AFRICAN DEVELOPMENT BANK MAR/PSEE/2000/01 Language: French

Original: French APPRAISAL REPORT

QUALITY BASIC EDUCATION SUPPORT PROJECT

KINGDOM OF MOROCCO

NB: This document contains errata or corrigenda (see Annexes)

COUNTRY DEPARTMENT OCDN NORTH REGION MAY 2000

TABLE OF CONTENTS

Page BASIC DATA, CURRENCY-MEASURES AND ABBREVIATIONS, LIST OF TABLES, LIST OF ANNEXES, PROJECT BRIEF, PROJECT MATRIX, PROJECT EXECUTIVE SUMMARY (i) to (ix)

1. PROJECT ORIGIN AND BACKGROUND 1 1.1. Project Background 1

2. THE SECTOR 1 2.1. Educational System 1 2.2. The Government's Education and Training Policy 3 2.3. Education Financing 4 2.4. Operations of the Donor Agencies 5

3. THE SUB-SECTOR 5 3.1. Analysis of the Constraints and Problems of Basic Education 5 3.2. The Government's Basic Education Policy 7

4. THE PROJECT 8 4.1. Concept and Justification 8 4.2. Project Areas and Beneficiaries 9 4.3. Strategic Context 10 4.4. Project Objective 10 4.5. Description and Output of the Project Components 10 4.6. Environmental Impact 13 4.7. Project Cost 14 4.8. Sources of Finance 15

5. PROJECT IMPLEMENTATION 16 5.1. Executing Agency 16 5.2. Institutional Provisions 16 5.3. Implementation and Supervision Schedule 18 5.4. Provisions Relating to the Procurement of Goods and Services 18 5.5. Provisions Relating to Disbursements 20 5.6. Monitoring and Evaluation 21 5.7. Financial and Audit Reports 21 5.8. Aid Coordination 21

6. PROJECT SUSTAINABILITY AND RISKS 21 6.1. Recurrent Costs 21 6.2. Project Sustainability 22 6.3. Main Risks and Mitigation Measures 22

7. PROJECT BENEFITS 22 7.1. Socio-Economic Benefits 22 7.2. Impact on Girls 23

8. CONCLUSIONS AND RECOMMENDATIONS 23 8.1 Conclusions 23 8.2 Recommendations 24

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CURRENCY EQUIVALENTS (February 2000)

UA 1 = MAD 13.8616 MAD 1 = UA 0.0721 UA 1 = US$ 1.33928

MEASURES 1 kilogramme (kg) = 2.2 pounds 1 metre (m) = 3.28 feet 1 kilometre (km) = 0.62 mile 1 square kilometre (km²) = 0.384 square miles 1 hectare (ha) = 2.47 acres

FISCAL YEAR

1st January - 31 December

LIST OF ABBREVIATIONS

ADB African Development Bank AF Basic Education Year BAJ Barnamaj Al Aoulaouaiyat Al Ijtimaiya (Social Priorities Programme) BTP Building and Public Work CFP Teacher Training Centre COPEP Syllabus Programming and Evaluation Committee CPR Regional Education Centre CSSS Social Strategy Monitoring Committee DBE Buildings and Equipment Department DENF Department of Non-Formal Education DP Provincial Delegation DSPP Department of Statistics, Forward Planning and Programming EU European Union GATT General Agreement Transaction and Trade GDP Gross Domestic Product GNP Gross National Product INRDP National Institute of Research and Educational Documentation MDSSEFP Ministry of Social Development, Solidarity, Labour and Vocational Training MEAS Ministry of Labour and Social Affairs MEN Ministry of Education NFE Non-Formal Education NGO Non Governmental Organization NP National Promotion OAU Organization of African Unity OPEC Organization of Petroleum Exporting Countries PC Personal Computer PCS School Canteens Programme PEA Project Executing Agency PNE National Evaluation Programme PPS Social Priorities Programme SAP Sectoral Action Programme SDS Social Development Strategy UC Unit of Account UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNFPA United Nations Fund for Population Activities UNICEF United Nations International Children’s Emergency Fund USAID United States Agency for International Development WB World Bank WFP World Food Programme ZIP Priority Intervention Areas

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LIST OF TABLES

Page Table 4.1 Project Cost by Component 15 Table 4.2 Project Cost by Category of Expenditure 15 Table 4.3 Project Cost by Source of Finance 15 Table 5.1 Provisions Relating to the Procurement of Goods and Services 19 Table 5.2 Other Methods of Procurement 20 Table 5.3 Expenditure Schedule by Category of Expenditure 20

LIST OF ANNEXES

No. of Pages I Structure of the Educational System 1 II Meeting with the Authorities of the Town of Sfassi (Khemisset Province) 1 III Terms of Reference of the Study on Local Communities/MEN Partnership 1 IV Detailed Project Costs 7 V Organization Chart of the Project Executing Agency 1 VI Forecast Implementation Schedule by Component 1 VII Supervision Plan 1 VIII Provisional List of Goods and Services 1

This report was prepared by Mr. T.P. SEYA, Chief Education Expert, OCDN.3 (Head of Mission) and two consultants, following their appraisal mission to Morocco in February/March 2000. Requests for additional information should be addressed to Mr. Bisi OGUNJOBI, Director OCDN (Ext. 4040) and Mrs. Z.B. EL BAKRI, Manager, OCDN.3 (Ext. 4101).

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AFRICAN DEVELOPMENT BANK 01 B.P. 1387 ABIDJAN 01

Tel.: 20-20-44-44; Fax: 20-20-59 20

PROJECT BRIEF Date: May 2000

The information given hereunder is intended to provide some guidance to prospective

suppliers, contractors, consultants and all persons interested in the procurement of goods and services for projects approved by the Board of Directors of the Bank Group. More detailed information and guidance should be obtained from the Executing Agency of the Borrower. 1. COUNTRY AND NAME OF PROJECT: Kingdom of Morocco: Quality Basic

Education Support Project 2. LOCATION The entire national territory, particularly the

rural areas 3. BORROWER : The Kingdom of Morocco 4. EXECUTING AGENCY : Buildings and Equipment Department,

Ministry of Education 5. PROJECT DESCRIPTION : The project will be implemented over a

period of four years and it comprises the following components:

I. Extension of the Network of Secondary Schools in the Rural Areas

Studies and Supervision; Construction; Equipment/Furniture; and Teaching Aids.

II. Support to the Quality of Education and Educational Innovations

Studies and Supervision; Rehabilitation/Extension; Equipment/Furniture; Teaching Aids; Studies; and Training.

III. Strengthening of the Project Executing Agency

Equipment; Training; and Operating Costs.

6. TOTAL PROJECT COST

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i) Foreign Exchange Costs : UA 60.16 million ii) Local Currency Costs : UA 11.98 million iii) Total Cost : UA 72.14 million

7. BANK GROUP LOAN ADB : US$ 85.80 million

8. DATE OF APPROVAL OF THE BANK GROUP LOAN : September 2000

9. ESTIMATED PROJECT START-UP DATE AND DURATION : January 2001; 4 years

10. PROCUREMENT OF GOODS AND SERVICES

Studies and Supervision: consultancy services for the preparation of architectural designs (to be financed by the Government) will be procured following competitive bidding organized by the Government prior to the start-up of the project.

Construction: works for the construction of junior secondary schools, of an estimated amount of UA 52.92 million, will be contracted out and conducted following international competitive bidding.

Furniture/Equipment: the furniture and equipment, of an estimated total amount of UA 5.58 million, will be procured through local competitive bidding. As for the vehicle, estimated to cost UA 10 000, it will be procured following local shopping.

Teaching Aids: the teaching aids, of an estimated total amount of UA 2.00 million, will be procured through local competitive bidding. Regarding books for the INRDP library, estimated to cost UA 160,000, they will be procured following local shopping.

Training: the training services, of an estimated total cost of UA 5.04 million, will be procured following local shopping in specialized institutions.

Consultancy Services: consultancy services for the planned study, of an estimated total cost of UA 110,000, will be procured on the basis of a shortlist.

11. CONSULTANCY SERVICES REQUIRED Consultancy services will be required for conducting the study on partnership between MEN and the local communities for input management.

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MOROCCO

PROJECT IN SUPPORT OF THE QUALITY OF BASIC EDUCATION

PROJECT MATRIX

Hierarchy of Objectives Objectively Verifiable Indicators

Means of Verification Basic Assumptions

Objective bjective 1. Contribute to Human

Resource Development 1.1 An increase in the gross basic

education enrolment rate from 83% in 1999 (70% in the case of girls) to 100% in 2009

1.1 Statistics compendium of the Ministry of Education

1.2 Social indicators of the Ministry of the Population

Project Objectives 1. Increase the school enrolment

rate and improve the quality of the second cycle of basic education in the rural areas.

1.1 Increase in the pass rate of second cycle cohorts from 51.0% in 2000 to 54.6% in 2005

1.2 Increase the school enrolment rate in the second cycle of basic education from 49.6% in 2000 to 53.4% in 2005

1.3 Increase the school enrolment rate of girls in the second cycle of basic education from 40.6% in 2000 to 43.3% in 2005

1.4 The pass rate in the junior secondary schools of the project is 3 points higher than the class-repeating and dropout rates and 4 points lower than the corresponding national average rate in 2009

1.1 Reports of the MEN and the Project Management Unit.

1.2 The Bank’s project supervision report

1.3 Mid-term report 1.4 Project wrap-up and

completion reports of MEN and the ADB, respectively.

1.5 Post-evaluation report.

1.1 Education is maintained as a priority in the country’s development strategy.

1.2 The Education and Training Charter implemented without difficulty.

Output/Results

1. The educational facilities are

strengthened through the construction of 80 junior secondary schools with hostels or canteens in the rural and peri-urban areas.

2. The quality of basic

education improved with (a) the upgrading of 900 headteachers and 8,000 teachers during the projects, (b) the revision of the basic education syllabus and the adaptation of textbooks to the realities of the country, thanks to the existence of INRDP, and (c) the creation of a multimedia room in each of the 80 junior secondary schools.

1.1 A 10% increase in the intake capacity of second cycle basic education in 2005.

1.2 Improvement in the accommodation of pupils in second cycle basic education.

2.1 The rate of retention of the

pupils increased from 65% in 2000 to 75% in 2009

2.2 The rate of retention of girls increased from 60% in 2001 to 75% in 2009

2.3 In 2010, the pass rate in the junior secondary schools of the project is 3 points higher than the class-repeating and dropout rates and 4 points lower than the corresponding national average;

2.4 Pupils in the junior secondary schools of the project are familiar with information and communication technologies and have better research facilities than those in junior secondary schools that do not have multimedia rooms.

1.1 Reports of the MEN and the Project Management Unit

1.2 The Bank’s project supervision report.

1.3 Project wrap-up and completion reports of MEN and the ADB, respectively.

1.4 Post-evaluation report.

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Output/Results (cont’d)

3. Study conducted on the

partnership between MEN and the local communities for the management of junior secondary schools, including the hostels and the canteens.

The project executing agency is strengthened.

3.1 Information available on the

terms of the partnership between MEN and the local communities for the management of junior secondary schools.

3.2 Greater number of successful

partnerships between MEN and the local communities and greater participation, than in the past, of the local communities in the management of junior secondary schools.

4.1 The project is regularly

monitored by the project executing agency. The Bank’s rules of procedure are complied with, the project implementation schedule is adhered to and the works status reports are regularly produced and submitted to the Bank.

3.1 Recommendations of the

study on partnership are implemented by MEN

Project Activities

1 Construction

2 Equipment/Furniture

3 Teaching aids

4 Training

5 Technical Assistance

6 Operation

1. The project cost estimates by category of expenditure are as follows (in million UA):

Studies/Sup. 5.18 Construction 52.92 Equipment/Furniture 6.14 Teaching Aids. 2.16 Training 5.04 Operation 0.70 Total 72.14

The 2000 to 2004

investment programme for rural secondary schools is implemented.

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EXECUTIVE SUMMARY

Project Background

The project was identified in 1997 and prepared within the context of the Social Priorities programme, known under its Arab acronym of «BAJ». An initial appraisal was conducted in February 1998. However, it was in January 2000 that the Government requested the assistance of the Bank for the implementation of the project. Thus, it is necessary to re-appraise the operation in light of the latest developments of the educational system, particularly to take into account the stipulations of the National Education and Training Charter. The project re-appraisal mission was conducted in February/March 2000. Borrower : The Kingdom of Morocco Executing Agency : Buildings and Equipment Department,

Ministry of National Education Loan (a) Amount : US$ 85.80 million (b) Terms

i) Duration : Twenty (20) years, including a five (5)-year grace period.

ii) Foreign Exchange and Interest Rate : Foreign exchange to be determined at a floating

interest rate iii) Commitment Charge : 0.75% on the undisbursed loan amount, with effect

from sixty (60) days after the signature of the loan agreement

iv) Repayment : In thirty (30) equal and consecutive half-yearly instalments with effect from the sixth (6th) year and starting on the date of signature of the loan agreement.

Purpose of the Loan

The ADB loan, of an amount of UA 65.00 million (US$ 85.80 million), representing 90% of the total amount of the project, will finance the entire foreign exchange cost (UA 60.16 million) and 39.77% of the local currency costs (UA 4.76 million).

Sectoral Goal and Project Objective

The project will contribute to local human resource development. Its specific objectives are to increase the school enrolment and student retention rates, on the one hand, and on the other, to reduce the dropout and class repetition rates in the second cycle of basic education in the rural areas.

Brief Description of the Project Output

To attain the above-mentioned objectives, the following should be achieved at the end of the project:

i) the educational facilities should be strengthened through the construction of 80 junior secondary schools (comprising 720 classrooms) with hostels or canteens in the rural and peri-urban areas;

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ii) the quality of basic education should be improved with: (a) 900 headteachers and 8,000 teachers (i.e. 17% of second cycle basic education teachers) upgraded during the projects; (b) the revision of the basic education syllabus and the adaptation of textbooks to the realities of the country, thanks to the existence of INRDP; and (c) creation of a multimedia room in each of the 80 junior secondary schools;

iii) the study on partnership between MEN and the local communities for the management of junior secondary schools, including the hostels and the canteens, should be conducted; and

iv) the capacity of the Building and Equipment Department (which serves as the project executing agency) has been strengthened.

Project Cost

The total cost of the project is estimated at UA 72.14 million, including UA 60.16 million (83.40%) in foreign exchange and UA 11.98 million (16.60%) in local currency.

Source of Finance

The project will be financed by the ADB and the Government. The ADB resources will partly finance all the three project components and all the categories of expenditure. The ADB loan, amounting to UA 65 million and representing 90% of the total cost of the project, will finance the entire foreign exchange costs (UA 60.16 million) and 39.77% of the local currency costs (UA 4.76 million). Concerning the Government’s contribution, of an amount of UA 7.21 million and representing 10% of the total cost of the project, it will partly cover the different project components and categories of expenditure, with the exception of equipment/furniture and teaching aids.

Project Implementation

The project will be implemented over a period of four years. It will be managed by the Buildings and Equipment Department (DBE) of MEN, under the supervision of a steering committee. This committee will be composed of representatives of each of the central departments of MEN directly involved in the project, namely: the Buildings and Equipment Department, the Teaching Activities Department, the Human Resources Department, the Curricula Department and two representatives of the local communities covered by the project. In addition to these administrative structures, the Steering Committee will include two representatives of the parent associations and two other representatives of the basic education teachers. A project manager will be transferred to DBE and the latter will also be provided with adequate equipment in order to strengthen it. Its actions will be relayed in the regions of the country by MEN’s provincial management structures, comprising one (1) engineer and 2 technicians each, entrusted with supervision of the studies and constructions.

