Tunisia - Post - Basic Education Study (Vol. 2 of 2) : The Annex

Document of The World Bank FOR OFFICIAL USE ONLY CONFIDENTIAL Report N* 12670-TUN REPUBLIC OF TUNISIA POST-BASIC EDUCATION STUDY (In Two Volumes) Volume II: Statistical Annex October 14, 1994 Population & Human Resources Division Maghreb & Iran Department Middle East and North Africa Region This document hs a resmcted distnbutton and may be ased by a=akpiens only in the perfrunance of thw offiiil duies Its 004fiats may not ottewlse be 4isclosd without W"Id Bank abAoition. ANNEX 1 Page 1 Table 1.1: The Public Education System under the Authority of the Ministry of Educationand Science: Overview of Enrollment and Training Capacity at the Various Levels (1992/93) No. of No. of No. of establishments teachers students PRIMARY LEVEL: 3,940 54,560 1,432,000 Basic education (junior cycle) 40 523 5,310 Technical training SECONDARY LEVEL: Basic education (senior cycle) *625 *26,097 225,076 Secondary Education HIGHER LEVEL: 86 5,360 87,780 Higher education: * Establishments and teaching staff of the second cycle of basic and secondary education. Table 1.2: Relative Public and Private Sector Share in the Various Levels of Education and Comparative Growth Rates During the Period 1982-92 Public Private Public Private Private sector sector sector sector sector Total relative share average average enrollment enrollment enrollment % growth growth rate rate Primary Education 1,417,803 8,412 1,426,215 0.6 2.4 2.6 (1-6) Secondary Education (7-13) 518,522 71,15P 589,674 12 5 15 Higher Education 76,097 NA 76,097 Vocational Training 23,211 17,880 41,091 44 6% 18% Table 1.3: All the Countries of the World Whose GNP Per Capita is in the $900-1,400 Range: General Economic, Demographic and Education Indicators GNP per Avg. onnual Population Avg. annual Dependency Percentage Public expenditure on Percentage Gross Avg duration capita GNP per (millions) pop. growth ratio (%) urban pop. education investment enrollment of school growthat (a e budget on ratio (4-23 enrollment growth rate 8 % of % of education age group) (years) (% GNP govt. Cameroon 1010 0.7 11.2 2.7 83 49.4 3.6 17.8 15.1 50 5.9 Congo 930 0.1 2.0 2.7 84 42.2 7.1 23.6 7.6 nd nd Swazi-land 900 0.6 0.8 3.4 95 33.1 6.2 nd 13.3 55 7.7 Morocco 900 1.3 25.1 2.4 73 48.5 7.3 25.0 26.4 40 5.1 Syria 1020 -2.1 12.5 3.6 98 51.8 4.1 13.1 11.8 60 9.6 Tunisia 1260 0.6 8.2 2.5 65 54.3 6.3 14.8 10.6 54 8.3 El Salvador 1040 -1.1 5.2 1.5 86 44.4 3.9 17.1 6.3 50 7.4 Guatemala 920 -2.6 9.2 2.9 88 42.0 1.8 10.7 8.2 38 4.9 Honduras 900 -1.2 5.1 3.4 85 43.6 4.8 16.4 3.4 46 6.8 Jamaica 1260 -1.7 2.5 1.5 58 52.3 7.2, 13.1 10.3 65 10.2 Colombia 1190 0.9 31.8 2.1 83 70.3 2.7 22.4 6.2 54 6.9 Ecuador 1040 -0.5 10.8 2.9 73 56.9 2.8 21.3 8,6 63 9.0 Paraguay 1030 -1.5 4.3 3.1 72 47.5 1.5 16.7 15.1 45 7.1 Perou 1090 -1.6 22.3 2.6 69 70.2 3.4 15.7 3.1 68 9.3 Thiland 11701 4.5 55.7 1.8 51 22.6 3.3 16.6 13.1 43 7.1 Turkey 13603 55.6 2.3 56 48.4 2.4 nd 12.8 47 9.4 Total 1063 -0.23 2.59 76 4,.28 17.4 10.7 51.9 7.6 Source: UNESCO, World Education Report, 1991. 1. Rapport de Ia population des jeunee 0-14 ane A Ia population des 15-64 ans. Table 1.4: All arab Countries: General Economic, Demographic and Educatioti ladicators (UNESCO Definition Excluding Djibouti and Lebanon) GNP per Avg annual Population Avg. annual Dependency Percentage Public expenditure on Percentage Gross enrollment Avg duration of capita GNP per (millions) pop.growth ratio 1%) urban education investment budget ratio (4-23 age school enrollment growt at rate 1980-89 pouainon education group) (years) growth rate population Budget 1eso-ee t) as % of as % of Educat. GNP govt. Tunisia 1260 0.6 8.2 2.5 65 54.3 6.3 14.8 10.6 54 8.3 Algeria 2170 0 25.4 3.1 85 44.7 9.9 27.0 26.6 53 9.1 Morocco 900 1.3 25.1 2.4 73 48.5 7.3 25.0 26.4 40 5.1 Libya nd -9.9 4.5 4.1 89 70.2 10.1 20.8 26.4 nd nd Egypt 630 nd 54.1 2.7 74 48.8 5.2 10.1 8.1 55 9.6 Behrain nd -4.6 0.5 4.1 50 82.9 5.7 nd 5.1 67 10.5 Iraq nd nd 18.9 3.6 91 74.2 3.8 6.4 9.4 51 7.8 Jordan 1730 -3.0 4.3 3.9 95 68.1 6.9 13.0 8.5 nd 10.4 Kuwait 16380 -2.1 2.1 4.3 65 95.6 5.5 12.1 5.2 64 9.2 Oman 5220 5.3 1.5 4.1 89 10.6 4.0 14.9 19.7 50 7.3 Qatar nd -10.5 0.4 4.8 56 89.5 5.6 nd 20.5 68 10.5 Saudi Arabia 6230 -5.9 14.1 4.2 87 77.3 7.5 16.2 19.2 44 5.6 Syria 1020 -2.1 12.5 3.6 98 51.8 4.1 13.1 11.8 60 9.6 U.S. 18430 -8.2 1.6 4.6 46 77.8 2.4 14.2 5.1 66 9.4 Yemen 640 nd 8.0 3.0 99 43.3 6.1 23.5 13.4 42 nd Somalia 170 -1.3 7.6 3.5 96 36.4 nd nd 22.6 7 nd Sudan nd -1.8 25.2 3.0 87 22.0 nd nd nd 24 nd Mauritania 490 -2.2 2.0 2.7 85 42.1 4.9 22.7 nd 23 3.9 CID ICo t4 Subtotal 1190 -2.2 17.9 3.2 86 56.0 6.6 17.1 16.0 51 8.4 Total 4250 -3.0 10.2 3.4 78 59.0 6.0 13.0 14.9 50 8.3 * Maroc, Alg6rie, Tunisie, Libya, Egypte, Iraq, Jordanie et Yemen. Source: UNESCO, World Education Report, 1991. Table 1.5: Comparison of Enrollment Ratios at the VarIpus Levels of Education in Countries whole GNP Per Capita is within the UR$900-1,4000 Range Primary Primary Primary Secondory Secondary Secondary Higher Higher Higher education: net education: net education: total educatlop: gross education: education: education: education: education: total enrollment ratio enrollment ppt enrollment qnrollmqnt ratio total gross total gross gross gross gres for males ratio for ratio for nales enrollment enrollment enrollment enrollment enrollment ratio females ratio for ratio ratio for males ratio for females females Cameroon 86 74 80 27 21 33 6 0.7 2.8 Congo N# NA NA NA NA NA 12.6 2.7 7.6 Swaziland 84 82 40 45 44 4.1 2.9 3.5 Morocco 44 66 33 24 29 12.6 6.4 9.8 Syria 100 94 90 47 47 57 21.8 12.8 17.4 Tunisia 100 90 95 60 38 44 8.3 6.3 6.8 El Salvador 71 73 72 27 31 29 18.7 13.3 15.9 Guatemala NA NA NA 23 20 21 12.6 3.8 8.2 Honduras 89 94 91 - 32 9.9 6.2 8.1 Jamaica NA NA NA 59 68 63 13.3 18.7 15.9 Columbia 72 74 73 55 56 56 14.1 13.9 14 Ecuador NA NA NA 55 67 68 28.7 19.6 24.2 Paraguay 91 90 90 29 29 29 9.6 7.5 8.6 Peru NA NA 97 68 61 65 29.8 15.7 22.8 Thailand NA NA NA - - 28 13.8 16.1 14.9 Turkey NA NA 85 61 37 60 7.6 13.5 10.6 Average - -82.7 - - 42.4 . 11.9 4 Annex 2 Page 1 The Main Characteristics of the Law of July 29, 1991 1. The law of July 29, 1991 constitutes the initial framework of a far-reaching reform of Tunisia's education system. Historically, it is the second reform since the one undertaken in 1958 just after Tunisia achieved independence. It is being implemented gradually through a series of decrees (listed in an annex of the law), which define with great precision, at each level of the system: programs of study, including schedules, student assessment and course content, organization of schools, teacher regulations, preparation of school textbooks and organization of examinations. Preparation for this reform has given rise to numerous studies and to extremely broad-base consultation with teachers, families and various forces in the political and union arena; the process adopted for the actual planning and implementation of this reform is completely centralized, however. This is consistent not only with the Tunisian tradition of school management but also with a very clear determination to transform, direct and control the system and thus to turn it into a tool for the country's economic and social development. The recent decrees that have been published that establish the details of the program content of basic education and of secondary education total no less than 1,400 pages. The following analysis of the reform strategies based on the texts of the regulations is limited because it concerns only the formal curriculum. Classroom surveys would be necessary in order to study the "real" curriculum, i.e. how it is taught and how it is received by the students. Finally, it will take several years of implementation and of evaluating a complete cohort of students before it will be possible to assess the extent of the learning acquired and how efficiently the reform has been carried out. The Objectives of Education 2. Article 1, which establishes the basic guiding principles of school organization, has 13 articles. It provides a good overview of the political, economic and social ideals on which Tunisian society is built. The country's independence, gained in 1956, and the Islamic phenomenon of the last decade have given the education system a framework colored by Tnisia's national identity and its role in the Arab- Islamic civilization," the latter being typified by "being open to the modern world and to human civilization " (2). The values developed present an architecture of the Tunisian culture included in the Arab-Islamic culture, "which is, in turn, part of the human culture. " Article 1 of the law explains these different aspects and particularly the values of tolerance illustrated by the linkage and possible coexistence of the three levels involved, i.e. the nation, the Arab-Islamic civilization and the universal. Nationality identity is strongly affirmed as an educational objective, aimed at consolidating "the awareness of national identity.. .allegiance and loyalty to Tunisia." National sentiment and its development hinge on the promotion of "an awareness of citizenship and civic sense," on the one hand, and on the importance given to the Arabic language, on the other, particularly in the two levels of basic education where "all matters relating to the arts, science and technology are taught in Arabic...." This provision also allows affirmation of the openness of the system to the Maghreb, Arabic and Islamic civilization. The Arabic language is both vector of national sentiment (by reducing the impact of the French language) and of the openness of the region (in sharing the same linguistic system with neighboring nations). 