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Workforce Development Ratings and Data

A description of the Workforce Development scoring methodology and the meaning of categorical ratings displayed below are available in evidence-based frameworks.

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	Morocco Country Report 2012
Strategic Framework	Established
Setting a Strategic Direction	Established
	Morocco
Advocacy for WfD to Support Economic Development	ESTABLISHED
Are there visible champions advocating for WfD to support economic development?	Yes
Who are the champions of WfD in government?	Who are the champions of WfD in government? , Political leaders at the national level, Political leaders at the regional level (e.g. state, province)
Which of the following best describes the advocacy exercised by the above champions?	Sustained advocacy around a shared policy agenda
Who are the non-government champions of WfD?	No visible champion, Business or Industry leaders, Employee association or trade union leaders, Organizations of non-government training providers (e.g. Uganda's UGAPRIVI), Les bailleurs de fonds internationaux, notamment la Banque Mondiale, mais aussi l'Union Européenne, l'USAID , l'AFD et d'autres agences.
Which of the following best describes the advocacy exercised by the non-government champions?	La concertation sur l'orientation stratégique en matière de DMO a été développée, tantôt à l'initiative du secteur privé, et le plus souvent à l'initiative du gouvernement dans le cadre d'une démarche planifiée. Les associations professionnelles s'exprime
How do the champions for WfD engage in dialogue on the WfD policy agenda?	Occasionally through institutionalized arrangements
Has advocacy and dialogue among the champions led to collaboration on the WfD policy agenda?	Yes, collaboration in selected industries or economic sectors
Strategic Focus and Decisions by the WfD Champions	ESTABLISHED
Which of the following broad areas for WfD have the champions emphasized as priorities to support economic and social development:	Basic education, General secondary education, Tertiary education
Which of the following more specific areas for WfD have the champions emphasized as priorities to support economic and social development:	Initial vocational education and training (IVET) at the secondary and post-secondary levels, Continuing vocational education and training (CVET) (e.g. on-the-job training, career development), Targeted training for priority economic sectors, Targeted training for vulnerable populations (e.g. unemployed, women, at-risk youth)
Regarding the more specific areas, have the champions for WfD made strategic decisions over the last five years?	Yes
What did the strategic decisions consist of?	Enhancing the regulatory environment for WfD (e.g. laws, acts, etc.), Allocating budgets for specific WfD goals, Creating or reforming organizational structures for WfD policy development (e.g. policy research institutes, regulatory bodies), Launching new initiatives to support implementation of the identified WfD priorities (e.g. statutory boards, innovative training institutions or new programs)
How are the WfD champions monitoring implementation progress of the above strategic decisions?	Occasional, ad-hoc reviews (e.g. when a special report is available)
Fostering a Demand-Driven Approach	Established
	Morocco
Overall Assessment of Economic Prospects and Skills Implications	ESTABLISHED
Has there been a formal assessment(s) of the country's economic prospects and their implications for skills?	Yes
What is the nature of the studies and assessments?	Routine assessments, supplemented by special studies when needed
What is the scope of the assessment(s):	All economic sectors
Please indicate all sources of data that informed the assessment(s):	Informal feedback of employers, Employer and industry surveys, Labor force surveys, Skills measurement surveys, Industry standards and benchmarks, Tracer studies, International comparisons
Please select all parties that sponsor or conduct these studies and assessments:	Government agencies, Non-state WfD stakeholders, Independent national organizations (e.g. universities, research institutions, think tanks), Donors
Critical Skills Constraints in Priority Economic Sectors	ESTABLISHED
List below three of the country's priority economic sectors:	Bâtiment et travaux publics, Santé et paramédical, Energies renouvelables et efficacité énergétique
Have the government or WfD stakeholders identified critical skills constraints in these priority sectors?	Yes
How were the skills constraints identified in these priority sectors?	Through ad-hoc, informal assessments
What describes the key measures being taken to address skills constraints in these priority sectors?	Reforming existing courses, programs, or training institutions, Increasing dedicated funding, Setting up new dedicated courses or programs, Creating new training institutions, Easing regulatory constraints (e.g. certification of new skills), Création deformules nouvelles, telles que l'apprentissage élargi aux entreprises industrielles, ou la création de centre de formation dédiées à des complexes ou des zones industriels et gérées par les secteur privé.
Are the previously identified WfD champions closely associated with the above key measures to address skills constraints in the priority sectors?
