Saint Lucia Water Sector Reform

Morocco gained independence in 1956 and one year after the Royal Commission on Education Reform establishes the basic principles of post-independence Morocco. Developed during the fifty years of colonial rule, the French educational model was adopted by the new independent Moroccan state and reorganized to introduce a technical issue also Äúmodern, Africa and Äúoriginal track, the track of the AU added to the tradition of Koranic-based education with emphasis on Islamic culture and civilization, and the use of Arabic as the language of instruction.
The Ministry of Education was established in 1959 to begin the task of training a team of native teachers to replace foreign teachers, build new schools and implement government reforms.
Later Morocco facing a period of economic stagnation in the late 1990s due to the drought that has put a strain on its predominantly agricultural economy. Despite economic difficulties in this period, Morocco achieved remarkable progress not only in the construction of large property Morocco, but also in developing its education system.
The primary school enrollment increased from 52 percent to 92 percent in secondary level of 18-32 percent and in secondary education from 6 percent to 15 percent during the years 1990-2004.
The formal education system in Morocco is however still faces many challenges today.
Although education is more accessible and the gender gap was reduced, Morocco had not seen the positive changes that have occurred in Asia and Latin America, particularly in literacy and enrollment rates in secondary schools and universities.
The World Bank has said that the quality of education in Morocco is less than that of other regions and needs urgent reform if it is the fight against unemployment. Internal inefficiency is high, as evidenced by dropout and repetition rates. Gender and geographical disparities still exist at all levels of education. Morocco also faces a rapid increase in demand for primary schools as a result of increased access to primary education. With public spending on education has risen to six. 6 percent of GDP, opportunities to increase the budget are limited.
To help solve the problem, the World Bank’s Board of Directors has approved a loan of U.S. $ 80 million to support a Basic Education Reform Support, also known as PARSEM in Morocco.
PARSEM addresses these challenges by supporting government efforts to increase the quality of basic education for all ages 6-14 children in a financially sustainable. Actions supported by PARSEM are three:
1. generalize access to basic education, most school-age children by 2008;
2. improve the quality of education through reducing dropout and repetition rates and improve student learning;
3. develop institutional capacity, strengthening institutional capacity in relation to the process of decentralization in the sector at central, regional, provincial and local levels. The project is consistent with the Country Assistance Strategy (CAS) for Morocco, which accounts for reform outside the education sector and decentralization as a key priority for the fight against poverty in the kingdom.
World Bank, together with the hope of the Government of Morocco PARSEM improve access to basic education, improving educational quality, encourage stakeholder participation, ensure financial sustainability and promote accountability in sector management .