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Morocco: education, training and employment developments 2018

This report provides an overview of key policy developments in education, training and employment in Morocco. The o... Show more
This report provides an overview of key policy developments in education, training and employment in Morocco. The outlook for Morocco is positive in terms of its economy and the reforms it is implementing. A new government is in place since April 2017. It is committed to continuing and stepping up the pace of reforms, which are already well on track. Particular attention is being paid to key areas related to governance, education and the labour market, with a view to increasing competitiveness and promoting inclusive growth. On the employment side, a Plan for Employment Promotion was launched in 2017 (Plan National de Promotion de l'Emploi 2021). It is based on the National Employment Strategy 2015-2025 and includes specific strategy axes that encompass various actions intended to promote employment and employability. The EU supports the VET sector through a Sector Reform Contract, which includes an envelope for technical assistance. The EU support, together with the government's commitment to boost reforms in the country, should lead to a resumption of the VET reform implementation process.
Edited excerpts from publication. Show less

Corporate authors: European Training Foundation (ETF)

Date: 2019

Geographic subjects: Morocco; Africa

Resource type: Country information

Series name: Education, training and employment developments 2018

Subjects: Employment; Labour market; Governance ... [+] Show more
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Public-private partnerships for skills development: a governance perspective: volume II: case studies

To ensure that young people and adults acquire the skills they need to render them employable, vocational education... Show more
To ensure that young people and adults acquire the skills they need to render them employable, vocational education and training systems around the world construct various forms of collaboration between the public and private sectors. Public-private partnerships (PPPs) that focus on skills development are one form of collaboration in the provision of vocational education and training (VET). Volume I [available in VOCEDplus at TD/TNC 143.377] proposes a three-dimension typology of PPPs for skills development, and identifies common elements and governance characteristics of these PPPs. The analysis relies on evidence from country case studies concerning the purpose of the partnerships, their scope and membership, governance, financing and risk management arrangements, as well as the motivation, role and capacities of the partners. Volume II contains these 23 case studies, described and reviewed according to the analytical categories of the European Training Foundation's (ETF) study methodology.
Chapter 1 presents 10 cases coming from countries that have a long tradition of public-private cooperation in vocational education and skills development: Italy, the Netherlands, Norway, Israel, France, Sweden, Germany, Morocco, Australia and Belgium. Chapter 2 presents 13 cases coming from four countries that are now in the process of building a tradition of public-private cooperation in vocational education: Jordan, Kazakhstan, Serbia and Ukraine.
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Authors: Meer, Marc van der; Avagyan, Aram; Galvin Arribas, J. Manuel; Petherbridge, Robert ... [+] Show more

Date: 2020

Geographic subjects: Italy; Netherlands; Norway ... [+] Show more etherlands; Asia">Central Asia; East">Middle East; [-] Show less

Resource type: Report, paper or authored book

Subjects: Governance; Vocational education and training; Policy ... [+] Show more
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Policy dialogue in vocational education: what role for civil society organisations?: a pilot survey in the Southern and Eastern Mediterranean

Developments in vocational education and training (VET) intersect with social, economic and labour market policies,... Show more
Developments in vocational education and training (VET) intersect with social, economic and labour market policies, impacting young people and adults, as well as the employed and the unemployed. Governments across countries establish dialogue and cooperation with a wide variety of stakeholders to respond to the diverse needs of these groups through formal and non-formal learning. This paper investigates the specific role of civil society organisations in the VET policy cycle and governance ecosystem, drawing on the results of an ETF pilot survey carried out in 2018 in a selected group of countries from the Southern and Eastern Mediterranean - Algeria, Israel, Jordan, Lebanon, Morocco, Palestine and Tunisia.
Whereas the role of the government and social partners, as well as that of the private sector and VET training providers, in such a multilevel governance set-up has been relatively well defined, the nature of CSOs' contribution is less clear-cut. To better understand the added value of the CSOs' role in the multilevel governance of VET, their contribution can be contextualised in the following phases: (a) strategy formulation and policy design; (b) training provision and monitoring; and (c) policy evaluation and review. The EU considers CSOs to include all non-state, not-for-profit structures (non-partisan and non-violent), through which people organise to pursue shared objectives and ideals, whether political, cultural, social or economic. They include membership-based, cause-based and service-oriented CSOs. Among them are community-based organisations, NGOs, faith-based organisations, foundations, research institutions, gender and LGBT (lesbian, gay, bisexual, and transgender) organisations, cooperatives, professional and business associations, and the not-for-profit media. Trade unions and employers' organisations, the so-called social partners, constitute a specific category within civil society. For the sake of this study, social partners are viewed as traditionally playing a role within a structured tripartite policy environment of training and employment, while CSOs (as defined above) rarely do.
The report concludes that CSOs have an acknowledged role to play as non-state actors in terms of VET policy shaping, and are equally making a valuable contribution in terms of implementing of high-quality, innovative and relevant VET training and providing employment services in the region. However, CSOs' role in terms of reviewing training provision and holding the public VET service providers accountable is clearly underdeveloped in the region. The report recommends raising awareness around the demonstrated added value that CSOs already bring to the table and how they could be contributing even more if allowed greater participation in the VET policy environment. It also suggests developing a wider understanding of CSOs' involvement in the VET policy cycle through further research.
Edited excerpt from publication and publisher's website. Show less