3. This strong affirmation of national identify and belonging to the Arab-Islamic culture does not, however, come without the equally strong affirmation of basic values of "tolerance and moderation " (3): National identity does not signify nationalism and Arab-Islamic culture does not presuppose the Annex 2 Page 2 acceptance of the exclusive domination of the religion. The school must prepare young people "for a life in which there is no place for any kind of discrimination or segregation based on sex, social origin, race or religion...." (4) A critical mind, moderation in judgment and nationality are developed in order to consolidate tolerance. Education is thus called upon to enable Tunisian society to become (or become again) a modern and civil (non-religious?) republic, but in a cultural context that gives it a foundation that is deeply rooted in history. 4. It should finally be noted that the economic dimension, in terms of its human capital aspect, is not absent from the objectives set. Education must "accustom young people to a love for work and to appreciate its moral value" as a way of safeguarding the country. It must also "incorporate the role it plays in the global progress of the country into the activities conducted by developing [specific] aptitudes and skills. " (5) Initial training is also presented in conjunction with continuous training and ongoing education necessitated by technological change: "to prepare young people to face the future by encouraging them to exercise self-training to enable them, on graduating from the education system, to keep up with the rapid changes that are taking place in these modern times and make a positive contribution to them." (6) 5. The following articles of law describe the ways and means used in order to accomplish the objectives set. Three major sets of changes are made in the secondary education curriculum, which affect the organization of the various levels of training, student assessment and counseling and the renewal of programs of study. Organization of the Various Levels of Training 6. In order to set in place the conditions required in order to accommodate as many students as possible up to 16 years of age, all, as mentioned before, in the interests of forging a national spirit among children and adolescents and of, at the very least, "protecting them from a regression to illiteracy," (7) the Tunisian government is creating a nine-year basic education system divided into two stages (one of six years and one of three years) with the elimination of the selection stage that used to exist on completion of the sixth year. (The competitive examination required for transition to the next grade will actually be eliminated in 1994.) This will be education for all aimed at ensuring more democratic access of a broader range of age groups to a higher level of education than ever before. 7. The establishment of the senior cycle of basic education (seventh through ninth grades) and opening them up to a broader cross-section of generations and therefore to a wider variety of public school students might increase the number of failing students unless changes are made in the teaching methods used and the programs of study are adapted. This is why the Ecoles de Qualification Technique (Technical Training Colleges) were created in parallel with the senior cycle of basic education to serve students in difficulty (those who have already repeated a year twice) and in order to lead them, after three years of training, to a trade through vocational training. The Technical Training Colleges represent one way of handle the principle whereby, "The State guarantees the right to training for all school-age individuals...providing they are prepared to pursue their studies regularly in accordance with current regulations...." (Article 7). Students are accepted until 16 years of age but in a specific structure defined in terms of their inadequate performance for continuing in the general education stream. Pre-vocational training is thus used as a means of assuring access to education for those excluded from general education, as is the case in many countries. Annex 2 Page 3 8. A national examination at the end of the senior cycle of basic education (ninth grade) determines entry to secondary education. "Secondary education is open to all holders of the diploma of completion of basic education (Article 8). The four years of secondary education are divided into two two-year cycles. The core junior curriculum for all students is designed to prepare students to select the series they will take during the senior cycle. The senior cycle is made up of five series in preparation for the baccalaur6at: arts, experimental science, mathematics, economics and management, and technical studies. The experimental science and economic and management streams were introduced as the result of the reform; they also aim to multiply access alternatives to the science streams and to offer a diversification of programs of specialization for girls. Secondary Level Student Assessment and Course Specialization 9. While transition from basic to secondary education is governed by a national examination, promotion within each cycle from one year to the next is authorized on the basis of grades obtained during the academic year. Student assessment is carried out in the form of continuous monitoring and at each level of education, quarterly averages being calculated in terms of the coefficients assigned to each subject. The assessment process is highly regulated. The weights to be awarded to each subject in calculating a student's average grade are, together with the tests, centrally determined and are applicable to all classes at the same level. Students are allowed to repeat a year twice in the course of the primary cycle of basic education and once in the course of the secondary education cycle (subject to certain conditions). The class advisers may give certain students a second chance, providing they meet certain criteria established and regulated by MES. 10. Course specialization, which, under the previous system, occurred in the ninth grade now happens in the eleventh grade, following a two-year core secondary curriculum. This change was made for the following reasons: (i) the technical streams (industrial and economic technical studies) which existed in parallel with the general streams of secondary education, used to accommodate those students who were failing and which tended to be rejected by both parents and students because they led nowhere; (ii) student aptitudes are better recognized at an older age; (iii) by delaying student specialization another two years a more solid general education can be given to the students, thus guarding against the situation that previously existed whereby students in the science series tended to drop arts subjects and, conversely, those in the arts series tended to drop mathematics; (iv) the students' lack of maturity and their lack of information on higher education and employment prospects in their field of study resulted in some imbalances that were incompatible with the country's economic development. 