Since 2000, high school graduates average their senior year to determine which type of higher education programs they may enter. Those earning a Bac "A" may choose to study programs such as law; politics; letters and humanities; languages; behavioral sciences such as psychology, sociology, and anthropology; history; and geography. If they graduate from a lycée with a Bac "B," then they may study areas such as economics or business. Those graduating with a Bac "C" may pursue areas such as medicine, health sciences, or biology. Those graduating with a Bac "D" may enroll in engineering, physics, and/or chemistry colleges and institutes.

Since the 1960s there have been significant improvements in Morocco's material and socioeconomic-educational structures. Based on a 1997 university performance study, the National Report on Human Development, the ratio of professor to students was 1 to 27 in colleges and 1 to 6 in technical institutes. The report notes that Moroccan higher education has grown at an average annualized rate of 11 percent in the post-colonial period. In 2000 approximately 40,000 Moroccans held college degrees in contrast to a few hundred before 1960. This enormous growth mirrors the philosophy of decentralizing education, diversifying vocational and technical training, and constantly launching new colleges and institutes. In 1960-1961 there were 6 higher education institutions; in 2000 there were more than 70. Major public universities include the University Hassan II, University Cadi Ayyad, AlAkhawayn University, Moulay Ismail University, Agadir University, Oujda University, and Settat University. The University Mohammed V is Morocco's largest university both in student enrollments and the number of departments.

Graduate schools have not been easily accessible, and many institutions offered only undergraduate programs. At the end of the 1990s, approximately 92 percent of the college students were undergraduate students; however, only about 10 percent of the undergraduate population graduated. Approximately 80 percent of the students must repeat one or more academic years. Suggestions for improving the higher education program include reviewing students progress and university programs each term; examining the testing policies and grading standards; revising higher pedagogical delivery via students' portfolios and college-to-work programs; and examining the success of students during internships, externships, inter-African and middle Eastern exchanges, European exchanges, and global university exchanges. To implement many of these proposed changes, additional funds are needed.

In 2000 approximately 7,000 assistants, lecturers, professors, and researchers worked in Moroccan colleges, institutes, grandes écoles, and universities; 4 percent were teacher assistants, 61 percent master assistants, 11 percent lecturers, 17 percent professors, and 7 percent researchers. Approximately 72 percent of teachers were in the areas of law, literature, education, political science, social sciences, and economics. Only 28 percent specialized in the scientific, technical, and health care professions.

Administration, Finance, & Educational Research

The National Report on Human Development states that the educational budgetary resources allocation has increased considerably. From 1981 through 1997, the budget grew by an average annualized affectation rate of 15 percent, whereas the government budget increased, for the same period, by an average of 11 percent.

From 1980 to 2000, the university system's operational costs averaged an 11 percent increase per annum. In 1980 the government spent 70 million dirhams (DH 10 is approximately US$1) or $7 million in new university investments and 680 million dirhams ($68 million) in operational costs. In 2000 the collegiate spending budget grew to 600 million dirhams ($60 million) in investments and over 2,000 million dirhams ($200 million) in operational costs. The average annualized cost per student, however, declined from 17,000 dirhams ($1,700) in 1983 to 12,000 dirhams ($1,200) in 2000.

There are 23 higher learning/formation facilities that cover all modern fields of study, research, and application. Some institutions award degrees for completion of two years programs. Others award degrees for doctorates. Students may receive a scholarship, a stipend, and/or financial aid. Once they graduate, they may be required to work for the Civil Service (le Service Civil ), for at least two years, at a relatively lower salary to serve their country and pay back Moroccan taxpayers' sponsorship.

Morocco supports studies and research overseas. Students may receive a stipend, a scholarship, and/or a fellowship. For example, students wishing to attend an American graduate schools (troisième cycle ) to pursue either a Masters or doctoral degree may apply to the Department of Higher Education and Scientific Research (Ministère de l'Ensignement Supérieur et de la Recherche Scientifique ) for a scholarship (une bourse ). Since 1980 more than 200 such scholarships have been allocated to Moroccan student candidates, primarily for Masters degrees in Business Administration, engineering, telecommunications, information technology, finance, agriculture, resource planning, and law. The average scholarship is $70,000 for 2 years, but students applying for a Masters in Business Administration program may receive $80,000. Students in a doctoral program may receive up to a $140,000 for a maximum period of 4 years. Tuition, board and room, books, and a round trip ticket are covered by these graduate scholarships.