Authors: Foubert, Thierry; Folisi, Floriana

Date: 2019

Geographic subjects: Algeria; Israel; Jordan ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Providers of education and training; Culture and society ... [+] Show more
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An examination of the relationship between competences and wages of higher education graduates: evidence from Morocco

To provide research insights in line with the Tuning project approach, we estimate the effects of competences on wa... Show more
To provide research insights in line with the Tuning project approach, we estimate the effects of competences on wages of higher education graduates with work experience. Using the conventional earnings regressions methods (Mincer equation) on data from a survey of graduates, we investigate the way in which the labour market reacts and rewards competences. The results show small significant evidence for an effect of competences on wages in our dataset; however, methodological and social skills display positive payoff returns. Our empirical findings also suggest that the labour market rewards less specialised competences, and unlikely methodological and social competences are deemed more necessary compared to cognitive skills (theoretical knowledge). Finally, wages tend to decrease for those who are female and working in the private sector. Overall, the findings of the study are highly related to the specification and structure of the Moroccan labour markets.
Published abstract. Show less

Authors: Abaida, Abdellah; Lakrari, Youssef; Abdouni, Abdeljabbar

Date: 2017

Geographic subjects: Morocco; Africa

Resource type: Article

Journal title: Tuning journal for higher education

Subjects: Skills and knowledge; Labour market; Outcomes ... [+] Show more
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Teaching soft skills: towards a paradigm shift in practice pedagogy and evaluation: the case of Ensam Meknes

It is often said that hard skills or technical knowledge will get you an interview but soft skills will tremendousl... Show more
It is often said that hard skills or technical knowledge will get you an interview but soft skills will tremendously increase your chances to get and keep the job. Hard skills are the skills or technical knowledge we need to do our job adequately, whereas human skills are the skills we need to be better human beings with a better character. Hard skills answer the question of how well you can do at work. Soft skills or human skills, however, answer the questions like what kind of person you are. How well you can get on with people around you. Are you someone people can trust and feel comfortable working with or someone people distrust because you are annoying as a team member, you constantly get people into unnecessary arguments or you make them uncomfortable because of your negative mind set and/or suspicious attitude? It seems, therefore, that teaching human skills is no longer a luxury but an obligation. The problem, however, is that oftentimes our attempt to teach essential life skills consists simply of teaching about them; we mistakenly treat life skills like hard skills both at the level of instruction and evaluation. We assume that teaching a set of vocabulary items or concepts related to soft skills would suffice to help student acquire those skills. This paper suggests that soft skills cannot be taught; they are caught. For this reason, it is contended that there is a desperate need to see soft skills with a different lens. It puts forwards a paradigm shift in soft skill instruction in practice, pedagogy, and evaluation. It is high time we discontinued teaching life skills as a set of concepts and vocabulary items. Instead, we need to adopt a teaching though coaching and evaluation through experiential and oral schemes. We need to reconsider our role as soft skill teachers and students, our teaching methodology and finally the learning environment within which life skills are being developed and evaluated.
Published abstract. Show less

Authors: Khartite, Brahim

Date: 2022

Geographic subjects: Morocco; Africa

Resource type: Article

Journal title: Global academic journal of humanities and social sciences

Subjects: Skills and knowledge; Teaching and learning; Students ... [+] Show more
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Report on skills gaps

This report explores the issue of skills gaps and reviews the literature on 120 employer surveys from developed and... Show more
This report explores the issue of skills gaps and reviews the literature on 120 employer surveys from developed and developing countries. It documents the extent of the skills gap in different countries, describes some of the causes for the skills mismatch, and unpacks what employers mean when they say graduates are not 'employable'. It argues that while the impact of skills shortages (insufficient numbers) will be felt most heavily in the developed nations due to ageing of the population, closing skills gaps (insufficient skills) is especially important for the world's young people aged 15-24, most of whom live in developing countries where there are few opportunities for productive employment.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Aring, Monika

Date: 2012

Geographic subjects: Africa; Asia; North America ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Youth; Skills and knowledge; Research ... [+] Show more
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Sustainable statistical training programs at National Statistical Offices

