Kingdom of Morocco:

Promoting Youth Opportunities and Participation

March 2011

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ACKNOWLEDGMENTS

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ABREVIATIONS AND ACRONYMS

ADS Agence de Développement Social DEFR Direction de l’Enseignement, de la Formation et de la Recherche

AGR Activités Génératrices de Revenus EFE Fondation marocaine de l’Education pour l’Emploi

AMB Association Musulmane de Bienfaisance EN Entraide nationale

AMEJ Association Marocaine pour l’Education de la Jeunesse

EPS Etablissement de protection sociale

ANAPEC Agence nationale de promotion de l’emploi et des compétences

FF Foyer Féminin

BAC Baccalauréat FNUAP Fonds des Nations Unies pour la PopulationCAP Certificat d'aptitude professionnelle GPBM Groupement Professionnel des Banques du

MarocCCG Caisse Centrale de Garantie IDH Indice de Développement Humain

CCIS Chambre de Commerce, d’Industrie et de Services

IGR Impôt général sur le revenu(Incometax)

CDER(ADERE)

Centre de Développement des Energies Renouvelables

INDH Initiative Nationale pour le Développement Humain

CEF Centre social Féminin de l’Entraide nationaleITA/ITSA Institut Technique Agricole/Institut

Technique spécialisé AgricoleCFA Centre de Formation par Apprentissage MAPM Ministère de l’Agriculture et de la Pêche

MaritimeCFP Centre de Formation Professionnelle MDS Ministère du Développement Social

CNIDJ Centre National d’Information et de Documentation des Jeunes

MEN Ministère de l’Education nationale

CNJA Conseil National de la Jeunesse et de l’Avenir MEMEE Ministère de l’Energie, des Mines, de l’Eau et de l’Environnement

CNOPS Caisse Nationale des Organismes de Prévoyance Sociale

MFR Maison Familiale Rurale

CNSS Caisse nationale de Sécurité Sociale MJ Maison des Jeunes

CPE Contrat premier emploi MJS Ministère de la Jeunesse et des Sports

CPS Centre de Protection sociale OFPPT Office de la Formation Professionnelle et de la Promotion du Travail

CQA Centre de Qualification Agricole OMD Objectifs du Millénaire pour le Développement(Millenium objectives)

CRI Centre Régional d’Investissement ONG Organisation non-gouvernementale(NGO)

CSF Contrats spéciaux de formationPAMT Programmes Actifs de Marché du Travail

CSE Centre de Sauvegarde de l’Enfance SMIG Salaire Minimum (Minimum wage)

DAF Division des Affaires Féminines PNUD Programme des Nations Unies pour le Développement (UNPD)

DAM Dar Al Mouaten (Maison du citoyen) MDS Ministère du Développement Social

DAT Dar Atfal (Maison des enfants) MEN Ministère de l’Education nationale

DT Dar Attalib/Dar Attaliba MEMEE Ministère de l’Energie, des Mines, de l’Eau et de l’Environnement

NFL Non Formal Education

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“Youth is a source of hope, a pool of resources and skills, but also a lever for sustainable socioeconomic development. This dynamic force is essential to any development strategy.”

H.M. Mohamed VI, King of MoroccoJuly 9, 2010

Centers for youth– Casablanca. Photo: F.O.

TABLE OF CONTENTS

CHAPTER 1 : BACKGROUND AND RATIONALE…………………….............................................

1. 1 Moroccan youth…………………………………………………………………………...1.21.3

CHAPTER 2: ECONOMETRIC ANALYSIS ……………………...………………………................

2.12.22.3

CHAPTER 3 : INSTITUTIONAL ANALYSIS: PROGRAMS AND SERVICES FOR THE INCLUSION OF YOUTH

3.1 Ministry of Youth and Sports Programs.........................................3.2 Entraide nationale Programs……………………..........................................................Ministry of Agriculture Programs………………………………………………………..3.4 Active Labor Market Programs …………………………………………………………….....3.5 General Conclusion and Prospectives ……………………………………………………..........................

CHAPTER 4 : YOUTH POLICY AND INVESTMENT PRIORITIES

4.1 Youth Policy with Youth Participation…………………………………………………………….............. 4.2 Investments Priorities ……………………………………………………………………........

4.2.1 Youth Centers, new version…………………………………………………………..4.2.2 Expansion of Intervention Scope and Vocational Integration ………………..……………..4.2.3 Adapting E2C model…………………………………………………………………………4.2.4 Youth Entrepreneurship

4.3 FinalConclusion………………… ……………………………………………………..........................

BIBLIOGRAPHY

Annexes

Annex 1 : Methodological Note for Qualitative Analysis……………………………..……………Annex 2 : Table of Selected Programs ……….. ……………………Annex 3 : Regional Map of Morocco……………………………………………………………Annex 4 : List of Focus Groups and Interviews ……………………………………..Annex 5: List of selected Agricultural Centers ………………………………………………

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TABLES AND BOXES

Tables

Table 3.1 - 1 :Table 3.1 - 2 :Table 3.1 - 3 :Table 3.2 - 1 :Table 3.2 - 2 :Table 3.4 - 1 :

Budget of MJSCenters for young women (FF)About number of graduate girls of FF Sefrou (Fes-Boulemane region) (1998-2007)Budgets and unit costs of EN programs for disadvantaged youth (2009)Schools for disadvantaged teenagers and youngSummary of the costs and beneficiaries of the main active programs (Idmaj, Moukawalati Taehil)

Boxes

Box 3.1 - 1 :Box 3.1 - 2 :Box 3.2 - 1 :Box 3.2 - 2 :

Box 3.2 - 3 :Box 3.2 - 4 :Box 3.3 - 1 :Box 3.4 - 1 :Box 3.4 - 2 :Box 3.4 - 3 :Box 4.2 - 1 : Box 4.2 - 2 :Box 4.2 - 3

MJS ‘Responsibilities and missions CSE’ missionsEntraide nationale’ missionsLaw 14-05 - governs social protection organizations (2006)Law 10-00 - governs apprenticeship organizations (2000)Assadaka centerDFR responsibilities and dutiesMoukawalati programIdmaj program (CPE)Taehil program (CPE formation qualifiante pour l’emploi)Moroccan Foundation for Education and Employment -EFE MoroccoMaison Energie MarocL’Heure Joyeuse

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CHAPTER 3. ANALYSIS OF PROGRAMS AND SERVICES PROMOTING YOUTH INCLUSION

“Moroccan youth today needs more than ever an integrated national strategy that will build the way for the future and provide a strategic framework for action that will set out the roles, obligations, duties, and rights of all stakeholders, including young people.”

Ministry of Youth, February 2009

Morocco has rich experience in addressing youth issues, with numerous institutions offering a wide range of employment initiatives and training opportunities in personal development, basic literacy, life skills, self-employment, microfinance, leadership, and community participation, as well as summer camps and sports and recreational activities. A recent World Bank study of the targeting of social protection programs in Morocco included an extensive review of programs that addressa wide range of risks throughout the life cycle.1 The analysis presented here takes stock of the study’s general findings,but focuses in more depth on the services available to young people 15 to 29 years old, particularly services for disadvantaged, undereducated youth from low-income backgrounds.

While previous chapters presented an assessment of the needs and expectations of youth, this chapter provides a selective analysis of youth-oriented services, focusing on key institutions and the level of vertical and horizontal integration among them. It also examines existing gaps in the quality and outreach of these services. The following categories of services were analyzed: training, employment, social protection, and participation. More broadly, this analysis aims to support the National Strategy for the Youth of Morocco by providing a general framework that can help improve the efficiency and quality of existing services, as viewed from the perspective of young people. The National Youth Strategy, launched by the Ministry of Youth and Sports in 2010, is aimed primarily at policy and institutional dialogue with young people themselves.

With the exception of the section on Active Labor Market Programs, which presents findings from existing assessments, the analysis of other services here presents new research conducted in coordination with the Ministry of Economy and General Affairs, the Ministry of Youth and Sports, the Entraide nationale, and the Ministry of Agriculture and Maritime Fisheries. Specifically, a sample of facilities and programs were analyzed in different locations within the four sub-regions of Greater Casablanca, Fez-Boulemane, Souss Massa-Draa, and Tangiers-Tetuan. This analysis follows the overall geographic representation described in the qualitative methodology for the study (see annexes 1 and 2). The intention was not to compile an exhaustive list of all existing programs and services, but to provide a clear picture of major existing youth programs and analyze their strengths and weaknesses from the point of view of both service providers and beneficiaries. Information gathering was carried out through in-depth interviews with institutional representatives and focus groups held with young beneficiaries. The chapter covers only those social services programs that existed in Morocco at the time of data collection.

1World Bank, 2010, “Note stratégiquesur le ciblage et la Protection Sociale” (Strategy Note on Targeting and Social Protection), Social Sector Department, World Bank Morocco Office, Rabat.

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3.1 Ministry of Youth and Sports Programs

Aware of the rapid expansion of the needs of Moroccan youth and its mandate to support these needs, as well asengage in shared action with other institutions, the Ministry of Youth and Sports (MJS) has initiated a major process of study, consultation, and reflection to develop a targeted and integrated strategy for the youth sector. In March 2009, it signed a partnership agreement for the development of this strategy with the Ministry of the Interior (Direction Générale des Collectivités Locales), the United Nations Children’s Fund (UNICEF), and the United Nations Fund for Population Activities (UNFPA). Other agencies have since joined this group, among them, the Ministry of National Education which became a member in 2010.2

The preliminary report that served as a platform for discussion of the national strategy was based on the following facts:

· 30 percent of the population is under the age of 15; 36 percent, under 18, and 51 percent, under 25;

· 10.4 million young people, or 31 percent of the population, are between the ages of 10 and 24;

· 428,582 young people between 15 and 24 years of age (17.2 percent of this age group) are unemployed, a rate that ranges between 16 and 31.7 percent in urban areas;

· 270,000 young people between 15 and 24 years of age (17 percent of this age group) have practically no basic education, according to the latest survey conducted by the Ministry of Health.3To this number must be added those young people who have abandoned their studies—some 462,358 students who, according to the MEN, dropped out of elementary, middle, or high school without a diploma during the period 2005–2010.4These hundreds of thousands of young people without qualifications have increased the ranks of population groups in precarious situations (e.g., situations of child labor, illegal migration, risky behaviors).

Before becoming a full ministry in 1977, the Department of Youth experienced frequent and profound changes. From having the status of a ministry during the ninth government after independence (1964), it became a State Secretariat attached to the Ministry of Education (1967). It maintained that status, albeit as part of different ministries, in successive governments from 1967 to 1976. As of 1977, the Department became the Ministry of Youth and Sports, a status it has retained to the present day.5

The Ministry of Youth and Sports is charged with 13 responsibilities (see box 3.1), of which only the first two directly and partially target youth: the elaboration of socio-educational programs and the provision of support to associations of youth, women, and children.6

2The MJS also hired Capital Consulting (www.capitalconsulting.ma) to document the various stages of the development of the strategy. 3Ministry of Health, 2008, “Enquête nationale à indicateurs multiples et santé des jeunes (ENIMSJ), 2006–2007” (National Investigation of Multiple Youth Indicators and Youth Health: ENIMSJ, 2006–2007), Ministry of Health, Rabat.4 Ministry of National Education, 2010, Statistics 2010 (Rabat: MNE).5 Government of the Kingdom of Morocco, n.d. “Les gouvernementsmarocainsdepuisl’indépendance” (The Governments of Morocco Since Independence), official Web portal of the Kingdom of Morocco, http://www.maroc.ma/PortailInst/An/MenuGauche/Institutions/Government/History+of+governments.htm (accessed January 2011).6As used in this report, the word “association” means a local nonprofit, nongovernmental organization.

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Box 3.1 Responsibilities of the Ministry of Youth and Sports

The responsibilities of the Ministry are to:

· Develop socio-educational programs that ensure the organization, supervision, and protection of youth, children, and women.

· Improve and extend the work of youth and children’s’ associations to ensure the protection of young people and their integration into society.

· Develop all activities related to regional and international cooperation in the field of youth and childhood;initiate studies and research that promote and contribute to the flourishing of youth, children, and women.

· Develop a regional policy in the field of youth, children, and women.

· Develop a policy on the popularization of sports and coordinate and monitor all sports activities at the national level.

· Raise awareness of the major role played by sports in the national economy and encourage economic actors to contribute to its development.

· Prepare draft laws and regulations in the field of youth and sports.

· Manage, maintain, and monitor the property and institutions under the jurisdiction of the Ministry of Youth and Sports.

· Manage and improve revenues, expenditures, aid, and all resources allocated to develop youth and sports facilities

· Manage and monitor the use of all sports infrastructure, youth facilities, and sports medicine institutions.

· Promote a policy of collaboration and cooperation in sports at national and international levels.

· Ensure the participation of national teams in international competitions in coordination with the National Olympic Committee and sports federations.

Source: Decree No. 2-02-379, 2002) on the Functions and Organization of the Ministry of Youth and Sports.

The MJS is divided into four directorates:

1. Directorate of Youth, Children, and Women’s Affairs2. Directorate of Sports3. Directorate of Budget and Equipment4. Directorate of Human Resources

These four directorates offer various programs to all Moroccans, but some are specifically designed for young people. The youth programs of the first directorate—Youth, Children, and Women’s Affairs—are the main focus of this report. The essentially programmatic and supportive character of youth programs are embedded in the organizational chart of the directorate, which is divided into three distinct divisions of youth, childhood, and women's affairs. Nevertheless, it seems the programs offered by these divisions do not always clearly target services to potential beneficiaries by age group (e.g., children, teenagers, and young people). For its part, the Division of Women's Affairs has expanded its services to women of practically all ages.

The following analysis focuses on the link between institutional programs and the directorate’s capacity to address the needs of young people and implement activities and programs suitable to the economic and socio-cultural context of the four main regions of the country (see annex 3). The majority of officials who manage the services and programs analyzed here are cognizant of the limitations of their interventions and their limited impact on young people. In interviews, they mentioned the lack of a clear strategy, noting that real

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structural reforms would allow them, on one hand, to capitalize on the experience and potential of each division and, on the other hand, respond to the expectations and needs of a highly diverse youth population. Existing services offered either wholly or partially to youth by the MJS are:

· Youth Centers(Maisons des Jeunes), offered by the Youth Division.

· Women’s Centers (Foyers Féminins), offered bythe Division of Women’s’ Affairs.

· Child Protection Centers (Centres de Sauvegarde de l’Enfance, or CSEs), offered by the Childhood Division.

· Vocational Training Centers (Centres de Formation Professionnelle,or CFPs).

· The National Center of Youth Information and Documentation (Centre National d'Information et de Documentation des Jeunes, or CNIDJ).

Table 3.1. MJS Programs, Budget, and Expenditures, 2009

MJS programs

Number of centers

Total cost* Direct beneficiariesCost by

beneficiary

DH US$Young

femalesYoung men

Total DH US$

Youth CentersYouth Division 479 N/A N/A 2,275,475 3,413,212 5,688,687** N/A N/A

Child Protection CentersChildren’s Division 20 11 808 1,414 1 265 4 610 5 875 2 009,87 240.76

Women’s CentersWomen’s Affairs Division 299 652 500 78,156 19 000 0 19 000 34, 34

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Vocational Training Centers 110 594 400 71,197 5 255 0 5255 113, 11 13.64

Youth Documentation Center 1 N/A N/A N/A N/A N/A

TOTAL 909Source: Documents provided by MJS, 2010.Note: Dollar figures are rounded.*1 USD=8.1073 MAD, 2009**According to MJS sources, 5 688 687 young people participated overall in youth centers’ activities, of which 60 percent were young men. However, given that they include repeated attendances, it is not possible to calculate the unitary cost for the youth centers.

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Youth Centers (Maisons des Jeunes)

The 479Youth Centers throughout Morocco are the second most important network of facilities dedicated to the development of young people after schools. At the institutional level, a youth center is a public institution responsible for providing educational, cultural, social, and sports services. The most important goals of Youth Centers are to provide information and assistance to youth associations, helping associations establish and implement programs by means of a representative body.7 Youth Centers also facilitate knowledge sharing on childhood and youth activities with the associations. They thus serve as a link between youth associations and the communities served by the Youth Centers, as well as a mechanism to mobilize youth associations to contribute to socioeconomic projects at the local, regional, and national level.

As defined by its mission, a youth center is not a formal educational institution, but a non-formal learning 8 venue that serves young people in a given community in three complementary ways:

(i) througheducation and enrichment via individual outreach and mentoring by MJ facilitators in interactive thematic clubs (e.g., painting, sports, theater, computers, reading). A club is a group of members who engage in a personal activity, hobby, or a technical specialty under the supervision of a youth worker identified by youth center management.

(ii) through socio-cultural support via legally established youth associations that meet the eligibility requirements of the MJ; and

(iii) through social inclusion and participation—involving local young people in youth center activities, regardless of their educational, intellectual, or professional level. The goal is to make a youth center the starting point for various cultural, educational, social, artistic, and sports activities that benefit the local community.