Conclusions and Recommendations

This project marks a significant effort to generalize basic education in Morocco. By enhancing the effective participation of the local communities in the financing and management of basic education, the project will help to reduce the unequal access to basic education, which the populations, particularly the female population of the rural and peri-urban areas of the country, still suffer from. Furthermore, through the creation of the National Institute of Research and Education Development, the project provides an appropriate solution to the problems which affect the qualitative development of the Moroccan educational system. In view of the foregoing, the project is perfectly consistent with past Bank Group operations in Morocco and in fact it strengthens their achievements. It is also consonant with the national development plan and the thrust of the Bank’s education sector policy document.

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It is recommended that an ADB loan, not exceeding UA 65 million (US$ 85.80 million) be granted to the borrower with a view to the implementation of the project as defined in this report, subject to fulfilment of the conditions stipulated in the loan agreement.

1. PROJECT ORIGIN AND BACKGROUND

1.1 Project Background

1.1.1 The Kingdom of Morocco lies along the Atlantic Ocean, spanning from the Sahara up to the Mediterranean Sea. To the east, it shares the high plateaus of the Sahara Atlas with Algeria and in the south, it is made up of vast desert regions. According to the United Nations estimates, in 1960, the Moroccan population stood at 11.23 million inhabitants and in 1999, it was estimated at 27.9 million inhabitants. This is a young population (34% of the population is less than 15 years) growing at an annual rate of 1.8% and as such it could exceed 30 million inhabitants by 2003. The annual growth rate is higher in the towns (2.9%) where half of the inhabitants of the country live (55.2%). In spite of the significant economic progress, poverty remains a major concern because about 19% of the population, particularly women living in the rural and peri-urban areas, live below the poverty line and do not have access to the basic social services, including education.

1.1.2 To address this issue, the Government resolutely embarked on efforts to improve the quality of the country’s human resources, particularly by placing special emphasis on basic education. As of the beginning of the 1980s, the donor community, including the African Development Bank Group, has been assisting the Moroccan Government in the development of its educational system, first by implementing the education reforms adopted in 1985 and subsequently by supporting the development of basic and secondary education.

1.1.3 After the operations aimed at expanding the two cycles of basic education, which were initiated towards the end of the 1980s and the beginning of the 1990s, the Government, as of 1996, embarked on the implementation of a series of operations to consolidate the achievements and improve the quality of the education system. This project, entitled « Quality of Basic Education Support Project», is aimed at assisting the Government to implement this new strategy, the urgency of which is restated and underscored by the Education and Training Charter. This Charter seeks to ensure basic education for all by 2008 and literacy education by 2004 for all children aged between 8 and 16 years who dropped out of school or were never enrolled in any school. The project was identified in 1997 and prepared on the basis of studies conducted by the Government and aid institutions involved in the Social Priorities Programme. It was initially appraised in February 1998. However, it was only two years afterwards that the Government entered the project into its Appropriation Bill and sought the assistance of the Bank. Consequently, it is necessary to re-appraise the operation in light of the latest developments of the education system. The project was re-appraised in February/March 2000 by an ADB mission. This report is based on the conclusions of past works as well as the different documents that the mission was able to consult.

2. THE SECTOR

2.1 Educational System

2.1.1 The general and technical education system, the structure of which is given in Annex I, comprises four levels: i) pre-school education; ii) basic education; iii) general and technical secondary education; and iv) higher education.

2.1.2 With the technical reorganization of the administration of the formal education sector in 1998, the sector is now under the responsibility of four main ministries: a) the Ministry of Education, which is responsible for pre-school education, basic education and the training of teaching and administrative staff; b) the Ministry of Secondary and Technical Education; c) the Ministry of Higher Education, Management Training and Scientific Research; and d) the Ministry of

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Social Development, Solidarity, Employment and Vocational Training. The activities of the Ministry of Education are partly decentralized and are performed at the level of the 14 Academies and 71 Provincial Delegations. For the moment, the Academy intervenes only in the continuous assessment process established under secondary education and which makes it possible to take the results of secondary education into account when grading the Advanced Level examinations results. However, within the framework of decentralization, the Academy should be granted greater responsibility. The Provincial Delegate is appointed by and represents the Minister.

2.1.3 Pre-school education comprises two distinct components: i) pre-school coranic education, which is private and is organized in religious nursery schools with religious education teachers who are supported by the community; and ii) «modern» pre-school education, which is also private and is provided in the towns to meet the needs of a medium/upper class clientele. This level of education prepares the children for school and helps them to learn about their socio-cultural environment.

2.1.4 Basic education lasts nine years and is divided into two cycles: an initial cycle of six years, which receives children of 6 to 11 years (as against 7 to 12 years up to last year), followed by a three-year cycle that receives children of 12 to 14 years. Pupils progress from the first to second cycle of basic education without any exams even though the passage depends on the number of places available in the junior secondary schools.

2.1.5 Secondary education lasts three years and receives children of 15 to 17 years who have completed the ninth year of basic education and are deemed to have the ability to continue their studies either in general or technical education. Owing to the shortage of places, admission to secondary schools is limited strictly to 40% of pupils who complete the 9th year of basic education. At the end of secondary education, the pupils sit the Advanced Level examinations, which allow them access to higher education.

2.1.6 Higher education is composed of universities, «grandes écoles» and basic and secondary education teacher training institutes. Almost 90% of the higher education students are registered in university institutions and the remainder attends management training schools and teacher training institutions.

2.1.7 Vocational education is provided at four levels: specialization (this level receives pupils who have completed the first cycle of basic education and who are to be trained as workers in the arts and craft industries, building construction and agriculture); skills acquisition (for candidates from the 2nd cycle of basic education and who receive a two-year training to qualify as skilled workers); the technician level (for candidates having attained the level of at least third year secondary education); and the level of senior technician (this level accepts Advanced Level certificate holders).

2.1.8 Non formal education coexists with formal education. It is primarily the responsibility of the Ministries of Social Development, Rural Development and Cultural Affairs but the Ministry of Education is entrusted with the uneducated youths of 8 to 16 years. The mission assigned to this type of education is to progressively eradicate illiteracy, which affects 48.3% of the adult population, promote universal education and ensure the integration of youths aged 8 to 16 years in the formal education and vocational training systems or into the workforce. Women are a favourite target group for non-formal education, particularly rural women aged 10 to 45 years, who are least represented in the formal education system.

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2.2 The Government’s Education and Training Policy

The 1985 Education Reform

2.2.1 In 1985, an education system reform programme was adopted by the Government with the support of the donor agencies, including the World Bank and the African Development Bank. The programme modified the preceding organization of the education system and adopted an entirely new structure, with nine (9) years of compulsory basic education, followed by three (3) years of secondary education. This basic education, also called fundamental education, was divided into a first cycle of six (6) years and a second cycle of three (3) years. Two of the four objectives of the programme are quite relevant to this project, namely: (i) improvement in the fairness of basic education; and (ii) improvement in the efficiency of the educational system.

2.2.2 The interim reform programme performance audit report prepared by the Bank in 1995 showed mitigated results. With regard to fairness, the report notes that although the basic education programme was effectively implemented, the number of pupils attending this level of education increased by only 2% between 1985/86 and 1992/93, whereas the set target was a 4.9% increase for the period concerned. The imbalance between the urban and rural areas was maintained in spite of the school construction efforts because school enrolment was not sufficiently promoted within the rural communities. The number of girls in basic education increased marginally from 37.8% in 1984/85 to 39.2% in 1989/90 and 40.3% in 1992/93. Concerning improvement in the efficiency of basic education, it should be noted that the pass rates have increased to a certain extent (from 74.7% to 81.5% between 1984/85 and 1992/93), without, however, reaching the projected improvements (from 74% to 86.8% for the same period).

The National Education and Training Charter

2.2.3 The limited progress in school enrolment during the 1980s and at the beginning of the 1990s and the deficiencies that appeared during the implementation of the 1985 Reform led His Majesty, the late King Hassan II, to order the establishment of a Special Commission in March 1999, in order to produce a “National Education and Training Charter”. This Charter was recently adopted by the Parliament and its first implementation texts are currently being discussed. By confirming the objectives of the Economic and Social Reform Programme (backed by the African Development Bank and the World Bank) and including them into a wider perspective, this charter marked mobilization in favour of education, which has become a foremost national priority, after territorial integrity, and it also declared 2000/09 as the national education and training decade. It also seeks to generalize, during the said decade, the quality of basic education, which includes two years of kindergarten as well as primary and junior secondary school education. Likewise, it introduces compulsory education for children aged 6 to 15 years and this compulsory education will be implemented gradually as and when the necessary educational structures and conditions are created. The requisite measures have been envisaged for the attainment of these realistic objectives.

2.2.4 Efforts to improve the quality of education will focus on teaching programmes, the training of teachers and headmasters, school timetables, textbooks, assessment of the pupils and educational guidance. The duration of the school year will be extended to 34 weeks, for an annual total of 1,000 to 1,200 hours of classes in the primary, junior secondary and high school levels.

2.2.5 All the institutions for the training of education officials are integrated and connected to the university in the drive to mobilize all the available potential, provide sound initial training for the teachers, education advisers and other staff members, strengthen educational research and establish

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relevant continuous training plans. All the education/training officials will undergo two types of training: short annual upgrading sessions and longer upgrading sessions every three years.

2.2.6 To improve the social and material conditions of the students, canteens will be restructured on the basis of decentralized management, with the involvement of parents, and all the rural junior secondary schools will have hostels with the appropriate conditions of hygiene to ensure the well-being of the pupils. The construction and equipping standards will be diversified and adapted to environment and their utilization will be rationalized. In particular, the standard will be updated and adapted to the ecological, climatic and socio-cultural context. In order to optimize the education resources and make the best use of the modern technologies, the new information and communication technologies will be used, particularly in the area of continuous training. These technologies will be integrated into the schools environment through a computer centre and a multimedia library, which will be set up in each school between the 2000-2001 school year and the end of the next decade.

2.3 Education Financing

2.3.1 The State is the leading financier of the education sector (84% of the total), well ahead of the families (11%), local communities (3%) and enterprises (2%). The contribution of families to education financing is very low. In the past, the contribution of local communities was based on the proportion of VAT revenue returned to them they by the State but this contribution has been stopped since 1996. In keeping with the new orientations of the Government, the private sector, particularly the banking sector and the local communities, contribute to education financing. This new trend was epitomized by the partnership operations noted in the country between the Ministry of Education and the components of civil society, particularly the NGOs, parents' associations and local communities.

2.3.2 In 1998, the State devoted 20% of its general budget to basic and secondary education, that is 4.5% of GDP. When broken down by level of education, in 1998/99, the Ministry of Education spent 47% of itsbudget on the first cycle of basic education, 27% on the second cycle of basic education and 26% on secondary education. The breakdown of capital expenditure over the same year and the same levels of education was 30%, 44% and 26%, respectively. The structure of the Ministry of Education's operating expenditure shows a predominance of salaries and allowances, which represented 85% of recurrent costs in 1998/99 whereas only 6% of the resources allocated to education were devoted to operating expenses, including coverage of expenditure relating to teaching aids. In the second cycle of basic education and secondary education, boarding is financed entirely by scholarships. The scholarships are paid directly to boarding schools. They are awarded at the level of the provincial delegations and the main criteria for their award are merit and the income level of the parents. In 1997/98, the country's boarding schools received 31,565 pupils, of whom 22% were girls and 86.3 % were scholarship holders.

2.3.3 Within the context of the Education Charter, the State undertook to increase the sector budget by 5% each year in order to make up for inflation and meet the additional expenditure after exhausting the possibilities of making savings and improving management. More specifically, this addition will help to cover more adequately the teaching aids requirements of the schools, which is the poor relation of the education system financing mechanism. Furthermore, the State will pursue and strengthen its policy in support of the maintenance of school buildings and equipment (including the new information and communication technologies,) by allocating thereto substantial resources from the Ministry of Education budget. Furthermore, computer specialists will be made available in order to provide the expertise required to manage the computer equipment put at the disposal of the schools. The possibility of instituting a national contribution in favour of education will be considered. Its subsequent proceeds will be allocated to a fund in support of the generalization of

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education and the improvement of its quality. Registration costs will be introduced gradually into secondary and higher education, depending, in particular, on the income of the families.

2.4 Operations of the Other Donor Agencies

The Moroccan education sector receives sustained bilateral and multilateral assistance. The World Bank cofinanced with the African Development Bank Group the project in support of the quality of the first cycle of basic education in the rural areas and the project in support of the quality of the second cycle of basic education in the rural areas. The BAJ, a programme cofinanced by the World Bank and French Technical Assistance, plans to enhance access to and the retention capacity of first cycle basic education in the 14 provinces, particularly for girls, and to strengthen the institutional capacities of the Ministry of Education. The European Union is financing a project similar to BAJ in 8 provinces and it backs basic education in the peri-urban areas. USAID manages two projects: a) the first one, entitled "Initiative in Favour of Girls and Women", plans to prepare methods for sensitizing the different partners on the importance of educating girls; b) the second project, entitled "Project for the Education of Girls in Morocco", seeks to develop an operations model intended to increase the access of girls to schools and their retention therein. Finally, UNESCO set up an interactive pilot television scheme for on-the-job training of primary school teachers in rural areas as well as that of headteachers and education inspectors. The common characteristics of these different operations is that they support the qualitative and quantitative development of basic education and help to reduce the inequality of access to basic education.

3. THE SUB-SECTOR

3.1 Analysis of the Constraints and Problems of Basic Education

3.1.1 The major weaknesses of basic education are the unequal access thereto observed in the regions (rural and urban areas) and gender considerations, on the one hand, and its insufficient internal efficiency. The table below gives a brief summary of the trend of the number of pupils and teachers in basic education from 1991/92 to 1998/99:

Number of Pupils Number of Teachers

Total Rural Total Rural

1991/92 1998/99 1991/92 1998/99 1991/92 1998/99 1991/92 1998/99

Primary % Girls/Women Jun. Sec. School % Girls/Women Overall Total % Girls/Women

2485034 39.9

790223 41.3%

3275257 40.6%

3317153 43.8%

937096 42.7%

4254249 43.25%

1020428 30.5% 60063

- 1080491

-

1562764 39.7%

132747 1.2%

1695511 33.8%

91346 37%

48273 33%

139619 35%

116638 36.9% 50882 14.5%

167520 25.7%

46663 22.2%

- - - -

63688 22.1%

7375 22.4

71063 22.2%

3.1.2 The above table shows that a lot still needs to be done to strike a balance between school enrolment in the rural and urban areas and between boys and girls. Indeed, in 1998/99, girls represented only 43.8% and 42.7% of pupils in first and second cycle basic education, respectively. The disparities are higher in rural areas where the proportion of girls in primary and secondary schools, as indicated above, stand at 39.7% and 1.2%, respectively. Considered from a diachronic perspective, however, it is clear that the above-mentioned situation is the end result of the positive trends observed since 1990, that is, a move towards equal access to basic education. To illustrate this, the number of girls in the first cycle of basic education throughout the country increased by 4 points between 1991/92 and 1998/99 and it increased by 9 percentage points in the rural areas. The

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same trend of reducing inequality of access is noted in the second cycle as well even though the progression is slower, i.e. 41.3% in 1991/92 as against 42.7% in 1998/99.

