Morocco - Education Project

IFILE COPY R ERESTRICTED/ Report No. TO-487a This report was prepared for use within the Bank and its affiliated organizations. They do not accept responsibility for its accuracy or completeness. The report may not be published nor may it be quoted as representing their views. INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT INTERNATIONAL DEVELOPMENT ASSOCIATION APPRAISAL OF AN EDUCATION AND TRAINING PROJECT IN MOROCCO September 24, 1965 Projects Department  EQUIVALENTS Currency Unit = Dirham (DH) DH 1= U.S. $0.1974 DH 5 U.S. $1.00 DH 1 million = U.S. $197,400 Area 1 hectare = 2.471 acres  MOROCCO EDUCATION APPRAISAL 1IISSION Table of Contents Pages SUMMARY i - ii I. INTRODUCTION 1 II. EDUCATION AND TRAINING 2 - 8 Statistics (11-14) Curricula and Equipment (15J21) Teacher demand and supply (22-28) Departmental Training (29-33) III. EDUCATION FINANCE 9 10 Total expenditure (34-38) Cost per student (39) IV. NATIONAL DEVELOPMENT PLANS AND MANPOWER NEEDS 11 - 12 V. THE PROJECT 13 - 15 VI. CONSTRUCTION 16 - 17 General (65-66) Contracting Firms (67-68) Professional Services (69-70) School Design, Construction Procedure and Haintenance (71-75) Schematic Drawings for the Proposed Project (77-81) VII. CONCLUSIONS AND RECOMMENDATIONS 18 _ 20 Conclusions (82-90) Recommendations (91) ANNEXES Annex I Organigram showing System of Public Education (1964/65). Annex II Development of Education 1955/56 - 1963/64. Annex III . A K Education Statistics, 1961/62. - B - Education Statistics, 1962/63. - C Education Statistics, 1963/64.  - 2 - Table of Contents ANINIXES (continued) Annex IV - A - Educational Pyramid of Primary & Secondary Schoo]L PuPils, 1961/62. - B - Educational Pyramid of Primary & Secondary Schoo'L Pupils, 1962/63. - C - Educational Pyramid of Primary & Secondary School Pupils, 1963/64. Annex V - Secondary School Curricula. Annex VI - Government Secondary School Expansion under the Three-Year Plan, 1964/65 - 1967/68. Annex VII - Budget of the Ministry of Education. Annex VIII - Breakdown of Ministry of Education Budget, FY 1964 - 1961. Annex IX - A - Planned Investments 1965/67. - B - Education Investments l965/67. Annex X - Analysis of Empioyment of Moroccans and Foreigners by Major Groups of Activities (June 1960). Annex XI - Manufacturing Industry: Analysis of Employment (June 1963). Annex XII - Breakdown of Costs. Annex XIII - Formation of Classes & Enrolment in the Schools constituting the Proposed Project, as in October 1968, First & Second Cycle. Annex XIV - Breakdown of Costs over 3-year period. Map of Morocco  APPRAISAL OF ANI EDUCATION AND TRAINING PROJECT IN MOROCCO * SUM!{ARY i. The International Development Association was asked by the *~ -Moroccan Government to help finance the construction and equipment of 21 multi- lateral secondary schools. With the request were submitted estimates of cost, a standard sketch plan for the proposed schools and informiation about the Moroccan education system and school enrolment. The total estimated cost of the proposed project is about DH 80.7 million, equivalent to US$16.20 million. The proposed IDA development credit of $11 million, or about two- thirds of the estimated total cost, will cover all the foreign exchange component, estimated at about 30 percent of the total cost of the project, and part of the local currency. The project, expected to be completed by 1968, will permit about 30,000 additional students to be enrolled in secondary education. This is about 30 percent of the total increase in secondary school enrolment envisaged in the Three-Year Plan. ii. An education appraisal mission visited Morocco in March/April, 1965, and held meetings with the Ministry of Education and other Ministries connected with the project and the training of technicians. The mission visited schools in various parts of the country and most of the towns where the 21 schools of the project will be constructed. iii. Following independence in 1956 the Moroccan Government embarked on a policy of expanding primary education but expansion of secondary school enrolment did not start until 1960/61 and is still inadequate. In the public and private sectors there is a distinct shortage of trained manpower at this level. Furthermore, applicants for entry into the university are still small in number so that the field of selection continues to be narrow, Lastly, highly paid expatriates still hold a high percentage of middle and high-level jobs. Government policy is to gradually replace expatriates by Moroccans and this requires a rapid expansion of secondary education as the main key to the problem. The proposed project is directed to assist in meeting the aforementioned needs. iv. Of the 30,000 students who will be enrolled in the 21 schools of the proposed project, 24,000 will be boys and 5,700 will be girls. Boarding accommodation is included for 3,400 boarders of whom a little over 900 will be girls. By 1968/69 when the project is fully implemented, the 2L schools will have about 12,200 in the common first two years of study (observation classes), 6,650 students in the "short" course and a total of 10,800 in the two cycles of the "long" course. In the "short" course 1,260 students will pursue training in agriculture, 635 in canmerce, 538 in industrial training, anc 112 in feminine arts together with 4,100 in general studies. In the second cycle of the long caurse, about 1920 students will be specializing in sciences,458 in  - ii - mathematics, 332 in industrial arts and 128 in commerce. To these should be added about 3,800 students who will specialize in languages, history and other general subjects. Mlany of the second cycle students will proceed to universities. v. The estimated cost of the proposed project is made up of $2.4 million for sites, $1.1 million for site development works and $7.1 million for construction. Furniture, domestic appliances, science laboratories and workshop equiprment and libraries take about $3.2 million while professional fees and contingencies account for about $2.4 million. The estimates and unit costs are reasonable. vi. Additional teachers required to staff the 21 schools form part of the total number of teachers required for the expansion of secondlary education envisaged in the Three-Year Plan. The supply of trained teachers will fall short of the need and emergency measures will have to be adopted- such as the employment of senior primary school teachers-to staff the first two years of common study - until 1969/70 when the Advanced Teacher Training College out- put is able to meet the teacher need at this level. vii. The estimated annual cost of operating these schools after full implementation of the project will be approximately DH 25 million which is within the financial resources of the country. viii. Architects, engineers and contractors are available in Morocco. But for the proper administration and supervision of the imJlementation of the Dror'sed project the Mloroccan government has agreed to estabLish in the Min4 stry of Education a special Project Unit consisting of a cempetent architect, an educator with experience in school construction and an accountant together with technical and clerical supporting staff. ix. The project constitutes an important part of the education develop- ment plan of Morocco. It is considered to be justifiable and of high priority. It therefore presents a suitable basis for an IDA development credit of S11 million.  APPRAISAL OF AN EDUCATION AND TRAINING PROJECT IN MOROCCO I. INTRODUCTION 1. In November 1964, IDA received a request from the Moroccan government for financial assistance in the construction and equipment of 21 schools offering general and specialized education and training at the secondary level. The appraisal mission appointed by IDA visited Morocco from 24th Mlarch to 29th April, 1965. The mission consisted of Messrs. Ahmad Tuqan (mission chief), J.C.Jones (Ministry of Overseas Development, U.K.), P.H. Oltmanns and F. Lethem. 