Institutional framework

The management of Youth Centers is meant to encourage participation and dialogue. The administrative and legal responsibility of each center rests with the director, who is appointed by the Ministry of Youth and Sports, while the planning and implementation of activities is the responsibility of the local youth center council. A youth center council is an elected assembly that includes both the managers of the institution and representatives of its associations and clubs. A council may also appoint as members other parties interested in educational, cultural, artistic, social, and athletic activities. Among its other roles, a council is responsible for planning, implementing, and evaluating activities; it is equally responsible for finding additional financial resources and establishing partnerships. If a council has competent management, then its degree of openness

7Youth center regulation, as provided by the MJS.8Nonformal learning (NFL) provides young people—particularly disadvantaged youth—the soft and hard skills needed to facilitate their entry into the workforce and encourage their active citizenship. NFL is a voluntary, intentional, and youth-led process that takes place outside of the formal education sector and covers a wide variety of learning fields, including youth work, youth clubs, sports associations, voluntary service, peer education, and many other activities that offer practical learning.

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Maison des Jeunes, Photo: MJS.

to the local social community and its institutions, together with its capacity for advocacy and mobilization, can transform a youth center from an administrative structure into an attractive and accepted social institution supported by the local community.

The success of any given youth center in realizing its objectives essentially depends on how it works as a whole (with respect to its individual parts) and the degree to which it is integrated into the local social environment. These factors explain the great diversity of youth centers, particularly in terms of their attractiveness and growth, given that they have similar equipment and means.

Strengths and constraints

A youth center is, above all, a physical space structured to accommodate activities. The availability of a sufficient number of offices, together withmultipurpose and dedicated-purpose rooms, is essential for its proper functioning. The majority of Youth Centers that were visited for this report (in Tangiers, Fez, and Agadir) are housed in ancient buildings of different epochs. According to the director of the Youth Center in Tangiers, these outdated facilities are insufficient to meet the growing demand of young people in the city. Together with the lack of playing fields for sports, these facilities could soon compromise the growth and attractiveness of the center. In Agadir, the problem is the reverse: the youth center occupies a very large property with several playing fields and open green spaces, but the space is only partially used, which creates problems of maintenance, safety, and hygiene that exceed the center’s limited capabilities.

In other cases, Youth Centers are provided by municipalities, whichuse varied local architectural and equipment standards (e.g., multistoriedbuildings orfacilities located outside of residential zones). Thus, the center in Kliaa (rural Agadir) was built and outfitted by the local municipal council. However, it is located in neighborhood predominantly inhabited by food processing and seasonal workers, most of who are single men or live far from their families, meaning there are few children or young people in the neighborhood. In addition, this specific center is managed by a single individual (a female director) and is only occasionally visited by young people in the locality. To address this oversight, the MJS has established several construction standards that must be followed by future partners who wish to build a youth center, particularly by municipalities and programs of the National Human Development Initiative (Initiative Nationale pour le Développement Humain, or INDH; see table 3.8 andannex 1).

The location problems of Youth Centerscan primarily be attributed to the rarity and high cost of land in large cities, as well as the weak integration of socio-educational facilities, particularly Youth Centers, intothe plans and priorities of mayors and municipalities. Taken together, these circumstances explain why so few spaces conform to required norms and are located in completely inadequate neighborhoods. For instance, in Tangiers, a city of nearly one million people, there was previously only one youth center because of the lack of land. A second center was subsequently opened, but is located in a precarious location. According to one institutional representative, the proximity of a center to its target population is just as important as its architecture and furnishings, which need to be better protected. In his estimation, these are the principal conditions that are needed to improve attendance by girls and children.

In some cases (i.e., in Agadir and Chefchaouen), the municipality providesthe Youth Center with one or two non-civil servant employees, paid from a special national budget. These employees are essentially responsible for hygiene and security duties. In terms of background, directors of Youth Centersare graduates of higher training institutes of the MFS and are specialized in different areas relevant to the Ministry’s work. A youth center director is simultaneously the focal point of the center and the coordinator of all its components and

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partners. A director coordinates all program activities of the center. In principle, center regulations stipulate that a deputy director be appointed by the provincial MJS office, as well as the appointment of both general and specialized facilitators, yet these positions did not exist in any of the centers visited for the study. In the case where a director is the sole employee of a Youth Center (e.g., in Chefchaouen), members of the youth council fill staff positions and perform all tasks. In certain other centers that were visited (e.g., in Fez), the quality of staff left much to be desired, even if they were sufficient in number.

Budget

The concept of Moroccan Youth Centers envisages that their members (i.e., their direct beneficiaries and youth associations) and local community institutions (i.e., municipalities and other partners) will participate not only in everyday management, but take responsibility for a large portion of operating and program costs. At the level of operating resources, the Ministry of Youth and Sports is considered only one actor among others. In this capacity, it provides each center a yearly operating budget of 3,000 DH (the amount was 900 DH until 2008, when it was increased by 300 percent). This budget, which is considered a simple contribution of the ministry, essentially covers only the fixed costs of management and maintenance and is largely insufficient to support the normal functioning of such an institution. It is supplemented by contributions and fees levied by youth associations to finance their activities, as well as by contributions from local and international partners, the local municipality, and fee-paying participants of certain activities (e.g., computerand music clubs).

However, the economic and political environment of a youth center greatly affects the contributions of its partners, which are neither consistent nor punctual. In Fez, these conditions make center activities wholly dependent on one partner. In Chefchaouen, where the Youth Center has only one management employee, all maintenance and hygiene tasks are provided by partners and donors via their personal networks. The relationship between a center and a town can also be strongly influenced by political and electoral conditions (e.g., in Casablanca); in such cases, financial support can, but is not always, significant, given that local conditions are very fluid.

Although youth associations now have more freedom regarding their activities, the clubs directly managed by youth facilitators are most affected by tight operating budgets. In several cases, computer equipment, musical instruments, or sports equipment were nonexistent or defective. Youth Centers are authorized by law to charge certain fees for club services, but this results in the exclusion of the most disadvantaged youth. This practice also creates problems in the consistency of audits, which are not always conducted due to insufficient personnel.

Equipment and supplies

In most of the centers that were visited for this study, the equipment and activities are insufficient to respond to the specific needs of preteens and teens, especially young girls. Moreover, association representatives responsible for supervising and facilitating young people are either not provided or provided very little support in working with adolescents. Adolescents deplore the inadequacy of the activities proposed by the associations and ask for more appropriate management representation. This type of conflict often leads to the creation of new associations by young people themselves, who have neither action plans nor resources (examples of this phenomenon were seen in Casablanca, Fez, and Tangiers).

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Beneficiaries

Youth Centers theoretically target all local youth aged 7 years and older. However, due to the type of activities that they propose, academically oriented youth are favored to the detriment of illiterate young people and early school dropouts, who are virtually excluded. While this observation was verified by direct observation during the process of recruiting the focus groups conducted for this report, it is not statistically verifiable due to lack of aninformation system based on relevant indicators. Indeed, available statistics on center attendance and the periodic reports sent to government agencies and the MJS are cumulative rather than descriptive. Weekly reports record the total number of youth who participated in program activities. As a result, if a young person attends several activities, each one is counted.

Given the current state of youth center records,it is very difficult to ascertain the average age and background of the young people who are directly supervised by youth club staff, other than by estimating or direct qualitative observation. In addition, according to a facilitator in the Casablanca Youth Center, the proximity of different age and gender groups in the same space is a source of conflict—even violence and harassment—which has led the attendance of girls and children to drop.

Specifically, a recent evaluation of Youth Centers raised the following key points about their targeting:9

· Youth Centers tend to serve 8–14-year-olds rather than 15–24-year-olds.

· Services that charge fees tend to attract only children from middle-class households and exclude children and youth from the poorest households.

· In view of the lack of specialized transport services, the physical distance of marginalized areas from Youth Centers is a major obstacle to the participation of the most disadvantaged children and youth.

· Youth centers above all serve community groups, which organize most youth programs, rather than provide services directly to children and young people.

A rich paragraph can be produced now with the related tables on the users of mdj : this is crucial to discuss the issue of targeting, underservice.

- Current users of mdj- Past users of mdjs (youth who ever used)- two or three tables or graphs, showing users by gender, urban or rural, and 3 age macro groups,

education level- Possibly also include a table showing the household quintile income level of users of mdj

In addition, prepare an additional paragraph with the statistics of what users and non users think of the mdj, in particular a para that uses the question on WHY you are not using the mdj.

Once these findings are delineated quantitatively, you can take the main findings of UNICEF study as a way to explain more in depth to the extent that is useful, why some peopleparticipate or do not.

Human resources

Youth Centers are managed by specialized administrative, educational, and sports staff, under the supervision of a director appointed by the MJS. The number of facilitators theoretically depends on the number of

9USAID, 2007, “Morocco: Cross-Sectoral Youth Assessment; Testing the Support for the Dar Chebab Concept,” USAID Morocco Office, Rabat.

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beneficiaries, but reality on the ground differs for various reasons. According to youth center representatives, most staff has aged considerably, a phenomenon that is not being offset by new recruitment. To address this irreversible situation, centers should maintain current forms of management while opening the door to other forms, such as contracting with nonprofit organizations (NGOs) or with young people themselves (under the rubric of “innovative youth initiatives”). Staff shortages—above all, a lack of facilitators and administrative and maintenance staff—significantly impact the Youth Centers visited for the report.

In the best-staffed Youth Centers (i.e., those in Agadir and Fez), the aging of administrative staff and their weak motivation to attend continuing education have clear and continuing repercussions on center programs and strategies. This factor also affects the quantity and quality of attendance due to paternalistic staff attitudes toward young people and the associations, as well as their habit of referring to a "golden age" when developing program content. Obviously, youth center staff need continuing training not only in program and organizational management, but also in community development, cultivation of youth leadership, and non-formal education methodologies so as to offer activities that are both attractive to and appropriate for young people.

In particular, two points deserve the attention of the Ministry of Youth and Sports. First, over the next three years, 1,800 employees (out of a total of staff of 2,800) who arecurrently between the ages of 54 and 55will retire. This process should enable the renewal of Youth Center staff and their institutions, offering an opportunity to recruit young people with backgrounds suitable for providing quality services to different categories of youth. Second, the Ministry should invest in the staff of the Royal Institute of Professional Training of Youth and Sports and improve the adequacy of its training programs (i.e., in terms of their content and methods).

Proliferation of initiatives outside of Youth Centers (Maison des Jeunes)

The lack of personnel and their age affectthe proper functioning not only of Youth Centers andother programs analyzed in this report, they also affect association activities. By their nature and vocation, most NGOs working in Youth Centers are oriented almost exclusively toward education or recreation. For example, at the Hassouna Youth Center in Tangiers, rapid sociological change and the advent of the National Human Development Initiative (INDH) have strongly encouraged the emergence of local development associations in the most vulnerable neighborhoods and villages. As a result, the community association elite involved in youth center activities have turned toward different types of activities and programs,which are outside the actual legal scope of Youth Centers.

Ideas for reform

As a space for social integration and learning, Youth Centers are a key strategic element in addressing the issue of youth inclusion. However, their organization and actual performance must be redesigned to better meet the needs and expectations of young people, while ensuring effective coverage of the youth population, especially in rural communities. Throughout Morocco, there is only one youth center per 20,888 young people aged 15 to 24, very few of which are located in rural areas.

The distance between disadvantaged communities and the location of Youth Centersalso inhibits the participation of marginalized youth. To deliver more effective youth center services to the young population,a

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“The youth center here is the only place where young people can meet and work together on several activities, such as football or music, but we would also like to have language and Internet classes."

Young man of 15,Tangiers-Tetuan Region

more strategic approach is needed at the institutional level. In addition, these centers require needs assessments, which should lead to services that take into account local youth demands, the density of the youth population, and the proximity of other available services. Several additional factors should also be considered, such as sensitization to the needs of disadvantaged beneficiaries, potential local partnerships—especially over the long term—and local ownership of the centers.

Youth Centers offer young people ownership of a space as well as various programs in which they can participate at all stages: development, operations, and implementation. Because of this fact, Youth Centers should become the focal point of local implementation of all youth strategies. The experiences of other countries may provide useful lessons in this respect, as indicated in box 3.2.

Box 3.2Project for Children and Youth in Macedonia

In 2001, the Macedonian government launched a Development Project for Children and Youth with the financial and technical assistance of the World Bank to significantly increase the social integration of disadvantaged young people from different socio-cultural backgrounds.

The Macedonian Agency of Youth and Sports, in its capacity as the implementation agency, established a national network of 33 youth centers that offered services that integrate young people at the community level (via non-formal education modules related to life skills and employability, information technology, foreign language training, entrepreneurship, healthy lifestyles, and sports and creative activities).

In reality, these cost-efficient centers offered social inclusion in the guise of a complement to the formal school system in Macedonia, which increasingly tends to segregate ethnic groups and incur high numbers of dropouts among disadvantaged young people.

In 2006, the youth centers reported that roughly 16,000 young beneficiaries had participated in their regular activities and 2,000 others had attended programs outside of the centers. The cost per beneficiary fell from US$54 at project launch to US$17 at the end of the project, thanks to enhanced engagement of young people in center management, peer mentor volunteers, local government contributions, local private sector donations, and the introduction of minimal fees for several training activities.

In terms of employment results, the number of young people 19 years of age who benefited from at least two years of center activities and found jobs was 16 percent greater than the number of 18-year-olds who found jobs and participated in the program for only one year. Optimism about finding a job was also 7 percent greater among the first category. With respect to civic engagement, the project had a significant impact on young people’s motivation to participate in community activities. The longer that they benefited from youth programs, the more they became active in their respective communities, including participation in youth organizations and direct interaction with municipalities. Thus, nearly 25 percent of beneficiaries enrolled in youth center activities since 2004 had participated in community activities by 2006.

Source: World Bank, Macedonia Children and Youth Project, Implementation Completion and Results Report, June 29, 2007.

With respect to local programming, budgeting, and implementation, coordination among the different ministries in charge of youth affairs (i.e., the ministries of National Education and Health, and the National Social Assistance AgencyEntraide nationale, among others) is indispensible. Such coordination is also beneficial, as evidenced by the success of programs jointly initiated by different ministries, such as the

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Source: Macedonian Agency for Youth and Sports

Key numbers

2001 Cost per beneficiaryUS$54

2006 Cost per beneficiaryUS$17

Youth for Youth Program (youth health clubs).Finally, monitoring and rigorous assessment are needed, together with an information system that continually monitors data on beneficiaries, the impact of beneficiary services, youth outreach, community involvement, and the implementation of both regular and occasional activities.

Women’s Centers ( Foyers féminins )

Women's Centers are among the oldest structures of the Ministry of Youth and Sports that target girls and women. Their programs have evolved from Morocco’s independence in 1956 to the present day. During the first decades of independence, the principal objective of these centers was to improve the status of women through literacy, health education (notably, family planning), an introduction to manual skills and activities (for the social integration of urban women), and the modernization of family education (e.g., sewing, embroidery, cooking, childcare, etc.). In other words, the centers targeted young girls who lived at home or had dropped out of school early and sought to prepare them for the roles of wife and mother.

The first Women's Centers were created in the 1950s to raise women’s awareness, fight against illiteracy, and provide Islamic education at the national level. Special programs were developed for this purpose, with the first kindergarten classes opened in the 1960s to care for children who accompanied their mothers to the centers.Their main mission is essentially educational—helping young girls and young women improve their socioeconomic conditions, encouraging self-employment, and providing basic education.Institutional framework

Through its Division of Women’s Affairs (Division des Affaires Féminines, or DAF), the Ministry of Youth and Sports is invested in the training and socioprofessional integration of the most vulnerable groups of young Moroccan women, particularly those who have not had access to formal education, dropped out of school early, or left school without a degree. The DAF is the core administrative structure responsible for designing, implementing, and monitoring programs that target girls and women in Morocco. It is unique in that it provides three levels of training (qualification, specialization, and technician) exclusively to this target group. The DAF is comprised of three departments: vocational training, women’s empowerment, and basic education activities (i.e., childcare centers). The main tasks of the DAF are to:

1. Promote women’s participation in socioeconomic activities.

2. Meet the needs of beneficiaries for access to employment.

3. Train a qualified female workforce.

4. Promote the professional integration of young girls and women by providing them with skills training.

The MJS has assigned a double mission to the different services and programs of the DAF: (i) labor market entry via rapid qualifications training provided by the vocational training department and (ii) empowerment through mentoring and training in Women’s Centers. The accomplishment of these objectives is reinforced by 343 child care centers, which enable beneficiaries to attend training programs and provide quality preschool care and education to children of

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"A large number of girls previously enrolled in the first year of training withdrew their applications to join the training center of the Entraide nationale or an association training program, which are both located downtown.”

vulnerable working women. Yet the number of kindergartens and child care centers is reportedly insufficient to meet existing needs.