Role of Employers and Industry	ESTABLISHED
Do employers and industry have a role in defining strategic WfD priorities for the country or region?	Yes
How do employers and industry provide inputs in setting strategic WfD priorities?	Through routine, formal meetings of the designated officials, supplemented by other meetings when needed
List two major policy or investment decisions with WfD implications in the past three years that have benefitted from employer and industry input:	Prise en charge des aspects DMO dans les plans de développement sectoriels, Assouplissement des formules d'implication du secteur privé: élargissement de l'apprentissage aux entreprises industrielles; création de centres de formation en gestion délégués aux professionnels
In what ways are employers and industry helping to address the skills implications of the above two policy/investment decisions?	Increasing hosting of internships, apprenticeships, and other work-based learning, Supporting curriculum development, Increasing financial support for skills development (e.g. scholarships), Leading the establishment of competency standards
What best describes the depth of engagement by employers and industry in the areas selected above?	Limited
Skills-upgrading Incentives for Employers	EMERGING
Does the government provide incentives for formal sector employers to develop and upgrade skills?	Yes
Does the country have a levy-grant scheme for training for formal sector employers?	Yes, with limited coverage of employers
Is an annual report publicly available on the operations of the levy-grant scheme?	Yes, with a lag of more than 1 year
What other government incentives for skills upgrading exist for formal sector employers?	Technology support, Public provision of training for industry instructors and workers
Identify two major programs benefitting formal sector employers that feature the incentives listed above:	Les établissements de formation sectoriels, autonomes, en gestion déléguée gérés par les professionnels, GIAC et Contrats spéciaux de formation Mesures au profit des entreprises des secteurs émergents et des métiers mondiaux du Maroc
Does the government provide support for informal sector businesses to develop and upgrade skills?	Yes
What government support for skills upgrading is provided for informal sector businesses?	Training programs (e.g. craft skills, entrepreneurship), Training grants
Identify two major programs benefitting informal sector businesses that feature the government support listed above:	Programme d'alphabétisation fonctionnelle et de formation professionnelle financée par l'Agence de Partenariat pour le Progrès au profit des travailleurs de l'artisanat, de la pêche côtière et des agriculteurs.
Notes, if any, on this topic:	Les programmes mentionnés ci-dessus restent des programmes pilotes, qui appellent une extension, la définitions de méthodologies, la mise en place de programmes de formation de formateurs dédiés à la mise à niveau économique, sociale et environnementale d
Monitoring of the Incentive Programs
Name of Program 1:	Les établissements de formation sectoriels, autonomes, en gestion déléguée
Date started:	1996 (ESITH)- développement en 2010
Has this program been reviewed for impact on skills and productivity?	Yes
Is the review process systematic and routine?	Yes
Please provide the date of the last review below:	2012
What best describes the follow-up to the review?	Recommendations were implemented, with an explicit focus to improve impact on skills and productivity
Notes, if any, on this program:
Name of Program 2:	Programme d'alphabétisation fonctionnelle et de formation professionnelle financé par l'Agence de Partenariat pour le Progrès
Date started:	2009
Has this program been reviewed for impact on skills and productivity?	No
Is the review process systematic and routine?
Please provide the date of the last review below:
What best describes the follow-up to the review?
Strengthening Critical Coordination	Established
	Morocco
Roles of Government Ministries and Agencies	EMERGING
Which of the following have legally-defined roles and responsibilities for WfD?	Ministry of Education or equivalent, Ministry of Labor or equivalent, Ministère de l'Education Nationale, Ministère de l' Enseignement Supérieur et de la Recherche Scientifique et de la Formation des Cadres, Ministère de de l'Emploi et de la Formation Professionnelle, Des agences publiques spécialisées ont été créées pour servir des fonctions de formation initiale et de fomation continue (OFPPT) ou de transition vers l'emploi d'intermédiation sur le marché du travail et d'amélioration de l'employabilité (ANAPEC).
What best describes the degree of overlap in the mandates of the above entities?	Overlaps in multiple areas of policy and service provision
Do mechanisms exist to ensure coordination of WfD strategies and programs across ministries and agencies?	Yes, ad-hoc mechanisms only
Roles of Non-Government WfD Stakeholders	ADVANCED
Do non-government WfD stakeholders have legally-defined roles and responsibilities?	Yes
Which of the following non-government WfD stakeholders have legally-defined roles and responsibilities?	Employers and industry groups, Trade unions, Civil society organizations, Training providers, Les chambres de commerce, d'industries et de services donnent leur avis sur la création des écoles de commerce (art. 60 de la loi établissant leur satut). Elles ont le droit de gérer des établissements de formation professionnelles techniques (art. 62).
Do mechanisms exist for coordination between government entities and non-government WfD stakeholders?	Yes, institutionalized mechanisms
Coordination for the Implementation of Strategic WfD Measures	EMERGING
Please list two major initiatives or programs closely associated with the previously identified WfD champions that address skills constraints in the priority economic sectors	Dans le cadre du programme d'urgence gestion partenariale public-privé des établissement de formation professionnelle, Programme d'accompagnement des besoins en compétences des plans de développmment sectoriels: -initiative 10 000 ingénieur -initiative offshoring -initiative 3300 medecins -Plan emergence:Effort soutenu pour l’adaptation des formations aux besoins des 6
Please answer the following questions for the more important of the above two measures.
