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Morocco
>> Regional Overview >> Morocco Overview ACTIVITY DATA SHEET
PROGRAM: Morocco
TITLE AND NUMBER: Increased Attainment of Basic Education Among Girls in Selected Rural Provinces, 608-008
STATUS: Continuing
PLANNED FY 2001 OBLIGATION AND FUNDING SOURCE: $1,488,000 CSD
PROPOSED FY 2002 OBLIGATION AND FUNDING SOURCE: $1,528,000 CSD
INITIAL OBLIGATION: FY 1996 ESTIMATED COMPLETION DATE: FY 2004Summary: Developing a country's human resource base is central to achieving economic prosperity and political stability. Education is a crucial part of this equation. Morocco's poor social indicators are the product of large inequalities between urban and rural areas and between different segments of the country's population. Fundamental weaknesses in Morocco's education system hinder its ability to compete in the global market and to attract more foreign investments. Recognizing this weakness, Morocco's late King appointed a commission in 1999 that developed a charter for education and training. The first reform actions have been implemented this school year (2000-2001).
The Ministry of National Education (MNE) views USAID's technical leadership in the sector as critical to providing credibility to its strategy for the improvement of rural primary education. In 1994, the national net enrollment rate for all children in primary school was 62% (52% for girls and 72% for boys). Numbers are severely skewed in favor of urban areas. In terms of access to education, girls in rural areas are the most disadvantaged segment of the population, with only 27% of girls enrolled in school. While the MNE has made progress over the past two years in first grade enrollment overall (84%), the remaining challenge is to address the quality of education for increased retention.
USAID's objective is to increase the attainment of basic education for girls in selected primary schools in rural Morocco. USAID will support integrated activities that address supply and demand, as well as education management issues. This objective aims to (1) introduce behavioral change at the school and community level; and (2) improve the managerial skills of the staff of the provincial delegation of the MNE to enable them to take charge of the province's education problems.
Key Results: Over the past year, the girls' enrollment ratio for the 6th grade (in USAID-supported pilot schools) has increased by 4 percent, from 35% to 39%, exceeding the planned 37% target. This increase indicated that the system, particularly in the higher grades of the primary cycle, has become more gender sensitive. This objective has achieved its target for the indicator "Schools with improved facilities" that monitors the participation of the community in addressing school-related problems through the parent-teacher associations (PTAs). The increased participation of the PTAsis reflected in upgrades of school infrastructure and other improvements. USAID is a key partner in developing methodologies for the design of regional and local curricula for the teacher training colleges that are a key element of the MNE's reform agenda. Finally, activities under this objective have been expanded into three new provinces in the Souss-Massa-Draa region-Taroudant, Tiznit, and Zagora-to build synergies with other USAID objectives.
Performance and Prospects: By the end of FY 2001-the end of phase one of the Morocco Education for Girls (MEG) activity-activities under this objective will have developed, tested, and assessed interventions in five pilot provinces at the school, community, and provincial levels, which will form the basis for the design of Phase II. Pilot interventions to introduce information technology at teacher training colleges also will have been completed, as well as work in support of creating constituencies for girls' education. Also by the end of 2001, three additional provinces (all in the Souss-Massa-Draa) will have had one year of USAID assistance and collaboration, which will allow for additional testing and demonstration of new methodologies and processes that raise the quality of education.
USAID will use $1.488 million of CSD funds to support: 1) improvement of classroom dynamics through in-service training of teacher trainers, teachers, and administrators in student-centered teaching, multi-grade teaching, equity in the classroom, and lesson adaptation through computer-assisted teacher training; 2) strengthening of MNE capacity at the local, provincial, and national levels to collect and analyze education data, develop action plans, monitor progress, and replicate interventions; and 3) greater involvement of local communities, private sector entities, and nongovernmental organizations in girls' education.
One of the major weaknesses of the basic education system is the inadequacy of training provided at teacher training colleges. The system does not address key areas, such as student-centered learning, multigrade instruction, lesson adaptation, and especially equity in the classroom. Thus, USAID's technical work in basic education aims to create an enabling classroom and learning environment to increase the participation of girls in the education system.
Further, in support of MNE's charter for education and training, USAID activities will support the MNE in mobilizing local communities, local government, and other ministries to support their schools and assume greater responsibility for school-related decisions. These activities will also build broad-based national-level recognition of the importance of educating girls, and assist the MNE in carrying out its first information technology program.
Possible Adjustments to Plans: Based on a joint USAID-MNE assessment of Phase I of the MEG activity, modifications will be made to the contract defining mutually established priorities for Phase II. Phase II (October 2001 - September 2003) will concentrate on the institutionalization of successful inputs and replication of effective Phase I products and processes. In line with the MNE's reform priorities, USAID will focus on the decentralization of the education system, the quality of education, and teacher training.
Other Donor Programs: A number of donors are assisting the MNE. USAID and United Nations Children's Fund are coordinating support to new MNE methodologies for the design of regional and local curricula, respectively. The World Bank's Social Priorities Program continues to provide infrastructure upgrades and teacher training through training of trainers, using USAID-trained MNE personnel as trainers. France has the largest education program in Morocco, although assistance in support of primary education is a relatively small portion. The United Nations Educational, Social, and Cultural Organization is assisting Morocco with its follow-up to the recommendations of the Education for All Conference (Dakar 2000).
Principal Contractors, Grantees, or Agencies: Primary contractors for the activities include: Creative Associates International, Inc., with subcontractors Management Systems International (MSI) and Save the Children; the American Institute for Research, with MSI as its sub-contractor; and the Academy for Educational Development. The principal grantee is the Ministry of National Education.
Selected Performance Measures:
Baseline Actual
(2000)Target
(2001)Target
(2002)Girls' enrollment ratio - grade 6 16% (1995) 35% 37% 38% Girls' enrollment ratio - grade 1 40% (1995) 43% 44% 46% Improved school environment 30% (2000) N/A 55% 60% Families who meet with teachers 5% (2000) N/A 26% 30% U.S. Financing
(In thousands of dollars)
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Last Updated on: May 29, 2002 |