3.1.3 In spite of the progress achieved in the implementation of the 1985 reforms, the internal efficiency of basic education is still low. Although the percentage of pupils (not available but estimated to stand between 82% and 86% in 1998/99) advancing to a higher grade increased in the two cycles, it is still insufficient. The average rate of class repetition is estimated at 11% to 15% in the first cycle and 10% in the second cycle of basic education, with a peak ranging from 40% to 45% in the 9th year as a result of the Government policy to cap at 39% the number of pupils advancing to secondary education. The dropout rate has remained stable and low (from 3% to 6%, depending on the grade). However, owing to the recent improvements in the pass rate, the internal movements and the cumulative effect of dropouts, the number of pupils in the sixth year of basic education (AF) in the rural areas represents only a third of those in the 1st year of basic education in the urban areas.

3.1.4 The overall pass rate from the first to the second cycle of basic education (from the 6th to the 7th year) stabilized at about 80%, with fairly low dropout rates. Passage from one class of basic education to another is now virtually a foregone conclusion. However, owing to failure to generalize access to the first year of basic education and dropouts during the first cycle, only 51.0% of a cohort registered in first year basic education and only 46.0% of a generation goes through to the seventh year of basic education. Significant progress needs to be accomplished to generalize second cycle education. Moreover, rural children, particularly girls, are highly disadvantaged regarding access to the 2nd cycle. For instance in 1996/97, the overall pass rate stood at about 67% in the rural areas, as against 92% in the urban areas. In 1998/1999, the gross enrolment rate in the first cycle of basic education was estimated at about 85% of children of school-going age and 39% in secondary education, which includes the second cycle of basic education.

3.1.5 The cumulative number of children not enrolled into the first cycle of basic education and dropouts during the same cycle, have resulted in a high illiteracy rate, with considerable gender and rural/urban disparities. Between the population census of 1960 and that of 1994, the total illiteracy rate dropped from 87% to 56%, and in 1999, it was estimated at 48.3%. Although significant, this reduction in the number of illiterates is still insufficient because the literate adult population increased only marginally (to 51.7%). With an illiteracy rate of 89%, rural women are the least literate sub-group whereas the most literate sub-group is urban men, only 25% of whom are illiterate. In 1999, it was estimated that 2,500,000 children, aged 8 to 16 years (that is 42% of the age group concerned), including 1.8 million in the rural areas, were never enrolled in school or dropped out prematurely. Girls represented 60% of these figures.

3.1.6 The different variations observed concerning access to and enrolment in the second cycle are caused by demographic, sociological and economic factors. In the peri-urban areas, rapid population growth and saturation of supply affect access to basic education. The quantity (33% of the schools are made up of schools that do not offer courses for the entire cycle) and quality (9% of the schools are connected to the power grid, 26% to the water supply network and 17% have latrines) of the educational facilities are inadequate to meet the needs of optimum education. In the rural areas, the distances between junior secondary schools and the rural villages where the pupils who have completed the sixth year of basic education live, do not encourage poor families to enrol their children in junior secondary schools. Expressed in kilometres, the distance to the schools is not too far (the average school-home distance is 1.2 km) but for children, particularly girls, who have to travel these distances over hilly lands, it is far. Providing rural children in second cycle basic education (particularly girls) with decent accommodation close to the junior secondary schools, which seems to be the appropriate solution to this problem, is not yet fully achievable owing to the insufficiency of canteens and hostels.

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3.1.7 Similarly, in some regions, there are socio-cultural obstacles to the extended education of girls because they are usually married off quite early. In the same vein, curricula and textbooks, which are not adapted to the sociological realities of the areas concerned, also constitute impediments to the school enrolment of children who continue to be considered as producers in the service of the family. Finally, the low number of female teachers (women represented 25.7% of teachers in second cycle basic education in 1998/99) is another obstacle to the promotion of the education of girls, who lack role models in the school environment.

3.2 The Government’s Basic Education Policy

3.2.1 In the drive to generalize the second cycle of basic education, the Education Charter has made provision for the extension of existing junior secondary schools, the creation of rural and peri-urban junior secondary schools and the creation of second cycle classrooms annexed to central primary schools. This latter option is currently being tested.

3.2.2 The choice of the sites for the establishment of schools should comply with the objective criteria set out in the "school zoning map" and the land development plan. For the construction of junior secondary schools, priority will be given to the creation of feeder roads, water supply, electricity and telephone networks. A participatory approach will be adopted and will consist of: i) defining the needs of the populations concerned; and ii) involving these populations in the implementation of the works and maintenance of the premises and equipment. The rural villages and the parents’ associations could be entrusted with the guarding and maintenance of the schools. Over-standardization of the equipment will be avoided. The premises should be designed to make them more functional. However, the premises, facilities and equipment should be built or made available concomitantly. The option selected for most of the junior secondary schools will be to construct hostels with separate accommodation for the boys and the girls. In the towns in some regions, the hostels will be reserved for the girls.

3.2.3 Improvement in the quality of education will cover in particular: a) revision and the adaptation of the curricula, textbooks and teaching aids, not only to the sociological realities of the country but also to the need to promote the education of girls; b) re-assessment of the timetables and the number of hours spent in class by both the teachers and pupils; c) enhancement of the teaching of Arabic and renovation of the method of language teaching; and d) systematic use of the new information and communication technologies. To this end, a National Institute of Research and Educational Documentation will be created with the primary objective of: (a) providing the Ministry of Education with a documentation and educational research structure; (b) making available to the educationalists and researchers a functional and effective facility for developing educational research; and (c) enhancing information processing and the exploitation of all aspects of educational research.

3.2.4 In the second cycle of basic education, quality enhancement will initially focus on the headmasters of junior secondary schools, for whom on-the-job training programmes are currently being prepared, as well as the teachers who would have undergone continuous training programmes in the next five years. In addition to imparting the technical skills of the teaching profession, these different types of training will familiarize the teachers with the specific educational needs of girls. The different training activities will be conducted in all the regions of the country, under the supervision of the representatives of the Ministry of education, and they will make use of the different facilities and equipment available (CFI, CPR or ENS).

3.2.5 The assessments and examinations will be developed and strengthened, particularly at the end of the first and second cycles of primary education (2nd and 6th year) and at the end of junior secondary education. They will involve continuous assessment and streamlined examinations. Education counselling will become an integral part of the education/training process and the quotas

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and thresholds for going from one cycle to another will be abolished. The education advisers will thus recover their real roles.

3.2.6 Following various experiments conducted together with non-formal-education NGOs, a strategy was prepared and is being implemented since May 1997. It focuses primarily on the following groups: a) youths in difficult and precarious situations (street children and imprisoned youths); b) youths working in cottage industries, commerce, workshops etc; c) rural dwellers; and d) girls and young women. The target population falling within the purview of the Ministry of education (children aged to 8-16 years) is divided into two groups: children aged 8-12 years; and 13-16 years. The priority defined for the first group is their integration into the formal education system. A three-year programme has been designed to help them acquire the basics corresponding to the 6th year of basic education. Concerning the children in the second group (13-16 years), those who dropped out of school for less than one year will be re-enrolled and non-formal education programmes will be provided for those who cannot be re-enrolled. In partnership with the cottage industries and the Vocational Training Centre (CFP), they will be given basic skills training.

4. LE PROJECT

4.1 Concept and Justification

4.1.1 The project concerns the second cycle of basic education. The first cycle of basic education in the rural areas and for girls are well covered by projects financed by the BAJ/World Bank, the European Union and the USAID. In contrast, access to the second cycle of basic education is still limited whereas generalization of this level of education is one of the major objectives of the National Education Charter and the National Development Plan. The deficit in access to the second cycle concerns primarily the rural areas, particularly rural girls, and the rural areas are precisely the priorities of the project.

4.1.2 Interest in the second cycle of basic education stems from the fact that the existence of junior secondary schools stimulates demand for the first cycle, particularly in the rural areas and among rural girls. Indeed, one of the key reasons why parents educate their children is the guarantee that they would finish at least one cycle of basic education. This is the reason why the project focuses on basic education, particularly its second cycle. The enhancement of the quality of basic education can only improve the school enrolment rate and the internal efficiency of this level of education. The creation of the National Institute of Research and Educational Documentation (INRDP), initially planned under Education Project V but which could not be implemented under that project, owing to insufficient preparation, is included in this project to meet the preparation requirements. The project focus on basic education is justified by the weaknesses noted in the Moroccan education system subsector and the convergence between efforts deployed by the country to improve the subsector and the priorities highlighted in the Bank's education policy document.

4.1.3 The Bank's project completion report (PCR) on the project for the Development of First Cycle Basic Education and the supervision reports of the Project in Support of Second Cycle Basic Education in the Rural Areas (the PCR relating thereto is not yet available) highlighted a certain number of implementation difficulties. These stem, inter alia, from the following factors: (a) heterogeneity of the components and the beneficiary ministries; (b) lack of harmony between the architectural programmes, including the types of construction, and the sociological characteristics of the areas; and (c) the inadequate experience and the institutional instability of the implementation unit with the resultant considerable turnover of the managers of the unit.

4.1.4 Indeed, most of the past projects generally had several components, sometimes involving three to four ministries. Under these circumstances, the projects had to address difficulties relating to the harmonization of the different activities. The technical design of the components rarely took

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into account aesthetic or sensitivity considerations or the cultural and social context of the areas in which such components would be implemented. This is the reason why under the Project in Support of the Development of First Cycle Basic Education, primary schools were built using prefabricated materials and rural junior secondary schools were built according to a standard plan, thus ignoring the architectural specificity of the beneficiary areas. Another weakness of past projects was the excessive imbalance noted between the physical aspects (hardware) and the qualitative aspects (software). Finally, the PCRs showed that most of the time the project executing agencies did not have adequate and skilled human resources for project management and, furthermore, they are not familiar with the Bank's rules of procedure.

4.1.5 Four key measures have been adopted in order to take the above lessons into account in the design of this project. Firstly, the project entails a limited number of major and well-identified operations, the engineering design of which are now ready. Secondly, the project was designed taking into account the aspirations of the beneficiary populations and the cultural realities of the area to ensure ownership of the operation by the local communities. Thus, in addition to the other donor agencies (World Bank, the European Union and the Agence française de développement) and officials of the Ministry of Education (at the central and regional levels), civil society (local populations, parents’ associations and women's NGOs), had the opportunity to express its point of view on the different aspects of the project (see Annex II). These discussions revealed the need to adapt the school buildings to the architectural and environmental specificity of the areas and to associate the project beneficiaries in the management of the schools, particularly the management of the hostels.

4.1.6 The junior secondary schools will be constructed on the basis of specific architectural plans taking into account the local cultural heritage, gender sensitivity and the particular needs of the disabled. These improvements will be introduced into the construction activities using the existing guide on the design of school buildings, which was financed by the Bank and implemented by UNESCO within the context of a past project. A study is planned to formalize partnership between the local communities and the Ministry of Education for the management of the junior secondary school hostels. These measures will add a qualitative dimension to the constructions planned under the project and in addition to the educational function of the buildings, it will promote the aesthetic and artistic richness of the areas concerned. Furthermore, purely qualitative activities, such as training and research, are also planned under the project. Finally, the capacity of the project executing agency (placed under the Buildings and Equipment Department – DBE) will be strengthened by assigning an experienced project manager to DBE. The key project managers will participate, whenever possible, in the training sessions organized by the Bank on project management and the procedures for the procurement of goods, works and services.

4.2 Project Areas and Beneficiaries

4.2.1 The project is aimed at the rural areas countrywide. These areas are characterized by poverty. Indeed, according to the data gathered by the 1990/91 survey on the standard of living, which was updated in 1997, the 3.5 million Moroccans (13.1% of the population) living below the poverty line set at MAD 313, were rural dwellers. In addition, 41.9% of the population is made up of vulnerable people, whose monthly expenditure vary between MAD 209 and MAD 501, and 5.4% are marginalized people with monthly expenditure of less than MAD 209. Poverty in the rural areas is also reflected in the difficulty of access to the basic social services (drinking water: 34%; electricity: 30%; chronic malnutrition of infants; high infant and maternal mortality rates; school enrolment rate: 26.9% of children of school-going age have never attended school and 67% are illiterate). By focusing on the rural areas the project seeks to contribute to poverty reduction by providing quality basic education to boys and girls who would otherwise have been deprived of it. This education will enable them to acquire the basic knowledge required for their harmonious integration into the society.

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4.2.2 All the education delegations, covering the 80 junior secondary schools in the rural areas, will be involved in the extension of the network of these schools. Concerning on-the-job training, it will be provided for all the headteachers and the second cycle teachers, without regard to the area of the country they are posted to. The main beneficiaries of the project will be the 13,000 rural children, particularly girls, who progress to grade 6 of basic education each year and who wish to continue to the second cycle but would currently be unable to do so owing to the lack of a junior secondary school close enough to their homes. After the implementation of this project, it will be possible to enrol a total of 40,000 rural children into the second cycle of basic education each year. More generally, all the basic and secondary education pupils who will receive revised curricula and textbooks will also gain from the project. The 900 headteachers and 8,000 junior secondary school teachers to be trained under the project will also benefit therefrom because their performances will be improved.

4.3 Strategic Context

4.3.1 In spite of the significant progress made in the area of education, the country's net school enrolment rates are still lower (by 20% in the case of first cycle basic education and 10% in the case of secondary education) than those of the other North African and Middle-East countries. From the qualitative standpoint, in spite of the success achieved with regard to the enhancement of equal access to education, the Moroccan educational system has not yet been able to make up for the marked disparities between the rural and urban areas and between boys and girls, particularly at the level of second cycle basic education. Furthermore, owing to the insufficient qualification of a significant proportion of teachers and the mismatch between the programmes and the teaching methods, there are a number of dropouts in basic education, which substantially increases the social and economic costs of education and compromise its efficiency. This situation has maintained a high illiteracy rate (48.3%) with considerable disparities between men (36%) and women (60.5%) and between the urban and rural areas, with rates of 33.7% and 67%, respectively.

4.3.2 The Government’s strategic response to this educational context is reflected in its commitment to generalize basic education and improve the quality of the sub-sector, by 2004, through human resource mobilization and the participation of all the economic and social partners. To attain this overall objective in the case of second cycle basic education, during the 2000-2004 period, a capital budget estimated at MAD 7,595,000,000 would be required. This project will implement about 13% of this major programme by extending the network of rural junior secondary schools and by buttressing the quality of basic education.

4.4 Project Objective

The project will contribute to local human resource development. Its specific objectives are to increase the school enrolment and student retention rates, on the one hand, and on the other, to reduce the dropout and class repetition rates in the second cycle of basic education in the rural areas.

4.5 Description and Output of the Project Components

4.5.1 To attain the above-mentioned objectives, the following should be achieved at the end of the project:

(a) the educational facilities should be strengthened through the construction of 80 junior secondary schools (comprising 720 classrooms) with hostels in the rural areas, i.e. 18% of the programme of investment for the creation of second cycle schools in the rural areas;

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(b) the quality of basic education should be improved with: (i) 900 headteachers and 8,000 teachers (i.e. 17% of second cycle basic education teachers) upgraded during the project; (ii) the revision of the basic education syllabus and the adaptation of textbooks to the realities of the country, thanks to the existence of INRDP; and (iii) creation of a multimedia room in each of the 80 junior secondary schools;

(c) the study on partnership between MEN and the local communities for the management of junior secondary schools, including the hostels and the canteens, should be conducted; and.

(d) the capacity of the Building and Equipment Department (which serves as the project executing agency) should be strengthened.

4.5.2 The above-mentioned project objectives will be realized in keeping with the following components and categories of expenditure:

Component I: Extension and Strengthening of the Quality of the Network of Junior Secondary Schools in the Rural Areas

4.5.3 The objective of this component is to strengthen second cycle basic education both in the rural and peri-urban areas. To this end, the project will finance the construction and equipment of 80 new junior secondary schools in the rural areas.