Is the above measure accompanied by an implementation plan?	Yes
Is the above measure accompanied by a budget allocation?	Yes
Indicate below all key entities with responsibility for implementing the above measure:	Ministry of Education or equivalent, Ministry of Labor or equivalent, Ministère des Finances, ministère du commerce, Industrie et nouvelles technologies, Artisanat, Agriculture,,,,,,, OFPPT; associations professionnelles,..., Les fédérations concernées par les contrats-programmes signés dans le cadre des stratégies sectorielles
How do the above entities coordinate the implementation of the above measure?	Through ad-hoc arrangements only
How is implementation progress for this measure monitored?	Through ad-hoc reporting arrangements
Have the most successful features of this measure been mainstreamed into the formal WfD system?	No
System Oversight	Emerging
Ensuring Efficiency and Equity in Funding	Emerging
	Morocco
Overview of Funding for WfD
How does the government mobilize funds for WfD?	General taxation, Mandatory contributions for dedicated training funds (e.g. levy schemes)
Which of the following types of training receive financial support from the government?	Initial vocational education and training (IVET), Continuing vocational education and training (CVET) (e.g. on-the-job training, career development), Training-related active labor market programs (ALMPs)
For decisions on capital investments by the government, which ministry(s) is directly responsible?
Initial Vocational Education and Training (IVET)	Ministry of Education, Ministry of Labor, Ministère chargé de la formation professionnelle, ministère de l'enseignement supérieur, ministères techniques (Artisanat,Tourisme,Equipement,…)
Continuing Vocational Education and Training (CVET)	Ministry of Education, Ministry of Labor, Ministry of Finance, Ministère de la Fonction Publique et ministères concernés pour la formation continue du personnel de l'Etat
Training-related active labor market programs (ALMPs)	Ministry of Labor, L'ANAPEC gère le programme Taehil, avec ses différents modules, de formation complémentaire, Les programmes de formation par apprentissage dans le cadre de la loi 12-00 peuvent être considérés également comme des PAE.
For decisions on spending on salaries (including hiring decisions), which ministry is directly responsible?
Initial Vocational Education and Training (IVET)	Ministry of Education, Ministry of Finance, Département publics sectoriels, chacun en ce qui concerne le fonctionnement des établissements de FPI qu'il a créé. Le Ministère des Finances et le gouvernement, dans sa globailité, contrôle l'usage des fonds et participe à la prise de décision.
Continuing Vocational Education and Training (CVET)	Ministry of Labor, Ministry of Finance, OFPPT et Département publics sectoriels, chacun en ce qui concerne le fonctionnement des établissements de FPI qu'il a créé.
Training-related active labor market programs (ALMPs)	Ministry of Education, Ministry of Labor, Ministry of Finance, L'ANAPEC gère le programme Taehil, avec ses différents modules, de formation complémentaire, Les programmes de formation par apprentissage dans le cadre de la loi 12-00 peuvent être considérés également comme des PAE.
For decisions on non-salary operational spending to deliver training services, which ministry is directly responsible?
Initial Vocational Education and Training (IVET), if relevant	Ministry of Education, Ministry of Labor, Ministry of Finance, Département publics sectoriels, chacun en ce qui concerne le fonctionnement des établissements de FPI qu'il a créé. Le Ministère des Finances et le gouvernement, dans sa globailité, contrôle l'usage des fonds et participe à la prise de décision.
Continuing Vocational Education and Training (CVET), if relevant	Ministry of Labor, Ministry of Finance, Département publics sectoriels, chacun en ce qui concerne le fonctionnement des établissements de FPI qu'il a créé.
Training-related active labor market programs (ALMPs), if relevant	Ministry of Labor, Ministry of Finance, L'ANAPEC gère le programme Taehil, avec ses différents modules, de formation complémentaire, Les programmes de formation par apprentissage dans le cadre de la loi 12-00 peuvent être considérés également comme des PAE.
What is the main mechanism used by the government to provide recurrent funding for training?
Initial Vocational Education and Training (IVET), if relevant	Budget allocations to training providers (e.g. training institutions, employers involved in apprenticeship programs, etc.), Subsidized aid to students (e.g. in the form of grants, loans, vouchers provided to trainees), Earmarked levies channeled to quasi-governmental, autonomous agencies (e.g. Brazil's SENAI)
Continuing Vocational Education and Training (CVET), if relevant	Earmarked levies channeled to quasi-governmental, autonomous agencies (e.g. Brazil's SENAI)
Training-related Active Labor Market Programs (ALMPs), if relevant	Budget allocations to training providers (e.g. training institutions, employers involved in apprenticeship programs, etc.)
Recurrent Funding for Initial Vocational Education and Training (IVET) [*]	EMERGING
Which of the following best describes the ministry's budget process for funding IVET institutions and programs?	Routine annual budgeting
What criteria are used to determine funding allocation to IVET institutions and programs?	Previous year's budget, Enrollment, Profile of population groups served, Job-placement rates among graduates, Répartition par région (par exemple: besoin de développer l'Université d'Agadir pour couvrir tout le Sud du pays).
Are the criteria for allocating WfD funding to institutions and programs subject to periodic review?	Yes, on an ad-hoc or occasional basis
Provide two examples of major reforms in the last five years to improve efficiency and equity in funding allocations:	Approche budgétaire basée sur le genre, Gestion budgétaire orientée résultats: Le principe de la globalisation du budget: ce principe donne plus de souplesse dans l'exécution et réduit le risque de dépenses récurrentes non couvertes paralysant les programmes d'investissement.