11. The correction of this specialization imbalance is one of the most important challenges of this reform. It will actually take 10 years to go from a situation where the percentage of students specializing in the arts is over 60% (in July 1992 the arts accounted for 51 % of those receiving their baccalaurdat) to one in which they should account for no more than 30%. In order to achieve this, the MES will put the following measures into place: (i) the setting of specialization rates for the eleventh grade, with which schools will have to comply; (ii) the establishment of guidance services at the schools, along with the distribution of information and the establishment of a corps of guidance counselors; (iii) the revision of the programs of study. Annex 2 Page 4 Table 2.1: Future Changes in Student Specialization in the Various Baccalaur6at Streams between 1992 and 2001 (MES Projections) STUDENT SPECIALIZATION RATES AT THE SENIOR CYCLE LEVEL(*) OF SECONDARY EDUCATION (as %) Series 1993/94 1994/95 1995/96 1996/97 1997/98 1998/99 1999/2000 Arts 35 34 33 32 31 30 30 Math. & 40 39.5 39 38.5 38 38 38 Exp. Sc. I Technical 15 .16 17 18 19 20 20 Economics 10 10.5 11 11.5 12 12 12 Total 100 100 100 100 100 100 100 * As a result of the reform of the senior cycle of secondary education, students do not specialize until the end of the second year of the secondary cycle (fifth year of secondary education under the old system). This new formula will be introduced at the end of the 1992/93 school year. Renewal of Programs of Study 12. In the senior cycle of basic education the changes made in the programs is indicative of a real desire to promote the national identify and to encourage a spirit of tolerance. Furthermore, in the interests of strengthening the quality of the programs, the weekly schedules are being increases by 2% hours during the first year and by 1A hours in each of the other two years. The changes made in the breakdown by subject are as follows: (i) there will be one more hour of Arabic language in the first year; (ii) the former "religious education" will become "Islamic education," but with a half-hour reduction in time (formerly 2 hours) during the three years; (iii) history, geography and civics will each be increased by half an hour, bringing the weekly lessons in each of these three subjects to 1A hours. Finally, a better balance of the three years will be seen, with technical education being distributed over three years instead of one and musical education being taught for three years instead of two. 13. The junior cycle of secondary education will undergo a complete makeover in terms of its organization, in that the three previous streams (arts, math and science, and technical studies) will now be combined into one, with a total weekly class-time of 29% hours, which amounts to a 1 'A-hour increase in the case of the former arts course, stability in the science course and a cut of 41 hours in the technical studies course. This two-year cycle of specialized study will see changes in the arts subjects, in particular: (i) all students will be required to make English their second living foreign language, whereas they were previously given freedom to choose a foreign language; (ii) the civics, history and geography courses will each be extended 30 minutes to 1A hours per week; (iii) in the area of science, only natural science will really change, which will in future be a required subject for all students rather than for math- Annex 2 Page 5 science students exclusively; (iv) similarly, all students will in future receive an introduction to technical studies. 14. All the subjects in the future baccalaur6at streams will thus be presented in the junior cycle of secondary education and the students will be in a better position to decide on their field of specialization. A certain imbalance persists, however, between scientific and arts subjects, the latter totaling 291 hours per week; 58% of the classes are taken up by arts subjects compared to 36.5% by science subjects. This observation is also indicative of the importance given to the cultural dimension of education and to the mastery of language, all towards the clearly defined goal of strengthening national identity but also of opening up to the rest of the world (English). At the same time, the inclusion of natural science and technical education will help to ensure that the training provided is better anchored to a modem culture founded on the rationality of science and technology. 15. The senior cycle of basic education [sic] consists of two years that comprise five streams preparatory to the baccalaur6at, each of which is composed of a set of compulsory subjects and a set of electives. Each baccalaur6at stream is fairly clearly differentiated due to the compulsory subjects on which they are based, the weekly time allocated to each and their weight contribution in the examination. Table 2.2 below shows that the two subjects specific to each of the streams account for almost half the course time allocation and weighting, with the exception of the experimental science and economics and management streams, which seem to be more diversified. The differentiation of the streams seems all the greater when more than major subjects are considered (Table 2.3). Annex 2 Page 6 Table 2.2: Time Allocation and Weightings of Specific Subjects in each of the Baccalaur6at Streams Stream Specific Hours allocated Weighting subjects to subject/ Total per % of Total % week week (excl. subject (excl. electives) electives) I Arts Philosophy- 11 26 42 7 15 46 Arabic Experimental Physics 9 26.30 34 7 15.5 45.2 sciences Natural Science Mathematics Math-Physics 12 26 46 7 13.5 51.8 Economics- Math-Economics 10 25.30 39 6 15 40 Management Technical Math/Technical 13 30.30 49 9 14.5 62 Studies - Specific subjeet i the streams - time allocation and weighting Table 2.3: Weigbing4d Majors in Each of the Baccalaurdat Streams Baccalaurdat stream Major subjects of stream Weighting Total weighting % Arts Philosophy-Arabic 11 15 73 French-Engl Experimental science Math-Physiceoemistry- to 15.5 64.5 Natural Scien Mathematics Math-Physics-Chemistry- 8 13.5 59 Natural Science Economics- Math-Economics 10 15 66.6 management English-French Technical studies Math-Technical studies 10 14.5 69 - Weighting of major subjects of stream 16. The impact of the changes brought about by the reform on unit costs has yet to be assessed. Certain measures will tend to save costs, while others are expected to increase them. For example, students are now only required to select ane subject as their major in each baccalaurdat stream, with the Annex 2 Page 7 option of adding others. This amounts to a savings measure because under the previous system students were required to select two majors. The number of possible majors is large, however (seven in arts, five in experimental science, five in math, five in economics-management and six in technical studies). If the MES wants to offer this menu of subjects in all schools, education costs will increase (students will be scattered into small class groups) and the organization of time planning will become a delicate matter. Compared to the previous system, in which the three baccalaur6at streams were offered for all four years, the introduction of a two-year junior core cycle for all students should make it possible to achieve cost savings which might thus offset the introduction of two new streams, i.e. experimental science and economics-management. A larger number of streams will tend to scatter the students more and will end up costing more. 17. The content of the programs of study in all the subjects and at all the levels were published in the official Tunisian newspaper in the course of 1993. Instructions are then issued to the teachers both in terms of content and methods. The teaching aids, and particularly the books that will have to be adapted to reflect the changes in course content, are going to be put out to contract by the MES. The bids will be examined and screened by a national committee. The Centre National Pddagogique will then be responsible for reproducing and then distributing the textbooks in order to limit the costs borne by the families. This highly structured management procedure for school textbooks enables the Government to control the transmission of cultural content and to guard against there being too many differences between the official instructions and their translation into the school textbooks. In a centralized system where it is clear that there a determination to homogenize the content of the courses and the methods in which information is imparted, this control is necessary in order to avoid errors in program interpretation on the part of the teaches who