Survey of ICT and education in Morocco

The Moroccan government has realised the key role played by ICT-based education as a positive contributor to the Information Society. Article 10 of the National Charter of Education and Training of 1999 is focused on the integration of ICT in education and supports the acquisition of computing facilities at schools along with the promotion of distance education and learning. Several programmes and initiatives, led and supported by the government, are taking place in the context of a long-term strategy that is intended to cover all education sectors and regions to ensure equal opportunity for all citizens.

Since its independence from French colonisation in 1956, Morocco has laid the foundation for the modernisation of the education system with the main goal of “Arabising” the curriculum and faculty as well as increasing access to education. It has made significant strides in education over the past decades. The French model was adopted and Morocco implemented three tracks of education:
• Modern, which is basically the continuation of the French system
• Original, which is basically Koranic
• Technical, to graduate skilled workers
The education system has undergone several reforms in an effort to reduce regional differences in quality and standards and to ensure general access to education throughout the country. In 1963, education became compulsory for Moroccan children between the ages of six through 13.
Education is free in public schools and is organised as follows:
• Basic (or fundamental) education is divided into two cycles of six and three years respectively. The first six-year cycle is taught at primary schools. The second stage of basic education is generally taught at colleges. Based on the grades achieved in the first nine years, students are enrolled at the secondary level to follow general, technical, or professional studies.
• Vocational studies are accessed by students who finish six years of basic education and pass an entrance exam. They attend a two-year course that leads to the Certificate of Professional Training. The students who complete nine years of basic education may join a two-year programme leading to a Diploma of Professional Qualification in an area of specialisation. Those who finish basic and secondary education but do not pass the baccalaureate exam can take a two-year programme that leads to the Diploma of Technician.

ICT Policies

One of the important axes of the educational reform is the integration of ICT into teaching. This reform was implemented by the National Charter of Education and Training of 1999. Article 10 of the Charter is focused on the integration of ICT in education and supporting the acquisition of computing facilities at schools with the promotion of distance education and learning. With the highest political support as well as the collaboration of selected business leaders and representatives of civil society, a national action plan was formulated in December 1998 and finalised in May 1999.

The King announced the period 1999-2009 as the “education decade.” The government focused on five key themes that are important for facilitating the role of knowledge in development and for the effective use of ICTs: education, governance, private sector development, e-commerce, and access. These themes formed the basis for the national strategy for ICT development and together were called the e-Maroc plan.
As a result of the enabling policy of the government to spread the use of ICT in all aspects of life in Morocco, a liberalisation and privatisation policy in the telecommunications sector led to the reduction of telecommunications cost and resulted in a rise in the number of cyber cafés and access to computers and Internet, even in small towns. Currently it is estimated that there are 4.6 million Internet users, which represents a 15.2% penetration rate in the population and a 4.5% growth rate since 2000.

Infrastructure

Today with a population of 33 million, of which over 50% are under the age of 24, Morocco has more than 2,200 Internet service providers (ISPs) and cyber cafés and a reasonable communications infrastructure.

The Ministère de l’Education Nationale and the Ministère de l’Enseignement Supérieur, de la Recherche Scientifique et de la Formation des Cadres were involved in networking the academic institutions. A total of 14 universities and higher education institutions have been connected to the Internet via an X.25 gateway
operated by Morocco Trade and Development Services in Rabat with support from USAID

Implementing ICT in Education: What Helps and What Hinders?

There are no major constraints facing Morocco, but the government is seeking innovative solutions and private-public partnerships to put in place the pilot projects in the different priority themes. The government has to combine the efforts of all development shareholders to promote the active use of knowledge for development and to take advantage of ICTs to facilitate information sharing, communication, new applications of technology, and to foster democracy and moralisation of public life using ICT as the major tool.