Studies and Supervision

4.5.4 The design and supervision of the construction of junior secondary schools financed by the project will be entrusted to architectural firms working together with consulting firms. The latter will be selected beforehand following competition organized by the Moroccan Government and will not be financed by the project. To guarantee the quality of the construction works, the services of inspection firms will be contracted.

Construction

4.5.5 It is planned to construct 80 junior secondary schools, of a total of 720 classrooms, in the rural areas, representing about 18% of the investment programme for the 2001-2004 period. In general, each junior secondary school will comprise six (6) general education classrooms, two (2) science education classrooms, one (1) specialized education classroom, a staff room, an administrative building, an infirmery, two official residences, a caretaker's flat, a locker room with showers and a covered playground. Each junior secondary school will have hostels, a canteen, a prayer room, a laundry room, a foyer, gender-segregated dormitories and a computer room. On average, the total area of each junior secondary school will be 3,058 m2. The method of construction of each of these schools will be determined on the basis of a guide for the design of school buildings, which was prepared by UNESCO within the context of the First Cycle Basic Education Support Project financed by the Bank in Morocco. A playground and sports fields will be created. Each building will be equipped with ramps to facilitate access thereto for disabled pupils. The schools will be built on serviced sites, which are connected to the water supply network, the power grid and the telephone, for access to the Internet, and each school will have a perimeter fence. The list of the project sites has already been defined and the necessary lands are already available.

Equipment/Furniture

4.5.6 The project will finance office equipment for the administration of each of the 80 junior secondary schools and this equipment will comprise a photocopier, a computer, a printer and a stabilizer. Furniture will also be procured for the classrooms and the library (desks, tables, chairs, boards, teachers’ desks and chairs) as well as for the canteens (benches and tables). Chairs, cupboards and tables will be procured for the administrative building.

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4.5.7 Concerning the boarding schools, their canteens will have kitchens, which will be furnished with tables and benches. Beds, chairs, cupboards, mattresses, bed sheets and laundry equipment will also be financed by the project.

4.5.8 Within the context of adoption of the programme on the new information and communication techniques in the second cycle of basic education, each of the junior secondary schools financed by the project will receive computer equipment comprising 4 multimedia computers, with the software and other equipment required for proper functioning (printers and stabilizers). The project will also finance the furniture of the computer rooms.

Teaching Aids

4.5.9 The project will finance for each of the 80 junior secondary schools teaching aids for physics, natural sciences, history, geography etc. Likewise, library books and physical education equipment, including poles, will be financed by the project.

Component II: Support to the Quality of Education and Teaching Innovations

4.5.10 The objective of this component is to improve the quality of basic and secondary education. To this end, the component will finance actions aimed at strengthening teaching innovation embarked upon the by the Ministry of Education. The Government has decided to withdraw the component relating to the National Institute of Research and Educational Documentation from the Education V Project, under which it should have been implemented, and transferred it to this project. This decision makes it possible to take into account the recent changes in the objectives assigned to INRDP as defined in paragraph 3.2.4. A study will also be conducted to strengthen the second cycle of basic education. Special emphasis will be laid on the training of headmasters and teachers of the junior secondary schools.

Design and Supervision

4.5.11 An associate architectural firm and a consulting firm, selected beforehand through competitive bidding, will carry out the design and supervision of the extension/rehabilitation of the INRDP.

Extension/Rehabilitation

4.5.12 Plans have been made to rehabilitate the premises of the former Vocational Training Centre in Rabat (CFP), which will host the INRDP during its creation phase. The premises are in a generally satisfactory state and do not require major works. The rehabilitation will concern only the upgrading works to bring the Centre up to standard as well as the modification of the premises decided by the architect and the painting. The Centre will also be extended to host the library, the archives and the administration.

Studies

4.5.13 The project will finance a study on the terms of partnership between the local communities and the Ministry of Education for the management of the boarding junior secondary schools. This study will require the services of a consulting firm and its terms of reference are stated in Annex III. The study is expected to last three months.

Equipment/Furniture

4.5.14 The project will finance the equipment, office furniture and computer equipment required for the proper functioning of INRDP. This will also involve equipping the reception area, the kitchen,

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the laundry room, the foyer/canteen and the hostels. The computer equipment will consist of micro-computers, their local area networks and terminals. Finally, the installation of telephones, heating and air conditioning equipment will also be covered by the project. Likewise, the project will finance part of the documentation of the INRDP library.

Training

4.5.15 The training to be financed by the project will be for 900 headmasters of the junior secondary schools and 8,000 teachers for the second cycle of basic education (that is about 17% of the teachers in this cycle during the 1998/1999 school year). They will be upgraded in three annual sessions each of which will last three days. In this drive, a trainer will be financed for every 20 trainees, i.e. 445 trainers. The project will also finance the cost of the modules, the cost of the various supplies, the per diem of all those concerned and pay the salaries of the trainers.

Component III: Strengthening of the Project Implementation Unit

4.5.16 This component seeks to strengthen the Buildings and Equipment Department (DBE) of the Ministry of Education, which will serve as the project implementation unit. The ongoing devolution of powers within the Ministry of Education has made provision for support staff within each delegation. The project will bolster this drive by enhancing communication between the PIU and the delegations. In the same vein, the project will finance additional equipment required for the smooth operation of the PIU and the proper conduct of management training for senior project staff involved in project implementation and management.

Equipment

4.5.17 Additional equipment will be procured for smooth implementation of the project operations. To ensure proper management with the delegations of the Ministry of Education, the project will finance two multimedia computers and one printer for each delegation and three other multimedia computers and two printers for the DBE. This equipment will be procured with the necessary software and one printer will be allocated to each delegation and two to each DBE. Each delegation will receive a stabilizer and a fax machine and a light vehicle will be procured for the DBE.

Training

4.5.18 The project will finance two persons per delegation who will undergo computer training for the utilization of the new information and communication techniques, i.e. 142 persons and additional 3 persons from the DBE. This training will last 6 days.

Operation

4.5.19 Regarding the management of the PIU, its operating costs will stem from the consumption of office supplies, mailing and the publication of invitations to bid. Vehicle operating expenses, such as the cost of fuel, lubricants and maintenance will be borne by the project.

4.6 Environmental Impact

4.6.1 The environmental profile of the Kingdom of Morocco, which was prepared by the Bank in 1994, highlighted the major environmental problems of the Kingdom. They are climatic hazards such as insufficient or polluted water used for agricultural activities; industrial waste resulting from the exploitation of some minerals and which cause marine and coastal pollution; unplanned urbanization; desertification and soil erosion; and degradation of the river basins and catchment areas.

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4.6.2 Within such a context, the environmental impact of projects, classified as Category II projects, could be mitigated through the systematic application of optimization measures that tend to address the above-mentioned difficulties. The proposed sites were identified together with the technical departments concerned, the local political authorities and representatives of the local communities. Furthermore, an environmentalist and an architect assisted the appraisal mission during the different phases of their work. The construction of the junior secondary schools will take into account the potential negative impact on the biophysical and human environments and will be implemented in keeping with the requisite hygiene and sanitation measures.

4.6.3 To this end, the project plans to construct modern toilets in all the project schools. The boarding schools will have hostels, canteens, playgrounds and multimedia rooms, which meet the most recent standards. They will have automatic wastewater and refuse disposal facilities and they will also prevent the stagnation of runoff water. Waste treatment will also be an integral part of the functioning of laboratories were chemical products are handled. In a nutshell, environmental protection and mitigating measures, in line with the above-mentioned proposals, will be included in the bidding documents. A memorandum of understanding will be adopted on environmental monitoring and the latter will be entrusted to the Environment Secretariat, which will conduct this monitoring through the relevant services

4.7 Project Cost

4.7.1 The total cost of the project, excluding taxes and custom duties, is estimated at UA 72.14 million, i.e. MAD 1,000 million (at the February 2000 rate, UA 1 = MAD 13,80). This cost comprises UA 60.16 million in foreign exchange (83.40%) and UA 11.98 million in local currency (16.60%), most of which is actually made up of indirect foreign exchange resources.

4.7.2 The cost estimate was prepared during the appraisal mission on the basis of information obtained from the Ministry of Education. The project cost estimates include an average 5% provision for physical contingencies and another 5 % provision for price escalation over a period of 4 years, i.e. a provision of about 10% in foreign exchange and local currency. The cost of the environmental aspects of the project, including the cost of the sale or expropriation of lands as well as that of the security and waste disposal measures which will be applied to the buildings, will be covered by the provision made for physical contingencies. Provisions for contingencies and price escalation have been determined by category of expenditure with respect to both the foreign exchange and local currency costs. Tables 4.1 and 4.2 below summarize the breakdown of the total project cost by component and category of expenditure, respectively. The detailed costs of the components and categories of expenditure are given in Annex III.

Table 4.1 Project Cost by Component

(In Million UA)

Million MAD Million UA COMPONENTS F.E. L.C. Total F.E. L.C. Total 1 Extension Sec. Schools Network 691.29 134.07 825.35 49.87 9.67 59.54 2 Support to the Quality of Education 58.13 13.78 71.92 4.19 0.99 5.19 3 Strengthening of the Project Unit 9.48 3.24 12.73 0.68 0.23 0.92

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Total Base Cost 758.90 151.09 909.99 54.75 10.90 65.65

Contingencies 37.50 7.46 44.96 2.70 0.54 3.24 Price Escalation 37.56 7.48 45.04 2.71 0.54 3.25 Total Project Cost 833.96 166.03 1 000.00 60.16 11.98 72.14

Table 4.2 Project Cost by Category of Expenditure

(In Million UA) Million MAD Million UA CATEGORIES OF

EXPENDITURE F.E. L.C. Total F.E. L.C. Total

A. Studies and Supervision 51.13 16.66 67.79 3.69 1.20 4.89 B. Construction 563.59 99.46 663.05 40.66 7.18 47.83 C. Equipment / Furniture 62.14 15.20 77.34 4.48 1.10 5.58 D. Teaching Aids 23.18 3.96 27.14 1.67 0.29 1.96 E. Training 52.68 13.17 65.85 3.80 0.95 4.75 F. Operation 6.18 2.65 8.83 0.45 0.19 0.64 Total Base Cost 758.90 151.09 909.99 54.75 10.90 65.65

Contingencies 37.50 7.46 44.96 2.70 0.54 3.24 Price Escalation 37.56 7.48 45.04 2.71 0.54 3.25 Total Project Cost 833.96 166.03 1 000.00 60.16 11.98 72.14

4.8 Sources of Finance

The ADB contribution, of an amount of UA 64.93 million, represents 90% of the total project cost and covers the entire foreign exchange costs and 39.77% of the local currency costs. Concerning the Government contribution, it stands at UA 7.21 million and represents 10% of the total cost of the project. Table 4.3 below summarises the breakdown of the total project costs by source of finance.

Table 4.3 Project Cost by Source of Finance

(In Million UA) SOURCES F.E. %age L.C. %age TOTAL %age

ABD 60.16 4.76 64.93

%Total 100.00% 39.77% 90.00%

GOVERNMENT 0.00 7.21 7.21

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%Total 0.00% 60.19% 10.00%

TOTAL 60.16 83.40% 11.98 16.60% 72.14 100.00%

5. PROJECT IMPLEMENTATION

5.1 Executing Agency

5.1.1 The Buildings and Equipment Department (DBE) will be the project executing agency (its organization chart is given in Annex V) and its director will be the project manager. The DBE will manage the project under the supervision of a steering committee which will be chaired by the Secretary General of the Ministry of Education. The decision to entrust the management of the project to DBE followed the positive outcome of the review of its institutional capacity by the appraisal mission. The results of this evaluation showed that the responsibility for managing education projects financed from multilateral sources and entrusted to DBE, enabled the latter to familiarize itself with the rules of procedure of the different donor agencies. DBE's familiarity with the Bank's rules of procedure for the procurement of goods, works and services was even enhanced following the improvements made to the said rules of procedure over the past years.

5.1.2 After the 1998 restructuring, the DBE no longer functions as a peripheral management unit responsible for externally-financed projects and which was granted relative internal autonomy. It is now and integrated structure within the Ministry of Education and entrusted with all education projects, be them financed from abroad or from the national budget. To this end, it has a whole range of technical skills required for efficient project management. Indeed, the DBE comprises: a programming division; a management and property division; a construction division; an equipment division; and an accounting division. With respect to curricula and training, it operates in partnership with the Curriculum and Teaching Activities departments of the Ministry of Education. In this new technical and administrative context, the project will be protected from the institutional instability which characterized the past ad hoc management structures and which was the result of their transience and the excessive turnover of their staff.

5.1.3 In addition to its intrinsic capacities, the ongoing devolution in Morocco has enabled DBE to be present in the different regions of the country, through its regional units. Each of these local structures, which serve as relays for DBE, comprise one engineer and two technicians who are responsible for the supervision of the studies and constructions. In order to strengthen their capabilities, this project plans to equip each of these local branches and, in particular, provide them with computer equipment. In light of the weaknesses it demonstrated in the area of project management, is also necessary to enhance the human resource capacities of DBE by assigning to it a local project manager with the requisite skills. Finally, to ensure that the local project managers will meet the requirements of their responsibilities, measures will be taken to enable them to participate as much as possible in the project management seminars that will be organized by the Bank during the project implementation period.

5.2 Institutional Provisions

5.2.1 The Steering Committee will be composed of a representative of each of the Ministry of Education’s central departments concerned by the project, namely: the Building and Equipment Department; the Human Resources Department; the Curriculum Department and two representatives of the local communities covered by the project. In addition to these administrative structures, the Steering Committee will also include two representatives of the association of parents and two representatives of the basic education teachers. Each of the partners represented in the Steering

17

Committee will be closely associated in the management and evaluation of the specific components and activities for which they are technically competent. The Steering Committee will be chaired by the Secretary General of the Ministry of Education and the Project Manager will serve as secretary to the Committee. The Steering Committee will meet once every quarter when convened by its chairperson. However, extraordinary meetings could be convened if necessary. The Steering Committee will ensure that the project objectives are attained and that the different components of the project are implemented.

5.2.2 Within the context of the routine management of the project, the specific duties of DBE will consist of: i) coordination of the establishment of the work programmes and the annual budgets for all of the components; ii) award of the goods and services contracts and the recruitment of the consultants, in agreement with the technical services entrusted with the management of the different components; iii) keeping and consolidation of the project accounts; iv) preparation and submission of progress reports according to the defined methods; v) organization of mid-term project implementation reviews; and vi) liaison with the Bank. DBE shall prepare, a few months after project start-up, a work programme to be submitted to the Bank.

5.2.3 DBE will depend on the decentralized structures for the supervision of the construction works. Operations monitoring in the field will be the responsibility of these structures. They will also be responsible for reviewing and controlling all the files prepared by the operators and will participate in the bidding procedures. They will be in permanent contact with DBE and will submit monthly reports to it. To enable them to discharge these duties more effectively, they will be introduced to the new communication techniques. For the construction of junior secondary schools, a competition will be organized between consulting architectural firms in order to select those which will be entrusted with the preparation of the building plans and supervision of the sites. On the basis of standard junior secondary school construction plans prepared by DBE and the guidelines for the design of educational buildings, the design teams should prepare plans that take into account the local cultural and environmental realities. 5.2.4 The continuous training activities will be conducted consecutively and at different levels: the trainers recruited from among the education inspectors will be trained at the central level; they in turn will train other trainers from among headmasters and teachers at the provincial level; and the latter will make use of the new teaching techniques learnt. These techniques, which will take into account the national teaching realities and the special condition of girls in the predominantly-male school environment, will make it possible to provide quality education to both the boys and girls while ensuring that the latter are not alienated as is largely the case with traditional teaching methods. Responsibility for technical monitoring of the training activities will be entrusted to the Teaching Activities Department, which is a member of the Steering Committee.