generally only have the textbooks from which to learn about the official programs. Annex 3 Page 1 GRADUATES FROM VOCATIONAL TRAINING CENTERS IN 1992/93 BY LEVEL OF SKILL Level of skill OS O/EQ O/EHQ AM& T TS TOTAL MFPE 747 3 128 315 863 257 5 310 Other ministries Total 296 1 556 0 544 0 2 396 Agriculture (222) (569) (33) (824) Fisheries (74) (219) (145) (438) Health (202) (202) Tourism (528) (132) (660) Handicraft (240) (240) Transport (32) (32) Private Sector 6 448 226 2 965 9 637 PDR Training 4610 4610 UNFT Training 2883 2883 TOTAL Voc. Training 8 536 11 130 541 4 372 24 836 24 836 Trade Schools 3 924 856 4 780 Apprenticeship MFPE 12 275 12 275 Apprenticeship ONAT 1 000 1000 Total Apprenticeships 13 275 13 275 TOTAL 12 460 25 261 541 4 372 257 42 891 Description of the Governing Rules for (Law of 2/17/93) Vocational Training Vocational Training is one of the training. This can be done: - Local and Regional Counsels for Vocational Training. components of the national - by means of full-time vocational education, training and the training, Vocational Training Centers can be sectoral or polyvalent. They ensure the creation of a qualified work force of employment system. - through apprenticeships in the technicians and advanced technicians. The Centers are responsible for the organization of recruitment sessions in professional sphere, the professional sphere. They can be created for public or private promoters. This training ensures the acquisition -through a combination of both. of theoretical knowledge, of The Permanent Commission for the Coordination of Vocational Training approves the creation, extension or the competency, and of practical - Retraining and on-the-job training: reconversion of vocational training projects in the public sector before they are registered with the State or the understanding, which are necessary concerned vocational training organization. The Commission provides counsel on the distribution and type of in the exercise of an occupation or a The objective of training is to training to be created and maintained by the Ministry of Vocational Training and Employment (MFPE). skilled profession. It also guarantees reinforce general knowledge and Conditions for access to public Centers for Vocational Training, and its diplomas are fixed by decree by the the development of professional professional experience for the Minister of Vocational Training. Also established by decree are the organizing bodies of the Public Centers for knowledge and skills in conjunction development and adaptation of Vocational Training, their characteristics and functions. with technological changes and the trainees with regard to evolving evolution of job requirements. technology and work conditions. Apprenticeships are governed by a written contract between employer and apprentice (age 15-20), which is Training also aims to impart overseen by the MFPE. The apprentice receives compensation during the apprenticeship, which is paid by the The choice of training methods, the additional professional abilities in firm and not subject to social security taxes. The administration of apprentice contracts is overseen by the content of the programs, and the order to enhance job mobility and relevant apprentice advisors of the MFPE. The Vocational Training Centers organize courses based on the aims organization and approval of the prospects for promotion. The of the apprentice; these courses seek to enhance apprentices' theoretical and professional knowledge. The length training are defined collectively by organization and the approval of of the apprenticeship is determined by the MFPE after consulting with the relevant professional organizations. training administrators and by continued vocational training are The state is responsible for accident insurance and workers* compensation. representatives of professional established by ministerial decree. organizations. Alternate training associated with general, professional and technological education is also offered in Vocational The Law anticipates the creation of a Training Centers and aims to provide practical knowledge in the exercise of a professional activities within an The State provides minors and adults National Counsel for Vocational authentic work environment. Agreements are defined by the Training Center and the firm. The established with professional orientation services Training and Employment (CNFPE) agreements can bring together many of the training components and one or more representative professional meant to assist them in their organizations. selection of a career path and the The CNFPE is aided by- corresponding training program. - a Permanent Commission for the With regard to vocational training, it must advise on the following: Coordination of Vocational Training - the general policy rules of vocational training depending upon economic needs and the job market. Vocational training consists of: (coordination between the training - the criteria for recognizing and approving training certificates. administrators, optimal utilization of -Pre-employment training. training methodology and means, diploma/qualification evaluations. Pre-employment training prepares for entry into professional life and - Permanent Commission for for all the qualification levels; and it Programs for the Placement and facilitates access to subsequent Employment of Youths STUDENT PLACEMENT FOR THE ACADEMIC YEAR 1992-1993 EDUCATION TRAINING PLACEMENT EMPLOYMENT (Toward advanced Annual Effective Enrollnent Annual Job Creation training outside of Dropout Per Year (including renewal) this study) Rate C &TS:5.000 Sjetinesdn1voa MFPE 0.000 onpris ontro 10A 91 13A Auires lniatbres 4.0001 (to 86 Plan reteai 43.000) Centrea rv6s 10.000 Total Formation profeslonneile: 28.000 26AW ead00 june dO 313 niveux 7.8&0A .CEF SIVP2:1.000 12 (o 06 Plan retonat 5.000) OHG: E nivex pSAo oa JAprtissaqouArtdisnPt 1s0 7 (les trav=ut d met 0n & Man: 6 V%-Plan solensan 51T.000) t-coWsadegqualif ication techniqe 5.00 17A00 5 rentres UtHFT el PDR 7.000 " 3I Apprentise 2 251100 abandons no*qIclad: Aides faleitaum 1 e~ntreIM4A 30D00 7 &t utrs tf Enseignement nseigt dfgiutr g6nfta3 public g6n6ral tspour tine entrdeoneea * rivd Irm6 to dans la 1i9 aclve on Innel pouor la 1 nnatin professionneglofeci Economidc inactive population Job seekers (including those registeredW with employment agencies) MFPE's VOCATIONAL TRAINING STRATEGY Development of Partnership with Company Implementation of a New Implementation of a System Institutional Framework of Coordination of Vocational Training Operators Development of Training with Companies Optimization of Usage of Development of Local Space Availability Assignments of MFPE's (Development and matching of Training Structures needs) Reform of Training Improvement of MFPE's Implementation of a System of structures under MFPE's Management of Training Cost Analysis and Control Control (Agencies & Centers) Structures Improvement of Development of Programs, Operational capacities of training and teaching methods MFPE's Tralaing Structures Improvement of Traineeship Improvement of Female Source: MFPE, *1992-96 Action Plan*, Training Volume I *ShWteg', May 1993 COMPONENTS OF THE ACTION PLAN FOR THE MINISTRY OF VOCATIONAL TRAINING: + means this is being studied or not yet implemented - means this has been (or is being) implemented TARGETS/PROGRAM AND PROJECTS NEW STRUCTURE SETTLEMENT - Adjustment of charts and definition of attribution for MFPE Agencies and centers +Definition of managements principles and organization of Vocational Training centers - Strategic audit of human resources, redistribution plan, training, recruitment with action plan - Evaluation and sharing of OFPE's assets - Evaluation of renovation needs, locals and equipment - Marketing for new structures +Overall plan for maintenance + Elaboration of mannel of procedures of agencies, marketing for new structures REINFORCE ANALYTIC CAPACITIES AND STRATEGIC DRIVE - Updating of National Guidelines of Vocational Training + National Map of Vocational Training + Information Systems, Bulletin Board for Employment of Vocational Training, Employment Survey - Implementation of a System of Coordination between Training Centers + Realization of Study Program for the Promotion of Vocational Training MODERNIZE MANAGEMENT AND ORGANIZATION's TOOIS + Elaboration of a National Compterization Plan - Engineering of Vocational Training Projects + Implementation of Advising Bank and Documentation Unit COMPONENTS OF THE ACTION PLAN FOR THE MINISTRY OF