2. Previous missions to Morocco included a Unesco Educational Investment, Programming Mission (1963) and a Bank Economic Survey Mission (1964): the relevant sections of their reports were available to the members of the appraisal mission. In Paris, the mission had discussions with Unesco, the French Bureau of Technical Assistance, the French Ministry of Education and O.E.C .D. Social and Economic Background 3. Morocco, formerly French and Spanish protectorates, achieved independence in 1956. The census of 1960 showed a total population of 11.63 million of whom some 70% lived in rural areas: the present population is estimated at 13.43 million, the great majority of whom are Moslems. 4. The total area of the country, 520,000 sq. kms., comprises good agricultural land either irrigated or rain fed, extensive forests, and sparsely populated desert. Agriculture is the main source of employment but there are large mineral resources with phosphate as the principal export, and projects for the creation of a chemical and fertiliser industry are nearing completion. The long seaboard on both the Atlantic and the Mediterranean supports a major fishing industry and adds to the many other attractions for a developing tourist trade. Potentially Morocco is among the richest of the Arab countries. 5. The strong cultural and economic ties developed with France during the period of the Protectorate (1913-1956) continue, with French reraaining the official second language and gradually replacing Spanish from its similar position in the fomrer Spanish-protected territories in the North. The edu- cational system closely follows that of France and derives much assistance under the terms of a cultural convention with that country. 6. The economic and social position of Moroccan women is changing. The numbers entering schools and their length of school life are increasing, though relatively few as yet reach the higher levels; employment opportunities are extending beyond the traditional work of the home and the field to goverment service and private enterprise.  - 2 II. EDUCATION AND TRADING 7. The system of education has reached a transitional point at which the former Koranic schools have been largely replaced, at least in the tolms, by the French patterm of education which, in its turn, is being modified to meet Moroccan needs. Arabic is replacing French as the medium of instruction in primary schools but French continues to be used in secondary education. 8. Basically the existing pattern, as showfn in Annex I, consists of a primary stage of five years' duration followed by a selective secondary stage having two main divisions, "long course" and "short course". Tncluded in each course is an observational year in which aptitudes can be noted and guidance as to future studies given. As from 1965/66, the common course is to extend over two years. 9. The long course is divided into first and second cycles, of four years' (including the observational year) and three years' duration, respec- tively. The first cycle offers a continued general education and leads to the award of a certificate of secondary education (C.E.S.). Promotion to the second cycle is based upon the results of orientation tests separately administered by a department of the Ministry of Education. Successful candidates are directed into one of two broad groups: the firstl leads to the baccalaureat examination and thence to the university or equivalent institution, and the second to a diploma examination and employment or further training (generally abroad) at the technician level. The bacca- laureat may be taken in Arabic studies, modern languages and literature, mathematics, experimental science or economics. The diploma may relate to industry, commerce, agriculture or women's social activities. 10. The short course is of four years' duration (including the observa- tional year) and offers either a continued general education somewhat similar to that of the long course or a number of alternatives which are vocationally- biased. The former leads to the award of the certificate of secondary educa- tion and the latter to a celtificate of technical education (C,E.T.) which may be folloiied by employment in industry, commerce, agriculture or in women's trades. In certain cases students who are successful in the short course may continue for one or more years of specialized training, enter a teacher train- ing college or pass to the appropriate long course. It is unlikely that many will follow these alternative paths since those admitted to the short course are generally from among the less able or over-age studenats. Statistics 11. The period since 1956 has been characterized by more than a three- fold growth in educational enrolment at both primary and secondary levels (Annex II) accompanied by an increase in total expenditure from DH 179 million in 1956 to IH 474.7 million in 1964, i.e. from 13.2 percent to 16.2 percent of the total national budget. An analysis of enrolments for the academic years 1961-1964 and the corresponding educational pyramids are shown in Annexes III (A, B, and C) and IV (A, B, and C).  12. The 1960 census shows that 16.64 percent of the total population fell between the ages of 7 and 13, the normal range for primary school enrol- ment. Applying this percentage to 1963/64 the total possible enrolment would have been 2,101,600 as compared with an actual enrolment, including repeaters, of 1,075,300 (51.2 percent of the age range) made up of 770,400 boys and 304,900 girls. Assuming an equal distribution of boys and girls in the age group, these numbers represent 73.3 percent and 29.0 percent, reispectively, of the possible totals. 13. Total secondary enrolment (Annex II) showed little increase up to 1960 as compared with the doubling of primary enrolment. Heavy pressure on secondary school enrolment then became apparent and Government therefore quadrupled secondary enrolment during the next four years. The ratio of secondary to primary enrolment (12.71 percent in 1963/64) is still low com- pared with many developing countries (20 percent). Furthermore,, only 7 per- cent of children of secondary school age were attending secondary schools in 1964. Further expansion is essential if the supply of candidates for univer- sity entrance and for middle level posts in the Government and private sectors of the economy is to be adequate. 14. Further improvements in enrolment could be effected by a reductilon in the "repeaters" rate which now stands at an accepted figure of 20 percent in the primary school and at an actual figure of 11.5 percent in the secondary school visited. Considerable economy could be effected if measures are intro- duced to control the number of repeaters within reasonable limits. In many countries, including some developing ones, automatic promotion eat the primary level is the accepted rule. It is hoped that Morocco will soon appreciate the need for taking similar steps. At the secondary level a reduction in the number of repeaters could be effected by more selective admission procedures. Curricula and Bnquipment 15. Examples of secondary school curricula are given in Anmex V and show- a requirement of from 29 to 32 hours per week of attendance for general educa- tion courses, from 32 to 36 hours per week for commercial courses, and up to 40 hours per week for agricultural and industrial courses. 