According to a DAF representative, only 10 out of 286 Women's Centers are located in rural areas, where child care centers are also rare. It also appears that the activities of these centers are often duplicated by Vocational Training Centers, which seek to respond provide women access to the labor market within a competitive, quality, and performance-oriented framework.Reality on the ground indicates that DAF resources are under significant pressure in the face of increased demand. As a result, action is needed to permit it to serve a greater number of beneficiaries.Age of beneficiaries

The DAF targets girls between the ages of 15 and 22 who must have an education (i.e., who have finished ninth grade) that enables them to take theoretical and practical vocational training courses. However, it also targets older women. Opening Women’s Centers to women of all ages has raised expectations, based on the needs of all age groups, and is well beyond the institutional framework of the Ministry of Youth and Sports and its original mission. That mission is exclusively to train young Moroccans (girls and boys), leading to better coordination and integration of the services offered by the ministry (Youth Centers, vacation facilities, etc.). Historically, Women’s Centers have played an important pioneering role in the coaching and training of women. However, the creation of other ministries responsible for, respectively, women, the family, and vocational training, with specific responsibilities and objectives, should be considered in debates on future youth strategy so as to avoid all risk of duplication.

Human resources

The objectives of Women’s Centers are significantly jeopardized by lack of sufficient qualified staff, particularly in those training tracks for which demand is greatest, information technology foremost among them. The background of existing training staff, in terms of qualifications and status, are more in line with the original mission of centers, which concentrated on the teaching of basic techniques of sewing and embroidery, not a formal training curriculum. This situation raises many questions about the usefulness of the vocational training provided to young women at these centers and these women’s competitiveness on the labor market.

As noted earlier, Youth Centers suffer from aging staff and poor recruitment. The situation is even more serious in Women’s Centers. According to data in the women’s Vocation Training Center guide, 10 the majority of trainers and facilitators have “auxiliary” personnel status. In most cases, this means instructors whosetraining has been acquired from personal experience, not from a specific training program or qualification. This is particularly the case among vocational training personnel—women who are not paid a salary, but receive a subsidy that often doesn’t amount to the minimum wage and is a source of great frustration and demotivation among instructors and trainers at the centers visited for this report.11 Permanent staff (i.e., civil servants), who ensure the management of the Vocational Training and Women’s Centers, are in the minority (1 to 2 per center) in most facilities.

10MJS, n.d., “Guide des centres de formation professionnelle feminine” (Guide to Vocational Training Centers for Women), in Arabic, MJS, Rabat.11The authors do not have precise data on this point. Managers are discrete on the subject; instructors interviewed for the study characterized their compensation as “meager” or “insulting.”

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I really like the women’s center. It’s next door to my house and my husband allows me to go to there. I meet my mother, my sisters, my mother-in-law, and my neighbors at the center.

Young girl, Fez,

Facilities and their location

The location of Women’s Centers in distant areas or enclaves can seriously undermine their attractiveness. For example, after the relocation of a women's center to new facilities far from downtown Fez, the number of beneficiaries fell from 80 in 2009 to only 20 in January 2010.Furthermore, occupancy is not always functional. The majority of Vocational Training Centers, Women’s Centers, and child care facilities are situated in the same building, which is responsible for implementing these three DAF programs. As a result, the importance and priority given to one or another of these programs is dictated by available space, as well as by outreach and leadership capacity.

While most of the premises (72) occupied by Vocational Training Centers are the property of the MSJ or the state, other operational arrangements are common, most notably, rented facilities (19 centers) or facilities made available by municipalities (19 centers). Other arrangements account for the remaining 8 centers. Because of these multiple arrangements, facilities, furnishings, and spaces vary greatly. The total floor space of centers varies between 4,000 square meters (e.g., Hay Hassani and Casablanca) and 45.5 square meters (e.g., Aïn Harrouda and Casablanca), which prevents the establishment of standards on the total floor space of centers, their dedicated purpose, and how to divide such facilities among the different programs.

The heterogeneity of facilities also creates maintenance and sustainability challenges. However, the size of centers should be highlighted because it directly affects both the services provided to beneficiaries and the quality of these services. Facilities that can meet the functional needs of these types of centers require two kinds of rooms: (i) multipurpose rooms that can be adapted to the needs of different activities (e.g., meetings, literacy training, women’s empowerment, etc.) and (ii) specialized rooms equipped for one specific activity (e.g., computer training, hairdressing, sewing, etc.).

In the centers visited for this report, vocational training and introductory training rooms created the biggest headaches for managers and staff. For example, the Women’s Centers in Chefchaouen (Tangiers-Tetuan Region) consist (officially) of two rooms. The first room is dedicated to computer training and the second, to practical introductory training on modern sewing machines. This arrangement leaves no space for educational activities, which are in great demand among the target group. To address this major constraint, particularly due to the fall in attractiveness of the center over the past two years, center managers have ingeniously started to use all possible spaces. In addition, insufficient equipment and the poor condition of certain facilities constructed in the 1950s have led the Ministry of Youth and Sports to implement a large renovation and equipment program that, according to center representatives who were interviewed, has to date overhauled 35 centers. However, these adjustments do not cover facilities that are not owned by the Ministry.

Expanding the mission of Women's Centershas created a greater need for training materials and supplies. The two major training tracks offered by these institutions, sewing and computer training,are a case in point.Computer training, whichis currently most in demandnot only in centers belonging to the MJS, but in all centers run by other ministries visited for this report, is hampered by budget constraints that prevent regular maintenance and the purchase of needed training supplies. The fragility of computer equipment, the inappropriate offices in which computer training is held, and the frequent mistakes made by trainees limit the impact of information technology and its functional use in vocational training.

In Chefchaouen, young girls use computers at the center to improve and reinforce what they learn in computer courses in their high schools. But because computers are the best, most precious, and most expensive equipment in most centers, many managers put computer rooms (and other rooms frequented by young

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people) under lock and key or restrict their use considerably. In Chefchaouen and Aïn Harrouda, for example, the Women’s Center and Vocational Training Center are both located in the facility. Available computers are thus used both for computer training and personal use. Computer staff at these centers has, moreover, been reduced to 1 or 2 person(s), making impossible for the centers to offer computer training and a number of other training activities. As a result, the centers really offer computer practice and introductory computer training, not professional computer training.

Sewing instruction is the second, and oldest, principal training trackoffered by Women’s Centers 12—found in the majority of both these centers and women’s Vocational Training Centers. Introductory sewing machine training was, in fact, the professional training most in demand in the centers visited in Chefchaouen and Aïn Harrouda. The main reason for the popularity of sewing is that this training is highly valued by housewives and gives trainees enhanced employment opportunities in garment factories. However, heavy usage of the sewing machines frequently causes them to break down. Repairs are often makeshift, done with whatever materials are at hand, which considerably limits the quality and continuity of the training (in Chefchaouen, 4 out of 15 sewing machines were out of service and 6 did not work properly). In addition, students must purchase their own supplies (e.g., thread, fabric, etc.),a practice that rapidly excludes the most disadvantaged girls and, in Chefchaouen, reduces the competitiveness of graduates on the labor market compared to graduates of the local center of the OFFPT.

Institutional competition

Following the rapid economic and cultural changes of recent decades, the missions of both Women’s Centers and Vocational Training Centers have evolved from providing preliminary training to providing vocational qualifications and labor market entry, all the while retaining their original objectives. This evolution has resulted in overlapping responsibilities and tasks, a situation that program managers do not appear to have assessed. The ambiguity of certain tasks and responsibilities creates a large discrepancy between the objectives of the DAF (i.e., improving socioeconomic conditions andenhancing living conditions) and the services actually offeredvia specific programs and activities.

While the increase in demand for facilities associated with the DAF, as well as the construction of new and the renovation of old centers are positive signs, institutional constraints risk halting their growth and limiting their impact. Given the number of women’s training centers and their growing number of beneficiaries, the Ministry of Youth and Sports has become one of the major vocational training institutions in Morocco, second only to the Office for Vocational Training and Work Promotion (Office de la Formation Professionnelle et de la Promotion du Travail,OFPPT), with a national network of institutions dedicated to the training of young girls, young women, and children. These institutions include 299 Women’s Centers and110 vocational training centers throughout the country, in addition to the aforementioned 343 child care centers. Yet vocational training is not among the responsibilities of the ministry established by Decree No. 2-02-379 (June 2002), which identifies its main mission as "the Development of Socio-educational Programs that ensure the organization, training, and protection of Youth, Children, and Women.”

This difference between the institutional framework of the MJS and the services offered by Vocational Training Centers is itself a positive evolution towards an appropriate match between the programs offered and the real needs and expectations of the target population of young women. However, this state of affairs clearly creates institutional competition between different actors and prevents girls and young women from being

12MJS, n.d., “Guide des centres.”

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considered a target of national youth strategy. In addition to Women's Centers built and run by the MJS, several other centers and institutions are developing practically the same programs and targeting the same group of young women. These institutions include, in first place, the OFFPT, followed by the Entraide nationaleand the National Human Development Initiative (INDH). This institutional competition and duplication of tasks and responsibilities sometimes results in a substantial decline in demand for their services.

According to the MJS, total direct beneficiaries of the Women’s Centers fell from 38,574 to 17,423between 2005 and 2009,while the number of centers grew from 280 to 299. These numbers indicate a weakness in attendance: on average, there were 138 beneficiaries per facility in 2005 versus 64 in 2009. This trend clearly indicates less efficient use of services in recent years, particularly in rural areas.

Table 3.2 Attendance at Women’s Centers, 2005–2009CENTERS HUMAN RESOURCES BENEFICIARIES

Centers Staff Regular activities Outreach activities

U R F A U R T U R T2005 123 159 672 556 26,162 12,412 38,574 74,736 25,638 100,374

2006 124 156 441 421 4,592 35,444 40,036 60,303 12,606 72,909

2007 125 162 406 422 12,411 5,832 18,243 63,333 12,666 75,999

2008 119 167 406 452 12,654 5,297 17,951 65,500 13,363 78,863

2009 129 166 408 453 12,088 5,335 17,423 67,260 13,452 80,710

Source: Department of Youth, Sports, and Women’s Affairs, 2010.Note:U – Urban; R – Rural; F – Ministry staff; A – assistants; T – Total.

For example, table 3.3 clearly shows this trend in the specific case of the women’s center in Sefrou (Fez-Boulemane Region), located a rural zone, for the period 1998–2007.

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Table 3.3 Change in the Number of Girl Enrollees and Graduates in Sefrou Women’s Center, 1998–2007

1998 1999 2000 2001 2002 2003 2004 2005 2006 2007Enrollees 87 98 57 78 47 44 64 44 62 40Graduates 61 61 55 61 40 42 44 33 49 27

Source: Women’s Center of Sefrou, 2010.

There are also no coordination or collaboration mechanisms among these different actors, a situation that affects the internal performance of each institution. The INDH, for example, has facilitated the construction, equipping, and renovation of several facilities dedicated to women. Yet sometimes the renovation of a center makes the center of another ministry less attractive. For example, the outfitting of a new Entraide nationale center in Sefrou (Fez-Boulemane region), together with its central location, caused the Women’s Center in Sefrou, which can accommodate 80 people, to continuously lose beneficiaries. In 2007, moreover, when the women’s center was transferred from an under-equipped office downtown to another, better-equipped office in a distant neighborhood, its total beneficiaries further dropped (see Table 3.3). Today, its actual number of beneficiaries is less than 50 and these women regularly ask for their records to be returned so they can enroll at the Entraide nationale center downtown. According to representatives of the Women’s Center, the latter (new) center can be more easily accessed by young girls.

The opposite trend was observed in Aïn Harrouda (Casablanca Region), where the modernization of a Women's Center belonging to the Ministry of Youth and Sports negatively impacted an Entraide nationale center. The qualitative nature of this analysis and the limited number of sites visited does not permit generalizations. Nevertheless, the impact of cross-cutting programs initiated by different ministries that target the same group should be analyzed and integrated into a comprehensive system of monitoring and evaluation.

Lack of association (NGO) support

NGOs are important actors in most programs and schools run by the MJS (e.g., Youth Centers and summer camps).They are involved, to varying degrees, in the design, management, and support of these institutions. However, Vocational Training Centers for women and Women’s Centers are distinguished by the absence of associations, which significantly reduces their expected outreach. It also affects the monitoring and labor market entry of program graduates, which relies solely on the initiative of young girls and their networks of contacts.

In actual fact, the Training Centers and Women’s Centers operate within an administrative hierarchy in which the local Ministry of Youth and Sports office is the sole resource and interlocutor. In the absence of a sufficient number qualified staff, Women’s Centers don’t directly benefit from partnerships with associations or local municipalities. Their only contact is the local MJS office, which receives their claims through an administrative channel (i.e., correspondence) and sets the amount of their allocation and delivers the funds (within the limits of the ministry’s budget).

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Women’s center, Casablanca. Photo: MJS

Ideas for reform

Initially the Women’s Centersand later, the Vocational Training Centers,played an historic, pioneering role in imparting leadership and social skills to girls and young women. However, lack of qualified training personnel, scarcity of equipment and training workshops, the inability of existing facilities to accommodate the modernization of programs, and the value of existing training programs are all constraints that must be resolved.

Since independence, other institutions have also become involved in mentoring and educating young girls, particularly schools, as well as organizations devoted to functional literacy, vocational training, health education, and civil society.As of 1999, for example, the promotion of women and family and their integration into the country’sdevelopment have become national priorities in Morocco, as seen in the creation of a specific ministerial department. In addition, the INDH has made the socio-economicintegration of women one of its pillars.

Finally, current activities for young girls do not meet their new and growing demands. Within the framework of a national strategy for young people, the very concept of Women’s Centers merits rethinking in urban as well as rural areas. Vocational training for young women raises a similar institutional problem, indicating a need for clearly defined operating goals, modalities of implementation, and the role and responsibilities of each institution working in this sphere.

It also seems judicious to review the status and responsibilities of Women’s Centers with respect to the mission of the Ministry of Youth and Sports. Specifically, the age limit (15–29 years) for Women’s Centers should be enforced and respected. The MJS might also consider creating literacy and social activities especially designed for the mothers and other older relatives who accompany the young girls and women who attend the centers. Other suggestions are to:

· Focus on categories of vulnerable young girls (e.g., girls who are illiterate, dropouts, unemployed, etc.).

· Open new Women’s Centers in both rural and urban areas targeted by the INDH.

· Strengthenthe human and material resources of Women’s Centers, based on identified needs and a redefinition of center objectives;

· Standardize the vocational training offered by the Vocational Training Centers, according to the provisions of the law on apprenticeship.13

· Create an action plan for women’s vocational training in order to avoid multiple partners offering the same of training to the same target group.

Training courses offered by these centers should evolve based on labor market demand at the local and regional levels. This training should also integrate modules on income-generating activities, as well as cooperative and microenterprise management. Indeed, because they are part of the Ministry of Youth and Sports, women’s Vocational Training Centers should not be reduced to vocational training alone. The ministry’s missions of education and encouragement ofthe social participation of women should be translated into specific programs and activities. In fact, the ministry could use the 35 renovated and equipped Women’s Centers to introduce a new operating model that would:

13Law 12-00 on Apprenticeship and Training in Morocco. Apprenticeship training is expected to devote 80 percent of training time to actual production and 20 percent to apprenticeship training in the center. The content of training courses is set by the Ministry of Employment and Vocational Training.

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· Introducenew training approaches and modules on how to find a job, including an introductory course in this task, while simultaneously offering training in life skills and the French language, among other topics. These kinds of modules would broaden the labor market possibilities of existing, limited training in sewing, cooking, and computer skills. These goals may be more easily achievedby outsourcing such modules to specialized local NGOs that have a strong background in providing vocational and job search training to young women from disadvantaged backgrounds (e.g., L’Heure Joyeuse, see box 3.16.)Similarly, the Women’s Center’s might take advantage of technical assistance from international organizations working in the field of youth in neighboring Mediterranean countries such as the School of Second Chances (L’École de la Deuxième Chance, E2C see chapter 5).

· Introducea business development training track with a microfinance component that ensures linkages to existing microfinance programs.

· Evaluatethe real activity needs at local and provincial levels, focusing on less-educated young girls and young women up to age 29. Given the declining participation of these beneficiaries in several Women’s Centers because similar training is offered by the Entraide nationale or the Office of Professional Training and Employment, closing underused facilities would free up resources to operate Women’s Centers in areas of greatest need.

· Strengthen the horizontal linkages and partnerships of all Women’s Centers with NGOs and similar centers, while developing less hierarchical relationships with provincial governments and regional offices of the MJS. The major goal is to eventually develop more profitable centers that serve a greater number of beneficiaries.

· Introduce a standardized skills certification for competencies in line with the needs of the private sector.

Child Protection Centers (Centres de Sauvegarde)

The Child Protection Centers (CSEs) operate 20 schools, including four dedicated to girls thatprovide social and educational services to children who are in conflict with the law.14CSEs provide introductory and vocational training in manual occupations with dual goal of education and preparing residents for re-entry into society. Training is offered in such occupations as plumbing, metalwork, and woodwork for boys; and sewing, embroidery, cooking, and hotel work for girls.15 In several cities, the MJS has opened social action centers governed by the same rules as those of the CSEs, which affords residents the opportunity to freely continue their schooling or vocational training once they are outside of the facility.