To qualify for a graduate scholarship to study abroad, students must be Moroccan citizens; hold a Bachelors or an equivalent degree; receive 213 on the computerized or 550 on pencil and paper Test of English as a Foreign Language (TOEFL); and pass the Graduate Record Examinations (GRE). Instead of the GRE, students applying for a Masters in Business Administration program must score higher than 500 on the Graduate Management Admission Test (GMAT) and have proof of at least 12 months of an a-priori professional experience. Additional requirements include three letters of recommendation, a medical clear health certificate, and an imperative to return to Morocco for at least two years after graduation. Moroccan students who hold dual citizenship with the United States and Morocco are not eligible to apply for scholarships. Scholarships are awarded based upon the compatibility of the graduate field to Morocco's developmental needs. Female applicants are given priority. At the end of the 1990s, approximately 40,000 Moroccan students were enrolled in higher education institutions abroad.

There are 14 scientific, technical, and military establishments that provide specialized economic and business, juridical, political and public management, social, behavioral studies and training, and research and development programs. These institutions award degrees equivalent to an Associate Degree (premier cycle or Diplômed'Etudes Universitaires Fondamentales, DEUF ) as well as to the Bachelors, Masters, and doctoral degrees. Approximately one-third of the 2,750 faculty members are female professors.

Since the 1980s approximately 30 private, higher learning schools and institutes have been established in Morocco. Among these are the Higher School of Applied Informatics to Management (ESIAC); the Polyvalent School of Informatics and Electronics (EPSIEL); the International School of Management at Casablanca, Rabat, Fez, and Marrakech (ESIG); the Higher Institute of Economics and Social Sciences (IHEES); the Higher Institute of Biology and Biochemistry at Casablanca and Marrakech (ISBB); the Preparatory Higher Institute in Food Technologies (ISFORT); and, the Technical Higher Institute of Fishing.

Since 1995 approximately 10,000 Moroccans graduated with a scientific/technical degree. About 40 percent of these were females. In 1997-1998, a total of 2,867 male and 1,084 female students graduated in economics, law, public management, and behavioral sciences. In 1997-1998, approximately 321 graduates were foreign students from Africa, the Middle East, France, and the United States.

At the university level English is often offered as a one or two hour weekly subject, notably in those research-based subjects like physics and chemistry, medicine, economics, political science, or philosophy. College students may even select a four-year degree program, the English Section, and graduate with a Bachelors of Arts in English. The University of Mohammed V's College of Literature and Humanities is the main center of this English specialization and offers areas of specialization such as composition, reading, English as a second language, technical and business English, British literature, and American literature.

Additional English teaching/learning facilities include the American Cultural Association, composed of American language centers in main Morocco; the American School of Tangiers, pre-K through K12; Casablanca American School, K1 through K12; High Technology School of Rabat; Rabat American School, pre-K through K12; English Teachers in Morocco, a non-commercial and an unaffiliated digital association that supports TEFL and all English teachers in Morocco; the Al-Akhawayn University in Ifran, modeled after the United States, that collaborates with the University of Southern California in areas such as comparative studies, architecture, history, and social sciences; and The British Council of Morocco, which aims at spreading a wider knowledge and understanding of the United Kingdom in Morocco, British English, and other educational opportunities for Moroccans.

Even with a degree, it is difficult for some graduates to find work. In the late 1990s, 45 percent of college graduates between the ages of 25 and 34 were unemployed. In October 1999 the Special Commission on Education and Human Capital Formation in Morocco conducted a macro-education national project, Education and Formation National Chart Project (Projet de Charte Nationale d'Education et de Formation ). The project examined seven areas and made recommendations for each.

The section on Moroccan educational methodologies, rights, and obligations acknowledged that Moroccan culture and social ethics are based primarily on Islamic theology and faith; therefore, Moroccans should be taught and trained in virtuous individual excellence, responsible citizenship, rectitude, moderation, practical wisdom, tolerance, reciprocity, scientific spirit and inquiry, economic individual initiative and entrepreneurship, global friendship, courage, magnificence, generosity, and justice. They should also be taught to respect and appreciate other world religions and cultures. Students should learn to uphold their natural rights of worshiping God (Allah Almighty ), to pursue rational liberty and happiness, and to oblige by their civic and political duties national identity and constitutional monarchy. Use of Standard Arabic should be encouraged, both in writing and speaking, schools, cultural and religious settings, the work place, and the street. Learning foreign languages is encouraged. Positive religious, psychological, emotional, and aesthetic values and principles should be acquired from an early age through preschool programs and home education and incorporated into all levels of education and workplace environments. Education is the center of Morocco's social and economic expansion, progress, economic growth, and development. Moroccan pedagogy and educational-teaching-learning methodologies should be based on educational research and focus on active learning. College and university education should prepare and develop a productive human capital that stimulates national development and competes regionally and globally.