Notes, if any, on this topic:
Recurrent Funding for Continuing Vocational Education and Training Programs (CVET)	ESTABLISHED
Indicate below the ministries or agencies responsible for CVET, listing the lead entity first:	Ministère de l'Emploi et de la formation Professionnelle ( L'OFPPT est chargé de l'exécution )
How is recurrent funding for CVET programs decided?	Through a formal process of application and approval
Are training providers provided with incentives to seek and to retain accreditation?	Officials in the sponsoring ministry or agency with input from key stakeholders
Does the ministry or agency produce an annual report?	Yes, for public dissemination
What is the latest year for which the report is available?	2012
Please name two on-going or recent government-supported programs to foster on-the-job training (OJT) in small and medium sized firms (SMEs):	Contrats spéciaux de formation, Alphabétisation fonctionnelle
Have these programs been reviewed for their impact?	Yes
Have the reviews led to changes in program funding or design?	Yes, the following changes were undertaken:, Des modifications ont été apportées au manuel de procédures des CSF: encouragement aux PME pour recourir à davantage de FC
Please name two on-going or recent programs to support individual career or professional development (e.g. reskilling or upgrading skills):
Have these programs been reviewed for their impact?
Have the reviews led to changes in program funding or design?
Recurrent Funding for Training-related Active Labor Market Programs (ALMPs)	EMERGING
Indicate below the ministries or agencies responsible for training-related ALMPs, listing the lead entity first:	Ministère de l'Emploi et de la formation Professionnelle - ANAPEC
Who are the beneficiaries of training-related ALMPs supported by government funding?	Youth, Unemployed, Women, Rural populations, Détenus
Please indicate two major training-related ALMPs supported by government funding:	Idmaj - programme de l'ANAPEC visant l'orientation par insertion en stage des jeunes diplômés à partir de bilan de compétences, Programme Taehil de l'ANAPEC visant la mise à niveau de jeunes chercxheurs d'emploi suivant un variante standard ou à la carte (à la demande des entreprises)
How is funding for the above two programs decided?	Through a formal, systematic process
Who is involved in this process?	Officials in the sponsoring ministry or agency with input from key stakeholders
How is training provision implemented?	In-house training provision, Service provision by pre-selected providers, Contracting service providers through a competitive process
Have these programs been formally reviewed for their impact?	No, Des études de suivi ont été réalisées. Des études d'impact sont en cours.
Have the reviews led to changes in program funding or design?
Notes, if any, on this topic:
Equity in Funding for Training Programs (IVET)	EMERGING
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?	Yes
Please provide two examples of reviews conducted in the last five years:	Suivi de l'insertion des lauréats de la Formation Professionnelle (Organisées annuellement) 9 mois après l'obtention du diplome, Suivi de cheminement des lauréats (Organisées annuellement) trois années après l'obtention du diplome
Which of the following outcomes by socioeconomic group did the review(s) consider?	Employment
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:	Non-state WfD stakeholders
What has been the follow-up to the above review(s)?	Some recommendations were implemented
Equity in Funding for Training Programs (CVET)	EMERGING
Continuing Vocational Education and Training (CVET)
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?	Evaluation de l’Impact de la formation continue sur la compétitivité et la productivité des entreprises en 2006, Yes, Evaluation de l’Impact de la formation continue sur la compétitivité et la productivité des entreprises en 2009
Please provide two examples of reviews conducted in the last five years:
Which of the following outcomes by socioeconomic group did the review(s) consider?	Employment, amélioration de la performance des collectifs de travail
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:	Government agencies, Les fédérations et associations professionnelles; les syndicats de travailleurs
What has been the follow-up to the above review(s)?	No follow-up
Notes, if any:
Equity in Funding for Training Programs (ALMPs)	LATENT
Training-related Active Labor Market Programs (ALMPs)
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?	No
Please provide two examples of reviews conducted in the last five years:
Which of the following outcomes by socioeconomic group did the review(s) consider?
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:
What has been the follow-up to the above review(s)?
Partnerships between Training Providers and Employers	ESTABLISHED
Does the government facilitate such partnerships through formal arrangements?	Yes
At what levels have the partnerships been institutionalized?	Regional or district, National
What benefits do the participating employers get from partnerships with training providers?	Access to training facilities and personnel, Access to potential new hires, Access to WfD data, studies, and research findings, Influence over content of training, Influence over selection of training candidates, Influence over testing of trainees, Participation in governing bodies, Articulation of skills needs, Contribution to the development of standards and curricula
Please name below two major employers, and the resources that they provide for WfD:
Name of Employer 1, please indicate below:	Groupe RENAULT - secteur automobile
What resources does this employer provide?	Technical knowledge, Technical personnel, Management guidance and governance, Testing or assessment of trainees, Définition des curricula
Name of Employer 2, please indicate below:	Alstom Maroc
What resources does this employer provide?	Technical knowledge, Technical personnel, Stages; bourse d'études aux aprenants; collaboration pour l'organisation de la formation continue au profit du secteur ferroviaire
Assuring Relevant and Reliable Standards	Emerging
	Morocco
Competency Standards and National Qualifications Frameworks	EMERGING
Indicate below the ministries or agencies, if any, with oversight responsibility for competency standards and/or the national qualifications framework (NQF), listing the lead entity first	Département de la formation professionnelle/ Département de l'enseignement Supérieur /Département de l'Education Nationale/ CGEM/ CSE
Have competency standards for occupations been defined?	Yes, for a few occupations
Is a national qualifications framework (NQF) in place?	No, but a process to develop a NQF has been launched
What is the occupational coverage of the NQF?