14The philosophy of the Moroccan juvenile justice system is to protect children, whether victims or offenders. Their interests are protected in national legislation that conforms to the International Convention on the Rights of the Child, which functions as the principal criteria for all decisions. See UNICEF, 2006, “Les enfants en institution au Maroc (InstitutionalizedChildren in Morocco),” UNICEF, Rabat.15 MJS, Division de l’Enfance, n.d., “Réseau des Centres de la Protection de l’Enfance (The Network of Centers for Child Protection),” MJS, Rabat.

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Box 3.4 Goals of Child Protection Centers

• Accommodations: providing a child a single bed, blankets, clothes, personal hygiene products, and an individual closet to store their personal affairs.

• A healthy diet in the form of three meals a day.

• Health protection and disease prevention through regular medical visits, provision of medications, and transport to a hospital when needed.

• Audiovisual equipment (e.g.., television, video player, sound system); this equipment is supervised by a teacher and used for specific time slots and appropriate programs.

• Preservation of family ties: allowing families to visit children in the centers and children to enjoy an annual vacation with their families(upon authorization of a juvenile court judge), as well as the sending and receiving of personal mail.

• Participation in educational and sports activities that contribute to the personality development of children and the strengthening of their physical and mental capacities.

• Academic and extracurricular activities (e.g., literacy and vocational training adapted to the needs and preferences of the children).

• Providing books and magazines for the center library to enable children to learn and inform themselves with the goal of improving their knowledge.

• Summer camp sessions in summer centers of the MJS.

• Vocational certifications upon successful completion of various stages of training.

• Support to pregnant girls until they give birth in a hospital or maternity house. The daughter-mother has the right to stay in the center with her newborn baby if this situation is safe for both.

Source: MJS, 2010www.mjs.gov.ma

Of the 20 existing CSEs, 10 were already in operation before the independence of Morocco in 1956. Decree No. 2-02-379 (June 2002), which established the responsibilities of the MJS, defined the ministry’s interventions as belonging to the sphere of social protection. Specifically, “developing socio-éducational programs that can ensure the organization, supervision, and protection of young people, children and women” (Article I). Yet this definition does not provide further details on its protectivefunctions or the intervention instruments to be used. The Web page of the Centers for Child Protection on the official MJS Website, describes their tasks and responsibilities as follows:

The care and supervision of children in conflict with the law is not mentioned either in the responsibilities of the MJS or in the objectives of its Childhood Division, given the access and exit issues related to educating a young detainee. Instead, these missions are managed and regulated by the Code of Criminal Procedure. A child in conflict with the law is placed in a Child Protection Center (CSE)as the result of the order of a public prosecutor or a judicial sentence, with the goal of rehabilitation and preparation for good social integration. A child placed in a CSE theoretically passes through three stages:

1. An observation period ranging between three weeks and three months.2. A rehabilitation period, the length of which varies according to the outcome of the

observation period and the nature of the crime or offense committed by the minor.3. A pre-release or probationary period thatprepares the child to renew his or her links with society (Childhood Division staff, MJS).

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Legal status

The CSEs are simultaneously social protection institutions within the competencies and responsibilities of the MJS and places of incarceration. As already noted, residents are children placed in detention by order of a public prosecutor or a judgment. As result, the CSEs are in a position of having been delegated objectives that were not initially assigned to them, mainly the detention of children and ensuring that they do not leave the centers without accompaniment or the director’s authorization, under penalty of judicial proceedings. This dual status as a service-provider and program manager makes the mission of the CSEs imprecise with respect to the MJS. As institutions, moreover, CSEs are not prepared to fulfill their dual role, both because they are part of the Ministry of Youth and Sports and because the Ministry of Justicethat delegates tasks to the CSEs provides neither administrative and logistical structures nor legal and regulatory instruments to ensure the effective protection of children and the safety and rights of staff.

The ambiguity of the role of CSEs has been reinforced by the persistance of certain centers in sections of incareation centers reserved for minors (less than 20 years old and, in certain cases, very young children). These sections, called “minors quarters,” are a ward in the middle of prisons that house young deliquents. Their principal objective is to protect young inmates from abuse or harassment from adult prisoners. In cases of serious crime or organized gangs, young delinquants can also be detained in these wards during the investigative process.

The code of criminal procedure was modified in 2003 to bring it into conformity with the Convention on the Rights of the Child, which raised the age of criminal responsibility in Morocoo from 16 to 18. As a result, young people between 16 and 18 years of age who had previously been serving prison sentences were placed in Childhood Protection Centers.The consequent increase in the number of residents exceeded both the accommodations and supervisory capacity of the CSEs. Although the 20 centers can house 2,075 children,the Childhood Division of the MJS affirms thatthe number of current residents (of both sexes) is 5,875. The duration of detention depends either on the nature of the offense or crime committed by a youth or the sentence of the judicial authority that ordered his or her detention. According to CSE teachers, this period may be modified after the observation period.

Staff

In keeping with other MJS programs, the Child Protection Centers suffer from insufficient qualified staff. In fact, it is often young CSE residents with advanced education who provide tutoring to younger children. In addition, supervised education requires the permanent presence of teachers, day and night. However, this was not the case in the centers visited by the survey team, where there was a scarcity of teachers and existing personnel were exhausted. For example, the CSE in Casablanca (for young girls) has only five instructors to supervise 65 residents.Educators are generally middle-level ministry staff who have received two years of training at the Royal Institute of Youth and Sports. Their tasks range from reception and observation to rehabilitation through a combination of physical and intellectual activities, as well as the supervision of residents and the resolution of (often violent) conflicts among them.

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I’m in the center because I stole my teacher’s camera. Life is very hard here because we are so many. Still, I do my best to get out quickly because I’m thinking about my future. I would like to become a technician or mechanic, but there is no training for these jobs at the center.

The Child Protection Center in Agadir is located on a farm and houses 45 detained children who are also being trained in gardening. These children are supervised by six people, three administrators, one teacher, and two technicians. One sole staff memberhandles all educational activities. Educational, literacy, and vocational training needs are generally provided by partnerships with local offices of relevant ministries. However, Child Protection Centers cannot offer several planned tracks of instruction (both introductory and vocational training courses) due to the unavailability of trainers, as is the case in the Agadir center, where two planned training courses (in carpentry and metalwork) are not offered.

The causes that lead children to be placed in a CSE are often social and psychological. In the opinion of teachers in the Casablanca center, the lack of care and supervision in CSEsreproduces the same risky behavior that caused residents to be detained in the first place. The absence of specialized staff in these centers greatly alters their mission, because they lack of comprehensive knowledge of the socioeconomic conditions of young deliquents. Interviews with officials and staff of the centers prompted an outpouring of deep malaise on this account.

Staff and educators also feel the mission of CSEs is compromised because the centers are part of prisons or incarceration centers. Although these centers meet the basic matierial needs of children, they have no resources to provide psychological or psychiatric care to young residents. Thus, all education and social reintegration efforts are compromised in advance. In addition, all categories of residents live and coexist in these centers, despite the diversity of their backgrounds and needs. Most of the educational programs and activities offered to residents were, moreover, developed during the 1940s and 1950s; the last revision dates back to the 1970s. As a result, these programs are adapted neither to the reality of children today nor the evolution of Moroccan society. Furthermore, CSE activities are often inclined themes of toward morality and repentance.

The supervisory staff of the centers, which consists mostly of simple bureaucrats, has neither the necessary means or training—or even the focus and motivation—needed to fulfill their responsibilities. Many center staff members interviewed for this report complained of the stress of their work and expressed a wish for short-term appointments (4 years at most) at these centers, which would permit them to attend continuing education—which they judged essential—and thus benefit from a legitimate psychological “rest.”

Financial resources and logistics

Childhood Protection Centers are charged with providing accommodation for children, a healthy diet of three meals a day, as well as medical services and disease prevention. 16 These standards are far from being satisfied due to an acute lack of financial and material resources. According to the civil servants who were interviewed, CSEs spend an average of 12 DH (US$1.40) per resident per day (according to various reports), an amount far from that required to meet the basic needs of residents and fulfill the primary mission of these centers.17 It should be recalled here that the majority of residents are from very poor or vulnerable backgrounds or have ruptured all of their family ties.

16State Department of Youth, 2007, “La nouvelle politique nationale des jeunes,” Rabat, 36.17 However, the official figures provided by the MJS for 2009 appears lower than the figures cited by the civil servants who were interviewed.

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I strongly recommend that staff be rotated. The tasks assigned to teachers [in CSEs] are very challenging and sensitive, which requires a huge psychological effort from us. I think a teacher should spend no more than four years in such a center.

Vocational training workshops for CSE residents suffer from the same overall lack of equipment and materials that characterizesWomen’s Centers. However, the fact that vocational learning and apprenticeship are considered means of re-education and re-entry into society greatly compromises the mission of Childhood Protection Centers. Italso creates enormous problems for managers and educators with respect to the supervision and time management of children who have been deprived of their liberty.

Resident categories and ages

Although all residents find themselves in these centers as the result of an illegal act, the nature of their crimes is not the same.The most common reason for sending a child to a CSE is “primary”delinquency. According to a teacher in a center in Casablanca, most young residents are chronic, recidivist juvenile delinquents. Prostitution, drug and alcohol use, theft, and assault are the most common crimes committed by them. A teacher in the Fez center (Fez-Boulemane Region) clarified that most of these children come from poor or broken families and quit school at an early age. “Secondary” delinquency relates to children between the ages of 12 and 19 whose criminal behavior is cyclical and recidivist. All of the teachers interviewed agreed that this category of resident poses the greatest problems for them in terms of rehabilitation and discipline. Specifically, they can have a harmful influence on residents who have been sentenced for primary delinquency, who end up adopting negative habits and attitudes that they did not have before entering a CSE.

Finally, accidental delinquency covers those children who find themselves at a center following a single serious crime (e.g., murder, rape, robbery). These children often come from diverse sociocultural backgrounds and are very young. Although the age of residents is established as between 12 and 18 years, serious offenses lead prosecutors to place much younger (7 years and older) children in CSEs. This was observed in all centers visited during field research.

The crosschecking of information from interviews, life stories, and focus group sessions produced a typical profile of a CSE resident. It should be noted, however, that this generalization applies only to the sites that were visited. Residents of the Childhood Protection Centers are mostly children from poor families living in slums or other unwholesome places, generally in a disruptive family environment (i.e., due to drugs, alcoholism, prostitution, a delinquent father or delinquent brothers or relatives, or encounters with the law by one or more family members). Young girls in detention are often prostitutes who were initially victims of rape or domestic violence (i.e., as housemaids, informal workers, or runaways). Boys are placed in detention for robbery, rape, assault, or murder.

The permanent cohabitation of children and adolescents with such different backgrounds, who are guilty of crimes of varying degrees of seriousness, raises many questions about the ability of the CSEs to fulfill their educational mission. Due to the fact that the age range of residents is very wide, children from 7 to 12 years old share the same space and attend the same programs as adolescents and young men of 18. Age differences, the diversity and degree of severity of residents’ crimes, andthe lack of staff and adequate facilities leads to the formation of subgroups for either self-defense or the abuse of weaker residents. This behavior is

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Child Protection Center, Casablanca. Photo: MJS.

encouraged by the cohabitation of new arrivals with recidivists, together with drug addicts(in Fez and Agadir) and prostitutes. All of these conditions facilitate the passage of residents from primary to secondary delinquents, with the risk of violence becoming institutionalized as a code of conduct.

Unfortunately, neither CSE residents nor managers are in a position to resolve a situation that, because it has become so explosive, has transformed the mission, organization, and functioning of Childhood Protection Centers into veritable prisons. Lack of educational staff, especially social workers, prevents the centers from building scientific knowledge based on the family and social environment of young offenders. The rare data that are recorded are in a child’s court file. Finally, there is no follow-up, guidance, or monitoring of children after they are released.

Ideas for reform

Although the CSEs manage to provide minimum care of children who are experiencing social integration difficulties, the Ministry of Youth and Sports controls only a limited part of the life of CSE residents.The lodging, food, and hygiene needs of these centers, moreover, far exceed the budgetary resources of the MJS and greatly impedes their educational mission. Because of this situation, residents’ means of subsistence are well below the minimum vital needs of a growing youth. According to residents and teachers, this situation has caused theft and violence to spread greatly throughout these centers. The development of sufficient, sustainable budgetary resources is thus a prerequisite for the proper functioning of these centers. At the same time, the needs of these centers must be identified, such as improving housing and food conditions, personal hygiene products and clothing for each child, and the improvement or renovation of facilities (e.g., kitchens, dormitories, playgrounds, bathrooms, workshops, libraries, etc.). To reach this goal, the centers will need to prepare a technical application for INDH funds, with the support of local MJS offices.

This report also recommends that the CSEs Child Protection Centersbe reviewed within the framework of a new youth strategy in order to clarify their institutional status within the Ministry of Justice and Sports. Such a review would permit various programs to be provided to young residents, even if the centers are placed under the direct supervision of another ministry. Introductory and vocational training should be the primary teaching modalities of these institutions, with introductory training provided while residents are in the CSEs and vocational training provided upon their release. To realize these programs, institutional partnerships with specialized training organizations (e.g., the OFPPT) would be required.

As noted earlier, the educational responsibilities of CSEsrequire a sufficient number of teachers and specialized professionals. Psychologists, psychiatrists, and social workers are an absolute priority. The introduction of specialized tracks of study at the Royal Institute of Management Training of Youth and Sports would support CSE educational programs, as would the development of sustainable institutional partnerships with the Ministry of Health (i.e., its clinical psychology departments) and specialized international organizations such as UNICEF.

The National Information and Documentation Center for Youth (CNIDJ)

Launched in 2007, the National Information and Documentation Center for Youth (CNIDJ)is a public institution that provides information to young people free of charge on all topics of interest to them, such as education, academic and vocational guidance, employment, culture, travel, sports, and recreation.Its main objective is to collect and centralize all information relevant to the social integration of young people who are

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seeking their first job or training opportunity. The main targets are young people, researchers, and youth specialists.

The creation of this center reflects a conviction that information is a decisive element in the journey of young people. The CNIDJ has a staff of 12 to guide research and answer inquiries. Staff members are generally highly educated (university graduates) and young (30 to 35 years old),with females comprising50 percent of total staff.

The center is located in a newly built complex that consists of a large, multipurpose room that can hold about 100 people, plus three administrative offices. Its computer equipment is up-to-date and includes video projectors and Internet access (which is available to all users). The mission of this center is to:

· greet and inform young people about all areas of interest to them—free of charge;

· collect, process, organize, and circulate all information useful to young people;

· offer Internet use, together with a reading room and a library; and

· organizea bulletin board to display job and internship announcements.

These services are enhanced by outreach activities that introduce CNIDJ to young people and the general public, including open houses, study days, training sessions, and socio-cultural events. The cumulative number of youth who received services from this center in 2008 was only 626.Ideas for reform

The CNIDJ has a broad range of activities, duplicating certain functions of Youth Centers in Morocco, such as providing information, hosting youth and youth groups, workshops, and Internet access.  It would be useful to broaden the mission of CNIDJ as part of the new National Youth Strategy, for example, by creating a Youth Observatory (see box 3.5), which could fulfill a very useful function in Morocco. The functions of such an observatory could include conducting regular representative national surveys of young people, analytic reports on priority topics for youth policy, and a space for both youth-led training and capacity building for NGOs associated with youth services. This latter function would enhance the creation of local and regional networks.

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Computer training. Photo: CNIDJ.

3.2 Programs of the Entraide nationale

The Entraide nationale is the oldest social institution in Morocco, created a year after its independence. The agency hascontinued the independence movement’s nationalist fervor of promoting social and cultural development. The institution’s goal is to facilitate mutual assistance between all sectors of the population.As such, the agency’s activities revolve around the organization and regulation of private, individual, and group initiatives that seek to help the most vulnerable population groups in the country. The agency has always provided a safety net for the poorest Moroccans by collecting and distributing donations andfood assistance, as well as offering introductory vocational training.It has also played a leading role in providing direct and immediate assistance to victims of major natural disasters (e.g., earthquakes, floods, drought, locust invasions).

The Entraide nationale was originally created in 1957 as a private institution of social character (Decree 1-57-099). In 1972, it was made a public institution with civilian legal status and financial autonomy (Decree 2-17-625), a status which it has retained until the present time. Its specific missions and functions have evolved over the last 50 years, reflecting changes in political orientation, social welfare options, and the fight against poverty in the country. The evolution of basic social structures, especially the family, together with rapid urbanization and a rural exodus, have, for example, profoundly changed the profile of poverty and the types of vulnerability in Morocco. The organization’s current responsibilities take these changes into account. The new organizational chart instituted in 2006 indicates that the agency has been awarded significant resources and administrative and managerial capabilities.

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Box 3.5Tunisia: National Youth Observatory

Created as part of the Ministry of Youth and Sports, the National Youth Observatory of Tunisia seeks to listen to young people, identify their aspirations, and ensure monitoring, implementation of surveys and potential youth research studies, and organize consultations for the preparation of youth development projects.

The observatory is specifically responsible for: 

· Promoting communication and dialogue with young people.

· Conducting opinion polls to identify the concerns and needs of young people.

· Giving regular consultations in coordination with organizations and institutions involved in youth affairs,and making use of and evaluating the results.

· Organizing apprenticeship and training seminars, study days, and other events related to youth concerns.

· Providing a reception and information area for all young people.