The second main section of the report examined Moroccan educational methodologies, rights, and obligations. All Moroccans are entitled to national schooling and training. Children, women, and the physically and mentally challenged must be encouraged to enroll in Moroccan educational institutions and training centers. More effort should be given to achieving urban-rural educational balance and harmony. Compulsory education, up to a working age, should be implemented gradually and forcefully. All citizens should be actively involved in and support the educational domestic mission. Parental movements and philanthropic organization should be encouraged to become more involved in education via governmental broadcasting and fiscal advantages and credits. Education must include all media: print, radio, television, and cyberspace. Continued education and voluntary teaching must fight illiteracy and learning stagnation. Multilateral dialectics, participatory education, collaborative learning, and fair testing are some of the cornerstones of an improved national educational system. Testing and examination should be polarized around learning performance, outcome objectives, seriousness, honesty, work ethics, discipline and time consciousness, and competitive learning acquisition.

The third area of the report focused on educational innovations and renovations. Educational programs from 2000 to 2019 should focus on the preschool, elementary (K1-K5), and junior secondary (K6-K9) levels. Education should reflect both Moroccan territorial integrity and Moroccan pluralistic educational philosophy. Education should receive the maximum budgetary and financial support. Moroccan education should reflect the needs and requirements of national economic and social development.

The fourth area examined education generalization, democratization, socio-economic development, and modernity. The report projects that by 2004, preschools will be available for three to six years olds; by 2005 a total of 90 percent of elementary students will hold elementary education certificates; by 2008 some 80 percent of the pupils will receive their K9 diploma (Brevet d'Etudes Secondaires ); by 2011 a total of 60 percent of the students will be preparing for a technical or vocational career; by 2002 there will be 10,000 graduates of vocational training programs; by 2006 there will be 50,000 graduates of vocational training programs; and by 2011 a total of 40 percent of the students will receive their high school diploma (le baccalauréat ). The report emphasized that laboratory work; modern technology, notably electronics and cyberspace; and school-to-work programs are needed to achieve these projections.

Another area of the report examined alphabetization, literacy, and various channels of learning. The report predicts that by 2011 less than 20 percent of Morocco's population will be illiterate. Special emphasis should be given to rural areas, girls, and seniors. The media, professional organizations, chambers of commerce, volunteers, and religious institutions should work to eliminate illiteracy. Literate training should be a component of Moroccan craftsmanship and artistry. Internships and externships areencouraged. Families and households should be involved in volunteer and tutorial programs.

The technical and higher learning training and education portion of the report endorsed vocational and school-to-work projects, especially in technical high schools (Baccalauréat d'Enseignment Technique et Professionnel ). High school graduates may enroll in a two-year associate degree program (Diplôme d'Etudes Universitaires Fondamentales or DEUF) or a four-year bachelors program. Hassanya University of Islamic (Chri'a Dar Hadith Hassanya ) or other similar theological institutes should provide theology programs. Information technology and distance learning should be developed. A variety of educational tools should be used: books, videos, Internet, television, and video-conferencing. Primary and secondary education programs should include 1,000 hours or 24 weeks of preuniversity schooling and should begin the second Wednesday of September; universities should open on September 15. Languages of instruction should include Scientific Arabic, French, English, Spanish, and Tamazight (Berber). Scholarships, fellowships, awards, and prizes should be available. Pedagogical centers should graduate the number of quality teachers needed in the sciences, economics, mathematics, and law. Research and development should continue at the Hassan II Academy of Sciences and Technology. Physical education and sports pedagogy should be equally available at universities, Pedagogical Regional Centers, and Higher Normal Schools. Colleges, universities, specialized schools, and institutes should continually train educational staff, administration, and management. Teachers for special education, child development, and the physically and mentally challenged students should receive special training.

The general and college education administration and governance section noted that special, autonomous government agencies (Services d'Etat Gérés de Manière Autonome or SEGMAs) are available to train and prepare education economists, administrators, managers, accountants, examiners, and monitors. University councils comprised of student representatives, professors, directors, deans, and business and community leaders should select college presidents for renewable four-year periods. All levels of public and private schools should implement the national educational plan. Tax credits, exemptions, and other monetary, banking, investment, fiscal, and regional cooperation provisions should be available.

Nonformal Education

In 1984 approximately 69 percent of Morocco's labor force did not have any degrees or certificates. In 2000, this number declined to 55 percent. In 1984 some 11 percent of the labor force held an elementary certificate versus 15 percent in 2000; 2 percent held a high school diploma compared to 4 percent in 2000; and 2 percent had a management degree compared to 5 percent in 2000. Several areas have seen some positive recruitment changes. Management and business increased from 15 percent in 1984 to 20 percent in 1995. During the same period, financial services rose from 1.5 to 2.5 percent, public administration from 10.5 to 14.5 percent, manufacturing from 25 to 26 percent, and transports from 4.4 to 6.0 percent. Overall, the labor force participation ratio increased from 47 percent in 1985 to 55 percent in 1998.

