Morocco - Education and training sector study (Vol. 5 of 6) : Technical and vocational training

Report No. 4105-MOR Kingdom of Morocco Education and Training SeIctor Survey e (In Six Volumes) Volume V: Technical and Vocational Training June 10, 1983 Education and Manpower Development Division Europe, Middle East and North Africa Region FOR OFFICIAL USE ONLY FIllE COIPY Document of the World Bank This document has a restricted distnbution and may be used bit recipients only in the perforrnance of their offiaal duties Its contents mav not otherwise be disclosed without World Bank authorizatton   FOR OFFICIAL USE ONLY KINGDOM OF MOROCCO EDUCATION AND TRAINING SECTOR SURVEY table of Contents Page No GLOSSARY BASIC DATA INTRODUCTION I. OVERVIEW A. Background Land, People, and Resoures ............................... I.1 Economy ...................................... I.2 Education and Training System ............................. I.3 Education Strategy ...................................... . . I.5 B. Education and Training Issues Primary School Efficiency ................................. I.6 Moderating the Growth of Higher Education ................. I.9 Expanding Skill Training ................................. . I.10 Content and Coverage of Agricultural Training ............. I.12 Expenditure Reductions ...................... I.13 II. INVESTMENT IN EDUCATION AND TRAINING A. Introduction ................................................ II.1 B. Investments in Education and Training . ............. II.2 Planned Investments in Education and Training ............. I1.2 Proposals for Reducing Costs .............................. II.4 Capacity to Execute the Program ........................... II.8 C. Operating Costs of the Education and Training System ....... II.9 Present Costs and Expenses ................... II.9 Financial Outiook ............ II.11 Proposals for Reducing MOE Expenditures ................... II.12 Operating Expenditures for Training Irnstitutions ........ II.21 Conclusion .......... II.22 III. GENERAL EDUCATION A. Organization of the Educational System ...................... III-1 B. Principals, Objectives and Priorities ....................... III.3 This document has a restricted distribution and may be used by recipients only in the performance of their ofricial duties. Its contents may not otherwise be disclosed without World Bank authorization.  Table of Contents (Cont'd.) Page No C. Analysis of the System.. ...... ................... ......... . . III.5 The Ministry of Education Plan .......................... III.5 Enrollments by Level ................... o..... ., I........ II.6 Internal Efficiency: Repeaters and Dropouts ........... .... III.8 Geographical Imbalances ........ . .................. .. . .III.10 Teacher Training ........ ......................................... III.ll Administration ..................... . .......................... III.13 Educational Research .... ... ................................... . III.13 Summary of Problems and Inadequacies in the System ........ III.13 D. Conclusions and Recommendations ........ .... .......... .... . III.15 Educational Reform ...... ........................ . ....... III.15 Priority Problems. .. ..... .. ... III.15 Elements of a Strategy .......... ................ .................... IIIl19 IV. AGRICULTURAL EDUCATION AND TRAINING A. Introduction . .......... IV.1 The State of Agriculture in Morocco .... IV.1 Agricultural Development Policy . ... IV.2 Human Resources of the Rural Sector ... . IV.4 Agricultural Technical Staff . . ................ IV.6 B. Issues in Agricultural Training ............................. IV.9 Young Farmer Training (CRAFAs)........................... IV.9 Agricultural Higher Education ............................. IV.12 Agricultural Technical Education ..... IV.15 C. Conclusions ................ IV.24 V. TECHNICAL AND VOCATIONAL TRAINING A. Introduction ........ ...... . . V.1 Socio-Economic Background . ........................ V.1 Manpower and Training Data . . .............................. V.2 B. Training ......................... ........................... V.6 Overview .............................................. V.6 Ministry of National Education (MOE) ...................... V.11 National Office of Vocational Training and Work Promotion (the Office) ............................. V.13 Ministry of Commerce and Industry . . .......... V.21 Ministry of Housing . ...................................... V.23 Ministry of Social Affairs and Handicrafts ......... V.24 Ministry of Public Works ...... ........................... V.25  Table of Contents (Cont'd.) Page No C. Major Issues and Areas of Possible Intervention ............. V.26 Overview ................................................. V.26 The Issues ........................ .0.*96 , V.26 Areas for Possible Foreign Participation................ V.32 VI. NON-FORMAL EDUCATION A. Introduction.............................. VI.1 B. Existing Non-Formal Programs...... ................. ....... VI.l Vocational Training for boys........... ........... VI.2 Training for Girls .. ............................ VI.4 Handicrafts Training Centerso....... ........................*. VI.6 Literacy Training .....................a..*............ .. ,r** .**v VI.7 Educational Television.*.*** ..... ..... ......... ........... . *. VI.8 C. Conclusions and Recommendations ...... ........................ VI.9 Definition of Objectives .... . .......................... . . VI.9 Women's Training ............. ....... ....... ........ . . .. . VI.10 'landicrafts ....... 0.1.0...................... ,* VI.10 Basic Education .......... -1............... .......... VI.1l Teacher Training ........ ........ ....................... VI.12 Financing ............. . ......... ....................... VI.13 Equivalency ......................... ,,0 VI.13 Annexes ............. ..................... VI.14   KINGDOM OF MOROCCO EDUCATION AND TRAINING SECTOR SURVEY V. TECHNICAL AND VOCATIONAL TRAINING A. INTRODUCTION Socio-Economic Background 5.01 The Moroccan population, estimated at: some 20 million in 1980, grew at an annual average rate of 3% during the 19;'1-80 period. This high growth rate is likely to continue through the 1980s. In 1978, about 46% of the population was below 15 years of age. In the same year, the urban population was 39% of the total. 5.02 Active population (age group 14-64) in 1980 was estimated at 5.67 million or some 28% of the total compared with 26% in 1971. The distribution by major economic sectors is shown in the following table. Table 5.1: ESTIMATED PERCENTAGE DISTRIBUTION OF ACTIVE POPULATION BY ECONOMIC SECTORS 1971 1980 Primary Sector (Agriculture, Forestry, Fishing) 55 48 Secondary Sector (Mines, Energy, Industry, Handicraft, Construction and Public Works) 16 19 Tertiary Sector (Transport and Communications, Commerce and Services) 17 20 Administration 7 9 Not defined 5 4 Total 100 100 5.03 The Moroccan economy made significant: achievements during the Second and Third Plan periods (1968-77). Per capita income increased at an average annual rate of about 3%, and, during the Third Plan period (1973-77), the Gross Domestic Product (GDP) grew at an average annual rate of 7.3% compared with the targeted 7.5%. The official policy l:o pursue growth and improve revenue distribution led to a substantial increase in investment between 1973 and 1977, to a broadening of project identification, preparation, and execution capabilities in all sectors, and to rapid expansion of the education and training system. 5.04 However, despite rapid economic growth and social progress, savings and exports increased at a slower rate than did investment and imports, resulting in pronounced financial disequilibrium. The Government's efforts to reverse this situation through increased external borrowing and austerity  - 2 - -.Jres had adverse repercussions on investments, imports, and employment. interim 1978-80 Plan was intended to introduce the structural reforms that wo;uld allow the economy to attain a high and stable growth rate. The achievements of this Plan and the perspectives in the 1981-85 Development Plan are analyzed in Part II of this report; those directly concerning technical education and vocational training are dealt with under the appropriate headings below. Manpower and Training Data 5.05 Reliable global manpower data for Morocco are almost non-existent. Aware of the need for such data, the Government has initiated a comprehensive study, through the Ministry of Planning with World Bank assistance, of data needs including proposals for the establishment of a permanent mechanism to collect and maintain up-to-date manpower data. The paragraphs that follow draw on technical manpower data collected during this mission from several sources, including World Bank documents. 5.06 According to the 1981-85 Development Plan, 950,000 new jobs will be created during the Plan period, raising the total working population from an estimated 4.78 million in 1980 to 5.72 million in 1985. Employment demand is to increase from 5.66 million in 1980 to 6.66 million in 1985, leaving roughly one million unemployed by 1985 (compared with 885,000 in 1980) if no special measures are taken. 5.07 Of the 950,000 jobs to be created, some 81,000 will be in agriculture, 100,000 in administration and other unspecified sectors, and 769,000 in the secondary and tertiary sectors, distributed as shown in the following table; Table 5.2; 1981-85 PLAN EMPLOYMENT CREATION TARGETS Total Per Annum Secondary Sector 433,000 86,600 Mines and Energy 22,000 4,400 Industry and Handicrafts 194,000 38,800 Construction and Public Works 217,000 43,400 Tertiary Sector 336,000 67,200 Transport, Communications, Commerce and Services Further details on labor force projections and job distribution may be found in Annex 1.  5.08 Industrial and handicraft activities showed considerable dynamism during the 1971-80 period, with the creation of about 17,000 jobs per annum, raising the total employment in this subsector to 534,000 (11% of the labor force) compared with 383,000 in 1971. However, the target to create some 39,000 jobs per annum between 1980 and 1985, which represents an average annual growth of 6.4%, appears overly optimistic given present economic constraints and the capital-intensive nature of most of the development projects in the 1981-85 Plan. On the other hand, agro-industries and handicrafts have considerable potential. The development of large, capital-intensive industries is also expected to have a favorable side-effect on the development of small industries. 5.09 In construction and public works, the goal is to create some 43,U00 jobs per annum during the Plan period. Even with the Plan's intensive construction activities in housing, industrial plants, communications, and infrastructure projects, the target appears high compared with the 1971-dU achievement of creating some 15,000 new jobs per annum. 5 10 Specialized Surveys. In 1978, the Office for Vocational Training and Work Promotion, the Office, conducted a detaiLled inquiry into the recruitment and upgrading needs of enterprises in the secondary and tertiary sectors for the 1978-80 period. Of 1,633 enterprises contacted, only 414 participated in the inquiry. These enterprises employed 84,500 personnel in total, 4.4% of the total employed in the secondary and tertiary sectors in 1980 (Annex 1), hence limiting the importance of this study. The inquiry concluded that the participating enterprises needed to increase their staffs during the 1978-80 period by some 33% or 28,000, 23,100 of whom (82.5%) would be technical staff. The study also concluded that some 14% of the staff, both technical and non-technical, needed to be upgraded. Anmex 2 gives further details on the results of this inquiry. 