Summary

The Observatory is one of the first public institutions in the Arab Mediterranean region to specialize in the collection of data on young people via periodic surveys. Because it provides a complement to the National Institute of Statistics, its main strength is its ability to provide an empirical basis for the development of public policies for young people in the country. 

Source: National Observatory of Youth, Tunisia www. onj.nat.tn

Programmes de formation Jeunesse de l'Observatoire, Source : ONJ

In the past, the former traditional Muslim Charity Associations used to play a charity role in Morocco, but only within the neighborhood of a given mosque. These traditional associations have been replaced by Centers for Social Protection (EPS), whose social activities have expanded to cover the needs of disadvantaged youth at the regional and national levels.

Box 3.6 Responsibilities of the Entraide nationale

Deliver all types of assistance to the population and advocate for families and society.

Monitor all private assistance and the charitable works subsidized by it.

(Potentially) consult on the creation of all public works dedicated to social or charitable assistance so that their actions, both general and specific, reflect solidarity and mutual assistance.

Collect, store, and distribute donations and subsidies related to its tasks.

Contribute to the training of agents involved in the works that it supervises.

(Potentially) participate in the creation of institutions and organizations that seek to facilitate access to work by and the social integration of orphans, the physically handicapped, and all people in need of assistance.

Launch public appeals (without special authorization).

Source: Entraide nationale, mimeo, 2010. www.entraide.ma

Looking at the objectives listed in box 3.6, it is easy to see that the institution has apotentially wide scope of intervention, which includes direct assistance, the collection of funds, mutual assistance, social and family training, advocacy, supervision, and the creation of social welfare institutions. It is important to note that the Entraide nationale is the only institution authorized by law to organize fundraising campaigns for specific issues without prior approval of the Prime Minister.

Among the strengths of the Entraideare a national presence, including in rural areas, long work experience in partnerships and in exchanging information on good practices with civil society, the public sector, and local and international aid agencies (including Spanish Cooperation, the French Development Agency (Agence Fran1#aise de Développement, AFD) , and the U.S. Agency for International Development).

Organization and staffing

The Entraide nationale is overseen by an Administrative Council chaired by the Prime Minister or another government representative named by him and managed by a director. The agency is currently supervised by the Ministry of Social Development, the Family, and Solidarity. Under the authority of the director, the organization’s central administration is organized into two subdivisions: Social Action and General Affairs.According to data provided by its officials, 45 percent of its central administration staff are managers (i.e., academics and engineers). The staff of regional and provincial centers is comprised of both Entraide and municipal employees, together with employees recruited by partner associations. The resources of thesecenters organizations are primarily annual national and local government grants thatcover administrative and investment expenses. In addition, depending on their respective resources, local governments finance specific projects and assign staff to different local organizations of the Entraide nationale.

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Box 3.7Law No. 14-05: Conditions Related to the Opening andManagementof Social Protection Institutions (2006)

Article 1This law applies to social protection institutions whose main goal is to take care of all people of both sexes who find themselves in a situation of difficulty, insecurity, or poverty, including:

• abandoned children, as defined in Article 1 of Law 15-01 • women in situations of family abandonment or exclusion • elderly people who have no support• people with disabilities

Support is defined here as accommodations, food, medical care, and the monitoring of the physical integrity of young beneficiaries, together with their dignity, age, gender, and physical, mental, and psychological abilities.

Article 2 Article 1 is primarily targeted at the following types of organizations

• orphanages (kafala) • orphanages and charity houses (Dar Atfal) • boarding schools for boys (Dar Attalib) • boarding schools for girls (Dar Attaliba) • nursing homes • protection, rehabilitation, and retraining centers for people with disabilities • social centers that fight against vagrancy and begging • centers for the social reintegration of vulnerable people

Source: Entraide nationalewww.entraide.ma

Funding

In addition to grants, local taxes on certain consumer products fund the Entraide nationale. The most important regular tax is on the slaughter of livestock, the amount of which varies depending on the locality. One representative of the Entraide nationale estimates that the tax amounts to 10 or 12 DH per sheep in the Casablanca region. The proceeds of this tax are exclusively reserved for orphanages(Dar Al Atfal). As noted earlier, the agency may also collect funds from private institutions and the general public. (The MJS does not enjoy this same status.) Thus it encourages mutual assistance support from different population groups, particularly the private sector and wealthy individuals. According to Moroccan law (Law 17-89, Article 9) donations given to the institution, whether in cash or in kind, are deductible from a donor’s total taxable income. All data relating to grants and donations are handled by its accounting department, which monitors their use.

The Entraide nationalealso owns several social organizations, as well as numerous properties that were given to it as gifts or donations. Several centers own commercial offices and houses that are rented to private individuals. However, managing these assets, their low rents, and the problems associated with collecting rents; significantly diminish the financial impact of this resource. In addition, Centers for Education and Training regularly organize student art exhibitions, which are another source, albeit modest, of income for the Entraide.

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Since its restructuring in 2003, the Entraide nationale has become very active in international partnerships. The institution currently has ninecountry and international organization partners, with which it engages in training ventures, the provision of specialized equipment, and project implementation. Among the institutions analyzed in this report, the Entraide is distinguished by its long experience in partnering with civil society organizations, the public sector, and local communities. Local partnerships in particular focus on the associations that manage orphanages (Dar Al Atfal).

The subsections that follow describe the most important programs of the Entraide nationale that target disadvantaged youth. Table 3.5 examines four of these institutions, the largest of which are the Centers for Education and Training (CEFs), which served 106,637 beneficiaries in 2009.

Table 3.5 Centers for Disadvantaged Adolescents and Youth Supported by the Entraide nationale, 2009Centers/Institutions Staff Centers

1. Social Protection Centers (CSEs) 4,092 9252. Dar Al Mouaten (La maison du citoyen) 296 553. Centers for Education and Training (CEFs) 2,894 1,0794. Centers for Apprenticeship Training (CFAs) 298 86Total 7,580 2,145

Source: Figures provided by the Entraide nationale, 2009.

Table 3.5 shows the relatively low per beneficiary cost of the Entraide nationale’sprincipal training and labor market entry programs for disadvantaged youth (the centers for Education and Training and for Apprenticeship Training).Compared to the per unit costs of active labor market programs discussed later in this chapter, the average unit cost of Entraide programs is three times lower. Nevertheless, these programs should be regularly assessed to determine their effectiveness and impact on beneficiaries by, for example, tracking the employment and retention rates of young beneficiaries by gender and socioeconomic category.

Table 3.5 Budgetsand Unit Costs of Entraide nationale Programs for Disadvantaged Young People, 2009

ProgramsTotal cost**

Direct beneficiariesUnit cost

DH US$ DH US$CEF/CFPTraining centers

309,332,398.61

35,352,274 154,539 2,002 229

DAM Centers for active citizenship

73,159,918 8,361,133.48 21,103 3,467 396

Dar Atfal, Dar TalibCenters for Social Protection

396,646,117 45,330,984 65,000 6,102 697

Centers for children with disabilities

7,442,771 850,602.36 9,000 827 95

TOTAL 786,581,204 89,894,983 249,642 3,099 354Source: Figures provided by Entraide nationale, August 2010.Note: Figures are rounded.*1 USD=8.1073 MAD, 2009** Total cost includes resources provided by the state budget, Entraide nationale’s own funds, and transfers from donors.

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Dar Attfal ( La maison des Enfants)

Dar Atfal is the new name for orphanages, or charity homes, whose primary responsibilities are to house and educate orphans and children from indigent families. These facilities are funded and managed by private patrons and grouped into associations that follow regulations that have remained unchanged for over 60 years.18 The annual cost per beneficiary varies from one orphanage to another, ranging from 617 to 6,062 DH.In 2006, Law 14-05 gaveDar Atfalthe new status of social protection institution, which is more in keeping with modern principles of child protection. However, the legacy of former institutional arrangements and the urgent need to audit and upgradecertain facilities have not yet allowed Dar Atfal to rethink the concept of orphanages and redefine their mission in accordance with the spirit of Law 14-05.

Dar Atfal plays an irreplaceable role in lodging and providing for the minimum vital needs of its young residents,although the quality of care leaves much to be desired. Different understandings of charity and different management methods are the main institutional obstacles to upgrading and modernizing these institutions. Educational traditions based on extreme rigor and the denial of children’s needs (beyond food and lodging) is, for example,proving difficult to eradicate.

Three centers for children (in Sefrou, Assila, and Casablanca) were selected for this study, representing three regions (Fez-Boulemane, Tangiers-Tetuan, and Casablanca).These regions reflect the special sociocultural mix described in the methodological note in annex 1. Sefrou represents the Central East of Morocco; Assila-Tetuan, the North; and Greater Casablanca, the most urbanized area. Children’s Centers in these cities are managed by associations under the supervision of directors who are appointed by the Entraide nationale.

Beneficiary categories

The orphanages of Dar Atfal house children of different ages and backgrounds: children from families that have disintegrated (e.g., due to the death of one or both parents, abandonment of the family by the father, divorce) and indigent families. Children in the latter group still haveintact families, but due to extreme poverty and the financial difficulties of schooling, these children are placed in orphanages. In addition, numerous children are abandoned at birth. These are the youngest and most vulnerable residents of the centers (as in Casablanca). Many residentsare street children or runaways who are placed in the orphanages by court order.

Nonetheless, young men over 18 years of age were noticed in all three orphanages that were visited for this report. These are orphans without family ties who are now unemployed and refuse to leave,19creating many problems for orphanage directors. This is one of the major problems of Dar Atfal: when young people reach the age limit of 18, they are asked to leave the centers, regardless of their professional or personal situations. Representatives of the orphanage in Casablanca confirmed that of 300 current residents, 113 were over the legal age limit. Teachers deplore the mixing of young children, adolescents, and young adults at the orphanages, which is a source of constant

18Decree of the Vizirat of 13 December 1935 Concerning the Monitoring of Private Assistance and Charity Works.19 This is the cause of the conflict that broke out at Aïn Shock (in Casablanca) in 2010.

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Orphanage, Casablanca Region. Photo: Entraide nationale.

conflict among them and has the most dangerous impact on the youngest, for whom assaults, thefts, and harassment are their daily lot.

Dar Atfal is designed to support children who attend school, which ideally allows staff to tend to other tasks while children are at school. Yet there is a high failure rate among students (in Assila-Tetuan) andnumerous dropouts. In addition, mentally disabled residents live side by side with students in these centers. These conditions are disruptive and create opportunitiesfor young students to pick up risky behaviors from older dropouts (as in Casablanca). Indeed, the centers offer activities that, with the exception of sports, target only young students, which aggravates the marginalization of the most vulnerable residents.Education is not, however, a condition of access to Dar Atfal, with illiterate children and dropouts tracked towards literacy classes or vocational training outside of the orphanages.

The schedule for residents of all ages is divided between sleep, food, school, and homework, with play and entertainment activities occupying only a negligible part of the schedule. This schedule is not chosen by the children and no breaches are allowed. This is in part due to orphanage staff, who must fulfill their jobs within a fixed number of hours.

Psychological profile of residents

All Dar Atfal representatives and teachers who were interviewed unanimously agreed that orphanage residents are psychologically vulnerable due to, among other reasons, a profound sense of inferiority vis-à-vis the outside world, especially children of the same age. Because of their poverty, lack of family support, and particular living conditions, orphanage residents are treated by otherstudents as “pupils of the nation” or the orphanage. As such, they are often rejected, suspected, and their behaviors caricatured, leaving deep scars. These children are often rejected by their families as well, when they exist, because these families are frequently large and very poor. As a result, they quickly distance themselves from children living in Dar Atfal. Family visits accordingly become farther and farther apart, and many families avoid hosting a child altogether during weekends due to financial or other reasons.

These children feel a deep sense of abandonment and rejection by society and their families. This feeling is shared by most orphanage residents (as in SidiBernoussi) and results in frequent psychological disorders, of which the least severe are incontinence, stuttering, speech problems, and the most severe are, among others, aggression, self-mutilation, and suicide,. According to managers of the orphanages visited for this report, psychological counseling and monitoring are absolute priorities for the children—at the same level as housing and food. These managers noted the suffering of resident children and insisted that each age group needs specific, regular support from psychologists and psychiatrists to help them cope with their problems. Without such support, all efforts to educate and prepare them for social integration will be in vain.

Educational personnel

Starting in late 2003, the new status of the Entraide nationale permitted it to stabilize the central Dar Atfal management, but the situation is completely different in the field. Although orphanage directors are generally

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These children are fragile and frustrated. A psychologist and social workers have become a necessity of the first order. Thanks to several local donor associations, we are able to ask doctors for help. But this help is irregular and remains insufficient.

.

Orphanage official, Casablanca Region

recruited by Entraide nationale officials, the remaining staff is heterogeneous. Thus, in the Dar Atfal orphanage in SidiBernoussi (in Casablanca), which houses 300 children, all staff except the director are recruited by the sponsoring organization and receive a salary that does not exceed the minimum wage (roughly 1,800 DH per month). There are approximately 86 employees in this orphanage (working in administration, food, and miscellaneous services). The number of educational personnel, moreover, has been greatly scaled back because they lack training and qualifications.

The situation is practically the same for all orphanages; low wages, unstable employment, and a lack of skilled teachers reduce the role of the teaching staff to monitoring and organizing the daily life of residents. Teachers experience more or less the same instability and frustration, a feeling that was widely shared by all interviewees. In general, social work, especially that of the Entraide nationale, is a genuine vocation, but is poorly recognized, not only by the general public, but also by the partners and local and provincial decision makers involved in the Children’s Centers.

The staff of these institutions are thus unmotivated; in the repeated expression of a supervisor in the Casablanca center, their work has “no social value.” While assistance and support is ensured by the Entraide nationale, social visibility and political recognition of staff work often goes to other stakeholders, such as the ministries of health and education, the Mohammed V Foundation, or international NGOs. If the organizations of the Entraide play the role of safety net from poverty and exclusion, coordination of these structures with the children and their families is nonexistent. This significantly impacts the educational and training mission of the orphanages, particularly with respect to peer education. The latter is essential to ensure better protection of these children, especially young girls. Finally, there is no synergy or concerted action among stakeholders at the local level, except for certain specific activities that often coincide with religious or national holidays.

Financial resources:

Dar Atfal operates on the basis of a per resident grant (1,600 DH) from the Entraide nationale, which is derived from the tax on the slaughter of livestock. According to the estimate of an orphanage representative, this is approximately equivalent to 4 DH a day. This is the official figure of both Dar Atfal and its donors. The resources of Dar Atfal are, moreover,unstable. Priority is given to wages and fixed costs, which prevents the preparation of an annual budget that ensures the essential needs of residents, especially food, as well as facility maintenance and investments. Managers and partner associations make urgent appeals to donors in order to meet the most urgent needs of these institutions. According to a representative of an orphanage in Tangiers, the results of these approaches are not always successful. The precariousness of resources seriously undermines their essential mission and affects both its young residents and their supervisors.

The associations that sponsor Dar Atfal play an important role in its operations. Thanks to their position in local society, the basic needs of orphanages are met. However,the relationship between the office of a localassociation and the management of the orphanage is problematic. The directors do their job in accordance with institutional and administrative principles. By contrast, NGOs in the field work according to

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personal and social principles and create their own bases of power, particularly regarding the people whom they employ.

On the other hand, some associations (such as one in Casablanca) have had the same chairman for over 20 years. Power relationships in the city, children's needs, and the responsibilities of Dar Atfal have profoundly changed over that time, but the objectives and management of the local donor association have remained the same. Associations are also very sensitive to political and social fluctuations, especially changes in elected politicians, which may jeopardize the operation or even the future of Dar Atfal. In addition to the municipal slaughter tax, associations often provide resources such as premises, staff, and other forms of assistance, depending on their importance and resources. Such assistance is specific and relies on the influence, personal connections, or politics of association officers.

Ideas for reform

Due to crisis management, scare resources, and/or court orders, children of all ages, from 5 to 18 years old and beyond, are accepted as residents of Dar Atfal. Socialization, leisure, emotional ties, and preparation for becoming a member of society have been relegated to bottom of its list of priorities. The efforts of local association presidents and board members and their utter selflessness are the main asset and support of these institutions. Without this support, they risk falling into serious cash flow problems that would directly impact the everyday lives of their young residents.

The main recommendation for these centers is, before all else, to redefine their educational mission. Currently, this education has been reduced to basic schooling. Yet these children’s educational needs and socialization should be defined based on scientific research. The institutions and facilities of Dar Atfal also need to be renovated and humanized. This task obviously requires budgetary stability, as the ministry grant (4 DH per day per resident) and current tax revenue do not cover children’s basic needs in an appropriate, sustainable manner. In addition, ongoing psychological and social support of children residing in these orphanages must be ensured by increasing both the quantity and quality of human resources in these institutions and providing programs and educational activities tailored to the different ages and needs of residents. In short, a sufficient number of specialized teachers is needed, as is staff training in children’s civil rights.

A final important task is to redefine the role of associations in the management of Dar Atfal orphanages. Partnerships with the MJS and NGOs for sports and the creative arts (e.g., theater, painting), for example, would improve the psychological health of young people and restore their confidence. These types of services would again make genuine preparation of residents for economic and social integration a principal task of orphanages.