What range of skill levels does the NQF cover?
Which of the following parties are involved in policy dialogue on competency standards and/or the NQF?	Training providers, Employers or industry associations, Government ministries or specialized agencies, le Conseil Supérieur de l'Enseignement (CSE), organisme regroupant tous les partenaires publics et privés du dispositif de DMO
What best characterizes the policy dialogue on competency standards and/or the NQF?	Takes place on an ad-hoc basis
Competency Standards for Major Occupations	ESTABLISHED
Please indicate two major skilled or semi-skilled occupations (i.e. dominant or fastest-growing):	Développement informatique, Infirmier polyvalent
Occupation 1:
Who is involved in setting the competency standards?	Training providers, Employers or industry associations, National professional bodies, Government ministries or specialized agencies (e.g. South Africa's SAQA)
Do training providers for this occupation utilize competency-based curricula aligned to the standards formally agreed upon by the above stakeholders?	Yes, most do
Occupation 2:
Who is involved in setting the competency standards?	Training providers, Employers or industry associations, Government ministries or specialized agencies (e.g. South Africa's SAQA)
Do training providers for this occupation utilize competency-based curricula as defined by standards formally agreed upon by the above stakeholders?	Yes, most do
Occupational Skills Testing	EMERGING
Is competency-based testing used to certify qualifications in skilled and semi-skilled occupations?	Yes, in most occupations
Which of the following describes the system for competency-based testing?	Testing protocols are standardized and publicized
Indicate below the ministry(s) or agency(s) with oversight responsibility for competency-based testing, listing the lead entity first:	Pour la formation professionnelle, les évaluations sont administrées par les opérateurs de formation avec la participation des professionnels .
Which of the following best describes the volume of testing administered by the lead entity?	Few are tested
Has the above entity taken measures in the last three years to manage the cost of skills testing and certification?	No
Notes, if any, on this topic:
Skills Testing and Certification	EMERGING
List below two of the most common certificates (exclude those required for licensing):
What best describes the public's confidence in the above certificates?
Certificate 1:	Recognized by public and private sector employers
Certificate 2:	Recognized by public and private sector employers
Notes, if any, on this topic:
Skills Testing for Major Occupations	EMERGING
List two major skilled or semi-skilled occupations (i.e. dominant or fastest-growing):	Développement Informatique, Infirmier polyvalent
Occupation 1:
What best describes the focus of the tests?	A balance of both theory and practice
Is a certificate awarded upon successful completion of the tests?	Yes
Is a certificate required for practitioners of this occupation?
Does having a certificate improve employability and earnings in this occupation?	No, Etude d'insertion et de cheminement effectuée. Dans un proche avenir, les résultats de l'enquête sur la satisfaction permettront d'informer sur l'impact de la certification sur l'employabilité et le niveau de salaire des porteurs de certificats.
Notes, if any, on skills testing for occupation 1:
Occupation 2:
What best describes the focus of the tests?	A balance of both theory and practice
Is a certificate awarded upon successful completion of the tests?	Yes
Is a certificate required for practitioners of this occupation?	Yes
Does having a certificate improve employment and earnings in this occupation?	No, De plus en plus les employeurs recherchent des profils qualifiés. Il est difficile d'affirmer que les certificats déterminent systématiquement l'employabilité et le niveau de salaire.
Notes, if any, on skills testing for occupation 2:
Government Oversight of Accreditation
Accreditation of Training Providers
Is a system in place to accredit training providers?	Yes
Please indicate the government ministries or agencies that exercise this function:	Ministry of Education, Ministry of Labor, Pour la FP: Ministère de l'Emploi et de la Formation Professionnelle (Département de la Formation Professionnelle)
Accreditation of Training Programs
Is a system in place to accredit training programs?	Yes
Please indicate the government ministries or agencies that exercise this function:	Ministry of Education, Ministry of Labor, Ministère de l'Emploi et de la Formation Professionnelle (Département de la Formation Professionnelle) pour la FP; Département de l'enseignement supérieur.