5.11 A study published by the Ministry of Commerce and Industry in December 1979 1/ deals with the need for induistrial technicians in principal industries (food, leather and textile, mechanical/electrical, and chemical) for the 1980-85 Plan period. The study was intended as a pre-investment study for the establishment of three technological institutes (para. 5.79). The study concludes that during the 1979-85 period, an annual average of 531 to 2,099 middle-level technicians will be neededl for the industries covered by the study, depending on the proportion of technicians on the staff of existing enterprises and those to be created, and assuming a 5.5% annual growth of the labor force in these industries, which is compatible with the Plan target of 6.4% per annum for the industry and handicrai-ts subsector (Annex 1). Annex 3 gives details on the three assumptions and on the needs for technicians by industry. 1/ "Etudes d'evaluation des possibilites de formation des cadres moyens pour l'industrie" carried out by the Societe Centrale pour l'equipment du Territoire (SCET), Maroc, associated withi the Centre d'Etudes et de Realisations par l'Education Permanente (CEREP).  - 4 - 5.12 The Ministry of Labor in a note on the vocational training organized by this Ministry sets forth the need for the projected completion of 13 institutes of technology under construction, and the establishment of three additional ones during the 1981-85 Plan (see para. 5.73). The note observes that the Moroccan economy has almost enough highly qualified technical manpower (engineers, etc.) and skilled workers as a result of the training structures established during the previous Development Plans. However, there is an acute shortage of middle-level technicians and foremen at the executive level, the present engineer/technician ratio being 1:1 or 1:2, compared with an internationally accepted ratio of 1:4. This shortage constitutes a major obstacle to development, as it inhibits possible financial investment and retards economic progress. 5.13 The shortage is due to the lack of specialized institutions to train technicians and foremen, particularly for the private sector; there is therefore an urgent need to establish a network of institutes of applied technology to tackle this problem. Such institutes should be located in provincial capitals and be directly linked to the country's poles of economic activity. The attachment of boarding facilities to each institute would permit expansion of the catchment area so as to cover the whole country. This new policy, which started during the 1978-80 Development Plan, should continue in subsequent Plans. 1/ 5.14 A Review of the Engineering Industries issued by the World Bank on February 2, 1981, devotes a chapter to labor skills and demand. According to this Review, "Overall, the proportion of supervisory staff (management, engineers, technicians and foremen) in electrical and mechanical industries (EMIs) relative to that observed in developed and semi-developed countries appears low: 7.3% against 14%. 2/ The ratio is higher in the electrical/electronic industries (9.3%) and mechanical equipment and machinery (10.2%) but remains very weak in the major mechanical industries like transport equipment (6.2%) or fabricated metal products (6.5%) and particularly in basic metal industries and foundries (4.6%)." 5.15 The situation is no better with respect to the percentage of skilled and semi-skilled workers in the total EMI labor force: 38.7%, which is very low compared with, for example, the 59.6% observed in Tunisia in the same year. This shortage of skilled labor and technical engineering capabilities in the EMIs explains in large part the general stagnation of labor productivity in recent years and constitutes a major constraint to the further development of the EMIs. Table 5.3 illustrates this situation. The Review's findings on EMI manpower supply and demand are shown in Tables 5.4 and 5.5. 1/ Note sur la Formation Professionnelle organisee par le Ministere du Travail et de la Formation Professionnelle. 2/ The proportion of engineers and technicians in the labor force of EMIs in developed and semi-developed countries normally ranges between 6-9%.  -5- Table 5.3; SKILLS OF LABOR FORCE IN .EMIs (AS A PERCENTAGE OF TOTAL LABOR FORCE--1976) Management Technicians Ski.lled and Unqualified and and Semi-skilled Workers and Administrative Engineers Foremen Workers Apprentices Personnel Total EMIs 2.5 4.8 38.7 44.3 7.9 Total Manufacturing 2.3 4.2 27.6 60.3 5.6 Source: Sample of 274 enterprises (including 60 EMIs) selected from the 1976 industrial survey. Table 5.4: ANNUAL OUTPUT OF MANPOWER TRAINED IN EMI SKILLS 1979-82 1983-85 Technicians Skilled and Technicians Skilled and and Semi-skilled and Semi-skilled Foremen Workers Foremen Workers Mechanical Skills 116 2,000 396 2,000 Electrical Skills 44 550 279 550 Total 160 2,550 675 2,550 Table 5.5; PROJECTED GAP OF QUALIFIED MANPOWER WITH EMI SKILLS IN THE MANUFACTURING SECTOR IN 1980-85 (Average Numbers per Year) 1980-82 1983-85 Technicians Skilled and Technicians Skilled and and Semi-skilled and Semi-skilled Foremen Workers Foremen Workers Mechanical Skills 267 1,900 122 1,590 Electrical Skills 42 - 115 -163 - 117  6- 5.16 The projected needs for technicians and foremen are based on two distinct projections for the years 1979-85: One assumes an 11.5% growth rate of output for the EMIs (official target for 1981-85) and a proportion of technicians and foremen equivalent to 4.8% of the total labor force; the other assumes these percentages to be 10% and 8%, respectively. Moreover, it was assumed that the number of technicians and foremen would increase at the same rate as the sector's output, whatever the increase in labor productivity might be. The needs, and consequently the gaps mentioned above, are based on the average of these two projections. However, the gaps calculated are minimal estimates since other sectors, such as agriculture, construction, and energy, employing many workers trained in mechanical/electrical skills are not taken into account. 1/ 5.17 The Bank Review observes that the skills of the graduates should be considerably improved. They are inadequate at present, mainly because the trainers generally lack scientific background and practical experience. Moreover, the better ones leave teaching for jobs in the private sector, where they can substantially increase their salaries. The Bank notes that the quality of training is more satisfactory for skilled and semi-skilled workers. 5.18 The review recommends that the Institutes of Applied Technology now under construction reschedule part of the capacity planned for electrical skills to mechanical skills. The Government should agree on the construction of at least one of the projected additional institutes to be exclusively oriented to mechanical skills. Morocco needs more vocational schools to fill the gap in skilled and semi-skilled labor in mechanical skills. B. TRAINING Overview 5.19 In the mid-1960s, the Ministry of Education's Colleges of Vocational Training, until then the major source for skilled worker training, were abolished and each ministry was charged with the task of training specialized personnel for its own needs. In 1975, the Office was created under the auspices of the Ministry of Labor to meet private sector needs, mainly in the industrial, construction, and commercial fields. At present, almost all ministries have their own training units, and the Office has evolved into a major training agency. Annexes 4 and 5 show, respectively, the number of 1/ The SCET-CEREP study (para. 5.11) estimates that of every 100 technicians trained in mechanical skills, EMIs employ 79 and other manufacturing sectors 21; of those with electrical skills, EMIs employ 66% and the other manufacturing sectors, 34%.  -7 training institutions and the training capacity of the several ministries in 1981. A detailed description of the training activities of the principal agencies involved in industrial and commercia]. training, with an outline of their expansion plans follows the brief overview below. 5.20 Training of Skilled and Semi-Skilled Workers: Skilled worker training (qualification) in commercial, construction, and industrial skills refers mainly to intensive practical training following completion of the four-year lower secondary school cycle. The Office, through one- and two-year courses run by its Vocational (34) and Commercial (5) Training Centers, is by far the largest government agency dealing with such training. Other government agencies conducting courses at this level are the Ministry of Education (one vocational school), the Ministry of Public Works (one-year courses at 20 training centers), and the Ministries of Transport, Post and Telecommunications and Energy and Mines. The following shows 1981 enrollments and the estimated output from such courses: Table 5.6; ENROLLMENTS AND ESTIMATED OUTPUT OF SKILLED WORKER COURSES IN INDUSTRIAL, CONSTRUCTION, ANID COMMERCIAL SKILLS, 1980/81 Enrollments Estimated Output a/ (rounded figures) National Office of Vocational Training and Work Promotion (the Office) 5,U000 2,300 (700 in commercial) (400 in commercial) Ministry of Education 200 80 Ministry of Public Works lj,000 800 Ministries of Transport, Post and Telecommunications; Energy and Mines 800 620 Total 7,000 3,800 a/ Assuming that wastage overall is 20% and i:hat 10% of the industrial and construction and 35% of the commercial Office courses last two years and all other courses last one year.  - 8- 5.21 The Office provides training of apprentices, that is, semi-skilled and skilled workers at a level lower than the one mentioned above in construction (six months post-primary) and tailoring (two years after completion of the second secondary grade). In 1981, such courses enrolled 3,400 and 1,169 apprentices, respectively. Other ministries such as the Ministry of Social Affairs and the Ministry of Youth and Sports run a large number of courses at the post-primary or lower levels in a variety of trades in most sectors of the economy (see Annexes 4 and 5). 5.22 Technician Training; Technicians in industrial, construction, and commercial skills are trained mainly through two-year post-secondary (after completion of the upper secondary cycle) programs given by the Office and several operational ministries. The MOE also runs a large, technical baccalaureat and technician diploma program at the upper secondary level, producing graduates who can be considered middle-level technicians. The following table summarizes the 1980/81 enrollments in technician courses, together with their estimated output; Table 5.7: ENROLLMENTS AND ESTIMATED OUTPUT OF TECHNICIAN COURSES IN INDUSTRIAL, CONSTRUCTION, AND COMMERCIAL SKILLS, 1980/81 Enrollments Estimated Output a/ (rounded figures) Industry and Industry and Commerce Construction Commerce Construction National Office of Vocational Training and Work Promotion (the Office) 230 450 90 180 Ministry of National Education 6,850 3,250 1,510 700 Ministry of Housing - 1,100 - 440 Ministry of Public Works - 1,500 - 600 Ministry of Social Affairs, - 200 - 90 (National Institute of Leather Work and Textile) Ministry of Energy and Mines - 1,300 - 520 Other Ministries 410 300 - 120 (Administrative Affairs, Post and Telecommunica- tions, Transport) Total 7,500 8,100 1,600 2,650 a/ Assuming 35% wastage in the three-year Ministry of Education courses and 20% wastage in all other two-year courses.  