VOCATIONAL TRAINING: VOCATIONAL TRAINING TARGETS/PROGRAM AND PROJECTS MODERNIZE THE INSTrIUIONAL AND LEGAL FRAMEWORKS - Elaboration of Regional Plan In the Gouvernorats (Provinces) - Reform Study of the Vocational Training Tax - Updating of Legal and Statutory Framework of Traineeship - Specific Status of Training Cops REINFORCE THE CAPACITIES AND PERFORMANCES OF THE INSTRUMENT OF THE VOCATIONAL TRAINING - Reinforcement of the Training Centers + Renovation and Modernization of Infrastructures and Equipments of the Centers + Recasting of Programs and Manuels (Actualization, Modularization, Arabization of New Educational Methods - Planning and Creation of Sectoral Centers - First Tranch (15 Centers) - Planning and Creation of Sectoral Centers - Second Tranch ( 8 Centers) - Recruitmentfrlsning/lImprovemnent of Staff of the Sectoral Centers - Development of Regional and Local Frameworks of Vocational Training - - First Tranch (5 Regional and Polyvalent Centers) + Development and Creation of Regional and Local Frameworks of Vocational Training - Second Tranch (6 Centers) - Development of Regional Centers of Small Jobs - Implementation of a Computerized Management System of Traineeship + Development of Specific Programs and Technical-Pedagogic Supervision of Training + Draft of Methodological Procedures of Traning for the Traineers - Development of Educational Training Offered in the Institutes of High............................. - Introduction and Experimentation of Training - Unit of Management of Assistance to the Enterprises (Improvement of Framework and Training Plan) UPGRADE OF FEMALE VOCATIONAL TRAINING STRUCTURE OF THE 8TH NATIONAL PLAN'S OBJECTIVES FOR VOCATIONAL TRAINING Develop alternance & partnership with Companies Doubling of Vocational Training Capacity Optimization of Use of PresentVocational Training Center Capacities Creation of New Polyvalent Sectoral Centers Support to Enterprises for workers reconversion & their insertion in the economic circuit Better Ada p on of Vocational Tra 5 stem to Econom's Traity nd Qatity~ Reinforcement of Continuous Education and Training System Reinforcement of Traineeship System Adapt Vocational Training Policies to Economy Needs Orienting Training Development on Enterprises Evolution Needs Improvement of Information System on Economy needs Youn tstr Promote tr 'aindi netinon Specific Programs ;oe Promte tainig and insertion of Priority targets Mirant Handicapped INTAKE FOR VOCATIONAL TRAINING IN 1992 BY LEVEL OF ACCESS Level of Basic 1to4 5 6 7 8 9 10 11 12 13 All access School. levels Old None SAP 6AP IAS 2AS 2&3 3AS 3&4 5AS 6AS 6&7 7AS System AS AS AS MFPE (Initial Training) 296 252 313 4335 115 266 571 576 834 7 558 Other tech.min. Total 514 0 1 550 0 0 0 180 267 501 194 200 180 3 586 Agriculture (514) (1 310) (76) (1 900) Fisheries (39) (123) (328) (490) Health (200) (200) Tourism (65) (144) (173) (194) (144) (720) Handicraft (240) (240) Transport (36) (36) Private Sector 1025 6 5744 3998 4788 15561 PDR Training* 1 614 1 383 1 014 461 138 4 610 UNFT Training* 1 009 865 634 288 86 2 883 TOTAL VOC. 514 2623 3798 1944 1001 313 5765 388 6511 4763 776 5802 34 108 TRAINING Trade Schools 4 190 607 514 5 311 Apprenticeship MFPE* 5 508 5 508 3 672 2 754 918 18 361 Apprenticeship ONAT* 390 390 260 195 65 1 300 Total Apprenticeships 5 898 5 898 3 932 2 949 983 19 661 TOTAL 514 8521 13 886 6484 4464 313 6748 388 6511 4 763 776 5 802 59 170 The breakdown by level is assumed by mssion . Annex 3 Pagea COMPARAISON COUT-BENEFICE DES PRINCIPALES FILIERES D'ACCES A L'EMPLOI FORMATION INSERTION EMPLOI Niveau Coût* sortie moyen Type Durée Coût Mode Coût Taux Niv. Salaire Durée Total Total Bénif. Ec Base Educt. Insert. Quai. moyen Vie Coûts Bénif. Net Ac t. (1) (2) (3) (4) (5) (6) (7) (8) (9) 13 5000 Sup 4 4000 SIVP1 1760 60% C 240 25 10,8 43,2 32,44 13 5000 Sup 4 4000 Direct 55% C 240 25 9,0 39,5 30,6 13 5000 Sup (ISET) 2 4000 Direct 70% TS 220 25 9,0 46,2 37,2 10 à 13 3700 FP Publ 2 5000 Direct 65% T 190 25 6,7 37,1 28,4 10 à 13 3700 FP Publ 1 2500 SIVP2 3230 26% O/EQ 180 25 9,4 14,0 4,6 10 à 13 3700 FP Publ 1 2500 Direct 55% O/EQ 180 25 6,2 29,7 23,5 10 à 13 3700 FP Priv 1 Direct 55% O/EQ 170 25 3,7 28,1 24,4 10 à 13 3700 Aucune SIVP2 3230 26% O/EQ 160 25 6,9 12,5 5,6 10 à 13 3700 Aucune Direct 55% O/EQ 160 25 3,7 26,4 22,7 7 à 9 2060 FP Publ 2 5000 Direct 62% O/EQ 170 25 7,1 31,6 24,56 7 à 9 2060 FP Publ 1 2500 CEF 700 60% OIEQ 165 25 5,3 29,7 24,44 7 à 9 2060 FP Publ 1 2500 Direct 58% O/EQ 160 25 4,6 27,8 23,28 7 à 9 2060 FP Priv 1 Direct 55% O/EQ 160 25 2,1 26,4 24,34 7 à 9 2060 Apprent 200 Apprent 65% O/EQ 160 25 2,3 31,2 28,94 7 à 9 2060 Aucune CEF 700 60% O/HQ 150 25 2,8 27,0 24,24 7 à 9 2060 Aucune FIAP 1000 68% O/EQ 160 20 3,1 26,1 23,05 7 à 9 2060 Aucune Direct 55% EQ 150 25 2,1 24,8 22,69 5 ou 6 1050 FP Publ 1 2000 CEF 700 0,6 OQ 150 25 3,8 27,0 23,3 5 ou 6 1050 FP Publ 1 2000 Direct 58% OQ 150 25 3,1 26,1 23,1 5 ou 6 1050 FP Priv 1 Direct 55% OQ 150 25 1,1 24,8 23,7 5 ou 6 1050 Apprent 1,5 200 Apprent 65% OQ 145 25 1,3 28,3 27,0 5 ou 6 1050 EQT 2 4000 Apprent 200 70% OQ 150 25 5,3 31,5 26,3 5 ou 6 1050 EQT 2 4000 Direct 62% OS 140 25 5,1 26,0 21,0 5 ou 6 1050 UNFT/PDR 1000 Direct 62% OS 140 20 2,1 20,8 18,8 5 ou 6 1050 UNFT/PDR 1000 FIAP 1000 68% OS 145 20 3,1 23,7 20,6 5 ou 6 1050 Aucune FIAP 1000 68% OS 135 20 2,1 22,0 20,0 5 ou 6 1050 Aucune Direct 58% Man 120 25 1,1 20,9 19,8 1 à 4 420 Aucune FIAP 1000 68% OS 130 20 1,4 21,2 19,8 1 à 4 420 Aucune Urbain Direct 55% Man 115 25 0,4 19,0 18,56 0 0 Aucune Rural Direct 60% Man 85 30 0,0 18,4 18,36 (1) Coût unitaire x nbre moyen d'années, en Dirhams tunisien. (2) en année. (3) en DT par diplômé. (4) en DT. (5) salaire de début de mois, en DT. (6) Durée de la vie active avant réformation. (7) Coût public seulement, en 1.000 DT. (8) Salaire annuel x par la durée de vie active avant réformation sans actualisation, pondéré par le taux d'insertion, en 1.000 DT . (9) Total des bénéfices moins total des coûts, en 1.000 DT. Annex 3 Page 9 DATA BASE ON VOrATIONAL TRAINING IN TUNISIA CATEGORIES OF VOCATIONAL TRAINING BY LEVEL OF ACCESS Access Centers under MFPE Qualifi- Intake Drop Gradua- Grad/ Integ. Salary Resp. level cation 1992 out rate tion rate year rate Specialty Dura- tion IAS Metal worker-locksmith 8 m OS? 68 15 86 50 70-100 80-175 OQ 1AS Arc welder 8 m OS? 62 11 61 34 IAS Welder 8 m OS? 150 28 69 75 100 120 1AS? Welder gas pipeline 8 m? OS? 16 81 13 TOTAL 1AS 1 296 1 171 2AS Electrician buildings 9 m OQ? 89 23 87 60 88-100 105-160 OQ/OS 2AS Installer plumbing sys. 1st class 8 m OQ? 70 89 62 30-100 160 OQ 2AS Building-related trades 8-9 m OQ? 60 20 85 41 90 150 Ouvrier 2AS Weaving 8 m OQ 33 22 62 18 100 110 TOTAL 2AS I 252 179 2&3AS? Embroidery 10 m? OQ? 9 10 100 8 2&3AS? Industrial wire cutting 6 m? OS? 288 16 88 215 100 SMG- 225 2&3AS? Knitting 6im? OS? 16 51 100 8 TOTAL 2&3AS 313 231 3AS Mechanic adjuster 10 m OQ? 49 89 44 100 176 OQ 3AS Tool adjuster 19 m OQ? 12 17 69 9 3AS Craftsman pottery 15 m OQ? 8 30 100 6 43? 100 OQ 3AS Jeweller 15 m OQ? 11 100 11 25? 100 OQ 3AS Tiler 4rm OQ? 8 100 8 100 120 3AS Sheet metal worker 8 m OQ? 45 24 83 28 07-100 80-176 OQ 3AS Coppersmith 8-9 m OQ? 77 33 70 36 3AS Hair dresser beautician 10 m EQ? 80 27 98 57 3AS Bulldozer operator 2,5 m OQ? 9 33 50 3 100 275 3AS Loading machine operator 2,5 m OQ? 24 12 87 18 100 275 3AS Waving machine operator 19 m OQ? 110 5 95 99 80 160 OHQ 3AS Grader operator 2,5 m OQ? 18 14 83 13 100 275 3AS Power shovel operator 2,5 m OQ? 20 100 20 100 300 3AS Operator heavy equip. 2,5 m OQ? 264 10 83 0.57- 200-120 10 3AS Sewing 10 m OQ 217 58 100 91 3AS Pastry chef 10 m OQ? 18 36 93 11 DATA BASE ON VOCATIONAL TRAINING IN TUNISIA Annex 3 Page L 10 CATEGORIES OF VOCATIONAL TRAINING BY LEVEL OF ACCESS Access Centers under MFPE Qualifi- Intake Drop Gradua- Grad/ Integ. Salary Resp. level cation 1992 out rate tion rate year rate Specialty Dura- tion 3AS Electrical repairman (2nd class) 8 m OQ? 16 10 90 13 3AS Electrician auto 9 m OQ? 78 22 92 56 15-73 SMG OQ 3AS Installer electrician syst. 8 m OQ? 14 9 90 11 3AS Electrical equip. repairman 10 m OQ? 16 19 90 12 3AS Millworker 19 m OQ? 8 94 8 1 3AS High fashion Ism OQ 11 90 10 3AS Motor repairman & installer 11 m OQ? 89 13 85 66 100 0 3AS Installater technical syst. (1st 8-10 OQ? 41 7 89 34 100 0 class) m 3AS Installater heating & plumbing 9-10 OQ? 63 7 89 52 83 OQ syst. m 3AS Educational wood toys 24 m OHQ 28 50 100 14 3AS Diesel mechanic (injection) 4 m OS? 33 13 100 29 10-43 SMG OQ 3AS Diesel mechanic (heavy equip.) 