5.2.5 The number of teachers required for the smooth operation of the 80 junior secondary school is estimated at 1,600 that is about 20 teachers per junior secondary school. These teachers will be graduates of the country's Regional Teacher Training Centres (CPR), where they would have undergone two years of training. The intake capacity of the CPRs is an average of 2,000 students with an extremely low dropout rate. Consequently about 1,000 second cycle teachers are expected to graduate each year, which will largely cover the teacher requirements of the project schools when the latter are commissioned. The problem of teachers for the junior secondary schools of the project is solved not only in terms of availability but also in budgetary terms because the national budget prepared within the context of the 1999/2000 to 2003/2004 period, has taken into account the teacher and administrative officer positions required for the period concerned.

5.2.6 The Bank Group will conduct a project-launching mission, two annual supervision missions and a mid-term review mission, that is a total of 10 missions during the lifespan of the project. The

18

mid-term review will be conducted during the second year following the effective start-up of the project. Its objective will be to take stock of project implementation thus far, including project impact, in order to facilitate any subsequent review of the project orientation. The findings of the mid-term review will be discussed with the different project partners during a seminar that will be organized to this end. The reports and conclusions prepared after the different Bank missions will be communicated to the executing agencies with a view to the adoptation of corrective measures required for smooth project implementation. They will specify, for each project implementation phase, the performance of the project executing agency, the Bank and the different parties involved in the project (contractors, suppliers and consultants) as well as the level of fulfilment of the project conditions.

5.3 Implementation and Supervision Schedule

The project will be implemented over a period of four years in keeping with the table below and the details of which are given in Annex VI.

ACTIVITIES DATES SERVICE IN CHARGE

Board Approval September 2000 ADB Loan Signature December 2000 ADB/Government Date of First Disbursement April 2001 ADB/MEN Component I: Extension and Enhancement of the Quality of the Network of Junior Secondary Schools

Invitation of bids for the Constructions April 2001 to September 2003

ADB / PIU / MEN

Supervision of the Construction Sites May 2002 to March 2005 PIU / MEN Construction Works May 2002 to December 2004 PIU / MEN Bidding for Equipment/Furniture April 2001 to May 2004 ADB / PIU / MEN Delivery and Installation of Equipment/Furniture September 2003 to March

2005 PIU / MEN

Bidding for Teaching Aids April 2001 to May 2004 ADB / PIU / MEN Supply of Teaching Aids September 2003 to March

2005 PIU / MEN

Component II: Support to the Quality of Education and Teaching Innovations

Quality Studies July 2001 to September 2001 PIU / MEN Bidding for Equipment/Teaching Aids April 2001 to April 2002 ADB / PIU / MEN Delivery and Installation of Equipment/Teaching Aids January 2003 to March 2003 PIU / MEN Training August 2001 to February

2005 PIU / MEN

Component III: Strengthening of the Project Executing Agency (PIU)

Invitation of Bids for the Equipment April 2001 to June 2001 ADB / PIU / MEN Delivery and Installation of Equipment/Furniture July 2001 PIU / MEN Training June 2001 PIU / MEN Operation April 2001 to March 2005 PIU / MEN

5.4 Provisions Relating to the Procurement of Goods and Services

5.4.1 Provisions relating to the procurement of goods and services are summarized in Table 5.1 below and stated in detail in Annex VII, in line with the provisional list of goods and services. All the goods, works and services financed by the Bank will be procured in accordance with the Bank's rules of procedure for the procurement of goods, works and services or in keeping with the rules of procedure for the use of consultants, as the case may be. To this end, the Bank's Relevant bidding documents will be used as follows:

19

5.4.2 Studies and Supervision: Consultancy services for the preparation of the architectural designs (to be financed by the Government) will be procured following competitive bidding, which will be organized by the Government prior to the start-up of the project.

5.4.3 Construction: Works contracts for the construction of the 80 junior secondary schools, estimated at UA 52.92 million, will be awarded after international competitive bidding.

5.4.4 Furniture/Equipment: The furniture and equipment, of an estimated toal amount of UA 5.58 million, will be procured after national competitive bidding, given the technical specifications imposed by MEN, the fact that no component costs more than UA 70,000 and the existence of a sufficient number and sufficiently qualified local suppliers to guarantee competition. The vehicle will be procured after local shopping among suppliers, given the limited amount involved (UA 10,000) and the existence of a sufficient number and sufficiently qualified local dealers to guarantee competition.

5.4.5 Teaching Aids: The teaching aids, of an estimated total amount of UA 2.00 million, will be procured after national competitive bidding, given the technical specifications imposed by MEN, the fact that no component costs more than UA 25,000 and the existence of a sufficient number and sufficiently qualified local suppliers to guarantee competition. Library books intended for INRDP, of an amount of UA 160,000, will be procured after local shopping among suppliers, given the highly specialized nature of the documents, the limited amount of the individual contracts (UA 30,000) and the existence of a sufficient number and sufficiently qualified local suppliers to guarantee competition.

5.4.6 Training: The training services, of an estimated total cost of UA 5.04 million, will be procured after local shopping among specialized institutions, given the specialized nature of the training to be provided, the relatively low amount of the individual contracts (UA 230,000) and the existence of a sufficient number and sufficiently qualified local dealers to guarantee competition.

5.4.7 Consultancy Services: consultancy services for the planned study, of an estimated total cost of UA 110,000, will be procured on the basis of a shortlist.

5.4.8 General Information Note on the Procurement of Goods and Services: The General Information Note on Procurement (GINP), jointly adopted with the borrower during negotiation of the loan agreement, will be issued for publication in "Development Business" as soon as the loan proposal is approved by the Board of Directors.

5.4.9 Review Procedures: Publication of the following documents will be contingent upon approval of the loan:

- Specific Information Note on Procurement; - shortlists and invitations to bid; - bidding documents; - bid evaluation reports, including recommendations on award of the contracts; and; - draft contracts, if the standard contracts included in the bidding documents are modified.

Table 5.1 Provisions Relating to the Procurement of Goods and Services

(In Million UA) CATEGORIES OF EXPENDITURE International

Competitive Bidding

National Competitive

Bidding

Others Shortlist Financing Other

Than by the Bank

Total

A. Studies and Supervision 5.18 (4.16)

- Architectural Design + Supervision 4.05 (4.05) 1.02

- Quality Studies 0.11 (0.11)

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B. Construction 52.92 (47.70) 52.92 (47.70)

C. Equipment/Furniture 6.13 (6.13) 0.01* (0.01)* 6.14 (6.14)

D. Teaching Aids (2.16)

- Teaching Aids 2.00 (2.00) 2.00 (2.00)

- Library Books 0.16* (0.16)* 0.16 (0.16)

E. Training 5.04 (4.29)* 5.04 (4.29)

F. Operation 0.70** (0.49)* 0.70 (0.49)

Total Project Cost 1.0252.92 8.13 5.91 4.16 72.14(47.70) (8.13) (4.93)* (4.16) (64.93)

* Shopping among suppliers (or service providers) at the national level ** Direct negotiations

Table 5.2 Other Methods of Procurement

PROCEDURES Goods Maximum per Contract

Maximum in General

Bidding Among Suppliers at the National Level

1 vehicle for the Project Unit 0.01 0.01

Bidding Among Suppliers at the National Level

Library books 0.03 0.16

Bidding Among Suppliers at the National Level

Training 0.23 0.90

Direct Negotiations with the Local Suppliers

Operation 0.002 0.70

5.5 Provisions Relating to Disbursements

Although there are no restriction, a priori, concerning the utilization of the different disbursment methods currently in force in the Bank (direct payment, revolving funds, refunds and refund guarantees), experience gathered in the implementation of education projects in the country militate for the refund method to which the Ministry of the Economy and Finance often resorts. At any rate, the disbursement letter will specify the disbursement terms, which will be agreed upon with the government at the end of the negotiations. The disbursements will be conducted throughout the duration of the project, that is a period of four years in accordance with the provisional list of goods and services given in Annex VIII. The disbursement schedule, by component, category of expenditure and source of finance is stated in Table 5.3 below.

Table 5.3 Expenditure Schedule by Category of Expenditure

(In Million UA) CATEGORIES OF EXPENDITURE 2001 2002 2003 2004 Total

A. Studies and Supervision 0.96 1.27 1.26 1.69 5.18 B. Construction 0.00 12.31 18.99 21.62 52.92 C. Equipment/Furniture 0.28 0.00 2.97 2.88 6.14 D. Teaching Aids 0.00 0.01 1.11 1.03 2.16 E. Training 0.91 1.24 1.24 1.64 5.04 F. Operation 0.12 0.18 0.18 0.23 0.70 Total Project Cost 2.27 15.01 25.77 29.10 72.14

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Percentage/Year 3% 21% 36% 40% 100%

5.6 Monitoring and Evaluation

5.6.1 The training monitoring and evaluation will constitute an important aspect of the project because they will indicate to what extent the operation has attained the development objectives (see the Supervision Plan in Annex VII). These activities will be conducted bearing in mind the objectively verifiable indicators defined in the project matrix and taking into account the set financial indicators and the implementation conditions defined in the loan agreement. Beyond the technical performance aspects, the progress achieved by the project with regard to school enrolment and improvement in the quality of basic education, will be determined periodically. In this drive, one should duly take into account the intersectoral issues such as the enviroment, gender, poverty and the participation of civil society. The participatory approach will be used to involve the different partners in the evaluation of the project and give them the opportunity to take ownership of the operation. The findings of the monitoring and the evaluation will be noted in the activity reports to be submitted to the Bank.

5.6.2 The project executing agency should submit to the Bank quarterly and annual reports on the implementation of the entire project activities. These reports should be prepared according to the guidelines of the Bank. The project executing agency should also prepare and submit to the Bank a project wrap-up report once the implementation of the project is completed. The Bank may also require other ad hoc reports should that be necessary.

5.7 Financial and Audit Reports

The project executing agency will keep a general accounting system for the entire project. At the internal level, the project accounts will be audited by the Budget and Management Control Department of the Ministry of Education. However, the accounts will be audited each year by the General Inspectorate of Finance which has thus far implemented with a great deal of skill and impartiality the missions entrusted to it for the auditing of Bank-financed projects. The annual audit reports will be submited to the Bank for review.

5.8 Aid Coordination

The meeting and consultation framework of the development agencies present in Morocco will serve as a forum for exchanges between the donor agencies involved in education financing in the country. This group of donor agencies is chaired in turns by the different development agencies and it meets regulary with the highest authorities of the Ministry of Education. It is the most suitable structure for harmonizing the activities planned under this project with those of the other donor agencies. The Bank will take into account the meeting schedule of the donor agencies when programming its project supervision missions to enable it to participate in those meetings. Furthermore, information exchanges and more precise coordination with the World Bank will be ensured. To this end, the coordination activities will comprise harmonization of the frequency and format of the supervision and completion reports, the definition of common performance indicators, the conduct of joint supervision missions and regular exchange of information.

6. PROJECT SUSTAINABILITY AND RISKS

6.1 Recurrent Costs

The implementation of this project will create recurrent expenditure the total annual amount of which is estimated at UA 6.6 million. This amount represents only 0.77% of the operating budget allocated to basic education, which increased by an average of 10% from 1996 to 1999. At any rate,

22

the recurrent expenditure generated by the project can be easily covered by the Ministry of Education the operating budget of which will increase by 5% during the 2000-2009 decade in keeping with the provisions of the Education Charter. The cost of the recurrent expenditure was estimated on the basis of the salaries of headmasters, teachers and administrative staff to be recruited by the junior secondary schools as well as the maintenance costs of the premises, equipment and furniture. The study on the partnership terms between the local communities and the Ministry of Education will define the conditions for the participation of the said local communities in the life of the schools. In the long run, this will help to reduce the burden of the recurrent costs for the budget of the Ministry of Education.

6.2 Project Sustainability

Participation of the various civil society partners in the implementation of the project was vital for project design and constitutes a guarantee of project sustainability. Indeed, since civil society, which in this case comprises the NGOs, local communities, parent and teacher associations, has played an active role in the design and implementation of the project, it will have the opportunity to take ownership of the project and make it reflect its aspirations. Under these conditions, the built schools and the different activities undertaken within the context of the project will constitute for civil society achievements that it will undoubtedly protect. Popular participation in the project will involve monitoring and evaluation of the planned activities, through the participatory approach. In this connection, the points of view of the different parties will be taken into account during monitoring, supervision, mid-term review and completion report preparation missions as well as during the post evaluation missions relating to Bank-financed projects. Finally, a study on the terms of partnership between the local communities and the Ministry of Education will help to define the active cooperation strategy which will involve the local communities, more than in the past, in the management and maintenance of the Bank-financed junior secondary schools. The hostels will be managed in a more optimal way considering that the parents of non-scholarship holders usually register their children for the vacant places (generally between 10% and 15%) left over after accommodation of the scholarship holders.

6.3 Main Risks and Mitigation Measures

The project is based on the assumption that education in general, and basic education in particular, will continue to be priorities in the future, particulary within the context of the national development plan that is currently being reviewed. Parliament's approval of the National Eduaction and Training Charter constitutes a solid guarantee in this area. The project entails a major risk, i.e. the operation of the hostels. Since the operating costs of the hostels are covered primarily by the scholarships granted to the students living therein, the cumulative total of the scholarships may not be sufficient to meet the expenses of the new hostels given the limited number of scholarship holders. These fears are allayed by the provincial authorities of the Ministry of Education who confirmed, during visits to the project sites, that the vacant places in the hostels, left over after accommodation of the scholarship holders, are systematically occupied by non-scholarship holders whose parents meet the relevant costs. These parents prefer to finance the costs of accommodating their children in the hostels of the junior secondary schools located in their local communities rather than sending their children to study far from home. At any rate, the study on the terms of the partnership between the local communities and the Ministry of Education will improve the hostel-financing policy.

7. PROJECT BENEFITS

7.1 Socio-Economic Benefits

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By implementing about 18% of the investments scheduled for the 2001-2004 period and relating to the construction of rural junior secondary schools with hostels, canteens, playgrounds and multimedia facilities, the project will help to increase the school enrolment rate at the level of second cycle basic education. This increase in the school enrolment rate will be highly beneficial to girls because additional accommodation possibilities will be created, thus guaranteeing them decent learning conditions and security away from their homes. In additon to backing the extension of the rural junior secondary schools network, the project will help to improve the quality of basic education by upgrading about 17% of the teachers in these schools and creating INRDP, which initiates teaching innovation. Conditions for enhancing the qualifications of teachers will also be created. The curricula will be reviewed to adapt them to the sociological realities of the country and prepare Moroccan youths for a smooth integration into the social system and the national production structures. In all, about 34,000 rural children from the different regions of the country (about 26% of the number of pupils in 1998/1999) will benefit from the rural junior secondary schools to be built under the project. The introduction of pupils to computers and the Internet will prepare them for successful secondary and higher education, which increasingly use information technology to enhance mastery of the new skills.