5.23 Training of Technical Teachers and Instructorsz There are several categories of technical teachers/instructors trained in different institutions, as summarized below; (a) Teachers of Introduction to Technology (in the first secondary cycle) are trained through two-year post-baccalaureat courses in the Regional Teacher Training Center (Centre Pedagogigue Regionale, CPR) of Casablanca under the Ministry of Education. Present output is 90 teachers per annum. Training in the program will also be offered in the Technical Teacher Training College (ENSET) which, is under construction under the Fourth Education Project. (b) Technical secondary teachers are trained in four-year post- baccalaureat courses in the Technical Teacher Training College (Ecole Normale Superieure d'Enseignement Technique, ENSET) in Rabat now in its second year of operation. Present enrollment is 318 students. The CPR included in the Bank project will also offer a teacher training course at this level. (c) Workshop instructors are trained in the Office Institutes of Applied Technology (Instituts de Technologie Appliquee, ITAs) through two-year post-secondary courses (after completion of the seventh secondary grade) extended, as of 1982, to three-year courses (one additional year after the technician diploma). Present enrollment is 154 students (Annex 11). 5.24 Expansion Plans; The Government attaches extreme importance to the development of technical education and vocational training. To this end, it has included in its 1981-85 Plan ambitious projects devoting some DH 862 million to the expansion of the technical facilities of the MOE and D}{ 2,297 million to the expansion of vocational training facilities under the Office and the several other ministries. The target: is to increase the overall vocational training capacity (excluding that of the MOE) from 64,700 places in 1980 to 126,325 in 1985, so as to "recuperate" 51% of the children leaving the school system, compared with 37% in 1980. The following table summarizes the amounts allotted by Ministry.  - 10 - Table 5.8; INVESTMENT PROGRAM OF THE 1981-85 PLAN FOR VOCATIONAL EDUCATION Agency a! Capital Investment Dh (million) National Office of Vocational Training and Work Promotion (the Office) 452.6 Ministry of Housing 87.5 Ministry of Public Works 104.7 Ministry of Commerce and Industry 40.7 Ministry of Energy and Mines 32.3 National Institute of Leather Work and Textile 0.5 (Ministry of Social Affairs) Other Ministries 1,580.0 Total 2,298.3 a/ The Plan's investment program for the Ministry of National Education is covered under investment in education. The sum devoted to technical education is DR 861.8 million. 5.25 The additional facilities for each agency are described below. When all the extensions are completed and functioning at full capacity, the output of industrial/construction technicians and skilled workers will be of the order of 7,700 and 13,000, respectively, calculated as shown in the following table. The technician level output in commercial skills will be around 2,800 compared with 1,600 at present.  - 11 - Table 5.9: PRESENT AND PROJECTED TECHNICIAN AND SKILLED WORKER OUTPUT IN INDUSTRIAL/CONSTRUCTION SKILLS 1980 1985 a/ Technician Skilled Worker Technician Skilled Worker National Office of Vocational Training and Work Promotion (the Office) 250 b/ 2,300 1,800 12,100 Ministry of Education 700 80 3,300 c/ 100 Ministry of Housing 440 - 1,000 - Ministry of Public Works 600 - 1,200 - Ministry of Commerce and - - 290 - Industry National Institute of 90 - 110 - Leather Work and Textiles Other Ministries 640 620 800 800 Total 2,720 3,000 8,500 13,000 a/ Assuming an overall 20% dropout rate. b/ Including 60 workshop instructors. c/ Includes 11 new technical secondary schools: 2,200 graduates at two higher institutes of technology: 400 graduates. 5.26 The descriptions that follow focus on the agencies dealing with industrial, construction and commercial training. The Ministry of National Education (MOE) 5.27 The Ministry of Education's involvement in technical and vocational education includes an Introduction to Technology and a limited number of vocational courses at the lower secondary level; technical baccalaureat programs at the upper secondary level; and technical teacher training and engineering programs at the post-secondary level. Administratively, all secondary-level technical programs are under the Directorate for Technical Education; technical teacher training programs are under the Directorate for Staff Training and the university programs depend on the State Secretariate for Higher Education. (See Annex 6 for organizational chart of ministry.) 5.28 Introduction to Technology: This program teaches technology principles by the topic approach, (using simple tools and equipment). Students are in the third and fourth secondary grades. Two hours per week are given for each half-class. The program stari:ed in 1971 on an experimental basis with five schools. It now reaches 117 schools with more than 7,700 students, or about 27% of enrollments in the third and fourth secondary grades. The cost of a set of basic books and equipment (at 1979 prices) is  - 12 - about DH 10,000. Most of the schools use regular classrooms for the teaching of technology, but some devote a specially arranged classroom to it. A similar program introduced in the fourth and fifth primary grades is described in Volume III, General Education. 5.29 Teachers for the Introduction to Technology program are trained through a two-year post-baccalaureat course in the CPR of Casablanca with an average annual output of 90 teachers. A second center of roughly the same capacity is under construction in Rabat and a third of similar capacity in Mohammedia has been included in the fourth World Bank education project. At present, there are 363 Introduction to Technology teachers (all Moroccan). 5.30 Technical Secondary Education: Technical secondary schools (lycees techniques) or technical sections in general secondary schools offer three-year (secondary grades 5-7) programs in industrial and commercial specializations. At present, there are 44 lycges with 51 technical sections (27 commercial/economics and 24 industrial) throughout the country; three of them are purely technical lycees. In 1980/81, enrollments in technical programs totaled 10,096, or 4.6% of the total in the upper secondary cycle. Female participation was about 30% in commercial courses and 2% in industrial courses. The global enrollment figures appear in Annex 7 (Tables A-E). Eleven new technical lycees with a total capacity of some 10,000 are now under construction as part of the fourth World Bank education project. 5.31 Technical courses at the upper secondary level cover 15 options (12 industrial and 3 commercial). Since a 1979/80 reform, these courses lead to a Technical Baccalaureat Certificate (Annex 8). Before the reform, four technical options were available (Annex 7); the rest of the courses were oriented toward a technician diploma with more emphasis on practical aspects, but the diploma was not valid for entrance to higher education studies. Examples of the revised programs are given in Annex 9 (Tables A-D). 5.32 The internal efficiency (examination results) of the scientific and technical baccalaureat courses is extremely low, averaging, in 1981, 29.7% compared with 42.0% for the literacy programs. Efficiency is much higher--67.9% in 1981--for the technician diploma courses (Annex 7, Table D). 5.33 Financial aspects are discussed in detail in Part II of this report. In brief, secondary schools receive an annual budget for recurrent expenditures with specific allocations for the operation of the technical sections, which amount to about DH 120-150 per student, and cover teaching materials, maintenance and repair of equipment, and purchase of tools and simple equipment. The school also handles the budget for the operation of the boarding facilities, which amounts to some DH 5 per boarder per day. On average 20% of the students in technical courses are boarders (students from outside provinces are eligible). All students in technical courses have scholarships, either in the form of free lodging (full boarders) or the cash equivalent (DH 440 per trimester). 5.34 Technical Teacher Training; Technical teachers for the upper secondary cycle are generally recruited from among the university science and engineering graduates who attend a one-year pedagogical training course in a  - 13 - Higher Teacher Training College (Ecole Normale Superieure). The shortfall, which is now about 60X (360 of the 600 needed in 1980), is made up of foreign teachers, mostly from France and Belgium. 5.35 The ENSET included under the fourth Bank education project will train, in addition to the Introduction to Technology teachers, 120 technical teachers per annum in major industrial specializations (industrial production, design, electro-technics and electronics) and commercial specializations (accountancy, secretarial). A provisional Higher Technical Teacher Training College (ENSET) began operations in October 1980 on the campus of the Lycee el Laymoun in Rabat. Permanent premises to house 520 students of the Rabat provisional ENSET are now nearing completion on the university campus. 5.36 The Rabat ENSET offers four-year 1/ post-baccalaureat courses in mechanics and electricity with enrollment of 318 students (160 in the first year and 158 in the second year). Students are recruited on the basis of an entrance examination. They receive a scholarship of DR 1,000 per month and are obligated to work eight years for the Government. There are no boarding facilities at present. Of the 32 ENSET technical teachers (total of 45), 28 are foreign. The training programs, experimental at present, offer general, technical and pedagogical subjects in the prDportions shown in Annex 10, as well as visits to industry, attendance at conferences, and two months' practice teaching. 5.37 Post-Secondary_Technician and Enginaering Training; At present, there are no post-secondary technician training programs under the Ministry of Education. However, the fourth Bank education project envisages the establishment of two Higher Institutes of Technology in Casablanca and Fes for 576 students. The Institutes will offer a two-year post-baccalaureat program in mechanical, electrical, electronic, civil, and chemical engineering. 5.38 At university level, the Mohammedia Engineering College offers engineering science programs for some 600 students. This College, established in 1960, offers a three-year engineering diploma. The program was upgraded in 1962 to a four-year ingenieur d'application degree, and further upgraded in 1970 to provide a five-year ingenieur d'Etat program. The fourth Bank education project includes expansion of the College to accommodate additional specializations and increased enrollments (2,200). The present five-year program includes specializations in civil, electrical, mechanical, and mining engineering in 12 options. Curricula provide for a common course emphasizing science and language during the first two years. Social science management subjects are among the specializations in thes last three years. The National Office of Vocational Training and Work Promotion (the Office) 5.39 The Office is a public entity with financial autonomy under the auspices of the Ministry of Planning. It was created principally to train the necessary manpower, adapt training to the specific needs of the labor market, and promote the social advancement of workers. 1/ The programs envisaged in the World Bank Project for the Mohammedia Regional Teacher Training College last three years.  - 14 - 5.40 The Office is administered by a tripartite Administrative Council presided over by the Minister of Planning and composed of 28 members, 14 representing the Government high-ranking officials of several ministries; 7, employers; and 7, the labor force (trade union members). The seven employers on the Council are represented by workers of the General Economic Confederation (Confederation Generale Economigue Marocaine), the Chamber of Industry and Commerce, and the principal professional associations. The Management Committee, composed of about one third of the Council members, has a mainly consultative role and meets at the request of the Director General. 5.41 The Office administrative structure is being reorganized to enable it to respond to rapid expansion. At present, the Administrative and Finances Division under the Director General and his Deputy comprises Services for Personnel, Accounting, Supplies and Social Matters and 10 other services as follows: Inspection, International Cooperation, Programs, Applied Psychology, Studies and Development, Training in Enterprises, Management of Training Centers, Cooperation (scholarships in foreign countries, missions, foreign trainees, etc.), Maintenance and Repairs, and Publications. Of the Office's 1,500 employees, about 1,000 are teachers or instructors. 5.42 The Office offers pre-employment programs for semi-skilled workers, skilled workers and technicians covering several specializations in the industrial and commercial sectors and one (tailoring) in the services sector. The Office's training facilities include training centers, institutes, and mobile units. Annex 11 shows the number and location of institutions and the breakdown of enrollments in the several programs by level of specialization for 1980/81. The Office also offers in-service training programs comprising correspondence courses, functional training, seminars, and courses to upgrade technical skills. 5.43 Enrollments in pre-employment courses reached 10,724 in 1979 compared with 2,196 in 1974, and those in in-service courses increased from 1,422 in 1975 to 5,401 in 1979 (Annex 12). 5.44 Vocational Training Centers (Centres de Qualification Professionnelle, CQP); The Vocational Training Centers provide industrial and construction training at the skilled worker level, although a number also offer commercial and tailoring courses (Annex 11, Table B). The skilled worker training programs last one and a half to two school years and are in two stages, the first (6-11 months) leading to a vocational training certificate (certificat de formation professionnelle) and the second (11 months) to a skilled worker certificate (certificat de qualification professionnelle). The training period has recently been shortened to 8-14 months, leading directly to the skilled worker certificate, by intensifying the practical aspects and related theory of the programs. The revised programs are now being implemented experimentally for certain specializations in a number of training centers. The structure of the program for the industrial specializations is shown in the following table:  - 15 - Table 5.10; STRUCTURE OF THE REVISED PROGRAM FOR INDUSTRIAL SKILLED WORKER TRAINING Area Instruction Hours Basic mechanics (common) 100 Basic electricity (common) 40 Basic sheet metal work 100 Specialization 1,200-2,120 (including 200-300 hours training in industry) The experimental programs have been prepared in close collaboration with employers who participated in the several committees and subcommittees set up for this purpose. 5.45 At present, 34 CQPs with a total of 4,498 trainees offer 20 industrial specializations as well as 5 in construction and 4 in commercial trades as shown in Annex 11 (Table B). 5.46 Entrants to skilled worker courses must have completed the fourth secondary grade and passed a test of general knowledge (mathematics, Arabic, and French) organized at the national level. At present, there are about four to five times more applicants than training places available. About 40% of entrants have completed the fifth, sixth, or seventh secondary grades. Of the 5,985 trainees in CQPs and commercial and tailoring centers, some 28% are boarders and 4.6% semi-boarders (having one meal in the center). No centralized data is available on the enrollment of females although, judging from the centers visited, females appear to account for about 20% of the total, predominantly in commercial courses. The best CQP graduates can continue their studies at the Institutes of Applied Technology. 5.47 Other Training Centers. Commercial,rraining Centers (Centres de Comptabilite et Secretariat, CCS) offer two-year courses for accountants and secretaries and one-year courses for assistant accountants and typists. Enrollments by specialization are shown in Annex 11, Table B. At present there are only five exclusively CCSs with 318 trainees, but nine of the CQPs offer commercial courses (373 trainees) in the same specializations. Entrance requirements to commercial courses are those cited for the CQPs in para. 5.46. 5.48 Tailoring Training Centers (Centres de Formation Professionnelle Tailleurs, CFPT) offer two-year courses in tailoring and one-year courses in dressmaking at the dressmaking center in Casablanca for the Apprentice certificate. Trainees must have completed the second secondary grade. At present, 10 centers (including the dressmaking center) have 1,169 trainees, 20% of whom are female. 5.49 The Construction Project Centers (Centres Projet Batiment) were established in 1976 with the participation of local authorities to meet urgent needs. At present, 51 centers offer six-month post-primary courses in  - 16 - masonry, carpentry, and plumbing to 3,400 trainees who have completed primary education. By the end of 1980, the centers had trained some 16,810 workers. 5.50 Institutes of Applied Technology (ITA); ITAs are post-secondary institutions offering two-year courses for technicians and instructors. All three ITAs are in Casablanca, one for industrial technology (ITA de Casablanca), one for construction technology (Institut des Metiers du Batiment, IMB), and one for commercial technology (Institut National de Formation des Cadres en Comptabilite et Secretariat, ENFCCS). In 1980/81 enrollments in technician courses totaled 705, and in instructor training courses 154, distributed by specializations and institutions as shown in Annex 11, Table A. Skilled worker courses enrolled an additional 203 trainees. Of the total enrollments of 1,062, 450 were boarders and 60 were half-boarders (one meal at school). 5.51 Entrance to both technician and instructor training courses requires completion of the seventh secondary grade in a science, economics, mathematics, or technical option; minimum age of 19 years; and the passing of a selective psycho-technical test. Graduates of Vocational Training Centers may be accepted provided they meet entrance requirements and performed exceptionally well in their training. In general the number of applicants greatly surpasses (by 3 to 1) the number of training places available. 5.52 Technical training courses last two years (four semesters) and are intensive in nature; instruction time may be as much as 40 hours per week or 2,800 hours. The programs cover 16 specializations, as shown in Annex 11 and, on average, are structured as follows; general education disciplines, 10%; technological education, 40%; workshop practice, 40%; and work in industry, 10%. Annex 13 shows the program timetable for the architectural drawing specialization. 5.53 Instructors for vocational centers are trained in ITAs. Instructor training programs were introduced for the first time in 1964 in the Casablanca ITA, which was established for this purpose under the name National Institute for Technical Staff Training (Institut National de Formation des Cadres Techniques, INFCT). Until October 1980, teacher training programs lasted two years, and curricula were especially constructed to incorporate pedagogical knowledge and teaching practice together with the technical subjects. Entrance requirements were the same as those for technician courses (para. 5.52). As of the 1981/82 academic year, instructor training programs have been revised to become an extension of the technician programs through the addition of a third year that includes pedagogical training and practical work in industry. 5.54 The dropout rate from technician and instructor training programs is about 10%. Dropouts are mostly students who enroll upon completion of the seventh secondary grade without passing the baccalaureat examination, but later succeed in passing and leave the institutes to continue their studies in universities. 5.55 Technical teachers in Institutes of Technology are practical engineers (ingenieurs d'application) or State engineers (ingenieurs d'Etat); some 20% are part-time teachers from industry or from other institutions and  - 17 - have an average teaching load of about 8 hours per week. Permanent full-time teachers teach 24 hours per week (class contact). About two-thirds of the technical teachers are expatriates. 5.56 In-Service Training: In-service training activities include correspondence courses, functional training, seminars on commercial topics, upgrading of technical skills, evening courses, and training through mobile units. Such activities reached almost 20,000 persons during 1975-79 (Annex 12). 5.57 Correspondence courses are directed at persons living far from training centers and include nine-month coursess in communications techniques, introduction to general accounting, and office organization. In 1979, 532 students were enrolled in such courses. 5.58 Functional training includes seminares for industry supervisors and journeymen on work planning and organization ind on the role of the Office in assisting enterprises. Such training was given to 531 persons in 1979. 5.59 Seminars on commercial topics aim at improving the knowledge of office employees in such topics as general accounting, office work, stock supply and management, written communications, labor legislation and social security. In 1979, 178 persons participated in these seminars. 5.60 Technical upgrading activities concern the industrial sector exclusively. Courses last from three weeks (full-time) to four months (part-time) in industry and may include skills upgrading, complementary training, vocational adaptation, and retraining. In 1979, 981 persons participated in these activities. 5.61 Evening courses are offered by practically all Office training centers and cover most of the specializations offered in daytime courses. Evening courses, adapted to the specific requirements of the trainees, last nine months. In 1979, evening courses involved some 2,800 trainees, although the dropout rate from such courses is apparently high. 5.62 The main objectives of training through mobile units are to decentralize training and to reach remote rural areas. A mobile unit is a vehicle workshop especially equipped for training. The Office has three units, one each for petrol and diesel engines, general and agricultural mechanics, and electricity. Introduced in 1977, mobile units have trained approximately 1,000 workers in private and public enterprises and agricultural cooperatives. The mobile units operate three types of programs as follows: (a) an introduction to training, lasting 6-10 weeks, addressed to persons who can read and write and providing training in simple operations and current equipment maintenance and repair; (b) training addressed to primary school graduates, lasting four to six months, aimed at imparting basic technical knowledge in the disciplines concerned; and (c) complementary training aimed at improving and/or complementing the knowledge of people who are already working.  - 18 - The duration of these courses varies with the type and level of knowledge of the trainees. 5.63 Special Activities: Special activities concern mainly the conclusion of contracts between the Office and enterprises or professional associations subjected to the law for vocational training tax (paras. 5.65-5.b6). In general, such contracts set the terms for an Office contribution of up to 50% toward training expenses incurred by the above-mentioned enterprises or professional associations. By the end of 1980, 45 such contracts had been concluded with sugar, cement, chemical, vehicle assembly, metallurgical and food and beverage industries as well as with insurance companies. Total training expenses were about DH 2,240,000 and the Office's participation, DH 740,000. Training days totaled 65,000. 5.64 Finances: The Office's major financial resources are a tax for vocational training imposed on private enterprises and employers, state subventions, Office investment income, and donations and bequests. 5.65 According to the Decree-Law 172-183 of May 21, 1974, a tax for vocational training is imposed on all private industrial and commercial enterprises, insurance agencies, societies, cooperatives, and syndicates, as well as on free-lance employers and contractors and those hiring workers for cottage industries. The tax is equivalent to 1% of the gross salaries paid. 5.66 There is no data available on the details of budgetary allocations. The following data is based, therefore, on oral information collected during the mission. Recurrent expenditures for the period 1973-77 totaled DH 120 million, and for the period 1978-80, DH 150 million. The 1980 recurrent budget was DH 55 million, and DH 62.1 million, earmarked for 1981, was distributed roughly as shown in the following table: Table 5.11; ESTIMATED OFFICE RECURRENT EXPENDITURES, 1981 Item DH million Percentage of Total Personnel 40.4 65.U Materials, maintenance, and boarding expenses 12.4 20.0 Office supplies, telephone, postage, etc. 3.9 6.3 Scholarships 2.9 4.7 Special programs 1.5 2.4 Other 1.0 1.6 Total 62.1 100.0  - 19 - 5.67 Although the tax is mainly intended to cover recurrent expenditures and the capital costs of government subsidies, the Office is contributing substantially to expansion from surplus tax funds. As of 1982, however, when some of the additional facilities under construction should be completed and functioning, there will be a considerable deficit in the funds earmarked to cover recurrent expenditures. 5.68 Unit costs for CQP trainees have been partially investigated. An important study carried out by the Office in 1980 (published in January 1981) provides valuable information (although it cannot be generalized) on the recurrent expenditures and unit costs of the CQP in Maarif, a medium-size center with six sections and 98 trainees during the year of the study (1979/80). Tables 5.12 and 5.13 summarize the findings of this study as follows: Table 5.12: ANNUAL COST PER TRAINEE AT THE MAARIF CQP CENTER Total DR Basic mechanics 8,164 Maintenance mechanics 7,996 Auto mechanics 7,103 Electricity 7,640 Total 30,903 Table 5.13: DISTRIBUTION OF COSTS AT THE MAARIF CQP CENTER BY ITEM OF EXPENDITURE Personnel 28.3 Other recurrent expenditures 8.9 Central services (overhead) 21.0 Capital depreciation 41.8 Total 100.0 5.69 Data are also available on the costs of the Office's in-service activities. Recurrent costs by program and by trainee are summarized in Annex 14.  - 20 - 5.70 Expansion Plans: Expansion plans cover the current Development Plan period (1981-85) and include the following: (a) expansion of the three existing Institutes of Technology; (b) completion of the 13 Institutes of Technology under construction to provide total capacity for 4,450 student places; (c) rehabilitation of six and expansion of two Vocational Training Centers; (d) establishment of 53 new Vocational Training Centers with an approximate capacity for 8,000 student places; and (e) acquisition of 20 additional mobile units to provide about 1,000 additional training places per year. 5.71 Table 5.14 illustrates the projected capacity when all additional facilities are completed and fully operational. Table 5.14; OFFICE CAPACITY AND OUTPUT, 1985 Total Capacity Estimated Output Institutes of Technology (Technicians and Instructors) 5,600 2,020 a/ Vocational Training Centers (Industrial and Commercial) 14,100 9,800 b/ Mobile Units 1,150 4,600 c/ Total 20,850 16,420 a/ Assuming that there is a 20% wastage and that 30% follow three-year instructor courses and 70% two-year technician courses. b/ Assuming that there is a 20% wastage and that 40% of the courses last two years and 60% one year. c/ 200 per unit per year. 5.72 Of the 13 ITAs under construction, 9 are financed by the Government with multilateral (European Community) aid, and 4 directly by the Office. Government funds required for the completion of nine institutes are estimated at DH 61.5 million and those for the establishment of the new training centers and the acquisition of the mobile units, at DH 344.5 million. The five-year Development Plan also mentions establishment of three additional ITAs, subject to satisfactory completion of the 13 under construction, in Beni-Mellal, Kgnitra, and Tetouan. Annex 15 shows the location and capacity of the ITAs presently under construction.  - 21 - 5.73 The teaching staff required for the additional facilities number 385 teachers for the Institutes of Technology and 530 instructors for the Training Centers. Other staff required for the ITAs are 105 for administration and 298 for general services and boarding facilities. Annex 16 gives further details on staff requirements by size of institution. Ministry of Commerce and Industry 5.74 The Ministry of Commerce and Industry, Merchant Marine, and Sea Fishing has limited training facilities, comprising three sea fishing training centers in Safi, El Hoceima, and Casablanca (with a total capacity of some 330 places--130 for technicians and 200 for skilled workers), and the Higher Institute for Commerce and Management (Institut Supgrieur du Commerce et d'Administration des Entreprises) in Casablanca. The Institute for Studies, Research, and Training for the Sugar Industry (Institut Sucrier d'Etudes, de Recherche et de Formation, ISERF) in Rabat (with two regional branches in Mechra Bel Ksiri and Souk es Sebt) is also under the auspices of this Ministry. During the 1978-80 Development Plan period, these facilities produced 1,242 technicians and 1,869 skilled workers. The Administration and Vocational Training Service, directly under the Director General of the Ministry, monitors the training activities of the Ministry. 5.75 The sugar industry employs approximately 7,000 workers distributed among 13 extraction plants and refineries. ISERF was created in 1979 to conduct training and upgrading activities for the sugar industry workers at all levels, and to coordinate such activities conducted by other agencies. The Institute also carries out studies and research in the area of its competence. 5.76 ISERF training activities include the following; (a) two-year post-baccalaureat programs for training technician-level personnel at the rate of 40 per year; (b) three-month in-service upgrading courses for skilled workers to be promoted to foremen (also at the rate of 40 per year); and (c) special sessions, seminars, and short courses (two-week) on specific topics for sugar industry personnel. About 600 persons a year participate. 5.77 Plans for the training capacity of the Ministry during the 1981-85 Plan period include the expansion of the sea fishing schools and the Higher Institute for Commerce and Management, the participation in the purchase of a training vessel, and the establishment of an Institute of Industrial Technology in Casablanca, at a total cost of DH 40.7 million. 5.78 In the original expansion plan, three technical institutes offering two-year post-baccalaureat courses were proposed, as shown in the following table;  - 22 - Table 5.15: DATA ON THE INSTITUTES PROPOSED BY THE MINISTRY OF COMMERCE AND INDUSTRY Institute A Institute B Institute C Total Enrollment 576 528 432 1,536 Mechanics 288 384 - 672 Chemistry 144 - 144 288 Agro-industries 144 - 144 288 Textiles - 144 - 144 Electricity - - 144 144 Teacher Requirements 48 44 36 128 Capital Costs (DH million) 41.4 41.4 32.4 115.2 Buildings (without boarding) 14.7 13.9 12.1 40.7 Boarding facilities 9.9 9.9 9.9 29.7 Equipment 16.8 17.6 10.4 44.8 Annual Recurrent Expenditures (DH million) 7.0 6.5 5.5 19.0 Teachers' salaries 4.8 4.4 3.6 12.8 Other 2.2 2.1 1.9 6.2 5.79 The rationale for the establishment of the three institutes was based on manpower needs. Indeed, the recent World Bank Review of the Engineering Industries (February 2, 1981) concluded that even after the 13 ITAs under the Office start functioning (1983), 125 additional technicians and foremen will be needed annually to meet the mechanical industry's requirements. For budgetary reasons, however, only one institute, the Institute of Industrial Technology (Institut de Formation Industrielle et Technologique, IFIT) was included in the final Development Plan. IFIT will offer two-year courses at the post-baccalaureat level, composed of a common core cycle and a specialization cycle; upgrading and complementary in-service training courses; and technical assistance to industrial enterprises. 5.80 IFIT is to have a capacity of 720 students distributed as follows: 288 mechanics (industrial studies, metal construction, electricity); 144 chemistry (industrial chemistry, construction materials, plastics); 144 agro-industries (conditioned products, food industry, milling); and 144 textiles (weaving, dressmaking, finishing). The project cost is estimated at DH 150 million.  - 23 - Ministry of Housing 5.81 The Ministry of Housing (Ministere de l'Habitat et de l'Amenagement du Territoire) reinforced its training activities considerably by establishing eight Technician Schools (Ecole d'Adjoints Techniques, EAT), one each in Casablanca, Rabat, Fes, Meknes, Oujda, Kenitra, Marrakech and Beni Mellal, which started functioning in October last year, and two additional centers in Tetouan and Settat which started functioning this year. The Ministry also established a National School of Architecture (Ecole Nationale d'Architecture), which began operations in the academic year 1980/81. 5.82 Technician Schools: EATs offer two-year courses for technicians and specialized technicians (adjoints techniques specialises) in two options, civil engineering, and architecture and town planning. Entrants must have completed the seventh secondary grade. In 1980/81, enrollments in the EATs were approximately 1,100 to 1,600 in the first year and 500 in the second. 5.83 The training program contains general subjects, the theory of the specialization, and practical work (Annex 17). The technical schools contribute to meeting manpower requirements in the particular areas mentioned above, placing priority on the needs of the public sector. The principal tasks of the technicians are to be able to express architectural and town planning concepts through statistics, drawings, etc.; to resolve technical problems; and to deal with administrative procedures. In addition, the specialized technicians should have a wide grasp of the architectural and town planning processes so that they can view specific problems within the overall context of a project. 