11 m OQ? 91 17 90 68 60-80 SMG OQ 3AS Engine mechanic & repairman 12 m OQ? 90 0 3AS Carpenter independent 9 m OQ? 15 4 88 13 1 3AS Carpenter 16 m OQ? 17 81 14 3AS Maintenance worker 12 m OQ? 14 89 12 60 3AS Auto repairman 11 m? OQ? 323 30 52 118 45-80 SMIG- OQ ______________________ _______150 3AS Farm machinery repairman 11 m OQ? 18 11 76 12 56 3AS Office equip. repairman 10 m OQ? 17 12 80 12 3AS Wood carver 16 m OQ 63 90 57 100 100-250 3AS Mechanic & technician 19 m T 32 94 30 3AS Sheet metal welder 8 m OQ? 42 21 96 32 3AS Auto body works welder & 10 m OQ? 92 13 78 62 33-100 150 OQ I painter I_I 3AS Industrial plumbing 9 m OQ? 56 10 70 35 3AS Machine-tool operator 10 m OQ? 26 80 21 50 130 OQ 3AS Sales lady cashier 4,5 m EQ? 21 6 100 20 3AS Sales lady cashier department 9 m EQ? 33 6 99 31 100 145 store 3AS? Baga? 8 m? OQ? 10 100 10 3AS? Heating systems 9 m? OQ? 14 8 82 11 50 3A? ? 4 m? OQ? 5 20 66 3 100 105 DATA BASE ON VOCATIONAL TRAINING IN TUNISIA Page I. l. CATEGORIES OF VOCATIONAL TRAINING BY LEVEL OF ACCESS Access Centers under MFPE Qualifi- Intake Drop Gradua- Grad/ Integ. Salary Resp. level cation 1992 out rate tion rate year rate Specialty Dura- tion 3AS? Semi-trailer operator 2,5 OQ? 112 5 90 96 100 160 m? 3AS? Driver extra heavy vehicles 2,5 OQ? 12 5 90 10 3AS? Operator public transport 2,5 OQ? 217 9 71 140 20-100 250 3AS? Traditional garment making 19 m? OQ? 0 33 100 0 105 3AS? Shoe making 6 m? OS? 12 25 78 7 83 70 3AS? Shoe design 7 m? OS? 33 10 89 26 07-100 80-100 3AS? Dress design 6 m? OS? 33 10 89 26 07-100 80-100 3AS? Shoe design 10 m? OQ? 12 10 69 10 3AS? Sewing 10 m? OQ? 24 58 100 10 3AS? Industrial sewing 10 m? OQ? 32 52 100 15 1 3AS? RTV repairman 8-9 OQ? 25 11 77 17 80 200 OQ m? 3AS? Cabinet making 18 m? OQ? 178 21 97 196 18?-100 90 3AS? Industrial electrician 9 m? OQ? 21 91 19 3AS? Electrician industr. equip. 9 m? OQ? 75 19 90 55 35 3AS? Electrician mechanic 9 m? OQ? 12 12 100 11 3AS? Locksmith 9 m? OQ? 9 15 88 7 3AS? Blacksmith 6 m? OS? 50 23 100 39 13? 80 3AS? Installer plumbing syst. 12 m? OQ? 16 89 14 3AS? General masonry 8-9 OQ? 529 86 455 35-100 105-180- O-OQ m? SMG 3AS? Leather work 9 m? OQ? 51 30 92 33 33?-120 55-80 3AS? General mechanic 10 m? OQ? 49 18 83 33 73-100 OQ 3AS? Maintenance mechanic 10 m? OQ? 39 100 39 50 130 OQ 3AS? Carpentry 8 m? OQ? 42 30 81 24 0? 60 3AS? Carpenter buildings 4 m? OS? 161 20 66 85 38-100 100-120 OQ 3AS? Refrigerator assembly & repairs 9 m? OQ? 16 89 14 100 3AS? Shoe assembly & finishing 6 m? OS? 15 18 86 11 100 70 3AS? Pastry making 9 m? OQ? 54 52 100 16 3AS? Painter 4 m? OS? 25 19 85 17 100 105 3A? Plumbing 4 m? OS? 113 10 93 95 27-100 65-100 3M? PCA 9 m? OQ? 8 98 8 DATA BASE ON VOCATIONAL TRAINING IN TUNISIA Annex 3 Page 12 CATEGORIES OF VOCATIONAL TRAINING BY LEVEL OF ACCESS Access Centers under MFPE Qualifi- Intake Drop Gradua- Grad/ Integ. Salary Resp. level cation 1992 out rate tion rate year rate Specialty Dura- tion 3AS? Sculptor 4 m? OS? 69 100 69 60-100 100-120 OS 3AS? Leather oversewing 4 m? OS? 8 86 7 3AS? Drilling? 6 m? OS? 15 7 86 12 3AS? Fireman drilling? 6 m? OQ? 12 7 86 10 100 150 OQ TOTAL 3AS 4335 3097 3&4AS Electr. industrial equip. & 10-11 OQ 82 9 91 68 refrigeration In 3&4AS Refrigeration assembly & repairs 11 m OQ? 33 89 29 60-70 160 OQ TOTAL 3&4AS 115 97 SAS Building foreman 10 m AM? 45 68 32 100 180 SAS Maintenance mechanic 2nd class 11 m OHQ? 56 3 100 64 60 180 OHQ SAS Sewing-machine repairman 10 m OHQ? 109 96 105 100 276 5AS Machine tool operator 2nd class 11 M OHQ? 24 94 23 60 180 OHQ SAS? Master builder 10 m? AM? 15 88 13 100 200 SAS Electrician 3rd 10 m? OHQ? 15 12 100 13 TOTAL SAS 266 240 6AS Kindergarten teacher lOn EQ? 24 99 24 6AS Building foreman ilm AM? 50 68 34 89-100 120-220 6AS Typo-o machine operator loin OQ? 16 94 15 84 100 OQ 6AS Construction site foreman 13m AM? 31 6 77 22 100 240 6AS Draftsman architect 11m T? 29 77 22 200 6AS Industrial electrician 3rd class 11m T? 64 12 100 56 6AS Maintenance mechanic 3rd class 11m T? 11 100 11 100 200 T 6AS Tool mechanic 3rd class 1Om T? 9 6 100 8 6AS Refrigerator repairman - 12m T? 19 89 17 30 6AS Photo-etching operator lom OQ? 16 37 6 59 100 OQ 6AS Pressing 4m? OQ? 18 99 18 6AS Maintenance technician Im T 27 14 67 20 76 150 6AS Maintenance technician (industr.) 18m T 26 10 78 18 60 160 6AS Dressmaker 16m T? 207 5 95 187 6AS Machine tool operator (3rd class) Ilm T? 12 94 11 100 200 T 6AS Installer plumbing syst. (3rd lOm? T? 12 22 89 8 80 class) I I I TOTAL 6AS I_1 _ 1_ 571 479 DATA BASE ON VOCATIONAL TRAINING IN TUNISIA Annex 3 Page 13 CATEGORIES OF VOCATIONAL TRAINING BY LEVEL OF ACCESS Access Centers under MFPE Qualifi- Int &e Drop Gradua- Grad/ Integ. Salary Resp. level cation 1992 out rate tion rate year rate Specialty Dura- tion 6&7AS Maintenance worker 12m T? 21 13 56 10 1 6&7AS Bilingual typist lom EQ? 12 6 100 11 47 6&7AS Draftsman 11m T? 21 100 21 60 180 B-Q 6&7AS Draftsman architect 1Im T? 32 77 25 94 200 6&7AS Building measurer 11m T? 47 93 44 100 120-220 6&7AS Mechanic & electrician 16m T? 18 100 16 90 160 T 6&7AS Mechanic & welding testing lom T? 11 78 9 6&7AS Electronic technician 20m TS? 16 81 13 100 220 TS 6&7AS Industrial electrician 20m TS? 196 14 100 169 90-100 150-190 T 6&7AS Maintenance techn. microsystems 20m TS? 100 47 47 100 240 T 6&7AS Measurements technician lim T? 13 83 11 6&7AS Adjuster 9m T? 16 5 95 14 100 150 Office automation 9m? T? 40 87 35 6&7AS? 6&7AS? Draftsman construction 10- T? 15 43 100 9 1mr 6&7AS? Driving school monitor 4m? EQ? 0 80 0 100 6&7AS? Bilingual secretary lom? EQ? 20 2 78 15 EQ TOTAL 6&7AS 676 448 7AS Business accountant 10m T? 95 87 83 7AS Designer heating systems 19m T? 12 89 11 100 7AS Photo-setting lOm T? 9 100 9 82 100 OQ 7AS Dental prophylaxis lOm T 25 50 99 12 7AS Bilingual typist & secretary lOm EQ? 344 2 78 263 25-100 145 7AS Trilingual typist & secretary lOm EHQ? 43 87 37 100 145 7AS Executive secretary 19m EHQ? 115 88 101 1 7AS Management inform. methods 10m T 16 87 14 7AS? Master dressmaker lOm? T 36 5 95 32 100 225 7AS? Executive assistant 19m T 39 87 34 7AS? Electronic data base 20m? TS? 61 8 78 44 80 220 TS 7AS? Installer plumbing syst. 4th class 12m? T 11 22 89 8 80 7AS? Office automation secretary lom? T? 28 87 24 TOTAL 7AS L 834 672 DATA BASE ON VOCATIONAL TRAINING IN TUNISIA Annex 3 Page 14 CATEGORIES OF VOCATIONAL TRAINING BY LEVEL OF ACCESS Access Centers under MfPE Qualift- Intake Drop Gradua- Grad/ Integ. Salary Resp. level cation 1992 out rate tion rate year rate Specialty Dura- ltion TOTAL ALL LEVELS OF ACCESS 7558 5614 OS Diesel mechanic (injection) 4m 3AS 33 13 100 29 10-43 SMG OQ OS Metal worker locksmith 8m IAS 68 15 86 50 70-100 80-175 OQ OS Industrial wire cutting 6m? 2&3AS? 288 15 88 215 100 SMIG- I 1_ 1 225 OS Arc welder 8m IAS 82 11 61 34 OS Welder gas pipeline Sm? IAS? 16 81 13 OS Welder 8m IAS 150 28 69 75 100 120 OS Knitting 6m? 2&3AS? 16 51 100 8 OS Shoe making 6m? 3AS? 12 25 78 7 83 70 OS Shoe design 6m? 3AS? 33 10 89 26 0?-100 80-100 OS Blacksmith 6m? 3AS? 50 23 100 39 13? 60 OS Carpentry buildings 4m? 3AS? 161 20 66 85 38-100 100-120 OQ OS Shoe assembly & finishing 6m? 3AS? 15 18 88 11 100 70 OS Painter buildings 4m? 3AS? 25 19 85 17 100 105 OS Installer plumbing systems 4m? 3AS? 113 10 93 95 27-100 85-100 OS Sculptor 4m? 3AS? 69 100 69 60-100 100-120 OS OS Leather oversewing 4m? 3AS? 8 88 7 OS Drilling 6m? 3AS? 15 7 86 12 TOTAL SKILLLED WORKER LEVEL 1134 BQ Hairdresser beautician 10n 3AS 80 27 98 57 BQ Sales lady cashier 4,5m 3AS 21 6 100 20 BQ Sales lady cashier depart. store 9m 3AS 33 6 99 31 100 145 BQ Kindergarten teacher lOm 6AS 24 99, 24 BQ Bilingual typist lom 6&7AS 12 6 100 11 47 BQ Driving school monitor 4m? 6&7AS? 0 80 0 100 BQ Bilingual secretary lom? 6&7AS? 20 2 78 15 BQ BQ Bilingual secretary typist lOm 7AS 344 2 78 263 25-100 145 BQ Educational wood toys 24m 3AS 28 50 100 14 OQ Adjuster mechanic 10m 3AS 49 89 44 100 175 OQ OQ Tool adjuster 19m 3AS 12 17 89 9 OQ Craftsman ceramics 15m 3AS 8 30 100 6 43? 100 OQ OQ Jeweller 15m 3AS 11 100 11 25? 