7.2 Impact on Girls

7.2.1 The project will have a significant impact on the education of girls, particularly in the second cycle of basic education, because measures such as gender-segregated hostels have been taken to create favourable intake conditions. The project has created boarding junior secondary schools in the rural areas, thus making it possible to meet the demand for enrolment of girls that resulted from the Government's sensitization campaigns. This should reduce the disparities in the level of enrolment of boys and girls into basic education and make it possible for about 17,000 girls to receive quality basic education each year (because as a result of the incentive policies, half of the beneficiaries of the project will be girls). The project will also reduce illiteracy among women given that public schools are free of charge in Morocco. The upgrading courses to be organized for teachers will enable them to acquire novel teaching methods, which take into account gender specificity. These methods will alter the often negative attitude of male teachers to girls. Furthermore, review of the textbooks will rectify the cultural distorsions and the unfavourable image of girls portrayed in the traditional textbooks. The teaching of new information and communication technologies should enable girls to acquire the basics for further technological training.

7.2.2 Finally, the generalization of basic education will have an impact on the population. The fertility differential between urban and rural women shows that education changes aspirations and behaviour, which helps to slow down the population growth rate. As shown by different surveys in several countries, the decline in infant and child mortality has a direct correlation with the level of education of the mothers. This confirms that education plays a pivotal role in population growth, family policies and health and this role is all the more important since it concerns women.

8. CONCLUSIONS AND RECOMMENDATIONS

8.1 Conclusions

This project marks a significant effort to generalize basic education in Morocco. By enhancing the effective participation of the local communities in the financing and management of schools, the project will help to reduce the unequal access to basic education, which the populations, particularly the female population of the rural and peri-urban areas of the country, still suffer from,. Furthermore, the project will help to improve the quality of the education system through the creation of INRDP. The project is perfectly consistent with past Bank Group operations in Morocco and in fact it strengthens their achievements. Based on the lessons learnt from the Bank’s

24

experience in the Moroccan educational system, the necessary technical and institutional measures were taken to harmonize the project activities with the requirements of the socio-cultural context, on one hand, and on the other, ensure sound project performance in keeping with the implementation standards of Bank projects. Mitigation measures have been considered to reduce to the strict minimum any potentially negative environmental impact of the project. Finally, the project is consonant with the national development plan and the thrust of the Bank’s education sector policy document.

8.2 Recommendations

It is recommended that an ADB loan, not exceeding UA 65 million (US$ 85.80 million) be granted to the borrower with a view to the implementation of the project as defined in this report, subject to fulfilment of the following specific conditions:

(a) Conditions Precedent to Effectiveness

Effectiveness of the loan agreement shall be contingent upon fulfilment, by the borrower, of the conditions set out in Section 5.01 of the General Conditions.

(b) Conditions Precedent to the First Disbursement

The Bank shall effect the first disbursement from the loan only after the effectiveness of the loan agreement and fulfilment, by the borrower, of the following conditions:

The borrower shall:

i) supply evidence of the designation of the Buildings and Equipment Department of MEN (DBE) to serve as the project executing agency (paragraph 5.1.1);

ii) supply evidence of the appointment of the Director of DBE to the position of project director (paragraph 5.1.1);

iii) supply evidence of the transfer of a project management specialist, whose CV should be approved beforehand by the Bank, to the project executing agency for the duration of the project (paragraph 5.1.3); and

iv) supply evidence of the establishment of a project steering committee, composed of representatives of each of the central departments of MEN directly involved in the project (the Buildings and Equipment Department, the Teaching Activities Department, the Human Resources Department and the Curriculum Department) and two representatives of the parents’ associations and two other representatives of the basic education teachers as well as two representatives of the local communities covered by the project (paragraph 5.1.1 and 5.2.1) ;

(c) Other Conditions.

The Ministry of Education shall:

i) submit the detailed programme of activities of the project executing agency to the Bank, for approval on a lapse-of-time basis, not later than three months after project start-up (paragraph 5.2.2); and

ii) submit to the Bank the training plan, indicating the content, organization and schedule of such training, for approval on a lapse-of-time basis, not later than three months after project start-up (paragraphs 4.5.15 and 4.5.18).

ANNEX I KINGDOM OF MOROCCO

QUALITY BASIC EDUCATION SUPPORT PROJECTSTRUCTURE OF THE EDUCATION SYSTEM

“A” Level

17

16

15

Courses

14

13

12

11

10

9

8

7

6

5

4

Age

Higher Education Vocational Training

Seco

ndar

yEd

ucat

ion

Gen

eral

/ Te

chni

cal

Basi

c Ed

ucat

ion

(9 Y

ears

)

2nd

Cyc

le1s

t Cyc

le

Pre-schoolEducation

Arts

Scie

nces

Tech

nica

l

Voc

atio

nal

T

rain

ing

1st Year

2nd Year

8th Year

9th Year

6th Year

7th Year

4th Year

5th Year

2nd Year

3rd Year

1st Year

ANNEX II

KINGDOM OF MOROCCO

QUALITY BASIC EDUCATION SUPPORT PROJECT

Meeting with the Authorities of the Town of Sfassi (Khemisset Province)

INTRODUCTION On 1 March 2000, the appraisal team of the above-mentioned project, comprising Messrs. P. T. Seya, head of mission, and P. Poukouta, Population Expert, visited the Khemisset province. The objective of this visit, based on a rational sampling is to: (i) verify the existence of sites selected under the project; (ii) assess the appropriateness of their location (site, impact area and accessibility for the town and the neighbouring localities); and (iii) receive through direct consultations, the approval of the local authorities, associations of parents and women regarding the relevance of the project. The following people were met: the town delegate and two of his surbodinates; the headteacher and deputy headteacher of the town’s primary school; the chairperson and deputy chairperson of the parents’ association; the director of the day-nursery and chairperson of the women’s association, and the owner of the title deed of the land selected for construction of the secondary school.

Site Visits The team noted that the sites are ideally located on flat land and not far from the heart of the administration but sufficiently far from the centre to avoid congestion in the years ahead. These sites are connected to the water supply network, the power grid and the telephone, which are prerequisites for creation of the multimedia classrooms planned under the project. An area of 1 hectare was selected for the site.

Results of the Discussions The discussions showed that the construction of a junior secondary school in Sfassi would meet the aspirations of the inhabitants of the town. Such an action could contribute to the development of the town and improve the performance of the pupils. Moreover, the construction of a junior secondary school in the town will stimulate demand for the first cycle of basic education which would then be completed. This will encourage parents to enroll their children since the latter would be able to complete the basic education cycle. At the community level, the parents indicated that they would be willing to participate more actively, than in the past, in the management of the school, together with the administrative authorities. This will encourage the local populations to take greater ownership of community affairs in general and schools in particular.

ANNEX III KINGDOM OF MOROCCO

QUALITY BASIC EDUCATION SUPPORT PROJECT

Study on the Terms of the Partnership Between MEN and the Local Communities In the

Management of the Hostels and Junior Secondary Schools

Terms of Reference Introduction Generalization of the 2nd cycle of basic education in the rural and peri-urban areas, requires securing cheap accommodation for the pupils who would be attending school far from their homes. In the rural areas, the solution will generally involve the creation of hostels given the large size of the area covered by the junior secondary school and the distance separating it from the douars covered. However, considering the cost of traditional hostels (because the accommodation of the pupils corresponds to expenditure that the parents would have had to meet if their children were not in school), and the need to find solutions at the local level, it is necessary to envisage participation of the local communities in the funding and management of these hostels. Objectives The study should meet the following objectives:

• evaluate, where they exist, some of the ongoing experiences on the participation of local communities in the financing and management of junior secondary school hostels;

• specify, in particular, the factors which contribute to the success of these experiences and the obstacles they have to overcome;

• propose models of association between the provincial delegations of the MEN, the local authorities and other subsequent partners, in the financing and management of hostels; and

• evaluate, in particular, the different methods for sharing responsibilities in financing and management and the specific skills they require of the different actors.

Methodology Information required for the conduct of the study should be gathered through surveys within local communities, which have already established partnership with the provincial delegations of MEN, on the one hand, and within local communities that have not yet entered into any kind of association, but could be interested therein following the creation of a rural secondary school. Resources Provision has been made for the participation of three national or international specialists:

• a specialist in the management of schools; • a sociologist; and • an institutional development specialist.

It is very important for the team to include at least one specialist, with sound knowledge of the Moroccan rural areas, and a specialist who participated with local communities in the preparation of partnership strategies for the management of schools, and if possible, management of hostels.

ANNEX IV Page 1 of 7 KINGDOM OF MOROCCO

QUALITY BASIC EDUCATION SUPPORT PROJECTDETAILED PROJECT COSTS

UA 1= MAD 13.8616

COMPONENT I : EXTENSION AND STRENGTHENING OF THE QUALITY NETWORK OF JUNIORSECONDARY SCHOOLS IN THE RURAL AREAS

Quantity U.P. Total TotalA. Studies andSupervision Thousan Million Million

MAD DH U.A.Designs and Supervision of the Construction of Jun. Sec. Schools

Architect/Consulting Firm (8%) 52 860,0 52,86Inspection Firm (2%) 13 220,0 13,22(Lumpsum for the Cconstruction Costs) Sub-Total 66,08 4,77

Architectural Designs and Supervision forthe Extension of INRDP, Incl. Rehabilitation

Architect/Consulting Firm (8%) 180,0 0,18Consulting Firm (2%) 50,0 0,05(Lumpsum for the Cconstruction Costs) Sub-Total 0,23 0,02

Base Cost 66,31 4,78Contingencies 3.01% 1,99 0,14Price Escalation 2.79% 1,91 0,14

Sub-Total Category A. Design and Supervision 70,21 5,07

Quantity U.P. Total TotalB. Construction Milliers Million Million

MAD MAD U.A.

Construction of Jun. Sec. SchoolsJun. Sec. Schools 9 Classrooms: 6 Gen. Educ. Classrooms, 2 Science Educ

Classrooms, 1 Specialized Educ. Classroom*Net Usable Area (SHON)*Buildings

- General Educ. Classrooms 81,54m² x 6 2,00 /m² 0,98- Science Educ. Classrooms 124,74m² x 2 2,20 /m² 0,55- Specialized Educ. Classrooms 129,28m² x 1 2,10 /m² 0,27- Health Facilities 33,54m² x 1 2,40 /m² 0,08- Administration, Staff Room, Library 385,00m² x 1 2,20 /m² 0,85- Computer Room 40,00m² x 1 2,20 /m² 0,09- Locker Rooms 104,00m² x 1 2,30 /m² 0,24- Official Residence 115,00m² x 2 2,20 /m² 0,51- Caretaker’s Flat 90,00m² x 1 2,20 /m² 0,20- Covered Playground 97,20m² x 1 1,50 /m² 0,15Sub Total Buildings : 1 847,73m² 3,92 0,28

120-Bed Hostel- Dormitories 709,28m² x 1 2,30 /m² 1,63- Prayer Room 63,14m² x 1 2,10 /m² 0,13- Canteen 288,00m² x 1 2,20 /m² 0,63- Laundry Room 59,56m² x 1 2,10 /m² 0,13- Foyer 90,00m² x 1 2,00 /m² 0,18Sub-Total Hostel : 1 209,98m² 2,70 0,19

ANNEX IV Page 2 of 7

Outdoor Developments- Sports Fields 2 900,00m² x 1 0,25 /m² 0,73- Playgrounds 200,00m² x 1 0,11 /m² 0,02- Walkways 1 100,00m² x 1 0,12 /m² 0,13- Perimeter Fences 650,00ml x 1 0,70 /ml 0,46- Transformer Station 1 150,00 0,15- Connection to Roads and Utilities 1 150,00 0,15Sub-Total Outdoor Developments 4 200,00m² 1,64 0,12

Rural Jun. Sec. SchoolsNumber of Jun. Sec. Schools: 80Number Gen. Educ. Classrooms : 480Number Scince. Educ. Classrooms. : 160Number Special. Educ. Classrooms. 80Total Number of Classrooms: 720Aver. No. Classrooms/Jun. Sec. Sch. 9Average Area, Including Hostel : 3 057,7m²Cost of Construction 9-Classroom Jun. Sec. Sch. (with hostel) : 8,26 0,60

Base Cost 660,80 47,67Contingencies 5.09% 33,63 2,43Price Escalation 5.26% 36,53 2,64

Sub-Total Category B. Construction 730,97 52,73

Quantity U.P. Total TotalC. Equipment / Furniture Thousand Million Million

MAD MAD MADEquipment/Furniture of Classroom and Administration Buildingsfor a 9-Classroom Jun. Sec. School

General Educ. Classroom(20 desks, 1 teacher’s desk, 1 three-flap board, 1 semi metallic Chair) 6 14,57 0,09

Science Education Classroom(40 stools, 1 three-flap board, 1 semi metallic Chair) 2 5,49 0,01

Specialized Educ Classroom(40 stools, 1 three-flap board, 1 semi metallic Chair) 1 5,49 0,01

Library(4 meeting-room tables, 40 semi metallic Chairs) 1 9,64 0,01

Salle informatique(4 computer tables, 1meeting-room table, 12 metallic Chairs,

1 20-tray filing cabinet, 1 4-tray filing cabinet 1 20,00 0,02Staff Room

(4 meeting-room tables, 40 semi metallic Chairs) 1 4,82 0,00Administration

(3 Management offices, 9 easy chairs, 6 teacher’s desks, 18 chairs,

1computer table, 1 typist’s chair, 3 20-tray filing cabinets, 3 4-tray filing

cabinets, 3 telephone tables, 3 stool/tables,

1 photocopier, 1 micro-computer, 1 printer, 1 stabilizer) 1 56,43 0,06Sub-Total 0,20 0,01

Computer-Room Equipment4 multimedia computers/Jun. Sec. Sch (Inclu. 1 server) 4 x 12,50 0,05Server Licences + CD 6,00 0,01Computer Licences 3 x 6,00 0,02Laser Printers 8,00 0,01Stabilizers 4,50 0,01

Sub-Total 0,10 0,01Equipment/Furniture for a 120-bed Rural Hostel)

(beds, chairs, cupboards, beddings, laundry equipment,kitchen appliances, benches, tables, etc.) 1 607,90 0,61

Sub-Total 0,61 0,04

ANNEX IV Page 3 of 7

Rural Jun. Sec. Schools

Number of Jun. Sec. Sch 80Cost of the Equipment/Furniture of the Rural Jun. Sec. Sch : 905,00 72,40 5,22

Base Cost 72,40 5,22Contingencies 5,00% 3,62 0,26Price Escalation 5,05% 3,84 0,28

Sub-Total Category C. Équipment/Furniture 79,86 5,76

Quantity U.P. Total TotalD. Teaching Aids Thousand Million Million

MAD MAD U.A.Teaching Aids for the Jun. Sec. Schools

Physics 1 120,00 0,12Natural Sciences 1 80,00 0,08History-Geography 1 45,00 0,05Physical Éducation (Inclu poles) 1 42,00 0,04Domestic Science 1 14,00 0,01Library 1 22,00 0,02

Sub-Total 323,00 0,32 0,02

Base Cost 80 Jun. Sec. Sch 323,00 25,84 1,86Contingencies 5,00% 1,29 0,09Price Escalation 5,10% 1,38 0,10

Sub-Total Category D. Teaching Aids 28,52 2,06

TOTAL BASE COST OF COMPONENT I 825,35 59,54Contingencies 4,91% 40,54 2,92Price Escalation 5,04% 43,66 3,15

TOTAL COST OF COMPONENT I 909,55 65,62

(The cost price of a Jun. Sec. Sch., incl. Design + Supervision, Construction, Equipments/Furnit., Teaching Aids.)Base Cost 825,12 / 80 = 10,31 0,74