5.84 Most teachers in EATs are civil servants working in other services of the Ministry of Housing or in other ministries, and teaching in schools on a part-time basis. EATs are located in provisional premises belonging to local administrations, the Ministry of Education, or the municipalities. New premises have just been completed for the Casablanca school. Recurrent expenditures for the schools in 1981 were abcut DH 6 million, not including salaries. All trainees receive scholarships of DH 370 per month for nine months of the year. There are no boarding facilities. 5.85 Institutions of Higher Education: Two autonomous higher education institutions under the auspices of the Ministry of Housing are the National School of Architecture and the National Institute for Development and Town Planning (Institut National d'Amenagement et d'Urbanisme). 5.86 The National School of Architecture accepts holders of scientific and technical baccalaureats. Its programs, still at the experimental stage, last six years and are divided into three two-year cycles. In 1980/81 (the first year of operation) 120 students were enrolled. Full-time teachers at the School are employees of the Ministry of Housing. There are several part-time teachers but the Ministry has already awarded fellowships to nine persons (five to study in the United States and four in France). Though now housed in borrowed premises, the School will have its own premises, to be constructed in Meknes.  - 24 - 5.87 The Institute for Development and Town Planning in Casablanca offers post-degree studies for high ranking officials of the Ministry of Housing and other ministries with relevant services. Studies in the Institute last two years. The Institute accepts about 40 government employees every year from among university graduates selected on the basis of a written and oral test. Teachers are full-time and part-time. Full-time staff include two with State Doctorates, three with third-cycle Doctorates, two expatriates, and two United Nations Development Program (UNDP) experts. The Institute is housed in temporary quarters but is expected to move to newly constructed premises by the end of this year. 5.88 Administration; A special division in the Ministry of Housing, the Division of Staff Training (Division de Formation de Cadres), deals with all training. The Division has three functions; training, cooperation and documentation. The Ministry plans to reinforce this Division soon through staff upgrading (fellowships) and additional hiring. 5.89 Expansion Plans; Plans for the Ministry of Housing's training facilities included in the 1981-85 Economic Development Plan comprise the following: (a) completion of the facilities of the Technician School and the National Institute of Development and Town Planning, both in Casablanca; (b) construction and equipment for the National School of Architecture in Meknes; and (c) establishment of 11 additional technician schools. The average capacity of each technician school will be 100 training places, and the cost for each is estimated at DH 2.7 million (DH 1.0 million for construction and DH 1.7 million for equipment, site, and architectural studies). The overall cost of the expansion project is estimated at DH 87.5 million. Ministry of Social Affairs and Handicrafts 5.90 The National Institute for Leather Work and Textiles (Institut National du Cuir et des Textiles) was established in 1964 under the auspices of the Ministry of Social Affairs and Handicrafts (Directorate for Handicrafts) with ILO assistance. Its main objective is to train leather work and textile artisans. By 1978, the center had developed into a post-secondary institution dealing mainly with technician training. The Institute is described in this part of the report as it concerns training for industrial personnel. 5.91 Since 1978, the Institute has offered a two-year training program leading to a technician (adjoint technique) certificate to candidates who have completed the seventh secondary grade. In addition, the Institute offers 6- to 12-month courses for apprentices in the leather and textile industries, sons of artisans, etc., and provides technical assistance on the use of machines and special equipment to small industries and artisans. The annual output of the Institute is 60 to 70 technicians and 20 to 30 apprentices. In 1981, total enrollment in technician courses was 213 (including 23 females). All graduates easily find jobs in government enterprises or private industry. Salaries vary from DH 1,200-1,300 per month for government jobs to DH 2,000 to DH 3,000 for private jobs.  - 25 - 5.92 There are about 9 to 10 times more applicants for technician training (900-1,000) than places available (100-120) for new entrants. The Institute organizes entrance examinations at the natiornal level (in all large towns) testing knowledge in mathematics, physics, French, and Arabic. Psycho- technique testing was also used experimental]y and, although useful, it could not be implemented regularly for lack of experienced personnel in this field. 5.93 The technician training programs include general subjects (French, Arabic, mathematics) related theory, and practice at the rate of 25%, 18%, and 57%, respectively. Practical work includes one month's training in industry toward the end of the second year of studies. The specializations taught include tanning and shoemaking for the leathEr industry, and spinning, weaving, dying, printing, and finishing for textiles. 5.94 Curricula are prepared in close col]aboration with employers, and final examinations are administered by a jury with industry representatives. Collaboration with industry is achieved through the Institute's Development Council (Conseil de Perfectionnement), a pernmanent body presided over by a representative of the Ministry of Social Affairs and Handicrafts and including as members representatives (one each) of the Leather and Textile Industries, the Chamber of Commerce and Industry, and the artisans. 5.95 The teaching staff of the Institute numbers 22; 5 general subject teachers (2 expatriates), 11 technical teachers (4 expatriates), and 6 workshop chiefs. In principle, technical teachers are Institute graduates who have completed their studies abroad (in France or Belgium) including three to four months of pedagogical training. There is a high turnover of technical teachers because of relatively low salaries (scale 8-10). The non-teaching staff are composed of 5 administrative staff (director, deputy director, accountant, and 2 secretaries) and 9 service staff, for operation of the boarding facilities, among other functions. 5.96 The Ministry of Social Affairs and lHandicrafts pays salaries directly. Other annual budget allocations, handled by the Institute, are minimal; they include (1981 budget) DH 10,000 for raw materials, DH 10,000 for maintenance, DH 10,000 for heating, and DH 6,000 for medical expenses. Of the DH 54.4 million allotted to the reinforcemenl: of the training activities of the Ministry of Social Affairs and Handicrafi:s, the rehabilitation of the Institute's buildings, which belong to the University of Fes, is to receive DH 0.5 million. 5.97 The Institute handles the budget for operating the boarding facilities (all students are boarders). Stu<lents receive a scholarship of DH 364 per month and pay DH 140 for board and lodging. The Ministry subsidizes board with an additional DH 3 per student per day, thus raising the average expenditure for food to DH 8 per student per day. Ministry of Public Works 5.98 The Ministry of Public Works (Minisce&re de l'Equipement et de la Promotion Nationale) has 20 training centers with a capacity of some 2,500 places distributed throughout the country (Annex 4). The centers offer two-year technician courses after the seventh secondary grade and one-year  - 26 - skilled worker courses after the fourth secondary grade. All students have external scholarships amounting to DH 364 per month. Output of the centers during the 1978-80 Plan was 479 technician and 1,222 skilled workers. 5.99 The completion of the seventh secondary grade in an experimental science, technical, or mathematics section, and passing an entrance examination are required for admission to technician courses. Site foremen with four years of practical experience may also be accepted. Technician programs lead to a technician certificate (adjoint technique) in construction and civil works or administration. 5.100 Entrance to skilled worker programs requires completion of the fourth secondary grade and the passing of an entrance examination. Such programs lead to a certificate as site foreman (conducteur de chantier) with options in roads, transport, hydraulics, and technical drawing. 5.101 The Hassania higher education institution in Casablanca, which trains public works engineers, operates under the auspices of the Ministry of Public Works. 5.102 The expansion program in the 1981-85 Plan for the Ministry of Public Works includes the completion of the Rabat training center, the establishment of 16 new training centers with some 2,000 additional training places, and extension of the Hassania School of Public Works, for a total estimated cost of DH 104.7 million. C. MAJOR ISSUES AND AREAS OF POSSIBLE INTERVENTION Overview 5.103 Vocational training, formerly under the MOE's vocational training colleges, was transferred in the mid-1960s to several ministries so that it could be better adapted to the specific needs of the economic sectors and respond more adequately to quantitative manpower requirements. (The Ministry continued to operate technical secondary schools.) Unrest among vocational students and graduates protesting difficulties in finding employment was a major reason for this transfer. The ministries started producing for their own needs, and in the mid-1970s the Office was created to respond to the needs of the private sector. 5.104 The several training agencies were independent from each other and thus developed in different directions. Although the quantity and quality of training have greatly increased since the establishment of the Office, the overall system still has weaknesses in several, often interrelated, areas which should be strengthened if the system is to become more effective and less costly--a major concern under present adverse economic conditions. The Issues 5.105 Weaknesses have been detected in coordination and standardization of training, manpower and expansion plans, industry's participation, teaching staff, location of training facilities, distribution of training services, and finances. All these issues are discussed briefly below.  - 27 - 5.106 Coordination and Standardization of Trainingz No clear-cut boundaries exist between the sectoral activities of the several ministries in general and training activities in particular. The situation becomes further confused with the existence of the Office, whose activities cut across several economic sectors and subsectors, all falling within the purview of one or more of the ministries. Although diversifying training has definite advantages, at the same time, effective coordination and a clear delineation of the training responsibilities of each agency are needed if duplication of efforts and wastage is to be avoided. That several ministries have gradually expanded their training activities to cover outside needs makes the coordination issue all the more important. 5.107 Aware of this problem, the Government established in 1978, within the Ministry of Labor (Directorate for Vocational Training) through a ministerial circular, the Permanent Commission for Vocational Training (Commission Permanente de la Formation Professionnelle). The Commission's principal objective is to coordinate vocational training. The Commission is composed of representatives of the several agencies involved in training and has three subcommissions to deal with .the preparation of legislative texts, coordination, and the contribution of employers to vocational training. 