Notes, if any, on this topic:
Establishment of Accreditation Standards [*]	ESTABLISHED
What entity establishes the accreditation standards for training providers?	A designated office in the ministry
How does the above entity establish accreditation standards for training providers?	Internal consultations with input from relevant stakeholders
Are accreditation standards periodically reviewed?	Yes, on an ad-hoc basis
Do these protocols involve formal input from external bodies?	Yes
Notes, if any, on this topic:
Accreditation Requirements and Enforcement of Accreditation Standards [*]	ESTABLISHED
What types of providers are required to obtain accreditation?	Private providers only
Are accredited providers required to renew their accreditation status on a regular basis?	Yes
Are accreditation standards publicized?	Yes
Are accreditation standards enforced?	Yes, to a large extent
Why are accreditation standards not enforced?
Incentives and Support for Accreditation [*]	ESTABLISHED
Are training providers provided with incentives to seek and to retain accreditation?	Yes
What types of incentives are provided to training providers?	Linking accreditation to eligibility for public funding
Are training providers provided with support to seek and to retain accreditation?	Yes
What type of support is provided to training providers?	Technical assistance to meet accreditation standards
Diversifying Pathways for Skills Acquisition	Emerging
	Morocco
Learning Pathways [*]	ESTABLISHED
Are separate academic and vocational/technical streams offered at the secondary level?	Yes
In what year of schooling does the streaming begin?	After 4-6 years of primary schooling
What are the options for technical and vocational education and training at the post-secondary level?	TVET institutions or centers (e.g. offering certificate programs), Polytechnics, community/technical colleges, Technical programs within universities, Specialized universities, Etablissements de formation professionnelle relevant de l'OFPPT, des ministères sectoriels, des opérateurs privés et des entreprises.
Can graduates of secondary vocational/technical streams progress to post-secondary levels of study?	Yes, to both vocationally-oriented and academic programs
Can graduates of post-secondary vocational/technical programs (e.g. polytechnics, community colleges) progress to university programs?	Yes, only to selected programs
Public Perception of Pathways for TVET [*]	EMERGING
Has the government taken action to improve public perception of TVET?	Yes
What do these actions consist of?	Improving the quality and relevance of programs, Ensuring that most graduates are employed
Regarding diversifying pathways, has the government taken major actions in the last 10 years?	Yes
List two of the most important of these government actions to diversify pathways:	Accord cadre passé pour permettrre aux établissements de FP privé de passer des conventions avec des universités nationales et étrangères pour développer des licences professionnelles., Institution concertée entre le MEN et le MEFP de procédures d'orientation des collégiens vers la FP pour l'accès au niveau qualification.
Have these actions been monitored or reviewed for their impact on diversifying learning pathways?	No
What best describes the review process?
Has the above review led to changes in policies to diversify learning pathways?
Notes, if any, on this topic:
Articulation of Skills Certification [*]	ESTABLISHED
Are certificates awarded for completing technical/vocational training programs recognized in the national qualifications framework?	Yes, for most certificates
Do training providers under ministries other than Education offer programs leading to the award of formal qualifications?	Yes, C'est le cas des ministères chargés de l'Agriculture, du Tourisme,de l'Artisanat.....
Are the qualifications awarded by non-Education ministries recognized for admission into formal education and training programs under the Ministry of Education?	Yes, a large number of qualifications are recognized
List below five common qualifications awarded by non-Education ministries that are recognized for admission into formal education and training programs under the Ministry of Education:
List below the qualifications from above that are recognized with the granting of credit:
Notes, if any, on this topic:
Recognition of Prior Learning [*]	LATENT
How have policy makers addressed issues pertaining to the recognition of prior learning (RPL)?	Limited or no attention
Does a national organization exist dedicated to adult learning and related issues (e.g. recognition of prior learning)?	C'est le Département de la FP qui assure actuellement cette promotion avec la participation des fédérations professionnelles concernées.
Is recognition of prior learning (RPL) integrated into the national qualifications framework (NQF) or the framework for occupational competency standards?	No
What best describes the government's outreach to inform the public about the recognition of prior learning?	Limited or no outreach
Notes, if any, on this topic:
Support for Further Occupational and Career Development [*]	EMERGING
Indicate below the ministries or agencies that provide or fund services to support further occupational and career development:	Ministres en charge de l'Education Nationale, de la Formation Professionnelle, de l'Enseignement Supérieur.
What describes the scope of publicly-sponsored further occupational and career development services?	Limited menu of services
What describes the organization of the above services?	Service centers that are part of a regional or national system
In the last five years, has the government reviewed its policies or programs for further occupational and career development?	No
Was the above review part of a routine and institutionalized process?
Has the above review led to changes in policies, funding, or the design of services for further occupational and career development?
Notes, if any, on this topic:
Training-related Provision of Services for the Disadvantaged [*]	ESTABLISHED
Are publicly-funded training programs available for disadvantaged populations?	Yes
Indicate below the ministries or agencies that oversee the above programs, listing the lead entity first:	INDH; administration pénitentiaire; formation professionnelle (DFP + OFPPT); ministère de la santé; Entraide Nationale; Ministère de la famille, du développement social et de la solidarité; Jeunesse et sports.