Dar Attalib (La maison des étudiants)

Boarding housesfor boys (Dar Attalib) and girls (Dar Attaliba, also called Dar Fatate) date back to 1950. The original mission of these dormitories centers was to house orphaned children or children of poor families so that they could be schooled in the best conditions. As such, they housed orphanage residents that had reached the level of secondary school and higher. The terms of sponsorship by charitable associations and the conditions of management that apply to orphanages also apply to these institutions.

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Orphanage, Greater Casablanca Region. Photo: Entraide nationale.

According to institutional representatives and staff of Dar Attalib/ Attaliba interviewed for this report, the principal missions of these institutions are to fight against the lack of education in rural areas, encourage the education of girls, and provide educational and supervisory support to residents. The transition from primary to secondary school, which represents a very important stage in the continuity of schooling, is a particular problem in rural areas. The elementary school enrollment rate for young girls in rural areas was 88.2 percent in 2007. That same year, however, the enrollment rate for girls in lower secondary school was only 15.6 percent, and in upper secondary (13–16 years old), 3 percent.

The causes of the collapse in girls’ enrollment in rural areas are many and complex. However, the principal reasons are cultural and economic. The transition from primary school to lower secondary school (or middle school, 12–13 years old) coincides with pre-puberty in girls. Many families continue to see primary education as the ultimate educational goal for girls. Families who allow their daughters to continue their educations beyond this point face the problems of secondary schools being located at a distance and a scarcity of dormitories. If they have the means, rural parents don’t hesitate to rent a room in town for their sons so that the latter can continue their educations. On the other hand, they find it difficult to do so for their daughters.

The construction of new boarding houses is supported by the National Human Development Initiative, INDH (see box 3.8), local authorities, regional development agencies, local charity associations, and bilateral and international partnerships. These facilities are managed by charity associations under the control and supervision of the Entraide nationale, which appoints the directors. The Entraide aims to contribute to the work of INDH by supporting the education and training of 92,000 children and students from disadvantaged families each year.

Organization and management

The INDH has made the construction of dormitories for boys and, above all, dormitories for girls, one of its top priorities. In the majority of cases, each new facility is inaugurated by King Mohammed VI himself. According to the estimate of an Entraide nationale manager, the number of facilitiesfor girls has grown from a dozen in the years before 2005 to over 110 today, and their number continues to grow in all regions of Morocco. Based an average of 60 young residents per facility, the current housing capacity of these institutions is about 7,000. It was noted during the survey that these facilities share certain redundancies with other organizations, particularly orphanages.

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Box 3.8INDH (Initiative Nationale de Développement Humain)

The National Initiative for Human Development was launched by King Mohamed VI in 2005. Its operationsare based on stakeholder ownership of selected projects that address social failings through income-generating and job-creation activities.

The three guiding objectives of the INDH are: - human development - the social situation in cities - socioeconomic inclusion and participation

Its programs aim to serve: - Urban areas: 30 cities, 264 districts - Rural areas: 403 rural towns

The 264 urban districts were identified as follows: a total population of 2,501,499 inhabitants, representing22 percent of the population of 30 eligible cities and 16 percent of the national urban population.These districts have identified the following problems: - lack of basic social infrastructure - high dropout rates - high unemployment rates - presence of slums - poverty and low-income populations - high rate of exclusion of women and youth - lack of opportunities for training and social inclusion

Source: INDHindh.gov.ma

Strengths and constraints

Most of these facilities are of recent construction, have modern equipment, and offer their young beneficiaries satisfactory living and schooling conditions. However, if residents’ material needs (i.e., for food and lodging) are generally met, managerial staff and educational services face a number of constraints.

As with all social protection institutions visited for this report, a sufficient number of qualified staff is the principal constraint. For example, the dormitory in Sefrou (Fez Region) employs four people (two teachers, one cook, and one housekeeper) to supervise 66 girls who vary in age from 13 to 19. The lack of personnel reduces teachers to mere supervisors who maintain order, which makes these facilities appear to be educational dormitories without the means to provide educational services.According to a representative of this facility, its two teachers are often reduced to supervising the coming and going of the girls from the dormitory. The students leave the dormitory for school at 7:30 am and come back 30 minutes after their classes. However, the teachers are unable to control exactly what the girls do outside of the institution.

Residents have plenty of free time because leisure activities are rare, except for television. Their feelings of isolation and frustration are enhanced by the discipline of the dormitories, as low staff numbers essentially prohibit residents from participating in outside activities or even attend neighboring Youth Centers.

Parents accompany children living in dormitories to school on the first day of the school year and after family vacations. Most cannot, however, afford to visit or take care of them during weekends, depriving them of

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emotional and financial family support. The only official contact with a resident’s family is in the event of an accident or serious discipline problem, such as breaking the rules of the dormitory by a young resident, in which case the father or guardian is immediately summoned.

The Ministry of National Education has identified several causes of student dropoutamong the residents of these dormitories, including differences in the educational level of students, both in terms of their learning capability and family support. As a result, an Emergency Plan has made customized support and tutoring a priority, but the number and background of dormitory staff do not always permit these institutions to fulfill this important mission.

Finally, there are socialization challenges. For example, residents of boy’s dormitories often come from poor families living in rural areas. The transition from one educational level to another and the integration of these boys into schools where most students are urban residents makes them insecure. These boys cannot understand or reproduce codes of conduct that are foreign to them, which results in frustrated behavior, withdrawal, and even learning blocks. This mindset makes them vulnerable to risky behaviors, according to an institutional representative interviewed during the survey. In the absence of family support, the dormitories neither offer nor envision psychological and educational counseling.

Ideas for reform

To date, no data are currently available on the success and dropout rates of the residents of dormitories visited for this report. Overall, the dormitories play an important role in the fight against school dropouts and promote equal opportunities for boys and girls, regardless of their background, whether rural or urban.However, a clear definition of the responsibilities of the dormitories is a prerequisite for their success, starting by identifying the needs of residents from the perspective of social inclusion. Increasing the number and specialization of staff is clearly as important as meeting residents’ basic needs for food and housing. Finally, institutional partnerships with youth clubs and local associations should be put in place to help improve residents’ socialization and civic participation.

Dar Al Mouaten ( La maison du citoyen )

Translated literally as “Center for active citizenship,” Dar Al Mouaten (DAM) is an innovative concept that aims to strengthen citizen participation in the fight against poverty and social exclusion. 20These centers provide social mediation and seek to become places where the activities of various partners can converge. Their main goal is to make available to citizens a nearby center than can inform, coach, train, and guide them. According to an institutional representative interviewed for this report, there are 55 such houses in Moroccowhich function as multipurpose social centers, as well as spaces for group, and civic engagement activities.

20Citzen’s Houses were visited in SidiBernoussi, Casblanca, and Fez.

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DAM, Souss Massa-Draa. Photo: Entraide nationale.

The “DAMs” are not a complex in which different services and benefits are concentrated, but spaces for dialogue and meeting needs identified by beneficiaries themselves. The centers target all categories and of all ages of population in a given neighborhood or community (i.e., children, youth, adults, the elderly, and the disabled). Their diverse functions essentially make them “one-stop shops” or ombudsman offices that provide clear information on other institutions and services available to beneficiaries.According to an Entraide nationaleofficial,the idea is based on the experience of several European and South-East Asian countries. A typical program:

1. Promotes the art of listening and guidance by providing an information system equipped with databases that can facilitate intermediation between social demands and social offerings.

2. Offers vocational skills training leading to qualifications that reinforce professional training. Such training develops the most promising occupational tracks (e.g., hair styling, cosmetology, carpentry, electrician, plumbing, culinary arts, etc.) and supports income-generating activities for the best candidates, thus contributing to the capacity building of community members.

3. Develops volunteering activities through the promotion of community solidarity.

4. Supports employment and other goals by installing an ANAPEC21 booth (see chapter XX).

5. Develops resources for the houses themselves and offers fee-paying services to middle-class citizens.

6. Develops mobile services via medical and socio-cultural vans.

7. Organizes special events, socio-cultural events, painting, sports, and summer camps.

The main strength of DAMs is that the citizen becomes an actor and not a passive recipient of assistance or a service. Access to useful information and referrals to relevant services (for resolving specific problems) remains a major barrier between citizens and the government in Morocco, largely due to extreme poverty, illiteracy, and a feeling of exclusion. These centers are thus beginning to be identified as a source of information and referrals to other services.

The centers visited for this report were very popular in their neighborhoods. The services and training being offered includeliteracy classes (which interest mostly women), introductory computer training, tutoring, counseling, and guidance. Some centers offer graduate degree courses (e.g., in Sidi Moumen, Casablanca) in partnership with local associations. Yet visits and interviews conducted for this report showed that the objectives and responsibilities of these institutions are not well understood or used by the target population, which continues to assume that that they offer public services. This misunderstanding is easily explained by the lack of information and awareness-raising campaigns designed to inform people about DAMs and their aims and responsibilities.

21 Agence nationale de promotion de l’Emploi et des Compétences (National Employment and Skills Agency).

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DAM, Casablanca -. Photo: Entraide nationale.

Inclusion of young people

Young people generally frequent DAMs to take a certified training class or look for job. The information available for a job search is, however,insufficient, and the absence of an ANAPEC representative or a DAM’s employee trained by ANAPEC limits the scope and attractiveness of these centers for young people. Indeed, collaboration with ANAPEC has not yet been implemented (i.e., in Casablanca). In the absence of institutional channels, some directors are using their personal networks to facilitate the hiring of young people, a practice that is not compatible with the spirit and mission of the centers.

Funding

The budgets allocated to DAMs essentially cover the costs of operation and management, as the houses are expected to generate their own income through partnerships and fee-based services for specific population groups. The ability to do so would indicate that an institution had successfully integrated into its environment. However, this is not the case of the centers that were visited, which are located in neighborhoods where extreme poverty prohibits any sort of financial contribution, even minimal, from potential beneficiaries. Indeed, the scarcity of resources quickly affects the quality of services of DAMs—training above all.

Associations are the principal stakeholders in DAM’s. The quantity and quality of activities and the recruitment of citizens is based on their ability to raise funds for their projects. Self-financing through contributions is insignificant and donations are rare. Most NGOs rely on INDH grants and funding to implement their projects. Thus, in the DAMs in Sidi Moumen, a very poor neighborhood of Casablanca that has experienced sporadic violence since 2003, associations were able to implement only two projects by early 2010, thanks to external partnerships. Other projects are still being reviewed by INDH committees. In addition, most local associations, such as neighborhood associations, are newly formed and have neither the resources nor the expertise needed for social action, which results in frequent rejection of proposed projects.

Management and staff

DAMs are managed by the Entraide nationale in partnership with local stakeholders and civil society. Decisions are made by a heterogeneous management board composed of associations, the Entraide, local authorities, and various public and private partners.

In addition to lacking staff in sufficient number and with needed qualifications, the aging of employees is a serious problem in DAMs, one that affects all institutions supervised or managed by the Entraide nationale. Out of 5,001 officers and employees of the Entraide today, only 3.08 percent are under 35 years of age. The percentage of highly educated staff (those with a baccalaureate plus four years of higher education) is, moreover, inferior to that of similar ministries.

Employees often are heterogeneous. The majority are program assistants or staff withlimited expertise and experience in social work. In fact, some of the employees who were interviewed complained that most staff did not understand the concept of DAM. Meanwhile, the managers of these centers are dependent on their original employers (e.g., the Entraide nationale, a ministry, or local government office).

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Many people come here looking for an administrative document or financial assistance, or to file a complaint. We listen to everyone and try to explain our mission.

Vocational Training Centers

The Entraide nationale has always attached special importance to training and mentoring as tools for improving economic and social integration, with women and girls the priority targets. Since the INDH was launched in 2005, the objectives of the vocational training supported by the Entraide have undergone great changes. Currently, it provides training to young people from poor families through two types of centers: the Centers for Education and Training (CEF) and Apprenticeship Training Centers (CFA).

Centers for Education and Training (CEF)

Centers for Education and Training have been in operation in different cities since the creation of the Entraide nationale in 1957. Although they have a different name, the work of these centers adheres to the same concept and modalities of the Women’s Centers of the MJS. There are 1,079 such centers in Morocco today, which are training 106,637 beneficiaries with 2,894 instructors: these centers have the highest rate of attendance among all Entraide nationale institutions.

The initial goal of the CEFs was to provide the maximum number of women basic health and civic education via literacy training and introductory education in manual occupations. Before 2004, these centers were exclusively for women and played an important role in the success of major national health programs (e.g., vaccinations, family planning, etc.). Training focused on preparing mothers and young girls for their educational roles, with sewing, embroidery, and cooking the most common courses. It should be noted that the initial objective of this training was not to prepare women to enter the labor market, even though these centers issued diplomas at the end of training

Strengths and constraints

These neighborhood centers have always played an important role in socialization, education, and introductory vocational trainingfor women and girls, especially those who are illiterate. Their relatively high number of beneficiaries reflects a loyalty that endures through the generations.

The functions of the centers are, however, neither clear nor formalized. They are identified as social centers and spaces for education and apprenticeship without clear or enumerated objectives. Furthermore, small training staffs (1 instructor per 38 beneficiaries) don’t permit the centers to offer quality training for the duration of one year. In addition, many educators at these centers have no specific specialization (e.g., literacy, health education, introductory vocational training, etc.). Certainly the vocational instructors have great experience, but most have no recognized diploma.

While center services are free, training is generally fee based in order to pay the instructor and buy equipment or supplies. The courses offered are those requested by the women, independent of the constraints and demands of the labor market. Essentially the centers offer informal training in both duration and content, which makes it impossible to evaluate or certify. The certificates issued by CEFs arenot recognized as vocational training diplomas.

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Sometimes a mother and daughter attend the same center. The mother previously attended the center, accompanied by her own mother. Friends and neighbors also come as a group, which confers a vague status of club on these centers.

Apprenticeship Training Centers

Since late the 1990s, public authorities in Morocco have become more sensitive to social and economic problems caused by poverty and social exclusion.In addition to the Entraide nationale, several ministries that run their own Apprenticeship Training Centers (e.g., the Ministry of Agriculture and the OFPPT)have accordingly begun to target vulnerable youth. According to an Entraidemanager, thebest way to fight poverty, marginalization, social exclusion, and all other social gapswould beto reintegrate dropouts from disadvantaged families through appropriate types of vocational training.

Given the multitude of stakeholders and the diversity of procedures in vocational training, Law 12-00 (see box 3.9) was enacted in May 2000 to organize and regulate this type of training, while prohibiting the employment of children less than 16 years old.The law put the various institutions responsible for vocational training on the same footing and conferred national recognition of the same diploma. At the same time, the relationship between a host company and a trainee became contractual and paid. The Entraide nationale is among the first institutions to have invested in implementing this type of training. Bilateral cooperation with other countries, such as South Korea and, above all, France, helped prepare it for the task through better funding and institutionalization of resources.

Box 3.9 Law 12-00 on Establishing and Organizing Apprenticeships (2000)

Any individual who meets the following conditions can be accepted as an apprentice:

1) Age of at least 15 years at the date of conclusion of the apprenticeship contract, unless specifically exempted by the government authority responsible for vocational training.2) Meets the entry conditions for each trade or skill to be learned, as established by regulation.

The aforementioned project for training by apprenticeship establishes in particular: - Division of an apprenticeship program between CFA and the host company, taking into account the requirements of the profession or qualifications for which a learner is preparing, including the type, duration, and scheduling of training sequences organized in the CFA as well as in the enterprise.- Arrangements for monitoring and evaluating the apprenticeship at the level of the CFA and the host company.

Learning is sanctioned by the delivery of: - An initial vocational training diploma established by the governmental authority responsible for vocational training. - Certificates recognizing the qualifications that were acquired, as established by the governmental authority responsible for vocational training.

These diplomas and certificates shall be issued: - Either by the ministries to which the CFAs report or which have concluded agreements with the CFAs for the organization of additional training and general technology - Or by public agencies that provide certified skills training

Source: Entraide nationale.

In this context, the restructuring and modernization of the Entraide nationaleitself was essential, given that it is the main safety net for the disadvantaged and a powerful intervention tool of the state. The agency is thus transforming its operational structures (principally its education and training centers for women and girls) into social institutions with the goal of providing disadvantaged groups guidance, training, education, awareness

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raising, monitoring, and support for their socioeconomic integration.The renewal of all social programs managed by the Entraide should enable it to contribute more effectively to the social integration and support of disadvantaged groups. The target population and concerned socioeconomic actors will becomeinvolved in this work by means of participatory action research.

The impact of this renewal on the Entraide’s Apprenticeship Training Centers, which have been implemented as part of a considered process and are relatively well supervised, has been highly visible. Current staff is well educated, with trainers required to have reached the level of technician, equivalent to two years of higher education (i.e., a baccalaureate plus two years). International partners are also directly involved in operations. For example, 14 Korean trainers are working in various centers and the International Organization for Migration (IOM) is both an initiator of and donor to the Taboula center (Tetuan region), funding its construction and outfitting.