Total Cost 909,31 / 80 = 11,37 0,82

COMPONENT II : SUPPORT TO THE QUALITY OF EDUCATIONAND TEACHING INNOVATIONS

Quantity U.P. Total TotalA. Studies Thousands Million Million

MAD MAD U.A.Study of the Terms of PartnershipBetweenLocal Communities and MEN for Management of the Hostels of the Jun. Sec. Sch

Duration of the Study : 3 months1 Institutional Development Specialist 3 months 153,00 0,461 Schools Management Specialist 3 months 153,00 0,461 Sociologist 3 months 153,00 0,46Travelling of the Experts (Air Return Ticket) 3 10,00 0,03Hiring of a Car for Duration of Study 3 months 10,00 0,03Results Validation Session ( 100 persons)

Per diem 100 0,30 0,03Organization Costs (Lumpsum) 5,00 0,01

Base Cost 1,48 0,11Contingencies 5,00% 0,07 0,01Price Escalation 1,71% 0,03 0,002

Sub-Total Category A. Design 1,58 0,11

ANNEX IV Page 4 of 7

Quantity U.P. Total TotalB. Construction Thousand Million Million

MAD MAD U.A.National Institute of Research and Educational Documentation (INRDP)

a) Rehabilitation of the Old Premisesdu Teacher Training Centre (CFP)

Area to be Rehabilitated:

1 500m²Sub-Total 1 500m² 1,00 /m² 1,50 0,11

b) Construction of the ExtensionArea to be Built : 300m²

Sub-Total 300m² 2,50 /m² 0,75 0,05

Base Cost 2,25 0,16Contingencies 10,00% 0,23 0,02

Price Escalation 4,10% 0,10 0,01Sub-Total Category B. Construction 2,58 0,19

Quantity U.P. Total TotalEquipment / Furniture Thousands Million Millions

MAD MAD U.A.Computer Equipment for INRDP

Multimedia Computers 20 x 12,50 0,25Computer Licences 20 x 6,00 0,12Laser Printer (1 for 3 computers) 7 8,00 0,05Scanners 2 5,00 0,01Stabilizers (1 for 3) 7 4,50 0,01

Sub-Total 0,44 0,03Office Furniture for INRDP

Estimates 800,00 0,80Sub-Total 0,80 0,06

Base Cost 1,24 0,09Contingencies 9,30% 0,11 0,008Price Escalation 1,77% 0,02 0,0017

Sub-Total Category C. Équipment/Furniture 1,37 0,099

Quantity U.P. Total TotalD. Teaching Aids Thousands Million Million

MAD MAD U.A.Documentation for INRDP

Library Fund 400,00 0,40Subscription for 4 Years 4 Years 50,00 0,20

Sub-Total 0,60 0,04Teaching Aids and Equipment for INRDP

TV, VCRs Projector, Maps ... 700,00 0,70Sub-Total 0,70 0,05

Base Cost 1,30 0,09Contingencies 5,62% 0,07 0,005Price Escalation 1,72% 0,02 0,002

Sub-Total Category D. Teaching Aids 1,40 0,10

ANNEX IV Page 5 of 7

Quantity U.P. Total TotalE. Training Thousands Million Million

MAD MAD U.A.Continuous Training Headmasters of the Jun. Sec. Sch.

Number of Beneficiaries/Year 900Number of Trainers (1/20) : 45Number of Sessions : 3 x 3 days per yr. i.e. : 9 dayd/yrDuration + Financing of the Training : 4 ans

Cost of Training Modules 3 Sessions x 4 yrs x 945 0,02 0,23Miscell. Supplies 3 Sessions x 4 yrs x 945 0,02 0,23Remuneration of Supervisors 36 days x 45 0,30 0,49Per diem of Supervisors 36 days x 45 0,30 0,49Per diem of Trainees 36 days x 900 0,20 6,48

Sub-Total 7,92 0,57

Continuous Training Jun. Sec. Sch. TeachersNumber of Beneficiaries/Year: 8000Number of Trainers (1/20) : 400Number of Sessions : 3 x 3 days per yr. i.e.: 9 jours/anDuration + Financing of the Training: 4 ans

Cost of Training Modules 3 sessions x 4 ans x 8400 0,02 2,02Miscell. Supplies 3 sessions x 4 ans x 8400 0,02 2,02Remuneration of Supervisors 36 jours x 400 0,30 4,32Per diem of Supervisors 36 jours x 400 0,30 4,32Per diem of Trainees 36 jours x 8000 0,15 43,20

Sub-Total 55,88 4,03

Continuous Training of INRDP StaffDuration + Financing of the Training: 4 yrs.Cost Estimates (MAD 400,000 /yr.) : 4 yrs x 400,00 1,60Remuneration and per diem of Supervisors 4 yrs x 61,85 0,25

Sub-Total 1,85 0,13

Base Cost 65,65 4,74Contingencies 5,14% 3,38 0,24Price Escalation 0,95% 0,65 0,05

Sub-Total Category E. Training 69,68 5,03

TOTAL BASE COST OF COMPONENT II 71,92 5,19Contingencies 5,37% 3,86 0,28Price Escalation 1,09% 0,83 0,06

TOTAL COST OF COMPONENT II 76,61 5,53

COMPONENT III : STRENGTHENING OF THE PROJECT UNIT

Quantity U.P. Total TotalC. Equipment Thousands Million Million

MAD MAD U.A.Computer Equipment for the Construction and EquipmentDelegations and DivisionNumber of Delegations to be Equipped : x 71

2 Multimedia Computers/Delegation 2 x 71 12,50 1,783 Multimedia Computers for DBE 3 12,50 0,04Computer Licences 145 6,00 0,87Laser Printers 73 8,00 0,58Stabilizers 71 4,50 0,321 Fax Machine for DBE 1 5,00 0,01

Sub-Total 3,60 0,26

ANNEX IV Page 6 of 7

Vehicles1 Light Vehicle 1 100,00 0,10

Sub-Total 0,10 0,01

Base Cost 3,70 0,27Contingencies 3,00% 0,11 0,008Price Escalation 1,79% 0,068 0,005

Sub-Total Category C. Équipment 3,88 0,28

Quantity U.P. Total TotalE. Training Thousands Million Million

MAD MAD U.A.Computer Training (Data Transmission Via Internet)

Training of the Management Staff (3 persons)Training of the Delegation Staff (2/Deleg.) (142 persons)

Number of Beneficiaries : 145Number of Trainers : 7Duration of Training : 6 days

Cost of the Training Modules 145 0,02 0,003Miscell. Supplies 145 0,02 0,003Remuneration of Supervisors 6 days x 7 0,30 0,01Per diem of Supervisors 6 days x 7 0,30 0,01Per diem of Trainees 6 days x 142 0,20 0,17

Sub-Total 0,20 0,014

Base Cost 0,20 0,014Contingencies 5,00% 0,01 0,001Price Escalation 1,75% 0,004 0,0003

Sub-Total Category E. Training 0,21 0,015

Quantity U.P. Total TotalF. Operation Thousands Million Million

MAD MAD U.A.Administration

Consumables ( 71 Delegations ) 71 x 4 yrs x 20,00 5,68Office Supplies for the PIU 4 yrs x 10,00 0,04Mail 4 yrs x 20,00 0,08Publications of Invitations of Bids 80 30,00 2,40

Sub-Total 8,20 0,59Vehicles

Fuel and Lubricants for the Vehicle for 5 Years 4 yrs x 20,00 0,08Maintenance 4 yrs x 15,00 0,06

Sub-Total 0,14 0,01Costs of Missiona and Travel tothe Bank Headquarters (2 persons)

Duration of Missions (14 days + 5 missions of 6 days)Total Number of Days 44Per diem for Staff on Mission 44 days x 2 pers. 1,22 0,11Rabat-Abidjan Travelling(Return Ticket) 6 x 2 pers. 8,00 0,10

Sub-Total 0,21 0,02

ANNEX IV Page 7 of 7

Allowances for the PIU StaffProject Manager 48 months 2,00 0,10Project Leader 48 months 1,50 0,07Manager 48 months 1,50 0,07Assistant to Project Leader 48 months 0,75 0,04

Sub-Total 0,28 0,02

Base Cost 8,83 0,64Contingencies 5% 0,44 0,03Price Escalation 5,16% 0,48 0,03

Sub-Total Category F. Operation 9,75 0,70

TOTAL BASE COST OF COMPONENT III 12,73 0,92Contingencies 4,39% 0,56 0,04Price Escalation 4,14% 0,55 0,04

TOTAL COST OF COMPONENT III 13,83 1,00

Total Base Cost of Components 1+2+3 909,99 65,65Contingencies 4,94% 44,96 3,24Price Escalation 4,72% 45,04 3,25

TOTAL PROJECT COST: COMPONENTS 1+2+3 1 000,00 72,14

ANNEX V

KINGDOM OF MOROCCO

QUALITY BASIC EDUCATION SUPPORT PROJECT

Organization Chart of the Project Executing Agency

Steering Committee

General Secretariat of the Ministry of Education

Buildings and Equipment Department

Programming Division

Management Division

Constructions Division

Equipment Division

Regional Branch Of the DBE

Accounting Division

ANNEX VI

KINGDOM OF MOROCCO

QUALITY BASIC EDUCATION SUPPORT PROJECT

FORECAST IMPLEMENTATION SCHEDULE BY COMPONENT

2001 2002 2003 2004 2005

Operations by Component J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J J A S O N D J F M A M J

Project Start-up: April 2001COMPONENT I : EXTENSION AND

STRENGTHENING OF THE QUALITY OFTHE SECONDARY SCHOOLS NETWORK

A. Studies and SupervisionDetailed Initial Draft (preparation of B.D)Invitation of BidsBid AnalysisADB ApprovalSupervision of Construction Sec. SchoolsEntire Bidding Phase: Invit./Analysis/Approv.Supervision Exten/Rehab of INRDPCommissioning of Buildings

B. ConstructionSec. Schools Construction WorksCommissioning of Buildings

C. Equipment/FurnitureD. Teaching Aids

Preparation of ListsInvitation of BidsBid AnalysisABD ApprovalDelivery and Reception

COMPONENT II : SUPPORT TO QUALITYOF BASIC EDUCATION

A. StudiesQuality Studies

B. Construction/RehabilitationExtension/Rehabilitation of INRDPReception and Extension/Rehabilitation

C. EquipmentD. Teaching Aids

Preparation of ListsBidding/Direct NegotiationADB ApprovalDelivery/Reception Equipt./Teaching Aids.

E. Training

COMPONENT III : STRENGTHENINGOF THE PROJECT UNIT

C. EquipmentPreparation of Lists of EquipmentInvitation of BidsBid AnalysisADB ApprovalDelivery/Reception Furnit. and Equipment

E. TrainingF. Operation

1st Tranche

Supervision of Secondary Schools

2nd Tranche

INRDP

INRDP

ANNEX VII KINGDOM OF MOROCCO

QUALITY BASIC EDUCATION SUPPORT PROJECT

SUPERVISION PLAN

Dates approx. (Months/Year)

Activity Skills Required Staff Contrib. (Staff/Weeks-)

May-July 2001 Launching Mission (Project launching mission), review of the training programmes, assistance in the preparation of bids

Team Leader, Education Specialist, Procurement, Disbursement

6 staff/week.

July-November 2001

Review of the plans, review of the lists of equipment and materials, monitoring of the qualitative studies

Education Specialist, Architect 6 staff/week.

September - December 2001

Two supervision missions, assistance in the analysis of bids, analysis of equipment bids

Education Specialist, Architect 6 staff/week.

April - December 2001

Disbursement monitoring Disbursement 2 staff/week.

January-December 2002

Analysis of equipment bids, training monitoring

Education Specialist 4 staff/week.

September–October 2002

Two supervision missions, site visits, training monitoring

Education Specialist, Architect 7 staff/week.

January-December 2002

Disbursement monitoring Disbursement 2 staff/week.

February-May 2003 mid-term review (to review overall project implementation)

Team Leader, Education Specialist, Architect

6 staff/week.

January-December 2003

Disbursement monitoring Disbursement 2 staff/week.

January-December 2003

Two supervision missions, site visits, examination of the procured material

Education Specialist, Architect 2 x 7 staff/week.

January 2004 - March 2005

Disbursement monitoring Disbursement 2 staff/week.

January 2004- March 2005

Two supervision missions (including one for the preparation of the PCR), site visits, examination of the procured material

Education Specialist, Architect 2 x 7 staff/week

ANNEX VIIIKINGDOM OF MOROCCO

QUALITY BASIC EDUCATION SUPPORT PROJECT

PROVISIONAL LIST OF GOODS AND SERVICES

UA 1 =

MAD13.8616

Million MAD Million UA Cofinanciers (Millions UA)

Categories F.E. L.C.. Total F.E. L.C.. Total ADB GOVT Total

1. Goods 1.1. Furniture 62.14 15.20 77.34 4.48 1.10 5.58 5.58 0.00 5.58 1.2. Teaching aids 23.18 3.96 27.14 1.67 0.29 1.96 1.96 0.00 1.96

2. Works 2.1. Construction 563.59 99.46 663.05 40.66 7.18 47.83 43.11 4.72 47.83

3. Consultancy Services 3.1. Design and supervision of the

Junior Sec. Schools and INRDP 49.72 16.59 66.31 3.59 1.20 4.78 3.59 1.20 4.78

3.2. Quality Studies 1.41 0.07 1.48 0.10 0.01 0.11 0.11 0.00 0.11

4. Operating Costs 4.1. Operation 6.18 2.65 8.83 0.45 0.19 0.64 0.45 0.19 0.64

3. Miscellaneous 3.1. Training 52.68 13.17 65.85 3.80 0.95 4.75 4.04 0.71 4.75

Total Base Cost 758.90 151.09 909.99 54.75 10.90 65.65 58.83 6.82 65.65 Contingencies 37.50 7.46 44.96 2.70 0.54 3.24 2.92 0.32 3.24 Price Escalation 37.56 7.48 45.04 2.71 0.54 3.25 3.18 0.06 3.25 Project Project Cost 833.96 166.03 1 000.00 60.16 11.98 72.14 64.93 7.21 72.14

Annex

KINGDOM OF MOROCCO

QUALITY BASIC EDUCATION SUPPORT PROJECT

CORRIGENDUM TO APPRAISAL REPORT The negotations on the technical education strengthening project were held in Morocco on 22 November 2000. At the end of the negotiations, the Moroccan party and the ADB delegation agreed on the project's objectives as defined at appraisal and on the project's overall structure. However, with due regard to recent developments in the education system and the budgetary constraints facing the Ministry of Education, the Moroccan party asked for a redesign of some components resulting in changes in the project’s initial cost. The amendments made to the project are as follows: (a) component I: reduction of the number of boarding schools from 80 to 30; (b) component II: withdrawal of the «Institut National de Recherche et de Documentation Pédagogique » (National Institute of Research and Educational Documentation) (INRDP) and cancellation of the study on the terms and conditions of partnership between local communities and MINED. The withdrawal of the INRDP from the project is due to the fact that this study forms the subject of a comprehensive study within the framework of the Fouarate Complex Project, its feasibility study is financed by the Secondary and Technical Education Strengthening Project. The study on partnership between MINED and local communities, has been withdrawn because the reform on decentralisation and the setting up of the Regional Education and Training Academies are being undertaken within the framework of the National Education and Training Charter. Furthermore, pilot projects initiated in the three local communities under the bilateral cooperation programme with France are underway. Due to the above-mentioned changes, the project contains only two components instead of three as initially indicated. This corrigendum presents the project in its new configuration combined with the revised costs.