16. The preponderant literary character of the first cycle long course calls for comment; consideration should be given to the introduction of physics, chemistry and educational handicrafts if modern educational thought is to be followed. This could be effected either by increasing the curriculum to about 32 hours per week or by a reduction of the present over-allocation to languages, or by a combination of the two. 17. Teaching of physics and chemistry presents little opportunity for experimental work by the student. In part this results from inadequate provi- sion for the purchase of laboratory materials but the importance of such work is not always realized by the teacher and there is need for corrective action through the media of training college and refresher courses.  - 4 - 18. A further serious handicap to effective teaching arise's from the general lack of low-priced text-books. Suitable books, including French texts modified to meet MAoroccan needs, are available and the Franklin Institutq at the request of U.S. AID, is showing interest in the possibility of their wider distribution. 19. The workshops are usually located in detached buildings providing for a number of related trades to be taught under one roof. Their equipment is mostly adequate, in some cases generous, and the space provided permits of good layout. Balanced training programmes leading to a progressive acquisi- tion of the necessary skills are to be seen but are often impeded by the lack of adequate supplies of working materials. To supplement the budget in this respect it is frequently necessary to undertake production work which though of advantage in some respects may not always fit easily into the teaching program and usually demands a disproportionate amount of the instructors' time. 20. Generally speaking, the training is broadly based or "polyvalent" in the earlier years of the courses with some measure of specialization in the final years. This program meets fully the needs of the technician group taking the long industrial course but is less appropriate to the needs of the short industrial group whose prospects of employment would be enhanced by more specialized training such as is available for limited numbers in the optional fourth year shown in Annex V - (4). 21. The proposal to establish a common two-year general edlucation course will further restrict the opportunities for specialized training. It is there- fore considered necessaty that the present optional fourth year with its specia- ized character be made obligatory. An altermative and possibly better long-tern solution would be the introduction of a national apprenticeship scheme in which industry would provide specialized training to supplement the general training of the school. If neither of these solutions is practicable the present generalized training should be restricted to a diagnostic period of from six to nine months permitting a proper selection to be made from among the specializations to be taught during the remainder of the shortened course. Teacher demand and supply 22. As in most developing countries there are major problems of teacher supply consequent upon expansion of the educational system. In the case of Morocco the demand is heightened by the need to replace expatriate French teachers of whom more than 6,000 still remain in service. The extent of the increasing demand, excluding replacement, is shown by the followfing table giving the budgetary provision for teachers over the past five years:  -5- Tab2e E o.l: ilumber of teachers orovided in budgets Educational level 1960/61 1961/62 1962/63 1963/64 1964/65 University 159 172 253 253 340 Secondary 4,015 4,802 5,782 5,997 7,352 Primary 15;428 19,181 23,538 27,896 29,684 Physical education 193 193 193 185 385 Private (govt.aided) - - 60 647 6_47 TOTALS 19,795 24,348 29,826 3A,978 38,408 23. Some reduction in the demand for secondary teachers should be made by increasing average teaching loads above the figure of 16 holurs per week for teachers holding university degrees. This was established originally for French expatriate teachers. Class sizes however are about the correct level (35-h0 students for general courses and 25-27 students for technical courses) and should not be increased. The average number of students per class in the secondary schools visited, which comprised 712 claLsses, was 38.4 for "observation" classes, 33.8 for general and 26.8 for technical education. 24. At the primary level the nunber of regional teacher training centers has been increased from 6 in 1956 to 22 in 1964, and training sections have been added to 6 of the larger secondary schools. In addition, bursaries are awarded to secondary school pupils who undertake to enter primary teacher training centers upon completion of the first secondary cycle. In 1962/63 there were 2,470 students in teacher training and 6,500 secondary school pupils in receipt of bursaries. Parallel with the above developments, steps are being taken to improve the qualifications of existing, teachers by means of short refresher courses, both oral and by correspondence. There is no problem in meeting the demand for trained primary teachers, because the number of graduates from primary teacher training schools will continue to match thle requirement. 25. The training of secondary school teachers is undertaken in the Advanced Teacher Training College at Rabat with branches at Tetouan, Fes, and Casablanca. Tuition is free and a stipend or bursary is awarded to those in training. Students entering with the baccalaureat, or its equivalent, take courses of two or three years' duration leading to qualification as first or secornd cycle teachers, respectively. The Three-Year Plan provides for an increase in enrolment of about 800, 1000, 1100 trainees in both courses in the years 1965/66, 1966/67 and 1967/68, respectively. Total enrolment and output are expected to be as follows:  - 6 - Table No.2 Estimated enrolment and output in the Advanced Teacher Training College at Rabat, and in its branches. Total Output at -he end of Year 1st 2nd 3rd enrolment the academic year 1964/65 762 432 12 1206 190 1965/66 983 762 255 2000 635 1966/67 1635 983 382 3000 875 1967/68 2016 1635 49 4100 13L0 1968/69 1256 2016 818 4100 18:30 1969/70 1833 1256 1011 L10o 1640 1970/71 1629 1833 638 4100 1560 It should, however, be remembered that the output in the above table does not include university graduates who take up teaching as a profession. Their number cannot be estimated. 26. The annual estimated enrolment in secondary classes according to the Three-Year Plan is given in Annex VI, from which the teacher need may be calculated by using the same criteria given in the Plan. I/ It should, however, be noted that the planned expansion is not likely to be implemented at the beginning of the academic year 1965/66 because the required school buildings would not then be ready to receive the additional number of students. A more realistic date would be the academic year 1966/67. The estimated number of additional teachers for expansion, for a realistic replacement of exDatriates and for filling possible vacancies created by retircment and withdrawal,is given in the following table: Table No.3 Estimated Secondary Teacher need. For replacement For retirement Year For expansion of expatriates and withdrawal Total 1966/67 1270 100 85 1455 1967/68 15T5 100 100 1745 1968/69 1435 100 115 1650 27. Comparison of the output of trained teachers given in table No.2 with the estimated need in table No.3 shows that (a) the need for 1L55 teachers in 1966/67 is greater than the accumulated output (825 teachers) of the Advanced Teacher Training College for the years 1964/65 and 1965/66 by 630 teachers, (b) the College output in 1967/68 (875 teachers) will fall short of the need (1745 teachers) for that year by 870 teachers, (c) for the year 1968/69 the output (1310 teachers) will fall short of the need 1/ - Plan Triennal 1965/67, Titre III, La Formation des Cadres, Chapitre I, L'enseignement, Page 35.  - 7 - (1650) by 340 and (d) for the succeeding years the output will be in excess of the need. Only little dropout is expected because all the trainees are bursary students bound by contracts to serve a specified number of years in teaching. The shortage, which, during the first three years will total about 1,840 teachers, will have to be met by the temporary appointment of senior primary teachers as an emergency measure. From 1969/70 onward the output from the Advanced Teacher Training College is expected to replace the underqualified teachers appointed during the emergency years. 28. An important element in teacher supply is the relative! attractiveness of the salaries offered. In Morocco teachers' salaries are below those avail- able in industry and commerce for men of similar qualifications. The Moroccan teacher is at further disadvantage in that the French expatriate teacher enjoys a considerably higher salary for similar work. In 1964 the number of French expatriates was more than 6,000, of whom some two-thirds had primary qualifica- tions only, although engaged in secondary teaching. In meeting gratuities upon enrolment and discharge and paying 89 percent of the salaries the Moroccan Government is carrying a heavy financial burden. Departmental Training 29. A number of government and semi-government departments provide train- ing schemes intended mainly to meet their own specialized needs. Thus the Ministry of Public Works has established a full-time school for the training of senior workshop staff and draughtsmen and has under consideration a second school for the training of engineering assistants. Part-time courses for the training of assistant draughtsmen and workshop supervisors, typists, book- keepers, and clerks have been similarly established in regional centers. 30. The mining industry, which is largely under government control,levies a special tax on both public and private sectors equal to 0.5 percent of salaries and wages for the provision of scholarships abroad for the higher levels of training and local upgrading courses at the lower levels. 31. Responsibility for agricultural education is shared between the Ministries of Education and of Agriculture. At the primary level special rural programs involving gardening and small-scale animal husbandry have been introduced into some 40 schools and the number is to be extended. At the first cycle secondary level, nine schools provide courses leading to a certificate of technical education in agriculture with the possibility of transfer for the final year to departmental training in the direction of irrigation and rural modernization. Those completing the first cycle may enter second cycle courses at Kenitra to qualify as technicians or to proceed to higher courses as agri- cultural engineers at iMeknes. Alternatively, second level specialized courses are offered by the Ministry of Agriculture in six regional centers. 32. Responsibility for the training of the skilled operative, as cortrasted * with higher levels of industrial training, is undertaken by the Ministry of Labor in ten centers giving instruction in some six industrial trades. At Rabat there is also a center for the training of typists, shorthand-typists, and bookkeepers. Instructors for these several courses receive traiining in a well- equipped institution at Casablanca.  - 8 - 33. Admission to the industrial courses is limited to candidates of minimum age 16 years, possessing the certificate of primary education. A competitive examination in arithmetic, geometry, and mechanical comprehension reduces the entry to about 1 in 10. The course, normally of one year's duration, is highly specialised and devotes 32 hours per week to workshop training and trade technology: the remaining 8 hours are given to workshop calculations, technical drawing, and general technology. Termi.nal tests are set by the Ministry of Labor which awards certificates of competency to those who are successful, generally some 80%. The total number of trainees in attendance is approximately 800, of whomn 83 are taking cormercial courses.  - 9 - III. EDUCATION FINQ1NCE Total Expenditure 34. Over the period 1956 to 1964 total expenditure by the ilinistry of Education rose from DH 179 million to DH 474.7 million, representing 13.2 per- cent and 16.2 percent of the respective annual total national budgets. The capital expenditure component was DH 32 million in 1956 and DH h10 million in 1964. Current expenditure increased continuously at an average annual rate of 14.5 percent from DH 147 million to DH 434.8 million (Annex VII). 35. Capital expenditure over the last six years of the period (Annex VIII)averaged some DH33 million per annum of which 53 percent was allocated to primary education, 13 percent to secondary general education, and 17 per- cent to technical education: other allocations were teacher training 9.5 per- cent, higher education 6.5 percent, and administration 1 percent. During the last six years efforts were directed at providing the physical facilities for expanding primary education and primary teacher training. The increase in current expenditures on primary education and teacher training was considerabie in 1961 when these physical facilities w.Tere completed. In 1964 current expen- diture (Annex VIII) was divided among primary education 58.1 percent, secondary general education 18.6 percent, technical education 10.3 percent, higher edu- cation 4.5 percent, teacher training 3.5 percent, private schools 3.2 percent, and administration 1.8 percent. 36. The major item under current expenditure is that of staff salaries which have increased during the same six.-year period from DH 179.6 million to DH 391.6 million (Annex VIII). Over the same period of time other current expenditure, including maintenance, laboratory and workshop materials and books, has decreased from DII 45.7 million in 1959 to DR 43.3 million in 1964 after passing through a peak of DH 56 million in 1962. The impact of the consequent shortages upon the instruction given has been the subject of previo:s i6 comment (paras 17-19). 37. In assessing total educational expenditure note must be taken of some DH 13 million expended by 15 other ministries and public or semi-public bodies having their oam training programs and of some DH 10 million spent by private schools in addition to subsidies of DH 14 million received from Govern- ment. Schools directly financed by the French Govermment accounted for a combined capital and current expenditure (1964) of DR 51.07 million. The French Government also made grants of DE 1.1 million for equipment and of DI 12.0 million towards the extra cost (estimated at DH 70 million) of employ- ing French nationals in the service of the Ministry of Education. For the same year assistance was received from U.S,AID to the value of DH 0.4 million. In sum, other expenditures not included in the Yiinistry of Education budget would amount to DH 87.6 million. No tuition fees are charged at primary and secondarJt levels and most boarders receive bursaries to cover their expenses. 