Like all workplaces, National Statistics Offices (NSOs) need to build the capacity necessary for their staff and pa... Show more
Like all workplaces, National Statistics Offices (NSOs) need to build the capacity necessary for their staff and particular circumstances within the overall global requirements for NSOs. International organisations which offer training in official statistics may advise on courses, but NSOs organise ongoing training programmes and frameworks appropriate for their staff and needs. In addition, programmes or training units developed by or with NSOs often provide training for other government entities in their countries. In some regions of the world, regional training centres support NSOs in training their staff, mainly by helping to identify needs and supply training.
This report describes an investigation into how training is organised at NSOs and, where appropriate, how they are supported by regional training centres to build the capacity they need. Training offered by NSO's in countries where the NSO is not well established often lack systematization. It is often ad hoc and focused on what is available rather than the specific skill needs of the staff. Training also suffers from lack of prioritization. In countries where funding is tight, training is often deprioritized at the expense of competing needs. In these contexts, staff must rely on their own motivation and initiative to obtain training because they do not often have comprehensive training at their fingertips.
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Authors: Roll-Hansen, Dag; Rustenbach, Elisa

Date: 2021

Geographic subjects: Ethiopia; Morocco; Malawi ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Workforce development; Teaching and learning; Skills and knowledge ... [+] Show more
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Work-based learning programmes for young people in the Mediterranean region: Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, the Occupied Palestinian Territory, Syria, Tunisia and Turkey

This report examines programmes for youth that combine learning in classrooms with participation in work in 10 Medi... Show more
This report examines programmes for youth that combine learning in classrooms with participation in work in 10 Mediterranean countries: Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, the Occupied Palestinian Territory, Syria, Tunisia and Turkey. It is one element, together with the development of a network of policymakers and experts from the 10 participating countries, a study visit to the Netherlands and a peer review visit to Turkey, of an [European Training Foundation] ETF project on work-based learning for youth in the Mediterranean region. In turn this is part of a wider project, taking place over several years, on education and training for employment in the region. One of the key objectives of the project is to help the countries of the region learn from one another’s experiences as a way of improving both policy and practice. The report is based on 10 national reports that used a common analytical framework, on field visits to four of the countries, on a study visit to the Netherlands, and on meetings of national experts and policy makers. Its analytical framework focuses both on ways in which institutional and systemic factors influence the scale character of work-based learning programmes, and on the impact of incentives and social capital (networks, trust, cooperation). It examines a wide range of programmes: some that are called apprenticeships, and many that have other titles, but which share some of the same characteristics.
Published summary from ETF website. Show less

Authors: Sweet, Richard

Date: 2009

Geographic subjects: Middle East; Asia; Africa ... [+] Show more

Resource type: Report, paper or authored book

Series name: ETF comparative analyses

Subjects: Youth; Policy; Workforce development ... [+] Show more
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Women in management in the Arab context

Purpose - This paper aims to explore the position of Arab women in management by examining the existing research on... Show more
Purpose - This paper aims to explore the position of Arab women in management by examining the existing research on gender and management in the Arab region in order to obtain an overall picture of the advancement of Arab women in their professional lives, point out coherent clusters of research and identify knowledge gaps in existing research. Design/methodology/approach - The study conducts a content analysis of academic articles in order to provide a quantitative as well as qualitative thematic overview of the topics [that] emerged from the literature. Findings - The statistical analysis of researches shows that, the topic of women in management is gaining more importance. The thematic overview of researches shows that authors have concentrated only on few and very broad topics, without much diversity or depth. Practical implications - The paper provides practitioners some understanding of the position of Arab women in management and factors that influence their professional lives. The paper sets a solid base of previous studies for future researchers studying women in management in the Arab region. Originality/value - The paper might be considered as the first study to give a systematic overview of the literature on women in management in the Arab region.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Omair, Katlin

Date: 2008

Geographic subjects: Middle East; Africa; Arab countries ... [+] Show more

Resource type: Article

Journal title: Education, business and society: contemporary Middle Eastern issues

Subjects: Management; Career development; Gender ... [+] Show more
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Decent work for all: from ILO initiative to a global goal

This chapter introduces the concept of decent work developed and applied by the International Labour Organization (... Show more
This chapter introduces the concept of decent work developed and applied by the International Labour Organization (ILO) in recent years and increasingly adopted by governments, by the United Nations system as a whole, by development organizations and other groups. It discusses the relevance of decent work as a goal and a framework for policy formulation and presents examples of its contribution to policy debates at national and international level. The presentation highlights the inter-relations between technical and vocational education and training, development priorities and decent work.
Published introduction.
The book from which this chapter is taken is indexed at TD/TNC 100.51. Individual chapters are indexed from TD/TNC 100.52 to TD/TNC 100.244. Show less

Authors: Poschen, Peter

Date: 2009

Geographic subjects: Asia; Central Asia; Africa ... [+] Show more

Resource type: Book chapter

Subjects: Employment; Policy; Research ... [+] Show more

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