100 OQ DATA BASE ON VOCATIONAL TRAINING IN TUNISIA Annex 3 Page 15 CATEGORIES OF VOCATIONAL TRAINING BY LEVEL OF ACCESS Access Centers under MFPE Qualifi- Intake Drop Gradua- Grad/ Integ. Salary Resp. level cation 1992 out rate tion rate year rate Specialty Dura- tion OQ Embroidery 10m 2&3AS? 9 10 100 8 OQ Tiler 4m 3AS 8 100 8 100 120 OQ Metal scaffolding Sm 3AS 45 24 83 28 07-100 60-175 OQ OQ Coppersmith 8-9m 3AS 77 33 70 36 1 1 OQ Bulldozer operator 2,5m 3AS 9 33 so 3 100 275 OQ Loading machine operator 2,5m 3AS 24 12 87 18 100 275 OQ Weaving machine operator 19m 3AS 110 5 95 99 80 160 OHQ OQ Grader operator 2,5m 3AS 18 14 83 13 100 275 OQ Power shovel operator 2,5m 3AS 20 100 20 100 300 OQ Operator heavy equipment 2,5m 3AS 264 10 83 197 0-57- 200-120 100 OQ Dress making lom 3AS 217 58 100 91 OQ Pastry chef lom 3AS 18 36 93 11 OQ Electric. repairman industrial Sm 3AS 16 10 90 13 equipment OQ Repairman industr. equipment & 10- 3&4AS 82 9 91 68 refrigeration Ilm OQ Automobile mechanic & 9m 3AS 78 22 92 56 15-73 SMG OQ electrician OQ Electrician buildings 9m 2AS 89 23 87 60 88-100 105-160 OQIOS OQ Installer electrical systems Sm 3AS 14 9 90 11 OQ Electrician machinery lom 3AS 16 19 90 12 OQ Tool milling operator 19m 3AS 8 94 8 OQ High fashion 16m 3AS 11 90 10 OQ Motor repairman lim 3AS 89 13 85 88 100 0 OQ Installer plumbing equip. Ist Sm 2AS 70 89 62 30-100 150 OQ class OQ Installer heating systems 1st class 8-10m 3AS 41 7 89 54 100 0 OQ Installer heating systems 9-10m 3AS 63 7 89 52 83 OQ OQ Mechanic lOm? 3AS? 49 18 83 33 73-100 OQ OQ Diesel mechanic (heavy vehic.) 1lm 3AS 91 17 90 68 60-80 SMG OQ OQ Engine mechanic & repairman 12m 3AS 90 0 OQ Aluminum sheet cutter (indep.) 9m 3AS 15 4 88 13 OQ 'Carpenter Ism 3AS 17 81 14 OQ Building trades 8-9m 2AS 60 20 85 41 90 150 Ouvrer DATA BASE ON VOCATIONAL TRAINING IN TUNISIA Annex 3 Page 16 CATEGORIES OF VOCATIONAL TRAINING BY LEVEL OF ACCESS Access Centers under MFPE Qualifi- Intake Drop Gradua- Grad/ Integ. Salary Resp. level cation 1992 out rate tion rate year rate Specialty Dura- tion OQ Maintenance & instal. worker 12m 3AS 14 89 12 50 OQ Auto repairman Ilm? 3AS 323 30 52 118 45-80 SMIG- 0l 150 OQ Farm machinery repairman Ilm 3AS 16 11 76 12 56 OQ Office equipment repairman OiM 3AS 17 12 80 12 OQ Wood carver 16m 3AS 63 90 57 100 100-250 OQ Weaving Sm 2AS 33 22 62 16 100 110 OQ Auto. body works welder & loin 3AS 92 13 78 62 33-100 150 OQ painter OQ Sheet metal welder Sm 3AS 42 21 96 32 OQ Industrial plumber 9m 3AS 55 10 70 35 _ OQ Machine-tool operator lst class lom 3AS 26 80 21 50 130 OQ OQ Balga ? 8m? 3AS? 10 100 10 OQ Heating systems 9m? 3AS? 14 8 82 11 50 OQ Wooden cases 4m? 3AS? 5 20 66 3 100 105 OQ Type machine operator lOn 6AS 16 94 15 84 100 OQ OQ Driver semi-trailer 2,5m? 3AS? 112 5 90 96 100 180 OQ Driver extra heavy vehic. 2,5m? 3AS? 12 5 90 10 OQ Operator public transport 2,5m? 3AS? 217 9 71 140 20-100 260 OQ Traditional garment making 19m? 3AS? 0 33 100 0 105 OQ Dress desing 1lm? 3AS? 34 100 34 10 OQ Shoe designer 1Om? 3AS? 12 10 89 10 OQ Sewing lOm? 3AS? 24 58 100 10 OQ Industrial sewing OiM? 3AS? 32 52 100 15 OQ RTV repairman 6-9m? 3AS? 25 11 77 17 80 200 OQ OQ Cabinet making 16m? 3AS? 178 21 97 136 16?-100 90 OQ Indust. electrician 9m? 3AS? 21 91 19 OQ Electrician indust. equipment 9m? 3AS? 75 19 90 55 35 OQ Electrical mechanic 9m? 3AS? 12 12 100 11 OQ Locksmith 9m? 3AS? 9 15 86 7 OQ Installer plumbing systems 12m? 3AS? 16 89 14 OQ General masonry 8-9m? 3AS? 529 86 455 35-100 105-180- O-OQ I I_ I SMIG OQ Leather work 9m? 3AS? 51 30 92 33 337-100 65-80 OQ Maintenance mechanic Ist class 10M? 3ASt 39 100 39 50 130 OQ DATA BASE ON VOCATIONAL TRAINING IN TUNISIA Page 17 CATEGORIES OF VOCATIONAL TRAINING BY LEVEL OF ACCESS Access Centers under MFPE Qualifi- Intake Drop Gradua- Grad/ Integ. Salary Resp. level cation 1992 out rate tion rate year rate Specialty Dura- tion OQ Carpentry Sm? 3AS? 42 30 81 24 0? 50 OQ Refrigeration assembly & repairs 9m? 3AS? 16 89 14 100 OQ Refrigerator assembly & Ilm 3&4AS 33 89 29 50-70 160 OQ repairman OQ Photo-etching operator 1Orn 6AS 16 37 6 59 100 OQ OQ Pastry making 9m? 3AS? 54 52 100 26 OQ Pressing 4m? 6AS 18 99 18 OQ PGA 9m? 3AS? 8 98 8 OQ Full driller 6m? 3AS? 12 7 86 10 100 150 OQ TOTAL SKILLED WORKER/EMPLOYER LEVEL 4595 _ __ OQH Electrician 3rd class 1Om? SAS? 15 12 100 13 OHQ Maintenance mechanic 2nd class 11m SAS 56 3 100 64 600 180 OHQ OHQ Sewing machine repairman lom SAS 109 96 105 100 275 OHQ Machine-tool operator 2nd class 11m SAS 24 94 23 60 180 OHQ BHQ Trilingual typist & secretary lOn 7AS 43 87 37 100 145 BHQ Executive secretary 19m 17AS 115 88 101 TOTAL HIGHLY SKILLED WORKER LEVEL 362 AM Master builder lOm? SAS? 15 88 13 100 200 AM Work site foreman 1lm 6AS 50 68 34 89-100 120-220 AM Building foreman loin SAS 47 68 32 100 180 AM Building works'foreman 13m 6AS 31 6 77 22 100 240 TOTAL MASTER LEVEL 143 T Master tailor lOm? 7AS? 36 5 95 32 100 225 T Executive assistant 19m? 7AS? 39 87 84 T Dental prophylaxis 19m 7AS 25 50 99 12 T Technician maintenance & intal. 18m 6AS 27 14 87 20 75 160 T Technician industr. maintenance 18m 6AS 26 10 78 18 60 160 T Technician mechanic 19m 3AS 32 94 80 T Management inform. techniques 10m1 7AS 16 87 14 T Maintenance technician 12m 6&7AS 21 13 58 10 T Office autormation 9m? 6&7AS? 40 87 35 T Business accountant 10m1 7AS 95 87 63 T Draftsman construction 10- 6&7AS? 15 43 100 9 Ilm DATA BASE ON VOCATIONAL TRAINING IN TUNISIA Annex 3 Page 18 CATEGORIES OF VOCATIONAL TRAINING BY LEVEL OF ACCESS Access Centers under MFPE Qualifi- Intake Drop Gradua- Grad/ Integ. Salary Resp. level cation 1992 out rate tion rate year rate Specialty Dura- tion T Draftsman construction studies 11m 6&7AS 21 100 21 60 180 B-Q T Project architect draftsman 1Im 6AS 29 77 22 200 T Draftsman architect 1Im 6&7AS 32 77 25 94 200 T Designer instal. project heating 19m 7AS 12 89 11 100 systems T Industr. electrician 3rd class 11m 6AS 64 12 100 56 T Instal. plumbing syst. 3rd class 1Om? 6AS? 12 22 89 8 80 T Instal. plumbing syst. 4th class 12m? 7AS? 11 22 89 8 80 T Maintenance mechanic 3rd class 11m 6AS 11 100 11 100 200 T T Tool mechanic 3rd class lon 6AS 9 6 100 8 T Building measurer 11m 6&7AS 47 93 44 100 120-220 T Refrigerator assembly & 12m 6AS 19 89 17 30 repairman T Photo-setter lOm 7AS 9 100 9 82 100 OQ T Office automation secretary lOn? 7AS? 28 87 24 T Automechanic & electrician 16m 6&7AS 16 100 16 90 160 T T Construction methods & test 10m 6&7AS 11 78 9 welding T Measuring techniques 1Im 6&7AS 13 83 11 T Measurer 9m 6&7AS 16 5 93 14 100 150 T Garment worker 16m 6AS 207 5 95 187 T Machine-tool operator 3rd class 1Im 6AS 12 94 11 100 200 T TOTAL TECHNICAL LEVEL 951 TS Electronic data base systems 20m? 7AS? 61 8 78 44 80 220 TS TS Technician electronic data base 20m 6&7AS 18 81 13 100 220 TS systems TS Technician industr. electronic 20m 6&7AS 196 14 100 169 90-100 150-190 T systems TS Maintenance technician 20m 6&7AS 100 47 47 100 240 T microsystems I TOTAL HIGHER TECHNICAL LEVEL 373 TOTAL ALL LEVELS OF SKILLS 7558 Sources: Various statistical documents prepared by the MFE as part of a study of a strategy for education and training at the secondary level. Annex 3 Page 19 RECENT PERFORMANCE OF DIFFERENT EMPLOYMENT PROGRAMS Annual Estimate (latest period) Beneficiaries Contribution to Integration rate Costjob or integration in employment or (D 000s) integration (1) Work Sites Rural or unskilled your people in urban areas 2 000 n.s. 5 5550 FONAPRA Promotors small industrial enterprises 7 000 n.as. 3 100 FOPRODI Promotors of micro entrepreneurs engaged in 2 500 n.s. 12 000 crafts and small trades PRD (& ex Low -income working population in rural and 900 n.s. 6 290 PDR) urban areas PDRI Low-income working population in rural and 1 900 n.s. 8 850 urban areas CEF Young 17-25 end of 1st cycle, second general 500 60% 700 tech or prog SiVP2 Graduates High School (bac et similar studies) 300 26% 3 230 SIVPI Higher Education Graduates 1 000 75% 1760 FIAP Unskilled young people seeking employment 10 000 68% 1 000 QUELQUES DONNEES D'EVOLUTION (h prendre avec pr6caution) 84 89 92 Nombre d'6lbves en formation Total 27 214 34 233 41 091 Dont: Form Prof Technique (MFPE & Autres Mt) 11 675 9 401 15718 Formation Profes privde 4339 10918 17880 Form Prof A caractbre social 11 200 13 914 7 493 Nombre de centres de Form Prof Total 665 703 761 Dont: Form Prof Technique (MFPE & autres Mt) 144 122 161 Formation Profes priv6e 118 175 315 Form Prof A caractbre social 403 408 285 Capacit6 d'accueil annuelle Total 32 269 34 198 Dont: Form Prof Technique (MFPE & autres MT) 11 574 11 144 Formation Profes priv6e 9593 15 561 Form Prof A caract6re social 9533 15 561 Annex 4 Page 1 Graphique 4.1 : Relation entre le nombre d'enseignants et le nombre d'élèves (établissements publics offrant les deux cycles du secondaire) Nombre d'enseignants 135 i A 120 A A A A 105 A A AA A 90 B A B A A BA A A A 75 AA A A B B AA.A B D AAA A A AA A A AAB A A A BBB A AB AA 45 AA A AA AA A ABA A 30 ___ 500 1000 1500 2000 2500 3000 Nombre d'élèves Annex 4 Page 2 Table 4.1: Over- and Understaffed Schools (+/- 1 times the real/predicted average) Relative overstaffing Relative understaffing No. est. No. No. Diff. tea. No. est. No. No. Diff. pup. tea. pup. tea. tea. 110,101 1,712 86 +8.2 110,729 1,651 66 -9.2 110,350 739 52 +16.0 121,805 1,714 72 -5.9 121,717 1,868 92 +7.5 131,602 2,103 88 -6.6 121,725 585 50 +20.6 137,802 1,051 43 -6.4 131,836 899 50 +7.1 320,705 939 38 -6.6 140,201 1,138 64 +10.8 320,706 1,183 47 -8.1, 143,506 1,281 67 +7.7 . 