These training facilities consist of both “regular” and pilot centers(which test new training tracks and approaches) and recruit socially and economically vulnerable young people, especially secondary school dropouts. The beneficiary age group fixed by law (16–30 years) allows the program to reach large categories of young people and offer them vocational training courses tailored to their backgrounds and needs. The training method combines theoretical instruction (20 percent of learning time) and practical apprenticeship in authentic work conditions (80 percent of learning time).

The marketing of these centerstoyoung dropouts—conducted through “open door” days that include activities attractive to youth and adolescents—is innovative compared to that of other social programs and institutions. A door-to-door technique is also used to inform recent dropouts about the CFAs in order to persuade them to enroll. Lists of these students are provided by the local offices of the Ministry of National Education. Finally, word of mouth helps disseminate information via young apprentices, who are encouraged to share information on the centers with friends and neighbors. Essentially, these activities constitute social marketing. The difficulties encountered in recruiting young people are generally due to the fact that the same training is offered by the centers of other ministries.

The results of the Entraide’s Apprenticeship Training Centers are conclusive among trainees (in Tiznet), who consider the training worthwhile. Unfortunately, increased demand for their services is not accompanied by additional resources, which affects the quality of services that they can provide (Tiznet). Finally, the very low education level of trainees (most of whom have a sixth-grade education) impedes the proper teaching of theoretical courses, making remedial classes a necessity.

The Assadaka Center (Centre Assadaka)

The Assadaka social center for children is a socio-educational complex that aims to improve the quality of life of children, young people, and families who are socially at risk.22 Situated in one of the most disadvantaged neighborhoods of Tangiers, BeniMakada, the Assadaka Center is one of the most important social institutions dedicated to vulnerable young people in the city. The center follows good practice in terms of its social integration methods and partnership with a Spanish NGO, Paideia, which is active in the field of social protection of vulnerable youth and children.

22This section is based on information provided to the authors by the NGO Paideia in November 2010.

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The center is the fruit of a collaborative effort between the Entraide nationale, Paideia, and the Raouabit Assadaka organization. It was built with a generous donation from the Spanish government and is led by awoman director appointed by the Entraide nationale. According to the president of Paideia, the concept of the center was extensively discussed among the partners. These discussions led the center to base its policies and activities on three fundamental principles: efficiency, opportunity, and sustainability. Every new educational activity, expansion of space, and training track is subject to rigorous review to ensure conformity with these principles.

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Assadaka Center, Tangiers–contemporary architecture tailored to its activities. Source: Paideia

The main objective of the center is to help young people acquire the professional skills to facilitate their socioeconomic integration and entry into the labor market, while creating bridges between the center and the enterprises that host trainees.Its principal programs are:

· A vocational training program targeted at boys and girls under 15 years old with the objective of developing skills through apprenticeship training, leading to socioeconomic integration and labor market entry. There are several tracks of study: electrician, mechanic, seamstress/tailor, cooking, and social work.

· Entertainment and tutoring programs that target vulnerable children aged 6 to 18 to prevent risky behaviors.

· A second chanceeducation program that targets young people aged 8–16 who have either never attended school or have dropped out, with the goal of their renewed social integration.

· A housing program that targets young people 5–18 years old who have been abandoned or are at social risk, cares for them, and meets their primary needs (e.g., food, shelter, medical care, schooling, training, etc.).

The center is a model of its kind, not only due to its unique and contemporary architecture, but also due to the wide range of activities that it offers to disadvantaged and vulnerable youth. Additional facilities are also accessible through Assadaka, such as the Social and Education Training School, the social center ADHAN for literacy instruction, and finally, a sports complex. However, it has neither significant resources nor an exceptional budget. Collaborative management, rationalization of expenses, and educating users on the use of facilities help reduce costs and facilitate maintenance. The replicability and sustainability of the Assadaka model depends, first and foremost, on the financial and operational support of several Spanish organizations. Results to date have reached only a clearly localized area (Tangiers), as these organizations do not operate throughout Morocco. (The center’s financial resources are already restricted by the legal status of Paideia which, like other international NGOs working in Morocco, does not benefit from certain tax exemptions.)

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Assadaka Center, Tangiers–contemporary architecture tailored to its activities. Source: Paideia

3.3 Programs of the Ministry of Agriculture, Rural Development, and Fisheries

In terms of personnel; the Ministry of Agriculture is one of the largest ministries in Morocco. Its mission and responsibilities currently encompass agriculture, marine fishery, and rural development. The Directorate of Education, Training, and Research (DEFR, see box 3.10) is responsible for preparing the principles that guide ministry activities related to education, including vocational training, agricultural development, agricultural research agricultural extension training, and the monitoring of all educational programs.

Box 3.10Responsibilities of the Directorate of Education, Training, and Research

1. Guide, coordinate, and monitor all research, teaching, and agricultural extension programs in cooperation with interested services and agencies.

2. Conduct needed studies to identify training needs in the agricultural sector and take all needed measures to ensure the development of human resources in the sector.

3. Ensure the coordination of scientific research programs, technical research organizations, and institutes of higher agricultural education.

4. Develop teaching curricula and monitor their implementation in agricultural institutes belonging to the Ministry of Agriculture

5. Provide technical and administrative supervision of agricultural research and education institutions within the limits of its competencies.

6. Design agricultural techniques and establish the means and methods of popularizing them among individual and collective farmers.

Source: Decree 4207 of June 16, 1993; Ministry of Agriculture.

The Directorate manages and implements its functions through three divisions:

· Division of Higher Education, Research, and Development

· Division of Technical Agricultural Education and Vocational Training

· Division of Agricultural Extension

Apprenticeship Training Centers

The Ministry of Agriculture’s involvement in youth training is geared towards producing middle managers for a technically modern and economically reliable agriculture. According to ministry officials, this is the primary mission of its training institutes, which are presently reforming and modernizing all career paths within the entire agricultural sector. Agricultural vocational training, on the other hand, is targeted to the sons and daughters of farmers with the goal of enabling them to take over farms from their parents, most of whom are elderly and illiterate, and/or promote their integration into agricultural employment. The labor market entry of young graduates is not, however, a clearly defined part of theministry’s duties. Thus the relevance of ministry

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Agricultural training, 2010 -Photo: Ministry of Agriculture.

training should be assessed at a more general level to ascertain its contribution to the preparation of new generations of farmers and the upgrading of their skills.

The adoption of the Economic and Social Development Plan of 2000–200423 expanded the objectives of agricultural education. The plan aims to: (i) implement guidelines to strengthen alternative training, thus doubling the number of trainees from 2,500 to 5,000 per year; (ii) implement a national training program for 300,000 rural youth by 2010 (100,000 under the Plan of 2000–2004, of which 60,000 are to be trained in the agricultural sector); and finally, (iii) design new training methods to help realize the goals of this ambitious plan, including in particular, implementation of apprenticeships in the agricultural sector and introduction of a training model along the lines of Rural Family Centers (see later subsection).

Current agricultural training tracks are designed to meet the needs of modern, integrated agriculture, not farmers’ demands. This situation is due to the weakness of professional farmers’ organizations and the high illiteracy rate in rural areas. The gap between supply (of vocational training) and demand (for employment) results in the development of research-based technologies that find no takers, with farmers increasingly turning away from agricultural institutes and their graduates having more and more difficulties entering the labor market.

Table 3.7 provides a brief summary of the types oftechnical training programs offered by the Ministry of Agriculture, classified by type, cost, and number of beneficiaries. The table shows that the costs of the Alternative Training Programinstitutes are significantly higher than other programs because they function as boarding schools and are in principle supposed to provide an alternative education, consisting of theoretical instruction within an institute (50 percent of training time) and practical training (50 percent of training time).However, in-depth analysis of this type of training makes clear that: (i) agricultural studies are not always the first choice of young people, who end up in these programs because they have no other options, and (ii) most institutions are unable to provide the practical work experience expected of alternative training programs.

23See the French version of the plan on the Web site of the United Nations, http://unpan1.un.org/intradoc/groups/public/documents/cafrad/unpan002445.pdf (accessed February 2011).

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Table 3.7 Training Programs Offered by the Ministry of Agriculture, 2009–2010

Panel A. Alternative Training Programs (two-year program, 2009–2010)

Programs Centers Beneficiaries

Total cost Unit costDH US$* DH US$

Agricultural Institutes for Technical Studies(ITSA) 8 729 16, 911, 514 2, 118, 606 23, 198 2,301

Agricultural Technology Institutes (ITA) 16

1,06320, 262,793 1, 950,648

19,061 1,778

Certified Agricultural Education Centers (CQA) 20 2,187 40, 183,058 4, 258,916 18,373 1,875

Total 43 4,867 59, 069,000 7, 274,170 n/a n/aSource: Provided by DERF, Ministry of Agriculture, 2010.Note:Alternative training was introduced by Law 36-96, which concerns training that is split equally between practical experience in enterprises and classes at aVocational Training Center. * Exchange rate: US$1 = 8. 25 DH

Panel B. One-Year Apprenticeship Training (2009)

Programs Centers BeneficiariesTotal cost Per unit cost

DH US$ DH US$Apprenticeship Training Center (CFA) 44 8,000 32, 000,000 4, 525,880

4,000 576

Rural Family Centers (MFR) 10

2,500 15, 000,000 1, 847,205 6,000 739

Total 10 10,500 55, 000,000 6, 773,085 n/a n/a

Source: Provided by DERF, Ministry of Agriculture, 2010.Note: This program devotes 80 percent of instruction time to practical training.

Agricultural Institutes for Technical Studies (ITSA)

The vocational training system in agriculture is supervised by the Directorate of Education, Training, and Research. Some of this training is provided by the Agricultural Institutes for Technical Studies (ITSA). Students of these institutes are selected via a national competition among young people under 25 years old who have a baccalaureate. The duration of studies is two years.

The ITSAs provide training that combines theoretical training in institutes with practical training on the institutes’ own farms and via apprenticeships on modern farms that partner with the ITSA. However, the limited number of modern farms forces students to use their own means to find internship opportunities on private farms. Difficulties in finding placements and the lack of farms contracted with the institute are major constraints.

There are eight ITSAs in Morocco. Students at each institute study a specific specialty in the agricultural sector. The Mohammedia ITSA (Greater Casablanca Region) issues agricultural management and tradetechnician certificates. The Beni Kerrich ITSA (in Tangiers, Tetuan Region) specializes in agricultural

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methods designed for the Rif Region of Northern Morocco. Despite their competitive admittance, the two institutes visited for this report (in the Tangiers-Tetuan and Greater Casablancaregions)had only a limited appeal to young people. Many young people opt for the ITSA on the advice of their families, but the majority of enrollees are those who have already experienced an initialeducational failure and are trying to change direction.

Labor market entry of young graduates

The training provided by these institutes is general. Skilled workers in agriculture acquire practical know-how that is directly usable on farms. The salaries offered to institute graduatesare much lower than those offered to these specialized technicians. Furthermore, some 69.8 percent of farms in Morocco do not exceed 5 hectares in size, and 87.1 percent are less than 10 hectares.24Most farms in the Tangiers-Tetuan Region, for example, are family owned and very small. This structural reality sharply reduces opportunities for employment in the modern, mechanized agricultural sector. ITSA students are well aware of this reality and its impact on their future prospects.

According to ITSA representatives, however, the rate of labor market entry among institute graduates is satisfactory, despite their difficulties in finding a first job. Because the modern agricultural sector is still limited in the country, young graduates often have to migrate to agricultural regions, such as SoussMassa-Draa. Other youth opt for self-employment or the creation of microenterprises, but these choices require a large personal financial contribution that is not always compatible with family resources.

As noted earlier in this report, ANAPEC is the job placement for people with higher education diplomas. However, its services have benefited few agricultural education graduates, whatever their level of study.Several factors explain this situation.First, ANAPEC programs follow a standard model that does not account for the specificities of different sectors. For example, farms—which are the main employer of agricultural graduates—do not meet the eligibility criteria established by ANAPEC (they lack the status of commercial enterprises, and thus cannot benefit from such incentives as taxexemption for graduates hiring. With respect to salaried employment, ANAPEC regional agencies are not sufficiently familiar with the skills of agricultural institute graduates. In fact, graduates from rural areas rarely contact these agencies, given that they primarily serve urban youth. The resulting information gap frequently dooms the success of their job search process.25

Impact on regional development

Agricultural training has a limited impact on the development and modernization of agriculture in the regions where ITSAs are located due to the particularities of Moroccan agriculture. Thus in the highly urbanized Greater Casablanca Region,most agriculture is grain agriculture and remains poorly mechanized, whereas industrial livestock farming is significantly industrialized and mechanized. This partly explains why owners of the latter farms tend to hire managers from business schools and skilled workers. By contrast, the 24 - See the DERD Web site, “General Data on Agriculture in Morocco” (in French), Rabat, http://www.vulgarisation.net/rga_expl.htm (accessed February 2011).25 -Jamal Boujendar, 2009, “L’insertion professionnelle des jeunes au Maroc” (Professional labor market entry of Young People in Morocco), conference paper, mimeo, Rabat.

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The acquisition of know-how through professional work experience allows apprentices to earn a qualification that helps integrate them into working life and provides rural youth training tailored to their specific environment.

Mohammedia ITSA specializes in agricultural management and trade and now competes with management and business institutes.

Agricultural Technology Institutes and Certified Agricultural Training Centers (ITA)

There are 16 Agricultural Technology Institutes (Instituts Techniques Agricoles) located throughout Morocco. Their trainees are selected from young people under 25 years of age who have completed the last year of secondary education. Apprentices of the Certified Agricultural Training Centers (Centres de Qualification Agricole, or CQAs) are selected from young people under 25 years of age who have completed the 9 th grade. According to institute representatives who were interviewed, the objectives of ITA and CQA apprenticeships are the acquisition of know-how via practical work experience. This training permits apprentices to gain a certification, helps their entry into working life, and is tailored to a rural environment. However, regional differences are strongly dependent on farm size and the level of modernization and mechanization.

Like all other vocational training centers, the ITAs combine theoretical courses in the classroom with practical apprenticeships in the field. However, students who were interviewed found the theoretical part too abstract and regretted that the practical training was insufficient and poorly adapted to the realities of agriculture. They were equally frustrated by the lack of guidance and information concerning apprenticeships, wanting to understand the goals of each apprenticeship, the reality of farm life as it really exists, and the situation of the labor market in order to ascertain the extent to which their diploma would guarantee them a job after graduation.

Labor market entry of ITA graduates

The director of the Ouled Taima ITA (Souss Massa-Draa Region) estimates that 100 percent of its graduates at all levels (specialized technician, skilled technician, and skilled worker) successfully find jobs. This performance is due to the high level of mechanization of agriculture and the food-processing industry in the region, which also offers career paths in agricultural export and marketing. The initial salary offered to graduates upon graduation varies between 3,000 and 4,000 DH. These positions come with substantial opportunities for promotion and in-house training in enterprises.

By contrast, the Mohammedia ITA (Greater Casablanca Region) is located in a region dominated by small family farms. Its graduates accordingly face more difficulties finding jobs on farms and finish by applying for jobs in the food-processing industry or in marketing, which often puts them in competition with people at the same educational level who graduated from business and management schools. The monthly salaries offered to these ITA graduates rarely exceed 2,000–2,500 DH and their employment is highly unstable.

The abundant supply of unskilled farm laborerswithout a higher education, together with low wages, especially for girls, area reality feared by most ITA apprentices. Some students who were interviewed questioned the state policy and sought active measures to improve the situation.

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Beekeeping operation training-Photo: Ministry of Agriculture.

Apprenticeship Training Centers

Vocational training by apprenticeship was introduced in ISTAs and ITAs in 2000. Apprenticeship Training Centers (CFAs) do not have their own facilities; rather, they are located in all agricultural traininginstitutes.This type of training principally takes place on farms (80 percent of training time),with introductory theoretical and practical training at the institute (20 percent of training time). The duration of training varies between 9 and 12 months, depending on the specialty chosen by the trainee.

Apprenticeship training is intended especially for rural youth, the majority of whom are the sons and daughters of farmers and have not completed the educational requirements for higher education. The only academic condition required by the CFAs is the ability to read and write. The low educational level of trainees and the inappropriateness of their agricultural trainingfor actual farms are real obstacles to their success. In addition, most general education courses and academic courses in agriculture are taught in French, which creates a yawning communication gap with students which, of course, affects their apprenticeships.

On the other hand, due to the diverse demands of students, this training cannot focus on specific techniques, which makes it unattractive to rural youth. As for integration into the labor market or self-employment, CFA representatives who were interviewed estimated that the least qualified students are also the most vulnerable; the latter encounter many difficulties in their search for employment because the skills that they acquire during training are not recognized, even by their immediate inner circle.

Strengths and Constraints Common to All Agricultural Training Centers

Appropriateness of training for employment

The reduced number of agricultural training institutions (a mere 40) and their limited capacity (they accommodate less than 5,000 students) sharply reduces the impact of their training, particularly on the development of rural areas where farms have little mechanization and arable land has been divided into small parcels (over 75 percent of farms in the country are smaller than 5 hectares26). In fact, the 24 study pathsoffered by the different agricultural institutes provide theoretical and practical training based on the standards of modern, mechanized agriculture. The ability of graduates to enter the job market therefore essentially depends on the level of development of farming and related industries in a given region.