Community involvement in the learning process is being encouraged. Informal utilitarian education is presented via the media, the Internet, and other channels. Workshops, seminars, and productive eco-religious circles and meetings in mosques are being encouraged and supported.

Teaching Profession

Several pedagogical institutions train secondary level teachers. High school graduates who have an appropriate entrance exam score may enroll in a two-year program at Pedagogical Regional Centers (Centres Pédagogiques Régionaux or CPRs). These centers are geographically localized, based on the administrative, decentralized law of Morocco and its regional socioeconomic developmental needs and requirements. They are located in the Fez region in Boulmane; Tangier region in Tetouan; Souss region in Massa Daraa; the eastern region; Marrakech region in Tansift-Haouz; Tadla region in Azilal; the grand Casablanca region; and the Rabat region. Students enrolled at a CPR study specialized subjects ranging from languages, notably French and Arabic, to mathematics, the sciences, humanities, social sciences, physical education, and the arts. Students graduating from a CPR can teach only at the first cycle or junior high school.

High school graduates with appropriate entrance exam scores may enroll in Higher Normal Schools (Ecoles Normales Supérieures or ENSs). These four-year programs offer courses in pedagogy, the art of teaching, and a variety of academic subjects depending on the chosen field of teaching. Specialized academic areas include mathematics, physics, chemistry, biology and geology, the health sciences, business and economics, literature and the humanities, the arts, social sciences, physical education, history and geography, theology, and philosophy. ENS graduates become secondary high school teachers. A specified priority-ranking and pedagogical needs determine the placement of the new teacher. Generally, after teaching a few years, teachers may request to be moved to another geographical area. At the end of the 1990s, there were 10 ENSs in Casablanca, Marrakech, Fez, Meknes, Rabat, and Tetouan.

Higher Normal Schools of Technical Education (Ecoles Normales Superiéures d'Enseignement Technique or ENSET) prepare students interested in technical fields (Bacs techniques) to teach in high schools. ENSET's are located in two main areas: the beach city of Mohammedia, which is about 20 miles north of Casablanca, and the capital Rabat. Training in the areas of technology and applied scientific knowledge include electronics, information technology, computing and information systems, home appliances, refrigeration, and auto-mechanic.

Teaching Examiners Formation Centers (Centres de Formation des Inspecteurs de l'Enseignement or CFIEs) prepare examiners to monitor, assess, and provide feedback on the quantity and quality in the pre-college teaching profession; relationships among schools, administrators, principals, and teachers; teaching market issues; pupil performance and learning objective outcomes; and even teaching material, building furniture, and school supplies.

Planning and Orientation Educational Centers (Centres d'Orientation et de Planification de l'Education or COPEs) are responsible for macro-, micro-, and mesoeducational aims, objectives, needs, and appropriately dynamic strategies and educational tactics. COPEs, in liaison with the national Supreme Council of Education, brainstorm the educational aggregates and needs. The following areas are among those considered: supply, demand, pedagogical needs, recruitment, costs, savings, educational investment infrastructure, educational socioeconomic infra-structure, educational bond issues and financing securities, and the role of education in national economic growth.

Employment in the educational profession has been steadily increasing. In the recent pedagogical triennium, the three-year period from 1996 to 1998, CPRs, ENSs, ENSETs, CFIEs, and COPEs supplied the following: 2,636 graduates in the academic year 1996-1997 (758 females); 2,453 newly accepted-enrolled (736 females) in 1997-1998; and 3,995 graduates (1083 females) in 1997-1998. In 1997-1998 there were 1,470 full-time faculty and 365 adjunct faculty at the CPRs, ENSs, ENSETs, CFIEs, and COPEs.

Summary

The Moroccan system of education is a progressive one. Since its liberation from French rule in 1956, Morocco has worked to establish an education system that will prepare its citizens to meet the country's needs and to compete in a world market. However, in 2000 more than 50 percent of the population was illiterate. Compulsory education is gradually being established, new perspectives on pedagogy and the art of teaching are being incorporated, and a focus on school-to-career programs is being adopted at all levels of education.

Morocco continues to face challenges: improving education; generalizing its impact, especially within the female population; equalizing urban and rural education; boosting multi-factorial productivity, particularly that of its youthful human capital; enhancing its peoples' lifestyle; creating jobs; liberalizing open macroeconomic relations; reforming many of its banking and financial structures; attracting foreign capital, direct and portfolio; alleviating its external debt; and diversifying its economic tissue beyond traditional agriculture and tourism. The constant reassessment and investment of its human capital, its employability, effective utilization, and pragmatic optimum training are central components of the country's long-term socioeconomic development.