38. The total educational expenditure from all sources during 1964 was therefore of the order of DH 562 million or 4.7% of an estimated G.N.P. of DII 11,950 million. Considering Ministry of Education expenditure only, the proportion vias 4.0 u. as compared with 2.4% in 1956. The following table  - 10 - showing the percentage of public educational expenditure to G.N.P. for other Mediterranean countries is taken from OECD Mediterranean Regionial Project reports (1964). Table No.4 Percentages of public educational expenditure to G.N.P. Country Year % Remarks Spain 1962 1.1 . . . % gross domestic product. Greece 1961 2.1 . . . Public and private education. Italy 1963 4.3 . . . Current expenditure only. Portugal 1960 1.8 . . . Capital and current expenditure. Turkey 1960 3.7 . . . Capital and current expenditure. Yugoslavia 1962 3.8 . . . Capital and current expenditure. Morocco 1964 4.0 . . . Ministry of Education only. CaDital and current. Cost per student 39. The unit cost per student for government primary education was D;H 246 ($49.2) per year in 1964, a figure which falls within the normal range for developing countries. The overall unit cost for secondary education was DH 1,184 ($236.8) p.a. in the same year. The available data do not permit an exact breakdown of this figure between general and technical education but estimates of DH 1,025 ($205) and DH 2,050 ($410) would appear to be reasonableiComparable overall figures for unit costs of secondary education in other developing countries are Uganda $i250, Ghana $345, Madagascar t,583, and Niger $625 p.a.  IV. NATIONAL DEVEIOPMENT PLANS LND MANPOWER NEEDS 140. The Five-Year Plan 1960-1964 directed national development towards impro-vements of infrastructure and social services involving public investment for which there was small matching return in increased production and national savings. The continued growth of population of 3 percent per arnunm and the high rate of unemployment call for a change of objective and the Tlhree-Year Plan, 1965-1967, is therefore largely directed to economic growth and manpower training. The new Plan pays particular attention to agriculture, industry and tourism. Special care has been taken to keep public expenditure within real- istic and reasonable limits. The total net investment as forecast in the Plan is of the order of DH 3,480 million (Annex IX-A). But this amoumt should be corrected to include (1) amortization, renewal of existing assets and replace- ment of stocks, and (2) private investments which cannot be easiLly assessed and have not therefore been included, thus bringing the total gross investment to DH 6,200 million. External aid is estimated at more than DH 1,000 million during the Plan period. 41. Annex X shows the distribution of manpower by nationality and sex for the major groups of economic activities (1960 census). Agriculture accounts for 56 percent of the working population as compared with 20 percent for the public services and 11 percent for industry. Annex XI shows the distribution of manpower at different levels of employment in manufacturing imdertakings having more than ten employees (1963). Growth 42. The implementation of the Three-Year Plan creates training require- ments to match the expansion of the economy. Unfortunately, the data avail- able are too fragmentary to permit reasonable estimates of the training needs except in the four sectors of education, agriculture, industry and tourism upon which special emphasis is to be laid. The need for secondary school teachers has been shown in para 26 to be of the order of 4,850 iduring the Plan period, to which should be added about 5,000 primary school teachers. a 3. In agriculture it is estimated that some 600 engineers, 50 veterin- arians, 300 extension officers, and 2,000 assistant extension officers will be needed to develop fully the existing agricultural provision and to meet the increased livestock, wheat, and sugar production called for by the Plan. This demand represents the employment of almost all who will graduate from the middle level agricultural schools of the Ministry of Education and the higher institutions of the Ministry of Agriculture. Land reclamation, irrigation, afforestation, and road construction will employ increasing numbers of un- skilled workers and will call for special training schemes for a large number of supervisors. 44. Public investment in industry will be directed to the food and chemical industries, while private investment will be responsible for the metal and other industries. Using existing ratios, of an estimated additional labor force of about 8,700, some 360 will require university education, some 890 secondary general or commercial education, and 1,660 secondary technical education.  - 12 - 45. In tourism, the projected expansion will call for a further 8,000 workers of whom approximately one-third will require specialized hotel train- ing following first cycle secondary education. About 100 higher level per. sonnel will need to be trained at the hotel school in Rabat following second cycle secondary education. 46. The remaining fields of activity account for about 22 percent of the labor force and include a number of services such as health, transport, and communications, in which the demand for training, including up-grading, is likely to be relatively high. The total need is roughly estimated at 7,000 first and second cycle graduates. Replacement 417. Annex XI shows that in manufacturing undertakings a hiph proportion of Moroccan needs at the higher and middle levels of employment is met by expatriates; this is known to be true in certain other fields. It is estimated that replacement of expatriates by Mloroccans at "high level" wiLl call for an output of 1,500 university graduates per year over a period of twenty years and at "middle level" replacement some 4,000 secondary school graduates (1,900 with general and commercial training and 2,100 with technical training) will be needed each year over the same period. In the case of the mining industry, however, :4oroccanization is to be completed by 1970 calling for am annual out- put of 100 engineers and managers and 200 technicians over a period of five years. 48. In sum, to meet the expansion of the economy and expatriate replace- ment needs, a yearly minimum of 19,000 secondary school graduates of the first and second cycles will be required during the Three-Year Plan. In 1964/65 the output from the "short" and "long" courses will be about 10,200 niot counting students who after completing the first cycle of the "long" course will not proceed to the second cycle. Thus there will be a shortage of 8,800 which can- not be met from the present secondary school output. By the end of the Plan period secondary school enrolment will increase by 98,300 (Annex VI) and annual output from the "short" and "long" courses by 15,600 with 30 percent of both increases due to the proposed project. Therefore the new output will gradually meet the shortage. 49. To meet the cost of the additional training required, government investment in education, forming 3.5 percent of the national investment fore- casts for the Three-Year Plan, will be directed principally to secondary and higher education in that order (Annex IX-B). As a result, total current ex- penditures on education will increase from DH 435 million in l9611 to an esti- mated DH 550 million in 1969. Assuming a rate of growth of 2-3 percent per annum, the national current budget will increase from DH 2.,144 million in 1964 to DH 2,425 million in 1969. Consequently, the share of total current educa- tion expenses which represented 20.3 percent of the national current budget in 1964 will be of the order of 22.7 percent in 1969. This is comparable with the corresponding percentage in countries at the same stage of development.  - 13 - V. THE PROJECT 50. The proposed project involves the construction and equipmaent of 21 multilateral schools providing instruction and training at the secondary level for a total enrolment of about 30,000 students and an annual output in 1967/68 of about 4,200. The "short" and "long" courses offered comprise Arabic and modern studies, experimental science, mathematics, economics, industrial and feminine training, agriculture and co=merce. The total cost of the project is estimated at DH 80.7 million (US$16.2 million). The Moroccan Government share toward the cost of the project will be met from the amount of DHI 83 million (US$16.6 million) earmarked for secondary and technical education in the planned investment program 1965/67 (Annex IX-B). 51. The urgent need for more secondary school graduates comprises the estimated requirements of the Three-Year Plan and the gradual reiplacement of expatriates in various sectors. The total need is estimated at 19,000 grad- uates (para 48) per annum from the first or second cycle of secondary education. The expansion of secondary education to meet the increased need as envisaged in the Three-Year Plan (Annex VI) and which includes the proposeld project, will increase total secondary school enrolment from 113,981 in 1964/65 to 212,251 in 1967/68, by which time, if the envisaged expansion is fully realized, the net increase in enrolment will be 98,300 of which the schools inL the project will cover about 30 percent. Annual output in 1967/68 will be 25,800 from the "long" and "short" secondary courses with an increase of 15,600 over that of 1964/65. 52. The proposed project will provide combined "short" and "lor.g" courses in 16 schools; the remaining five schools will offer "short" courses only (Annex XIII). Of the latter, four will have agricultural courses only and one will offer training in industrial arts and commerce. When the project is fullyr implemented, say, by the academic year 1968/69, it is expected that the 21 schools will have the enrolment shown in the following table: Table No. 5: Summary of Enrolment in the Proposed Project Schools No. of Students Two years of "observation"t classes 12,180 Short Course: General 14,110 Commercial 635 Industrial 538 Feminine Arts 112 Agriculture 1,260 Long Course: Last two years of First Cycle 4.,225 Three years of Long Cycle: ArabicStudies 373 Liberal Arts 3, 40 Sciences 1,920 Mathematics 458 Industrial Arts 332 Commerce 128 Total 29,675  - 14 - 53. Of the total number of students benefiting from the proposed project, about 5,700 ( 19 percent) will be girls and 24,000 will be boys ( 81 perceat). Boarding accommodation available only to students of rural areas, or smaller towns far from the schoo'ls, will be provided for 3,420 students (2,570 boys and 930 girls) in 19 of the 21 schools. The existing practice, which will be continued, winl provide a high percentage of the boarding students with scholarships offered by the Ministry of Education or the provincial governueits 54. The expansion in the secondary school enrolment under the proposed project will relieve pressure on the existing secondary school facilities and wiLL help to provide part of the need referred to in para 51. In particular, it will raise the number of students in the top class of the "long" course in government schools from about 2,300 at the end of the academic year 1963/6L to nearly 3,700 students by the end of the academic year 1967/68. 55. The locations of the 21 schools which constitute the proposed project are shown on the map at the end of this report; it will be seen that they are evenly distributed over the entire country. 56. Annex XII shows a breakdown of the total cost with the number of students and boarders in each school. A fuller description of the formation of classes in each school and the number of students in each class by type -- of education and training is given in Annex XIII. The total number of class- rooms to be constructed is 630 but,by making full use of laboratories and workshops and by arranging physical training classes in the open air, a total of 830 classes can be accommodated. 57. A number of sites have already been purchased and there should be little or no difficulty in acquiring the others since Governmenit is able to invoke an existing land expropriation law permitting immediate possession of sites for public use, leaving the question of cost to be settled in court, if necessary. Ample areas are provided for building the proposed schools except in a few of the larger towns where the areas, though smaller, are still sufficient. For each of the four agricultural schools between 40 and 50 hectares (100 to 125 acres) should be provided in order to justify the use of agricultural machinery. 58. The following table} condensed from Annex XII, gives the estimated cost of the proposed project: Table No. 6: Summary of Project Cost In Million $ Cost of sites 2.4 Site development works :L.1 Construction 7.1 Furniture, equipment and libraries 3.2 Professional fees, and contingencies 2. 4 Total $165.2 million  - 15 - 59. The lists of equipment and furniture have been carefully examined and, where necessary, revised with regard to costs and quantities; as they now stand, the lists will provide the schools with adequate equipment for efficient teaching. In the equipment estimates provision has been made for a 20 percent addition to cover packaging, shipment, and insurance. 60. The Moroccan government has accepted the principle of international bidding for the construction of schools within the proposed project and for the supply of equipment; but has requested that, where specific requirements can be met, local manufacturers, principally in the field of school furniture, should be given reasonable preference. 61. The Moroccan govermnent expected to complete the project in three years This did not ta'ke into account the preparation period which may take one year and the winding-up period which may extend over another year. With this in mind it is more realistic to assume that a total of five years would be required. Annex XIV, drawn up on this basis, shows that expenditure should be phased as follows: lst year - $2,767,000 3rd year - P,5,730,000 5th year - $ 955,0Oo 2nd year - 3,820,000 hth year - 2,865,Ooo TOTAL: 16,137,000 (say - $16.2 million) 62. From the data available on teachers, salaries and other budgetary expenditures, the recurrent yearly expenditure on the 21 schools beginning with the academic year 1968/69 will amount to about DH 25 million or 4.5% of the projected current education budget of DH 550 million for that year (see para.49). 63. The number of teachers required to staff the school of the proposed project when fully implemented will be about 1,300 and is already included in the analysis of the need and supply of teachers discussed in paragraphs 25, 26 and 27, where it was suggested that the shortage over the first three years should be met by the appointment of senior primary teachers on a temporary basis as an emergency measure. The Moroccan Government should, therefore, undertake to keep the regional primary teacher training schools running at full load to produce the maximum output to meet the emergency. 64. The cost per place under the project is about US$294 per day student including sites, equipment and fumiture. The additional cost for boarding accommodation with furniture and equipment is US$1,130 per student. These unit costs are reasonable and compare well with corresponding costs in countries similar to Morocco. In European countries the cost per place fDr day students is about twice the cost calculated for the day schools in the proposed project.  - 16 _ VT. CONSTRUCTION 65. General: In comparison with other developing countries, architectura design and building construction are of good standard, construction costs are reasonable and public buildings are generally well maintained. French influence with regard to town plamning, architectural design and construction is strong and the use of French imported materials continues. 