5.108 The Commission has performed admirably since its establishment and has made considerable advances in standardizing entrance requirements and the duration of training and in collecting information on the available training facilities. However, it has had little impact on actual coordination of the content of training programs, final tests, and the rationalization of training activities (distribution among the various agencies). This, of course, is to be expected from a body without executive powers and in a relatively low hierarchical position, within a directorate of a Ministry (the training activities in several ministries are, administratively at least, at the same level). 5.109 A second commission, the National Commission for Vocational Training (Commission Nationale de la Formation Professionnelle) was recently established within the Ministry of Education. It appears that this Commission is approaching vocational training problems from a different angle, its main task being to propose necessary administrative changes and to suggest ways to absorb more school leavers in the vocational training system. A major proposal of this Commission was to transfer the vocational training activities of the Office from the Ministry of Labor to the Ministry of Education. 5.110 In conclusion, to avoid duplicatioin of effort and waste and to standardize the output of vocational training, it is imperative to establish the following; (a) an effective coordination mechanism at an administrative level to decide which agency should do what and to work with technical subcommissions to standardize the content of the training programs and trade standards; and (b) a trade test and certification service, either as an independent entity or within the Office, to carry out trade-level tests in industrial, construction, and commercial skills so as to assist employers in assessing the competence of potential employees as well as employees seeking higher remuneration commensurate with the level of their skills.  - 28 - 5.111 Manpower Forecasts and Expansion Plans: For effective overall planning of vocational training activities, thorough knowledge of the structure of the labor market and valid information on its possible directions are needed. Comprehensive information is unavailable at present, although a study is underway to obtain it. The limited information collected by this mission is summarized in paras. 5.05-5.19 of this report. 5.112 The impressive expansion of the vocational training capacity foreseen in the 1981-85 Plan (an increase from 64,700 to 126,325 training places, including handicrafts and all other vocational training activities but excluding technical education) (para. 5.25) is impossible to justify on the basis of the information available. The target cited in the plan: to "recuperate" 51% of the school leavers compared with 37% in 1980, is not convincing without the certainty that the additional training would guarantee jobs for at least the majority of the school leavers; otherwise, the training of additional workers simply creates more extensive unemployment. To be effective, training should be viewed in the perspective of general economic development and not as an isolated element. On the other hand, certain training activities may have a favorable impact on self-employment initiative, thus contributing to employment creation. The Introduction to Technology project (para. 5.29) and similar programs in the fourth and fifth primary grades may replace, to a large extent, the need for post-school training for all school leavers or at least shorten the time necessary for such training. 5.113 The situation for training skilled workers and technicians is not much clearer. Almost all information points to urgent needs in several areas, but the quantifications are questionable. For instance, the Plan envisages the creation of 39,000 jobs per annum in industry and handicrafts and 43,000 per annum in construction and public works during the Plan period but both projections are overly optimistic compared to 1971-80 achievements (see paras. 5.08 and 5.09). On the basis of the SCET/CEREP study, the Ministry of Commerce and Industry proposes the establishment of three technological institutes with mechanical, electrical, food, and textile sections, to meet technician requirements in these areas. A World Bank Review of the engineering industries (paras. 5.14 and 5.18) concludes that it would be appropriate to reshift towards mechanical skills part of the capacity already planned for electrical skills, and that the Government should agree to the construction of one institute (under the Ministry of Commerce and Industry) exclusively oriented towards mechanical skills (para. 5.18). Although the report does not specify the exact skills of the technicians and skilled workers graduating from the existing and proposed facilities, it seems that the output in mechanical/electrical skills is underestimated in the SCET/CEREP report, which was used as a basis for both the Ministry of Commerce and Industry study and the World Bank Review. Furthermore, despite the claims that there are sizeable gaps in the number of skilled workers in several branches of industry, some of the Office graduates have had difficulty in finding a job. 5.114 It may be concluded that a comprehensive manpower study is an indispensable step toward the planning of vocational training facilities. However, for such a study to serve its purpose effectively, it should be accompanied by the establishment of a permanent mechanism for the completion and updating of the data collected. In addition, since detailed long-term manpower requirements, especially at the semi-skilled and skilled worker  - 29 - levels, will be difficult to forecast in any case, the training mechanism should be flexible, ready to respond swiftly to unforeseen demands and changes. For instance, the Office's experiment of reducing from two to one year its skilled-worker training programs (para. 5.45) is a valuable step toward this end. Reinforcement of the modular type of training would enhance flexibility and quick response. 5.115 Industry's Participation in the Training Process; Industry participates actively in the training process through representation on the Office's Administrative Council on the Management Committee (para. 5.41), and on several technical committees dealing with curricula development and program time schedules. Financially, private enterprises have borne the Office's recurrent expenditures and, up to now, a considerable part of capital investments (paras. 5.66 and 5.68). Contact between the ministries' training units and industry is, with the possible excesption of that of the Ministry of Commerce and Industry, minimal. 5.116 Every aspect of the Office's administrative structure and policies is extremely centralized. Although centralization seems to be working satisfactorily at the financial and operational levels, it is detrimental to the relationship with local enterprises, which is left entirely to the discretion and the initiative of the directors of the training centers. All official contacts with local commissions, counmittees, and authorities are the responsibility of the central office. 5.117 To reinforce ties with local enterprises so as to integrate the training institutions into the working community, it is imperative that committees be created for each training institution to ensure constant contact and consultation with employers on training programs and the operation of the training institution in general. Further, consideration should be given to directly involving employers in the administiration of the training institutions. 5.118 Availability of Teaching Staff; The problem of securing the services of experienced technical teachers and workshop instructors is acute. The World Bank Review of the engineering industries, for instance, claims that the low quality of training is due mainly to trainers with inadequate scientific background and practical experience which itself is partly due to high turnover because of higher salaries in the private sector. At present, both the Ministry of Education and the Office use a high percentage of foreign personnel (paras. 5.35 and 5.56), and other ministries use mainly part-time teachers employed in other services. 5.119 The measures being taken seem to answer to a large extent the need for more technical teachers and instructors: The Higher Technical Teacher Training College, established two years ago, is expected to produce some 150 technical secondary level teachers annually, and a second institution of similar capacity is under construction with Bank assistance (para. 5.36). Similarly, the Office is training some 130 workshop instructors and plans to at least triple this number with its expanded capacity, aiming at an overall output of some 150-200 instructors per annum, The recent revision of the instructor training program (one year post-technician training) is sound and provides for ample flexibility in the training process.  - 30 - 5.120 To meet immediate requirements for trainer training, the Ministry of Education, the Office, and several other ministries are providing for fellowships abroad. 5.121 In conclusion, it appears that no immediate problem exists in the supply of technical teachers and instructors. However, precise calculations as to the needs for such staff and the establishment of long-term staff development programs by all agencies involved in training are necessary to keep supply and demand in line. 5.122 Distribution of Training Services: The training effort in industrial and commercial skills has, so far, been concentrated in the relatively large population centers. The Office, in an attempt to reach sparsely populated areas, has initiated a correspondence program mainly for commercial skills and a mobile units program mainly for industrial and construction skills (paras. 5.57 and 5.62). These programs, especially the latter, are extremely important as they provide services to neglected segments of the population and contribute, to a certain extent, to increased self-employment activities and rural income levels. 5.123 The Office's activities include pre-service, in-service, and special activities. Until now, emphasis has been placed on pre-service programs (Annex 12), although the need for in-service training is as important and urgent. Also, the special activities, consisting mainly of the Office's financial participation in training carried out by private enterprises (para. 5.64) are extremely important as they encourage industry's initiative and involve it directly in the training process. Such activities should certainly be increased in the near future. 5.124 Financial Constraints: As would be expected under the present adverse economic conditions, there are financial constraints, especially to the programs of Government-funded agencies: old, inadequate equipment and the scarcity of teaching materials in technical secondary schools, for instance, are among the results. 5.125 The Office, on the other hand, is better off at present, as its income, directly from taxes, largely exceeds its recurrent expenditures. However, the Office's capital investment expenditures from previous savings and its envisaged expansion, which would increase its recurrent expenditures by at least five to six times, are bound to create financial bottlenecks. 