1) Section 4.5, describing the projects realisations and components is modified as

follows :

4.5.1 To attain the above-mentioned objectives, the following should be achieved at the end of the project: (a) the educational facilities should be strengthened through the construction of 80 junior secondary schools (comprising 720 classrooms) with 30 hostels in the rural areas, accounting for 18% of the programme of investment for the creation of second cycle basic education schools in the rural areas; (b) the quality of basic education should be improved with: (a) 900 headteachers and 8,000 teachers (i.e. 17% of second cycle basic education teachers) upgraded during the project; (b) creation of a multimedia room in each of the 80 schools of the project; (c) the Building and Equipment Department of MINED which serves as the project executing agency should be strengthened.

3

4.5.2 The above-mentioned project objectives will be realized in keeping with the following components and categories of expenditure: Component I : Extension and Strengthening of the Quality of the Network of

Schools in Rural Areas

4.5.3 The objective of this component is to strengthen second cycle basic education both in the rural and peri-urban areas. To this end, the project will finance the construction and equipment of 80 new secondary schools in the urban, peri-urban and rural areas. This component will equally seek to improve the quality of basic and secondary education. It will finance the retraining of 900 headteachers and 8,000 teachers in the second cycle of basic education (i.e. about 17% of teachers of this cycle in 1998/1999). Studies and Supervision

4.5.4 The design and supervision of the construction of secondary schools financed by the project will be entrusted to architectural firms working together with consulting firms. To guarantee the quality of the construction works, the services of inspection firms will be contracted. Construction

4.5.5 It is planned to construct 80 secondary schools, of a total of 720 classrooms, in the urban and peri-urban areas, representing about 18% of the investment programme for the 2001-2004 period. In general, each secondary school will comprise six (6) comprehensive education classrooms, two (2) science education classrooms, one (1) specialized education classroom, a staff room, an administrative building, an infirmery, two official residences, a caretaker’s flat, a locker room with showers and a covered playground. The project will construct 30 boarding homes including a canteen, a prayer room, a laundry room, a foyer, gender-segregated dormitories. Colleges without boarding will be provided with canteens. A computer room will be provided for each secondary school. A playground and sports fields will be created. Each building will be equipped with ramps to facilitate access thereto for disabled pupils. The schools will be built on serviced sites, which are connected to the water supply network, the power grid and the telephone, for access to the Internet, and each school will have a perimeter fence. The provisional list of the project sites for the construction of the colleges will be updated as and when schools construction are decided by the MINED. Equipment/Furniture

4.5.6 The project will finance office equipment for the administration of each of the 80 secondary schools and this equipment will comprise a photocopier, a computer, a printer and a stabilizer. Furniture will also be procured for the classrooms and the library (desks, tables, chairs, boards, teachers’ desks and chairs) as well as for the canteens (benches and tables). Chairs, cupboards and tables will be procured for the administrative building.

4

4.5.7 Concerning the 30 boarding schools, their canteens will be equipped with kitchens, and with tables and benches. Beds, chairs, cupboards, mattresses, bedding and laundry equipment will also be financed by the project.

4.5.8 Within the context of adoption of the programme on the new information and communication techniques in the second cycle of basic education, each of the secondary schools financed by the project will receive computer equipment comprising 4 multimedia computers, with the software and other equipment required for proper functioning (printers and stabilizers). The project will also finance the furniture of the computer rooms.

Teaching Aids

4.5.9 The project will finance for each of the 80 secondary schools teaching aids for physics, natural sciences, history, geography etc. Likewise, library books and physical education equipment, including poles, will be financed by the project. Training

4.5.10 The training to be financed by the project will be for 900 headmasters for secondary schools and 8,000 teachers for the second cycle of basic education. They will be upgraded in three annual sessions each of which will last three days. In this drive, a trainer will be financed for every 20 trainees, i.e. 445 trainers. Component II : Strengthening of the Project Implementation Unit

4.5.11 This component seeks to strengthen the Buildings and Equipment Department (BED) of the Ministry of Education, which will serve as the project implementation unit. The ongoing devolution of powers within the Ministry of Education has made provision for support staff within each delegation. The project will bolster this drive by enhancing communication between the BED and the delegations. In the same vein, the project will finance additional equipment required for the smooth operation of the PIU and the proper conduct of management training for senior project staff involved in project implementation and management. Equipment

4.5.12 Additional equipment will be procured for smooth project implementation. To ensure proper management and communication with the delegations of the Ministry of Education, the project will finance two multimedia computers for each delegation and three other multimedia computers for the BED. This equipment will be procured with the necessary software and one printer will be allocated to each delegation and two to each BED. Each delegation will receive a stabilizer and a fax machine and a light vehicle will be procured for the BED.

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Training

4.5.13 The project will finance two persons per delegation who will undergo computer training for the utilization of the new information and communication techniques, i.e. 142 persons and additional 3 persons from the BED. This training will last 6 days. Functionning

4.5.14 Regarding the management of the PIU, its operating costs will stem from the consumption of office supplies, mailing and the publication of invitations to bid. Vehicle operating expenses, such as the cost of fuel, lubricants and maintenance will be borne by the Government.

2) Section 4.7, on project cost is modified as follows :

4.5.15 The total cost of the project, excluding taxes and custom duties, is estimated at UA 60,60 million, i.e. MAD 840.07 million (at the Februry 2000 rate, UA1 = DH 13.80). This cost comprises UA 49.95 million in foreign exchange (82.43%) and UA 10.65 million in local currency (17.57%), most of which is actually made up of indirect foreign exchange resources. 4.5.16 The cost estimate was prepared during the appraisal mission on the basis of information obtained from the Ministry of Education. The project cost estimates include an average 5% provision for physical contingencies and another 5.5% provision for price escalation over a period of 5 years, i.e. a provision of about 10.5% in foreign exchange and local currency has been incorporated in the project. The cost of the environmental aspects of the project, including the cost of the sale or expropriation of lands as well as that of the security and waste disposal measures which will be applied to the buildings, will be covered by the provision made for physical contingencies. Tables 4.1 and 4.2 below summarize the breakdown of the total project cost by component and category of expenditure, respectively. The detailed costs of the components and categories of expenditure are given in the Project Implementation Document (PID).

Table 4.1 Project Cost by Component (in UA million)

Million MAD Million UA COMPONENTS F.E. L.C. Total F.E. L.C. Total 1 Extension Sec. Schools Network 621.55 122.82 744.37 44.84 8.86 53.70 2 Strengthening of the Project Unit 3.79 10.49 14.29 0.27 0.76 1.03 Total Base Cost 625.35 133.31 758.66 45.11 9.62 54.73

Contingencies 30.70 6.55 37.25 2.21 0.47 2.69 Price Escalation 36.41 7.76 44.17 2.63 0.56 3.19 Total Project Cost 692.45 147.62 840.07 49.95 10.65 60.60

6

Table 4.2

Project Cost by Category of Expenditure (in UA million)

Million DH Million UA CATEGORIES OF

EXPENDITURE F.E. L.C. Total F.E. L.C. Total

A. Studies and Supervision 41.27 13.76 55.03 2.98 0.99 3.97 B. Construction 467.76 82.55 550.30 33.74 5.95 39.70 C. Equipment / Furniture 42.67 10.44 53.10 3.08 0.75 3.83 D. Teaching Aids 21.96 3.88 25.84 1.58 0.28 1.86 E. Training 51.20 12.80 64.00 3.69 0.92 4.62 F. Operation 0.49 9.90 10.39 0.04 0.71 0.75 Total Base Cost 625.35 133.31 758.66 45.11 9.62 54.73 Contingencies 30.70 6.55 37.25 2.21 0.47 2.69 Price Escalation 36.41 7.76 44.17 2.63 0.56 3.19 Total Project Cost 692.45 147.62 840.07 49.95 10.65 60.60

3) Section 4.8 on sources of finance is amended as follows :

"The ADB contribution, of an amount of UA 54.54 million, represents 90% of the total project cost and covers the entire foreign exchange costs. Concerning the Government contribution, it stands at UA 6.06 million (10% of total project cost) and covers the entire local currency cost. Table 4.3 below summarises the breakdown of the total project costs by source of finance."

Table 4.3

Project Cost by Source of Finance (in UA Million)

SOURCES F.E. % L.C. % TOTAL %

ADB 54.54 - 54.54 %Total 100.00% 0.00% 90.00%

GOVERNMENT 0.00 6.06 6.06 %Total 0.00% 100.00% 10.00%

TOTAL 54.54 90.00% 6.06 10.00% 60.60 100.00%

4) Paragraph 5.2.1 on institutional provisions is amended as follows: "The Steering Committee will be composed of a representative of each of the Ministry of Education’s central departments concerned by the project, namely: the Building and Equipment Department; the Human Resources Department; the Curriculum Department, the Directorate of Administrative Affairs and the Directorate of Engineering and Planning. Each of the partners

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represented in the Steering Committee will be closely associated in the management and evaluation of the specific components and activities for which they are technically competent. The Steering Committee will be chaired by the Secretary General of the Ministry of Education and the Project Manager will serve as secretary to the Committee. The Steering Committee will meet once every quarter when convened by its chairperson. However, extraordinary meetings could be convened if necessary. The Steering Committee will ensure that the project objectives are attained and that the different components of the project are implemented." 4) Section 5.3 on the implementation and supervision schedule is amended as follows:

The project will be implemented over a period of five years in keeping with the table below and the details of which are given in Annex VI.

ACTIVITIES DATES SERVICE IN CHARGE

Board Approval November 2000 ADB Loan Signature January 2000 ADB/Government Date of First Disbursement April 2001 ADB/MEN Component I: Extension and Enhancement of the Quality of the Network of Junior Secondary Schools

Invitation of Bids for the Constructions April 2001 to April 2004 ADB/PIU/MEN Supervision of the Construction Sites Aug. 2002 to February 2006 PIU/MEN Construction Works Sept. 2002 to Dcember 2005 PIU/MEN Bidding for Equipment/Furniture October 2001 to April 2005 ADB /PIU/MEN Delivery and Installation of Equipment/Furniture Sept. 2003 to March 2005 PIU/MEN Bidding for Teaching Aids Sept. 2003 to March 2005 ADB/PIU/MEN Supply of Teaching Aids May 2004 to March 2006 PIU/MEN Training August 2001 to April 2005 PIU/MEN Component II: Strengthening of the Project Executing Agency (PIU)

Invitation of Bids for the Equipment April 2001 to June 2001 ADB/PIU/MEN Delivery and Installation of Equipment/Furniture July 2001 PIU/MEN Training June 2001 PIU/MEN Operation April 2001 to March 2006 PIU/MEN 5) Section 5.4 on the provisions relating to the procurement of goods and services is

modified as follows:

Provisions relating to the procurement of goods and services are summarized in Table 5.1 below and stated in detail in Annex VII, in line with the provisional list of goods and services. All the goods, works and services financed by the Bank will be procured in accordance with the Bank's rules of procedure for the procurement of goods, works and services or in keeping with the rules of procedure for the use of consultants, as the case may be. To this end, the Bank's Relevant bidding documents will be used as follows: Studies and Supervision: Consultancy services for the preparation of the architectural designs (to be financed by the Government) will be procured following regulatory procedures in Morocco.

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Construction: Works contracts for the construction of the 80 secondary schools, estimated at UA 44.12 million, will be awarded after international competitive bidding for all contracts over or equal to ninety five million yen (JPY 95,000,000) and local bidding for all contracts below this threshold. Furniture/Equipment: Furniture/Equipment: Furniture and equipment for an estimated total amount of UA 4.24 million, will be procured through national competitive bidding, given the technical specifications imposed by the MINED, the fact that no component costs more than UA 70,000 and the existence of a sufficient number and sufficiently qualified local suppliers to guarantee competition. The vehicle will be procured after local shopping among suppliers, given the limited amount involved (UA 10,000) and the existence of a sufficient number and sufficiently qualified local dealers to guarantee competition.

Teaching Aids: The teaching aids, of an estimated total amount of UA 1.94 million, will be procured after national competitive bidding, given the technical specifications imposed by MINED, the fact that no component costs more than UA 25,000 and the existence of a sufficient number and sufficiently qualified local suppliers to guarantee competition. Library books intended for the libraries of the colleges, an amount of UA 130,000, will be procured through local shopping among suppliers, given the highly specialized nature of the documents, the limited amount of the individual contracts (UA 2,000) and the existence of a sufficient number and sufficiently qualified local suppliers to guarantee competition. Training: Consultancy services for training programmes (to be financed by the Government) will be procured on the basis of regulatory procedures in Morocco. 7) Table 5.1 on the provisions relating to the procurement of goods and services is

amended as follows:

Table 5.1 Provisions Relating to the Procurement of Goods and Services (in UA Million)

CATEGORIES OF EXPENDITURE International Competitive

Bidding

National Competitive

Bidding

Others Shortlist Financing Other

Than by the Bank

Total

A. Studies and Supervision 4,21 (4,21) - Architectural Design + Supervision 4,21 (4,21) B. Construction 44,12 (44,12) 44,12 (44,12)

C. Equipment/Furniture 4,24 (4,23) (0,01) * 4,24 (4,24)

D. Teaching Aids 2,07 (2,07) 2,07 (2,07)E. Training 5,12 5,12

F. Operation 0,84 0,84

Total Project Cost 44,12 (44,12) 6,31 (6,31) 4,21 (4,21) 5,96 60,60 (54,54)

* Shopping among suppliers at the national level

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8) Table 5.3 on the expenditure schedule by category of expenditure is amended as follows:

Table 5.3

Expenditure Schedule by Category of Expenditure (in UA Million)

CATEGORIES OF EXPENDITURE 2001 2002 2003 2004 2005 Total

A. Studies and Supervision 0.49 0.84 0.84 0.84 1.20 4.21 B. Construction 0.00 4.85 14.56 12.35 12.35 44.12 C. Equipment/Furniture 0.28 0.00 1.98 0.00 1.98 4.24 D. Teaching Aids 0.00 0.00 1.04 0.00 1.04 2.07 E. Training 0.88 1.28 1.28 1.28 0.41 5.12 F. Operation 0.12 0.17 0.17 0.17 0.21 0.84 Total Project Cost 1.77 7.14 19.86 14.64 17.19 60.60 Percentage/Year 3% 12% 33% 24% 28% 100%

9) Section 8.2 concerning the recommendations is amended as follows:

It is recommended that an ADB loan, not exceeding UA 54.54 million be granted to the borrower with a view to the implementation of the project as defined in this report. (a) Conditions Precedent to Effectiveness

Effectiveness of the loan agreement shall be contingent upon fulfilment, by the borrower,

of the conditions set out in Section 5.01 of the General Conditions and to the satisfaction of the Bank subject to the following conditions: i) supply evidence of the designation of the Buildings and Equipment Department of the

MINED (BED) to serve as the project executing agency; ii) supply evidence of the appointment of the Director of the BED to the position of project

director; iii) supply evidence to the Bank of the setting up of the Project’s Steering Committee chaired

by the Secretary General of the Ministry of Eduction and made up of at least: one (1) representative of each of the central directorates of the ministry directly concerned by the Project, namly : the Directorate of Buildings and Equipment, the Directorate of Human Resources, the Curriculum Department, the Directorate of Budget and Management, the Directorate for Administration and Finance and the Directorate of Engineering and Planning.

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(b) Other Conditions

The Borrower shall:

i) submit the detailed programme of activities of the project executing agency to the Bank, for approval on a lapse-of-time basis, not later than six months after project start-up;

ii) submit to the Bank the training plan, indicating the content, organization and schedule of

such training, for approval on a lapse-of-time basis, not later than six (6) months after project start-up.