66. The increase in building activity and in construction costs followinw Independence has now slowed down and the industry should have no difficulty in meeting the requirements of the proposed project. 67. Contracting Finms: Building finms are of three general types: foreign firms or branches, large Moroccan firms, and small "jobbing" builders. There are about 830 Moroccan and 1,400 foreign finms, mostly French engaged in the building trade. There is no shortage of general labor but skilled craftsmen and supervisors, such as foremen and clerks of works, are much needed. 68. Moroccan building materials are in adequate supply, but steel, sanitary fittings, electrical equipment and various other items must be imported. 69. Professional Services: The Ministry of Public Works was fonmerly staffed alnost entirely with expatriates but since Independence they are being gradually replaced by Moroccans. There are a considerable number of private architects and engineers, who are for the most part French trained, but only 20 to 30 are being used by the Ministry of Education. There are highly qualified professional men residing in the country who may be selected for the execution of the proposed project. 70. Quantity surveying does not exist as an independent profession but "metreurs" fulfill a similar function. 71. School Design, Construction Proceduire and Maintenance: Responsibility for the design of school buildings rests with the Ministry of 3ducation which, until recently, employed its own architect; the death of the Latter has create( a vacancy which the Ministry has not so far filled. 72. Building laws and regulations, which vary slightly in different parts of the country, are based on the French patterm and are enforced by the Ministry of Public Works in consultation with the Ministry of Health and local authorities. Existing school buildings, however, show considerable variety in quality, economy, finish and space allocation. 73. Tendering, bidding and contract awards for school construction follow an acceptable system. W4ith few exceptions tendering is public and advertised in the local papers: for the proposed project the government will invite  - 17 - international bidding wherever practicable. Opening of tenders and the awTard of contracts rest with a special commission within the M-Lnistry of Education. For the purpose of this project architects and bui:Lders contracts should be modified in order to meet the Bank/IDA requirements, 74. Schools constructed within the last nine years have been designed by private architects who were also responsible for supervision and for authorization of payment to contractors. Further supervision, particularly for the enforcement of building laws and regulations, is the responsibility of the Ministry of Public Works. 75. Funds for the maintenance of school buildinlgs are controlled by local representatives of the Ministry of Education, each of whom di stributes his allocation according to the individual needs of the schools in his province. Despite the limited funds available for this purpose, the buildlings are well maintained. 1 76. Schematic Drawings for the Proposed Project: The standardized drawings for t Ichools in the proposed project have been carefully studied. Seven schools of similar design have already been built and some of these were visited. The architectural design is acceptab'Le, the construction methods used are sound and the unit costs compared with other recently constructed schoo'ls of different design show that this type is more economical. 77. The standardized design for the proposed project is based on a unit block of ten classrooms. It is intended to use the same unit block for dormitories and laboratory buildings, but such facilities do not exist in the seven schools already constructed. 78. The proposed sizes of administration and staffrooms, classrooms, laboratories, dormitories, kitchens and workshops, and their lighting and ventilation were studied and found generally adequate. In certain cases, however, the space allowied for laboratories and workshops was considered excessive and the Ministry and consulting architect have agreeid to revise plans on more economical lines. 79. UTsing the schematic drawings as a basis, detailed plans are to be prepared for each individual school, modifications being made to meet local conditions. The 1Iinistry intends to commission about 10 to 15 architects, each of whom will design and supervise one or two schools. 80. Sites for most of the proposed schools have been selected and in some cases already acquired; those seen were suitably situated and adequate ir size but soil tests had not yet been carried out. The average site purchase price seems reasonable. 81, For the purpose of the project, the W4oroccan government has agreed to se up within the Ministry of Education a special Project Unit consisting of an architect, an educator with wide experience in school construction, an account- ant and adequate secretarial and technical supporting staff.  - 18 - VII. CONICLUSIONS AND BECOlvIIENDATICNS Conclusions 82. The orogress so far achieved in expanding facilities for primary education in Morocco has been adequate considering the country's finances. But secondary school places are now very limited in number and require expansion, As they now stand they are quite inadequate to meet the country's needs particularly if the government policy of the gradual replacement of expatriates by Moroccans is implemented. They are also insufficient to meet the requirements of the Three-Year Plan and the expanding needs of government and public services and private enterprise. 83. The school system in both primary, secondary and higher education is now based on French patterns. Some time must elapse before the! Moroccan Ministry of Education will be able to evolve curricula more adapted to the country's needs. The academic nature of the first cycle of the "long" course should be remedied by the introduction of physics, chemistry and educational handicrafts. At the same time the present theoretical approach to sciences, caused by the inadequacy of laboratory equipment for use by the students and by the lack of appreciation in some cases on the teachers' part of the importance of laboratory work, should also be remedied. Steps should also be taken to remedy the shortage of textbooks. 84. The shortcomings in technical training discussed in paragraphs 20 and 21 should be taken into account and measures should be implemented for improvement. Contacts between industry and schools with technical training sections should be established and curricula and training programs should be revised to improve the prospects of employment for the graduating students. In connection with training in the "short" courses, government intention to extend the present system for one year in the "observation class" to two years will diminish the time left for practical work and consequently make the graduates less acceptable to industry. The IMinistry of Education has agreed to give serious consideration to this matter. 85. The problem of repeaters should be remedied. The extra cost involvec in pexmitting a high percentage of repeaters, reaching 20 percent of the class in many cases, should prompt the Ministry of Education to take measures to reduce this percentage appreciably. Another aspect of economy concerns the weekly teaching loads which government intends to increase next year. The proposed increase, from 16 to 18 weekly hours in the case of secondary school teachers holding university degrees will not have any ill effect on teaching, and government should not hesitate to put this intention into effect, and later even go beyond it. A third aspect which also has its effect on economy is for the Moroccan Government to seek the replacement of the less qualified expatriate teachers by better qualified expatriates.  - 19 - 86. The need for the proposed project is summarized in paragraph 51. It is clear that the output of graduates from the schools included in the project and from the planned expansion of the existing secondary schools will not meet the whole of the country's requirements but will be a substantial contribution toward fulfilling the need. Of special interest are the proposed four agricultural schools whose output of graduates is expected to be entirely absorbed in meeting the country's requirements in the agricultural sector. 87. The schematic drawings submitted with the Moroccan Government request for IDA financing of the 21 schools constituting the project, have been revised where necessary and are now considered reasonable. The sizes of classrooms, laboratories and workshops are acceptable and in the few cases where laboratories and workshops were found excessive the Ministry of Education has agreed to more economical plans. Detailed plans for each individual school will now be prepared on the basis of the schematic drawings. They should be submitted for final approval by IDA. Suitable sites for most of the proposed 0 schools have been acquired and there will be no difficulty in acquiring the rest. 88. A breakdown of the cost of the project is shown in Annex XII. All the items of costs have been examined and revised where necessaLry. In arriving at an estimate of building cost, use has been made of the actual expenditure incurred on seven schools of similar design which have already been con- structed. The cost of equipment for laboratories, workshops arLd boarding sections are now reasonable. 89. It has been shown (paras.25-27) that for the secondary school expansion envisioned in the Three-Year Plan the output of trained teachers will fall short of the need in the first three years of expansion. As an emergency measure senior primary school teachers will have to be used to staff the lower secondary classes of the general course. No secondary school expansion in developing countries has ever been possible without recourse to some such emergency measures. 90. The increase in the current expenditure created by the project when fully implemented will be about DH 25 million (US$5.0 million) by 1968/69 and is within the ability of the Moroccan Government to meet. As shown in para.62 it is only 4.5% of the education recurrent budget estimated for 1968/69. It should be noted in this connection that no spectacular increase in primary school enrolment is expected in the coming years and a good part of the increase in the education recurrent budget will go toward the expansion of secondary education. Recommendations 91. Subject to the conditions set out hereunder, which meet the recommendations made in the earlier paragraphs of this report, the proposed project provides a suitable basis for financing by IDA. It is, therefore,  - 20 - recommended that an IDA development credit be made to the Moroccan government in the amount of U.S.$1l million or about two-thirds of the total cost of the proposed project including professional fees, contingencies and estimated rise in prices during the project implementation period. This will cover all the foreign currency component and part of the local currency costs. In addition to the usual conditions attached to IDA developments credits, th,e Moroccan government has agreed: (a) to accept competitive international bidding for the supply of equipment and for construction wherever practicable; (b) to provide funds for completing the proposed project; (c) to implement the planned expansion of the Advanced Teacher Training College at Rabat and its branches to meet the need of secondary school expansion; (d) to provide 40 to 50 hectares (100 to 125 acres) for each of the four agricultural schools included in the project; (e) to make available the necessary funds for the operationi the 21 schools in the proposed project and to maintain tlhem adequately; (f) to set up in the Ministry of Education a special Project Unit for administering and supervising the project during the whole implementation period which should consist of an experienced architect approved by IDA and assisted by an educator with wide experience in school construction, an accountant anid adequate secretarial and technical supporting staff; (g) to employ qualified and experienced architects and engineers in the execution of the project; (h) (i) to strengthen the teaching of sciences in schools, (ii) to improve the quality of specialized training in the "College Moyen" and increase the time allotted to students' work in the workshops, (iii) to make additional studies and efforts to reduce the number of repeaters, and (iv) to take measures to improve the present situation with regard to school textbooks. Ahhmad Tuqan/gs (IDA) September 24, 1965.  MOROCCO: EDUCATION PROJECT SYSTEM OF PUBLIC EDUCATION (1964-65) / 2 3 4 5 6 7 / 2 3 4 INDUSTRIAL C.E.T.- 3 SHORT COURSE FEMININE' C.ET 08S. | U| AGRICULTURAL J C. E.T (Ministry of Agriculture) CCMM ERCIAL C.E.T GENERAL C.E.S. PRIMARY EDUCATION SECONDARY EDUCATION HIGHER EDUCATION / 2 3 4 5 C.E.P (I st CYCLE) (2nd CYCLE) / 2 3 4 5 6 7 / 2 3 4 INDUSTRIAL D.T. AGRICULTURAL = D.T. D1 |1 I.T.A. I (Meknes Agricultural School) COMMERCIAL -.T. 0B5 GENERAL, C.E.S.- LONG COURSE ARABIC STUDIES BAC.- C.E.P Certificate of Primary Educoaion MODERN STUDIES BAC. C E.S =Certificate of Secondary Educotion C E.T Certificote of Secondary Technicol Educotion D.T Technician's Diploma EXPERIMENTAL SCIENCE BAC-_ I L I TA Diplomo in Agricultural Engineering ;n,e g SAC Baccaloureot ~~~~~~~~~~~~~~~~~~~~~~~~~~~(University or Engineering School) BAC =Bocclouren t ECONOMICS BAC.- L =Licence .E *t OBS Observational Yeor __ MMATHEMATICS BAC. tBRD-2686 H  ANIEX II MOROCCO Development of Education 1955/56 - 1963/64 Total Secondary in- Ratio of Total Total Primary cluding Technical Secondlary to Year No.of Pupils No.of Pupils Primary - % 1955/56 317,585 31,367 9.87% 1956/57 415,932 34,800 8.36% 1957/58 553,232 35,496 6.41% 1958/59 631,320 34,277 5.h2% 1959/60 680,998 35,682 5.23% 1960/61 736,592 81,610 11.07% 1961/62 950,388 96,242 10.12% 1962/63 1,016,834 113,636 11.17% 1963/64 1,075,300 136,738 12.71% May 21/65  i4OROCCO A*EX III -A EDUCATION STATISTICS 1961 - 1962 GOVERNMENT SCHOOLS N0ON-GOVERNEMET SCHOOLS GRAND TOTAL Boys Uirls Total Boys Girls Total oyGirls Total Primary Education Grade 1 167,282 70,658 237,940 14,502 10,386 24,888 181,784 81,044 262,828 2 119,700 50,791 170,1491 9,316 7,361 16,677 129,016 58,152 187,168 3 191,014 65,924 256,938 10,654 7,222 17,876 201,668 73,146 274,814 i 4 89,624 30,096 119,720 10,281 6,185 16,466 99,905 36,281 136,186 5 55,159 16,277 71 12,112 . 7 67,271 22,121 89,392 TOT-AL PRIMARY 662,779 233,746 856,525 56,865 36,999 93,864 679,644 270,744 950,388 Secondary, including Technical Grade 6 (Observation Class) 921 1,705 2,626 1t,371 1,693 6,o64 5,292 3,398 8,690 7 21,025 6,147 27,172 4,733 2,o55 6,788 25,758 8,202 33,960 8 15,467 3,711 19,178 3,570 1,222 4,792 19,037 4,933 23,970 9 11,013 2,809 13,822 * 2,356 1,301 3,657 13,369 4,110 17,479 TOTAL FIRST CYCLE 48,1426 14,372 62,798(1) 15,030 6,271 21,301(2) 63,456 20,643 84,099 Grade 10 3,219 1,220 4,439 1,171 380 1,551 4,390 1,600 5,990 11 2,434 797 3,231 908 247 1,155 3,342 1,0o44 4,386 12 545 375 920 701 146 847 1,246 521 1,767 TOTAL SECOND CYCLE 6,198 2,392 8,590(3) 2,780 773 3,553 (4) 8,978 3,165 12,143 TOTAL SECONDARY EDUCATION -.~~Yfl, ~~ ~ ~I~~~-fl * T ~ ~ - /I ~ '009 9. .? On^ ~ 7 '%t. e,i. On1. /L% 17e) I.-. AAA 044 0).9 I.CLNUDINLG TEL-4uN;CAL 5,o24 i6,7614 [1