How does the lead ministry or agency support publicly-funded training programs for disadvantaged populations?	Systematic, routine support
Please indicate below the nature of the systematic support:	Annual budget, Adequate institutional infrastructure for implementation, Multi-year programmatic budget
Indicate below two major programs addressing the training needs of disadvantaged populations:	Formation professionnelle des détenus, Formation professionnelle des jeunes descolarisés
Have these programs been monitored and reviewed for impact?	No
Are these reviews part of an institutionalized and routine practice?
Following these reviews, have the programs been adjusted in light of the findings?
Notes, if any, on this topic:
Service Delivery	Emerging
Enabling Diversity and Excellence in Training Provision	Emerging
	Morocco
Scope and Formality of Non-State Training Provision [*]	ESTABLISHED
Are non-state providers allowed to offer training? (e.g. IVET, CVET, training-related ALMPs)	Yes
What types of non-state providers are allowed to offer training?	Domestic non-profit providers, Domestic for-profit providers
What best describes the composition of training providers?	Consists of a highly diverse mix of providers
Does an association of private training providers exist?	Yes
Briefly describe this association's membership, governance structure, and its role in policy dialogue with the government:	Il existe plusieurs fédérations et associations (FMEP; FMCI; ABCF), représentées dans les instances de la CGEM. La Fédération Marocaine de l'Enseignement Professionnel "FMEP" regroupe toutes les associations professionnelles, à caractère national, représ
What best describes the registration status of non-state training providers?	Most are registered
Are non-state providers required to renew their registration on a regular basis?	No
What best describes the licensing status of non-state training providers?	Most are licensed
Are non-state providers required to renew their license on a regular basis?	No
Notes, if any, on this topic:
Incentives for Non-State Providers [*]	ESTABLISHED
Does the ministry or its agencies use non-financial incentives to encourage non-state training provision?	Yes
What do these non-financial incentives consist of?	License to operate, Access to support services (e.g., information, instructor training, etc.), Authorization to issue government-recognized certificates and diplomas, Participation as members in national decision-making bodies or agencies, Appui pédagogique; audits; participation à l'encadrement pédagogique et administratif.
Does the ministry use financial incentives to encourage non-state training provision?	Yes
What do these financial incentives consist of?	Eligibility to enroll students receiving financial aid from the government, Eligibility to receive or compete for training grants, Exonérations fiscales
Notes, if any, on this topic:
Quality Assurance of Non-State Training Provision [*]	EMERGING
Are measures in place to assure the quality of non-state training provision?	Yes
Please indicate the features of these measures for quality assurance:	Regular reporting by providers to WfD authorities, Audits conducted on a regular schedule
Are measures taken to address quality issues in lagging institutions?	No
Please indicate the specific measures for the lagging institutions:
Notes, if any, on this topic:
Review of Policies towards Non-State Training Provision [*]	ESTABLISHED
Has the government reviewed its policies regarding non-state training provision?	Yes
What is/was the nature of the review(s)?	Routine reviews
Please provide an example of a recent review:
Following the above review, have the policies been adjusted in light of the findings?	No
Notes, if any, on this topic:
Targets and Incentives for Public Training Institutions [*]	EMERGING
Are training institutions expected to achieve specific targets for desired WfD outcomes?	Yes
What specific targets are training institutions expected to achieve?	Enrollment, Repetition rates, Graduation rates, Pass rates on terminal examinations, Job placement rates, Employer satisfaction, Trainee satisfaction
Is a reward system in place for public training institutions that achieve agreed targets?	No
What does the reward system consist of?
Do institutions or programs that fail to achieve agreed targets face consequences?	Yes
How does the ministry respond to institutions or programs that persistently fail to achieve agreed targets?	Increased support to address weaknesses, Reduced funding for poor-performing programs or institutions, Closure of programs or institutions
Notes, if any, on this topic:
Autonomy and Accountability of Public Training Institutions [*]	EMERGING
Over which of the following functions does the management of public training institutions have authority?	Selection and admission of trainees, Purchases of training materials and other inputs
Are public training institutions allowed to generate and retain revenues?	Yes, some are allowed
Are public training institutions governed by a board to which management is accountable?	Yes, in some institutions
How are complaints regarding the management of training institutions addressed?	A functioning system is in place
Notes, if any, on this topic:
Introduction and Closure of Public Training Programs [*]	LATENT
Introduction of Programs
What best describes the ministry's or agency's process for approving new programs?	Systematic (e.g. review protocols, documentation of decisions)
Which of the following influences or informs decisions on the introduction of major programs?	Capacity for training provision (e.g., staff, equipment, facilities, etc.), Analytical findings (e.g. labor market analyses, impact evaluations)
Please indicate two major new programs that were introduced within the last five years: (Select the most recent major programs)
Notes, if any, on introducing programs:
Closure of Programs
Does the ministry (or relevant agency under the ministry) conduct system-wide assessments to identify publicly-funded programs for closure?	Yes, on an ad-hoc basis
Which of the following informs decisions on the closure of major programs?	Labor market analyses
Please indicate two major programs that have been closed within the last five years:
Notes, if any, on closing programs:
Notes, if any, on this topic:
Fostering Relevance in Public Training Programs	Emerging
	Morocco
Links between Training Institutions and Industry [*]	ESTABLISHED
What links exist between training institutions and industry to improve training relevance and quality?	Formal links exist
What is the scope of the formal links?	Links exist between some training institutions and industry(ies)
In what areas have significant links been established?	Participation in governance or advisory bodies, Assessment of labor market needs, Industry internships or training for trainees, Industry training for instructors, Provision of part-time trainers from industry, Donation of industry equipment and/or supplies, Participation by industry in assessment of trainees
Notes, if any, on this topic:
Industry Role in the Design of Program Curricula [*]	ESTABLISHED
Do industry experts provide inputs into the design of the curricula of publicly-funded training programs?	Yes, through formal processes
To what extent do industry experts exercise this role?	In some institutions
Notes, if any, on this topic:
Industry Role in the Specification of Facility Standards [*]	ESTABLISHED
Do industry experts provide inputs into the specification of facility standards for publicly-funded programs?	Yes, through formal processes
In what areas do industry experts have a role in the specification of facility standards?	Setting technical specifications for equipment
Notes, if any, on this topic:
Links between Training and Research Institutions [*]	EMERGING
What links exist between training and research institutions?	Informal links exist
In what areas have links led to significant collaboration?