5.126 The solutions proposed by the Office to these problems are as follows: the Government should finance the deficit; public and semi-public enterprises should also pay the vocational training tax; and the tax should be increased to cover additional expenditures. However, as implementation of any of these solutions could have political and financial repercussions, a judicious mix of the proposed policies is advisable.  - 31 - 5.127 Discussions with high-ranking representatives of private enterprises (through the Confederation Generale Economique Marocaine) revealed that employers, although generally satisfied with the quality of training carried out by the Office, are not prepared to increase their contributions. In fact, they claim that funds should be spent more effectively, and furthermore, that basic training at all levels should be undertaken entirely by the Government, with contributions from private enterprise t:o be spent only on specialized training. They fully agree that in-service training and special activities should be increased as rapidly as possible. Commenting on the need for coordination of training activities, employers agreed that overlapping between agencies as well as confusion and unnecessary expenses should be avoided, and that a clear delineation of responsibilities is an indispensable first step toward this end. 5.128 As mentioned above (para. 5.116), TWhe Office's procedures are extremely centralized. All staff salaries are paid directly by the headquarters, and all teaching materials and other supplies are bought centrally and distributed to the training institutions; directors of training centers and institutes handle only petty cash funds for minor purchases. This procedure has advantages such as tighter control and minimization of administrative support staff in the centers and institutes, provided that there are no delays in supplying the materials, thus impeding smooth operations. Experience so far has been satisfactory, but the test will come after expansion has been completed. 5.129 For effective cost control it is e;ssential to establish norms for unit costs broken down by item of major expenditures and to follow the direction of such costs. The Office has recently completed studies on unit costs of its in-service training programs and of a particular vocational training center (para. 5.68). Similar studies are planned for many more training centers and for the ITAs so as to ,derive a representative average. However, such studies must be kept current to be of value. 5.130 In general, ministries other than the Ministry of Education providing vocational training are neither particularly aware of or concerned about recurrent expenditures, because much of the cost, including teachers' salaries, is covered by expenditures allocated to other services. The expansion of their facilities envisaged would require study and precision in financial management if costs are to be controlled. 5.131 It is beyond the scope of this repDrt to recommend sources to be tapped for securing funds for additional recurrent expenditures. However, consideration might be given to establishing a revolving student loan fund for students in post-secondary institutions. In any case, the fact remains that such funds will be desperately needed if the expanded facilities are to function satisfactorily. The Office, for instance, would have to increase its recurrent budget at least five or six times to operate its expanded system.  - 32 - 5.132 In conclusion, the following observations can be madez (a) more atttention should be paid to establishing norms for unit costs and to mechanisms for following up and controlling such costs; (b) an integral part of the formulation of capital investment projects should consist of reasonably accurate estimates of the recurrent expenditures to be generated by such projects and decisions on the sources to be tapped for securing such funds; (c) funding to meet additional recurrent expenditures is already necessary for the satisfactory operation of certain technical lycees; and (d) implementation of the 1981-85 Plan would increase recurrent expenditures for operating the vocational system as a whole, increasing the Office's costs by five or six times and the costs of the other principal agencies by 80-100%. Areas for Possible Bank Participation 5.133 In October 1965, IDA extended its first Credit (Credit 79-MOR) for US$11.0 million for an education project to help expand general and specialized secondary schooling in Morocco. In 1971, a second IDA education Credit (Credit 266-MOR) for US$8.5 million covered several items, including equipment for 10 industrial and 13 commercial schools. A third education project (Loan 1220-T-MOR), in 1976, for US$25.0 million was designed to support manpower training in specific sectors (agriculture, health, and tourism), and secondary education and teacher training, while also providing 47 primary schools with curricula with a practical orientation. In the field of industrial training, the project included five technical colleges, one applied engineering institute and one technical teacher training college. 5.134 A fourth education project, presently under way, for a total of US$216.6 million of which US$ 113.0 million is a loan, includes assistance to 11 technical lycees, 1 regional technical teacher training institute, 2 higher institutes of technology, 1 national institute of applied engineering, and expansion of the Mohammedia engineering college. A fifth education project, (Loan 2149-MOR), approved in 1982 for US$50 million, is exclusively directed to primary education and general secondary teacher training. 5.135 The Bank's assistance in technical education and vocational training has so far contributed substantially to the expansion of the training system and even more to its quality. Future Bank involvement in support of vocational training in Morocco should focus on training at lower and middle skill levels, and should be accompanied by efforts to assure effective coordination of training among the various agencies involved in training.  - 33 - 5.136 All three decisions present difficulties in their fulfillmentz (a) coordination requires the establislhment of a high-level agency able to decide on which agency should be doing what (para. 5.110) and empowered to implement such decisions; possibly two distinct mechanisms will be necessary for this function; (b) manpower studies have already been initiated but they will take at least two years to be completed. In addition, a mechanism should be established to keep the data current (para. 5.114); and (c) decisions on the sources to be tapped for additional funding might become politically important (para. 5.126). 5.137 The above observations lead to the proposal that the 1981-85 Plan period could serve to prepare the ground for major foreign participation in vocational training in the subsequent Plan period without excluding minor participation in certain areas within the current Plan period. Preparatory work would require technical assistance in the form of local and/or foreign specialists to study problems of coordination and finances, among others, and propose concrete and realistic solutions. Terms of reference, duration and details of technical assistance could be decided at the project preparation stage. Technical assistance would also be required for manpower studies. Examples of possible short-term assistance efforts are participation in the financing of equipment for vocational training centers (CQPs), of mobile training units, and programs providing in-service training and technical assistance to enterprises. Longer-term assistance could provide more comprehensive support for extension of existing vocational training activities, for pre-service and in-service vocational instructor training, and for development and introduction of new vocational training activities - particularly in the areas of on-the-job training and small-scale enterprises. Although on-the-job training is a key prerequisite of improved productivity, Office activities in this area are very limited (paras. 5.52-5.62). Initiatives in this area might take the form of;(a) establishing a modern apprenticeship system which could at the same time meet the needs of private employers and provide employment for apprentices at the completion of their training; and (b) strengthening of in-service, upgrading training, as a means of improving industrial productivity and providing opportunities for professional promotion of workers. Foreign assistance in support of such efforts might help finance the inputs of local and foreign experts in setting up a new apprenticeship system and in helping to prepare the necessary legislation, and might help finance in-service training programs in selected occupational specializations.  - 34 - LIST OF ANNEXES 1 - Employment Projection by Economic Activity 1980-85 2 - Manpower Demand of the Office (1978-80 Survey Data) A. Surveyed and Participating Enterprises B. Manpower Training and Recruitment Needs and Current Availability by Sector C. Distribution of Recruitment Needs by Occupation and Sector D. Distribution of Training Needs by Occupational Group and Current Skill Level 3 - Manpower Demand--Projected Needs for Mid Level Administrative Staff for the Period 1979-85 4 - Inventory of Vocational Training Institutions for 1981 (Number of Centers and Institutions by Region and Ministry) 5 -Vocational Training Capacity of Public and Semi-Public Agencies, 1981 6 - Ministry of Education Organizational Chart 7 - Ministry of Education School Enrollments A. Total Enrollments by Sector (1979-81) B. Total Enrollments by Sex (1979/80) C. Public Secondary School Enrollments by Level and Type, 1980/81 D. Results of Baccalaureat Exam and Technician Diploma (1980 and 1981) E. Higher Education--Total Enrollments by Specialization 1980/81 and 1981/82 8 - Technical Education (Baccalaureat Technique-- Available Specializations in 1980/81) 9 - Technical Baccalaureat--Examples of Weekly Course Schedule under 1980 Reform 10 - Higher Technical Teacher Training College (ENSET) Course Program 11 - Distribution of Students in Vocational Training Centers and Institutes, 1980/81 A. Institutes B. Vocational Training Centers (CQP) and Commercial Training Centers (CCS) C. Tailoring Training Centers (CFPT) and Construction Training Centers (CPB) D. Summary Table of Students 1980/81 E. Location of Vocational Training Institutes and Centers  - 35 - LIST OF ANNEXES (Continued) 12 - Growth of Course Enrollments (1974-79) A. Pre-Service B. In-Service 13 - Institutes of Applied Tec'hnology (ITA) Sample of Teaching Program--Technician in Architectural Drawing 14 - Summary Cost Table for Vocational Training 1980 A. Total Annual Costs by Type of Training B. Total Annual Costs by Type of Expense 15 - New Institution of Applied Technology (ITA) Planned during the Period 1981-85 16 - New Institutes of Applied Technology (ITA) Planned for Period 1981-85: Staffing Needs by Size of Facilit.y 17 - Program and Teaching Hours--Architecture and Urban Design Option  EMPLOYMENT PROJECTION BY ECONOMIC ACTIVITY 1980-1985 1980 Manpower Percent Distribution 1985 Manpower Supply Projected Annual j Economic Activity Supply 190 1971 1 SOO Number Employment Percentage ''Growth 1980-85 Growth Primary Activities 2.276.000 62 55 t [3 2.5_7.000 111 8i.ooo 1 .;00 Agriculture, Forestry and Fishing Secondary Activities 9P7.000 13 16 19 1.-3o.00O 24I )135.000 8*3 AGO Mining and Energy 7'r8 , o000 ooo 22.0(0 JlhO Industry 534-000 728.000 194.000 78. VOO Construction 507.000 524t.000 217.000 1,13.000 Tertiary Activities 974I,000 15 17 20 1.310.000 23 25S.000 67.200 Transport & Communications Commerce & Services Administration -40.000 7 7 9 4 95.000 9 75.000 15.00. Unclassified 178.000 4 5 4 203.CX)0 4 25.0()O 5.000 Total Manpower Supply .4,775.000 100 100 100 5.725.00O 100 950.000 1