321,705 1,009 39 -8.6 210,502 1,696 84 +6.9 322,501 1,225 46 -10.9 711,902 2,664 127 +8.3 411,212 1,013 42 -5.8 822,202 1,366 78 +15.1 421,001 1,723 71 -7.3 835,312 1,281 66 +6.7 511,903 823 33 -6.6 842,403 2,194 113 +14.5 513,805 1,255 52 -6.2 843,010 1,863 92 +7.7 523,806 1,860 78 -6.2 912,104 1,454 74 +7.3 531,604 1,260 48 -10.4 815,111 1,542 61 -9.5 Annex 4 Page 3 Table 4.2: Factors Determining the Disparities in Numbers of Teaching Staff Variables Coeff. Sign Coeff. Sign Constant -2.11 -5.4 Pupils 0.001 ns 0.001 ns Pilot estab. 19.6 11.6 Regions Greater Tunis - 1.73 as * North-east - 6.70 * North-west - - * South - 0.09 ns * Sahel - 7.46 % pupils maths. 15.42 % pupils science 1.94 A ns R 23.1 55.8 Table 4.3: Simulation of the teacher-pupil ratio by pupil numbers No. pupils 200 400 600 800 1,000 1,200 1,600 2,000 2,200 No. teachers 12.8 21.6 30.1 38.7 47.3 55.9 73.1 90.3 98.9 Pupils/teachers 15.6 18.5 19.9 20.7 21.1 21.5 21.9 22.1 22.2 Annex 4 Page 4 Diagram 4.2: Teacher-Pupil Ratio and Size of Establishment Pupils/Teachers 27.5 AA A A 25.0 A A A AA A A A AA A A AA AA A AA A BA A 22.5 AA A AA AAA AA A A AA AAA AAAA B AA BAAAA A AA AA A AA A A BAAA ABA A B 20.0 AA A A A B A A A 17.5 A 15.0 A 12.5 A 10.0 ! strength 500 1000 1500 2000 2500 3000 Annex 4 Page 5 Table 4.4: Factors Determining Appointment of Staff with Different Qualifications % category A % category C Coeff. Sign Coeff. Sign Constant -0.069 0.415 Pupil nos. 0.00004 -0.00004 ns Disp. staff 0.0047 -0.0046 Pilot school -0.121 ns 0.130 ns % math pupils 0.662 -0.800 ** % science pupils 0.591 -0.500 ** R2 0.55 0.31 Table 4.5: Ratio Nonteaching Staff, Number of Pupils and the Entry System Used by the School Nonteach. staff Admin. staff Support staff Coeff. Sign Coeff. Sign Coeff. Sign Constant 2.36 0.48 1.89 No. pupils 0.012 0.004 0.008 System: * Day pupils - - - * Boarders & DP 10.181 * -0.278 ns 10.462 * Boarders only 3.923 ns -3.066 ns 6.988 * * DP only 0.519 ns -0.369 ns 0.888 ns R 0.54 0.38 0.54 Annex 4 Page 6 Table 4.6: Development of the Ratio of Support Staff to Boarders and Semi-Boarders as a Function of the Numbers of Boarders and Semi-Boarders No. boarders/dp 100 200 300 400 500 600 700 800 900 No. support 8.6 10.5 12.3 14.2 16.1 17.9 19.8 21.6 23.5 staff Pupils/support 11.6 19.0 24.4 28.2 31.1 33.5 35.4 37.0 38.3 staff __ ____ Table 4.7: Day Schools Over- and Understaffed with Administrative and Support Personnel (Schools outside the +/ I Real-Predicted Average Disparity) Administrative _____Support ____ S ch. ref. No. No. Disp. Sch. ref. No. pup. No. Disp. Pupils adrn. adm. _____supp. supp. 110,148 792 1 -2.5 121,920 2,464 18 -4.5 110,729 1,651 4 -2.4 211,319 1,116 6 -4.4 121,920 2,464 6 -3.2 525,310 1,587 7 -7.6 137,802 1,051 2 -2.4 812,101 2,460 16 -6.4 211,319 1,116 2 -2.6 843,010 1,863 11 -6.1 513,101 1,299 2 -3.2 525,310 1 1,587 1 -5.2 _________ 711,901 2,480 12 +2.8 110,101 1,612 21 +5.3 711,912 1,100 +3.4 111,224 1,169 26 +15.4 822,202 1,366 10 +4.5 131,602 2,103 24 +4.8 835,312 1,281 8 +2.8 131,836 899 15 +6.6 836,811 645 6 +3.0 711,901 2,481 28 +5.4 842,403 2,194 13 +4.7 842,403 2,194 28 +8.0 844,917 711 6 +2.8 913,517 1 1,332 1 8 +__2.7 ______ 1____ __ Annex 4 Page 7 Table 4.8: Boarding Schools Under- and Overstaffed as in Terms of Administrative and Support Personnel (+/- 1 Disparity Real-Predicted) Administrative Support Sch. ref. No. No. Disp. Sch. ref. Board. Day No. Disp. pupils adm. adm. supp. supp. 432,104 1,464 2 -3.2 322,501 675 550 15 -8.8 433,105 1,776 3 -3.3 411,212 553 460 9 -12.6 515,806 1,612 2 -3.8 412,101 1,113 222 11 -10.1 812,606 1,636 1 -4.8 412,601 573 145 8 -8.8 422,002 1,056 543 19 -6.8 515,806 984 628 20 -6.8 815,111 810 732 20 -7.4 422,002 1,599 9 +3.3 110,350 122 617 33 +11.4 711,902 2,664 14 +4.6 121,725 63 522 36 +16.3 714,626 1,109 8 +4.0 140,201 894 244 30 +9.8 834,308 1,349 12 +7.2 310,506 696 325 32 + 11.7 913,201 1,504 9 +3.6 511,201 1,267 375 34 +9.6 1_______ _ 1__ _ _ 1711,902 2,370 294 36 +6.7 Table 4.9: Average Budget Components for Public and Private Schools in the Sample (Dinars) Public schools Private schools No. of schools 94 20 Aver. No. pupils 1,320 280 Teachers 394,591 (754) 29,499 (51.0) Administrative 43,469 (8.3) 10,591 (18.3) Support 25,380 (4.8) 2,167 (3.7) Total staff 463,440 (88.5) 42,257 (73.0) Operating costs 60,143 (11.5) 15,622 (27.0) Total Budget 523,583 (100.0) 57,879 (100.) Unit cost 396.2 211.3 Annex 4 Page 8 Table 4.10: Breakdown of the Total Operating Unit Cost in the Public Schools According to the System Used by the Establishments Day school Board & DP Board & DP Together No. of schools 48 38 8 94 UC teachers 297.1 297.2 279.9 295.7 UC nonteachers 48.0 60.4 43.9 52.6 UC other expend. 23.9 79.2 43.2 47.9 UC total 369.0 436.8 367.0 396.2 Table 4.11: Models Explaining the Level of Success at the First Session of the Baccalaurdat (Public and Private Schools) M6 M7 M8 M9 M10 Coeff Sign Coeff Sign Coeff Sign Coeff Sign Coeff Sign Constant 8.78 7.98 11.70 11.68 9.89 * Private -2.01 *** -1.61 *** -0.49 ** -0.73 *** -0.21 ns Chara._nupils % well-off - 2.92 ** -0.10 ns 0.52 ns 0.42 ns % child.teach - 9.75 *** 4.73 *** 5.17 *** 4.74 *** % girls - -0.17 ns -0.02 ns 0.05 ns 0.19 ns % "delays" - - -4.63 *** -4.31 * -3.71 *** Char. estab. % Prof B - - - 0.21 ns - no pup/class - - - -0.005 ns - % math. - - - 1.28 ns - % science - - - -2.56 ** - Unit cost 0.003 R20.43 0.63 0.77 0.78 0.78 Annex 5 Page 1 Table 5.1: MES Scenario: Evolution of promotion rates in Basic Education (1990/91 to 2001/2002) 1st 2nd 3rd 4th 5th 6th 7th 8th 9th year grade grade grade grade grade grade grade grade 90/91 80.7 76 77.1 67 44 78 79.5 70 91/92 85.8 89.2 77.9 77.8 69.2 57.1 78 79.5 70 92/93 87 81 80 80 69 60 78.1 79.5 70 93/94 87 81 80 80 70 62 78.1 79.5 70 95/96 87 81 80 80 72 65 78.1 79.5 60 96/97 87 81 80 80 73 70 78.1 79.5 55 97/98 87 81 80 80 74 70 78.1 79.5 55 98/99 87 81 80 80 75 70 80 80 55 99-00 87 81 80 80 75 70 80 80 55 00-01 87 81 80 80 75 70 80 80 55 01-02 87 81 80 80 75 70 80 80 55 Table 5.2: Evolution (1991-2002) of Basic Education and Secondary Education Numbers (MES Scenario) 1991-1992 1996-1997 2001-2002 Growth Rate (p.a.) Junior cycle basic ed. 1,417,803 1,404,517 1,445,517 -0.10% Net enrolment ratio 88% 90% 95% Senior cycle basic ed. 308,126 443,000 472,000 5% Secondary education: Common core 128,000 195,000 245,000 Specialization 82,300 124,000 180,000 * TOTAL 210,300 379,000 425,000 8% Table 5.3: Evolution of the Distribution of the Numbers among the Baccalauriat Branches over the Duration of the Eighth and Ninth Plans ARTS MATH SCIENCE SCIENCE TECHNICAL TOTAL 1992 49,000 7,000 23,000 0 3,300 82,300 1996/97 40,000 24,000 26,000 13,000 21,000 124,000 2001/02 55,000 35,000 37,000 21,000 32,000 18,000 Annex 5 page 2 Table 5.4: Evolution of Unit Costs with a 3 % per Annum Growth Rates (in TD) 1992 1996/97 2001/2002 Junior cycle 206 232 269 Senior cycle 390 439 508 Secondary 617 695 805 Table 5.5: Evolution of Unit Costs with 6% per Annum Growth Rates (in TD) 1992 1996/97 2001/2002 Junior cycle 206 261 349 Senior cycle 390 492 658 Secondary 617 779 1,043 Annex 5 page 3 Table 5.6: Teachers demand for upper-basic and and secondary education (1992-2002) and capacity to meet demand SUBJECTS Basic Ed Secondary Total 1+2 No. Master's Surplus or 7-8-9 Education (3) Degrees 91-92 Deficit 4-3 (1) (2) to 2001 (4) (4-3) Arabic 1,238 1,266 2,504 3,953 1,449 French 1,238 1,229 2,467 1,264 -1,203 English 1,240 1,240 2,781 1,541 Hist-Geo 618 1,102 1,720 912 -808 Philosophy 424 424 943 519 Languages 2,323 ICR and Islamic Ed. 742 737 1,479 1,711 292 Art Ed. 248 - 248 980 732 Music 248 - 248 239 -9 Math 1,105 1,823 2,928 3,779 851 Physics/ Chemistry 1701 1701 3,304 1,603 Natural Sc. 618 877 2,852 1,357 Tech. Ed. 742 854 1,602 6 Phys. Ed. 742 591 -151 Informatics 403 Economics and Management 213 TOTAL 7,539 11,869 19,408 27,234 Annex 5 Page 4 Table 5.7: Comparative evolution of grade 6 to 7 transition rates with different scenarios A3 scenario (MES) Scenarios Al and A2 1992 57% 57.1 1993 58 56 1994 60 60 1995 65 62 1996 65 65 1997 70 67 1998 70 69 1999 70 70 2000 70 71 2001 70 72 2002 70 73