Notes, if any, on this topic:
Recruitment and In-Service Training of Heads of Public Training Institutions [*]	EMERGING
Do explicit standards exist for the recruitment of the heads of these institutions?	Yes
Please indicate the criteria that heads must satisfy:	Minimum academic qualifications (e.g., certificates, diplomas, and degrees), Minimum years of industry or work experience
Do heads have opportunities to participate in in-service training or professional development?	Yes, once every few years
What types of in-service or professional development opportunities are available to heads?	Seminars, workshops, and conferences, Formal courses, Industry exposure (e.g., attachments, study visits, etc.)
Notes, if any, on this topic:
Recruitment and In-Service Training of Instructors of Public Training Institutions [*]	EMERGING
Do explicit standards exist for the recruitment of the instructors of these institutions?	Yes
Please indicate the criteria that instructors must satisfy:	Minimum academic qualifications (e.g., certificates, diplomas, and degrees), Minimum years of teaching experience, Minimum years of industry or work experience
Do instructors have opportunities to participate in in-service training or professional development?	Yes, once every few years, Yes, at least once a year
What types of in-service or professional development opportunities are routinely available to instructors?	Seminars, workshops, and conferences, Formal courses, Industry exposure (e.g., study visits, participation in projects, etc.), Regularly scheduled industry attachments
Notes, if any, on this topic:
Enhancing Evidence-based Accountability for Results	Emerging
	Morocco
Administrative Data from Training Providers	ESTABLISHED
Are public training providers required to report specific data?	Yes
What data are public training providers required to report?	Administrative data (enrollments, staffing, budgets, etc.), Graduation statistics
Do public training providers produce annual reports?	Yes, most institutions produce publicly-available reports
Are non-state training providers required to report administrative data (enrollments, staffing, etc.)?	Yes, all are required
What best describes the completeness of reporting by non-state training providers?	Most providers supply the required data
How are data from training providers organized and maintained?	Data are maintained in an integrated management information system (MIS)
What is the latest year for which system-wide data are available?	2012
Notes, if any, on this topic:	Un système d'information spécifique est développé (GESTEP): Les donnéees sont saisies apr les opérateurs privés en ligne. Une exploitation des informations est formalisée dans un rapport national sur le secteur.
Survey and Other Data	EMERGING
Does the ministry or agency conduct or sponsor periodic surveys of special topics or issues?	Yes, routinely
Provide two examples of major surveys conducted or sponsored by the ministry or agency in recent years:	INSERTION ET CHEMINEMENT PROFESSIONNEL DES LAUREATS DE LA FORMATION PROFESSIONNELLE, EVALUATION DE LA QUALITE D LA FORMATION DISPENSEE PAR LES OPERATEURS DE FORMATION PUBLICS ET PRIVES
Does the ministry or agency conduct or sponsor impact evaluations of major programs?	No
Provide two examples of impact evaluations conducted or sponsored by the ministry or agency in recent years:
Notes, if any, on this topic:
Use of Data to Monitor and Improve Program and System Performance	EMERGING
What best describes how the ministry or agency uses the administrative data reported by training providers?	Used to monitor and assess the performance of institutions
How has the ministry or agency used the results of the special surveys and impact evaluations listed above?	To provide feedback to institutions, To identify good practices and innovations for sharing with service providers
Does the ministry or agency publish information on the employment and earnings of the graduates of training programs?	Yes, Information is available for a diversity of programs
Is the above information available online to all users, including potential trainees?	Yes, Les indicateurs sur les taux d'insertion des lauréats de la formation professionnelle ( par secteur d'activité, par genre, par région, par opérateur de formation,….) sont publiées sur le site web du Département de la Formation Professionnelle.
Notes, if any, on this topic:

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