The appropriateness of training for rural employment goes beyond a simple balance between demand and supply. The striking predominance of traditional family farms, the high rate of illiteracy, traditional work agreements and contracts, rural migration, and landlocked propertiesillustrate the need for new strategies that can make agricultural training more suitable for employment. These strategies should, moreover, be integrated into an overall territorial development plan.

26See note XX above.

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Centre de Sefrou. Photo: Ministry of Agriculture

Aware of this major constraint, the Ministry of Agriculture has implemented a special labor integration program to address the gap between training and employment. It will conduct studies on human resources needs in the agricultural sector and assess the impact of the training that has been provided to date. Regional offices of the Ministry of Agriculture and agricultural development offices are responsible for the programming and monitoring of this initiative.

Financial constraints

Representatives of the agricultural training institutespoint to a lack of personnel, financing, and logistics. As a result, institute directors and some administrative staff trained in agriculture are involved in teaching and supervising apprenticeships. The shortage of budgeted positions, employee transfers, and retirements all contribute to the decline in the attractiveness of theseinstitutes. Human resources in the training sector are governed by several statutes (regarding, for example, government positions, researchers, teachers, agents) which do not allow mobility between institutions or the introduction of a system of incentives and merit-based pay. Given the lack of a plan to replenish staff and an increasing number of retirements, these institutes are already experiencing a skills shortage that is hampering their ability to fulfill their assigned missions. The situation is essentially the same for extension service advisers, who are today the only local training agents in rural areas.

Rural Family Houses ( Maisons Familiales Rurales )

Rural Family Houses (MFRs) in Morocco were created to respond to the challenge of educating rural young people, who are especially disadvantaged due to the distance of schools from homes, lack of vocational training centers, cultural and linguistic differences, and programs ill-suited to their realities.Students of Rural Family Houses are mostly young people: boys or girls aged 15 to 20 years, the majority of whom ended their schooling at the level of secondary school. To address this problem, the Houses currently offer a training program of three years, based on the needs of local agriculture (e.g., dairy farming, rabbit breeding, arboriculture, horticulture, and mechanics).

The first year of training encourages motivation and basic skills, while the second year focuses on the acquisition of technical skills through apprenticeships. This second year leads to a Certificate of Professional Competence (CAP) or a Certificate of Vocational Specialization (CSP). Student assessments and the awarding of diplomas are supervised by a public agricultural institute. Finally, the third year of training focuses on professional integration into the labor market, a personal project, or the creation or reorganization of an enterprise.Throughout the three years, studies alternate as follows: three weeks of training in a professional setting and one week of study in a Rural Family House per month, or, on average, 27 weeks of practical experience in an enterprise and 9 weeks of training in a Rural House each year. According to a DFER executive, training takes place in boarding schools in order to promote group life in society and general education.

There are more than 10 Rural Houses in Morocco.27 All of these centers are federated in a National Union of Associations for Rural Family Houses of Education, Training, and Guidance, which was established in 2002. According to Union representatives who were interviewed, its activities in 2007, 2008, and 2009 were made possible by the support of the French Ministry of Foreign Affairs, a grant from the Moroccan Ministry of

27This number was provided by a representative of the Federation of MFR Associations.

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Agriculture and Maritime Fisheries, and a small contribution of the Rural Family House International Foundation.

The budget of these institutions belongs in part to the domain of second chance education, which provides 2,000 DH per MFR student in their first year of study (pre-apprenticeship)—an amount that is provided jointly by the Ministry of Agriculture and Maritime Fisheries and the Ministry of Employment and Vocational Training. These ministries also finance vocational training (in an amount roughly equal to 4,000 DH per apprentice) according to Law 12-00 on apprenticeship.28

The number of MFRsremains very limited (10 in the entire country). In fact, they are an experimental program that was created within the legislative framework of the apprenticeship training law (Law 12-00) and second chance education. A specific legislative framework is now needed to ensure the sustainability of the program and mobilize stable financial resources for it.

Training is provided by the staffof Rural Family House associations and volunteers, who is often unqualified. The level of teaching and the fact that volunteer instructors are a very mobile group prevents the Houses from providing quality training. The Rural Houses are currently hiring part-time substitute teachers (e.g., engineers, technical specialists); however, their operating budgets do not cover the full need for such part-time staff. In addition, practical training requires supplies and materials that the Rural Houses cannot afford to purchase on a regular basis, indicating that these institutions need sufficient budgets tailored to their training needs.

Ideas for reform

The apprenticeship training of Rural Family Houses is promising. However, current centers and resources do not allow this training to play a substantial role in the socioeconomic inclusion of rural youth.Given the scarcity of salaried employment in rural areas,the feeling of being locked in, and the lack of recreation

28 See the Web page on Moroccan MFRs on the Web site of the International Union of MFRs, Paris, http://www.mfr.asso.fr/mfr-dans-le-monde/pages/maroc.aspx (accessed February 2011).

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Rural Family House:youth meeting a local rural population. Souss Massa-Draa Region. Photo: courtesy of MFR International Foundation.

opportunities, rural youth migration is becoming an increasingly serious problem for the continuity of farming in these areas. The needs and expectations of rural youth, moreover, are not confined to the single dimension of education, as indicated by the findings of the quantitative household and youth surveyconducted for this study.The Ministry of Agriculture is well positioned to play a leadership role in resolving this problem as part of an integrated youth strategy for the comprehensive care of rural youth that draws on the means and capabilities of several government ministries.

To strengthen measures in favor of youth, several strategies could be effective, such as developing a directory of agricultural occupations and defining the training profiles and skills needed to ensure the competitiveness of the agricultural sector in a global economy, and coordinating training programs with other apprenticeship tracks at the regional level. Similarly, the very concept of making apprenticeship training a central part of the education provided by agricultural institutes should be reviewed and better designed.It is essential, for example, to analyze the real needs of Rural Family Houses and strengthen their financial resources.

The skill level of vocational instructors in all Rural Family Houses (Maisons Familiales Rurales, MFR) needs to be strengthened and their teaching professionalized. These centers need the necessary resources to hire replacement instructors for fixed terms, as well as academic officials. In order to ensure staff stability and the quality of training, instructors should be recruited who remain employees of these Houses. The practices of Rural Family House associations, which manage these institutions,should also be strengthened and professionalized, especially their pedagogical skills.

Vocational training of skilled workers must correspond to the needs of the local labor market and regional agriculture. A specific assessment of the apprenticeship training provided by the MFRs would help adapt current training to current labor demand, the actual capacities of trainees, and the apprenticeship positions available in each region. At present, the level of theoretical training (20 percent of training time) exceeds the real capacity of trainees and most students must find their own apprenticeships.

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3.4 Active Labor Market Programs

Morocco gives priority to active labor market programs29 for addressing the massive flow ofyoung jobseekers with university diplomas.Active measures have a clear orientation andtarget specific groups,30 with young university graduatesbeing theiralmostexclusivetarget. The country’s public job intermediation agency (Agence Nationale de Promotion de l’Emploi et des Compétences, ANAPEC), was created in2001 and isexclusivelydedicated to these younggraduates. Gatheringyoungunemployed graduatesintoactive associations that can exert media andsociopoliticalinfluence hasplayeda significant rolein forcing successive governmentsto focus employment policies specifically on youth.

Active labor marketprograms in Morocco target three principal fronts on the job market: demand (job creation), supply (capacity building),andintermediation. With respect to thefirst two (the demandandsupply of labor), the strategy is to promote private sector demand for labor, largely because the budgetary and institutional constraints of the public sector don’t permit wider action.Measurestakenin thisregard include the promotion of self-employment, the creation of microenterprises, andthe integration of graduates intosalaried employmentthrough company internships. Self-employment isprimarily promotedby theMoukawalatiProgram, a microcredit program that grants loans to young entrepreneurs. As for integration through internships, the main service provider is the Idmaj Program—a product of the Employment Action Plan —whose principal goal is to make the "qualified" work of young graduates more attractive by reducing wage costs and introducing greater flexibility for employers.

29This analysis of employment creation programs summarizes the results of World Bank, 2008, “Développement des compétences et protection socialedans le cadre d’unestratégieintégrée pour la créationd’emplois” (Developing Skills and Social Protection as Part of an Integrated Job Creation Strategy), World Bank; and those of an evaluation report of M. Mostafa Kharoufi, 2009, “Youth Mapping Report,” mimeo.30Barbier, 2006, “L’intermédiationsur les marches du travail dans les pays du Maghreb” (Job Market Intermediation in the Countries of the Maghreb), ILO Geneva.

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Trade fair for small and medium enterprises, Moukawalati. Source: ANPME

Box 3.11 TheMoukawalati Program

This program promotes the creation of very small enterprises with the aim of encouraging the self-employment of young university graduates. Moukawalati is the first integrated program for the creation of small businesses in Morocco. It offers understandable services to beneficiaries and stakeholders that match the steps needed to create a business: pre-selection, selection, training,assistance in developing business plans, support for the creation of enterprises, and monitoring enterprises after their launch. In addition, the program facilities access to financing (guaranteed and advanced to the facility), which is implemented by delegating loan guarantees to regional banks offices.Moukawalati’s initial goal was to create no less than 30,000 micro or very small enterprises and 900,000 additional jobs between 2006 and 2008.

Target populationThe program targets university graduates whose projects require an investment between 50,000 and 250,000 DH and who satisfy the following conditions: they are of Moroccan citizenship; between20 and 45 years of age when they file the loan application; hold a baccalaureate diploma, a vocational training degree, ora higher education degree from a public or private institution; are registered with ANAPEC; and have a first draft of their project. A maximum of two people can propose a joint investment project whose cost is between 50,000 and 500,000 DH. Since 2009, the Moukawalati Program has also served beneficiaries without a higher education degree (i.e., those who have completed elementary school).

IncentivesSeveral measures have been taken to create incentives for young entrepreneurs, such as providing them assistance and support both before and after the creation of their businesses. Young people benefit, moreover, from a large discount of up to 10,000 DH per project,on the cost of mentoring services arranged by ANAPEC. Two other measures of note are: (i) the program delegates the management of 85 percent of bank creditsprovided by the Caisse Centrale de Garantie (CCG, Central Guarantee Fund) to commercial banks and (ii) it provides an interest-free advance of up to a maximum of 10 percent of the investment or 15,000 DH, reimbursable over six years,with a three-year grace period.

Conclusion The Moukawalati Program offers a certain number of advantages, such as its ability to unite all the organizations involved in entrepreneurship interventions (e.g., training and mentoring facilities; the Chamber of Commerce, Industry, and Services(Chambre de Commerce, d’Industrie et de Services, CCIS); microcredit foundations; universities, the OFPPT; banks, the Professional Association of Moroccan Banks (GroupementProfessionnel des Banques du Maroc,GPBM); ANAPEC;and the Regional Investment Center(Centre Régionald’Investissement.CRI,). It also provides close to 100 mentoring bureaus (or “counters”) as a service of the program.If these strengths are encouraging, certain problems nevertheless limit expected results, as seen in the results of the first year of operations. These problems are mostly blockages created by the inexperience of many mentoring staff with preparing loan applications and bank financing, even though this stage of the program is essential to its success.

Other problems that have been identified include lack of coordination and cooperation between different partners in the program and the expertise and resources of different partners (e.g., universities are poorly prepared to ensure financial intermediation and mentoring). Moreover, the CCIS are not equipped to receive and track loan applications).In addition, commercialbanks are distrustful of the program and its related projects (to which the relative failure of the “" young entrepreneur loans” program contributed).

Finally, a number of additional obstacles explain the program’s initial weak results: (i) a huge gap between program launch and implementation due to lack of coordination between banks and the CCG; (ii) the weak entrepreneurial culture of candidates, which results from a higher education that is largely removed from the business world and its prerequisites, and (iii) the difficulties of applicants in obtaining business premises and collateral for commercial funds, especially for rental properties.

Source: Kharoufi, 2009, “Youth Mapping Report, Morocco.”

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Box 3.12 The IDMAJ Program: Labor Market Integration and the First Job

This grant program aims to develop the skills of young graduates through an initial professional working experience in a business. Launched in 2006, the program allows trainees to acquire complementary training suitable to the demands of businesses in order to facilitate their integration into working life.

Target population The main beneficiaries are jobseekers holding a higher education degree, a baccalaureate or equivalent degree, or a vocational trainingcertificate.

Duration Program duration is 18 to 24 months.

Program strengthsOne of the advantages of the IDMAJ Program for enterprises is the exemption from social security taxes owed to the National Social Security Fund(Caisse Nationale de SécuritéSociale, CNSS) and the vocational training tax, which is a training allowance between 1,600 DH and 6,000 DH for jobseekers with a higher education diploma, baccalaureate or equivalent, or a vocational training certificate. In addition, jobseekers are exempted from the income tax on the training allowance up to 6,000 DH, as per the Finance Act of 2006. All of these exemptions are prolonged for an additional year if a trainee obtains a full-time contract.

ConclusionAlthough the program has had quantitative success, it appears that the quality of the initial employment that it promotes is relatively modest. The retention rate of trainee-employees is 44 percent: 34 percent receive fixed-term contracts, and 10 percent, contracts of indeterminate duration. Similar experiences within Morocco show that companies have a tendency to takeadvantage of flexible measures for gaining skilled labor rather than committing to the longer term hiring ofyoung people.

Source: Kharoufi,2009,“Youth Mapping Report, Morocco.”

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Photo:Maroc Arab Presse

Box 3.13 The TAEHIL Program (Skills Training for Employment)

This program for young job seekers provides two kinds of training: (i) training under contract for employment to meet new hiring needs and (ii) certified or reconversion skills training to increase their chancesof accessing the labor market.

Target population The main beneficiaries of the program are jobseekers holding a higher education diploma, a baccalaureate or equivalent, or a vocational training certificate.

Duration Training contracts are offered for fixed terms of less than a year. Registration with ANAPEC is required for a contract.

StrengthsOne of the advantages of the program is that it provides training suitable to the needs of enterprises. These programs are especially designed to meet market demand.

ConclusionWhile the IDMAT Program gives priority to employment for jobseekers, the TAEHIL Program seeks to develop their potential for employability via skills training designed for the labor market. The two types of training offered by TAEHIL target employment opportunities identified by enterprises that are having difficulties finding suitable candidates.The principal sectors targeted are those where there is strong potential for development at the national level.

Source: Kharoufi,2009,“Youth Mapping Report, Morocco.”

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The results of active labor market programs for the period 2006–2008 can be summarized as follows:

· Creation of 200,000 new employment opportunities (compared to 106,800 opportunities in the period 1988–2004).

· A planned budget of 1.5 million DH (about US$170 million).· An average per beneficiary cost of 7,122 DH (approximately US$840).

However, the unit costs of the Taehil and Moukawalati Programs are considerably higher than that of the Idmaj Program.

Table 3.8 Summary of Predicted CostsandNumber of Beneficiaries of Major Active Labor Market Programs, 2006–2008

ProgramsTotal cost

DH (millions) Expected beneficiariesPer beneficiary costDH USD

Idmaj (CPE) 210 65,000 3,231 380Taehil 750 50,000 10,000 1,176Moukawalati 750 90,000 8,333 980TOTAL 1,460 205,000 7,122 838

Source :World Bank, 2008, “Integrated Strategy for Skills Development and Social Protection.”

The third axis of public intervention relates to institutions of intermediation, notably, ANAPEC. The task of intermediation arose once the progression from “public” training and “public” employment was no longer guaranteed in the automatic and massive manner of the 1960s and 1970s. ANAPEC was thus created to organize and improve job-matching services for educated jobseekers. Essentially this means that ANAPEC is an active stakeholder in public employment policies for young people, even though its mission intermediation in the private sector.

Today, the ANAPEC network consists of 48 agencies in different regions of the country. To increase its effectiveness, the agency has launched a series of initiatives to improve its knowledge of the private sector, including a series of prospective studies on the skills needs of businesses in different regions in 2007 and 2008. Similarly, it is participating in the establishment of an observatory (i.e., public information center) on careers in hospitality and the textile industry (initiated by the Secretary of State for Vocational Training and the national federations of these sectors).

Ideas for reform

The basic problem of analyzing public policies on youth employment in Morocco is that available data are insufficient, partial, and insufficiently disaggregated. Above all, these data are not designed with the intention of monitoring and evaluating the policies and programs concerned. However, the Ministry of Employment and Vocational Training is currently evaluating the Idmaj Program and ANAPEC is assessing the Taehil Program, which will enable a better understanding of their impact and effectiveness with respect to their cost.

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DH 3.231 / 380 $ US

Even with thesedata limitations, it is clear that these programs do not currently target poor or vulnerable youth populations—those with the lowest educational attainment. Unemployment, underemployment, and poor-quality employment, particularly in the informal sector, have not yet been targeted by public interventions, either in poor urban or rural areas. Thus, a recent analysis of the World Bank recommends, among other measures, supporting the employment and self-employment of poor and vulnerable young adults by: (i) strengthening income-generating programs (by sector) and microcredit programs; (ii) developing active labor market programs that target groups with no or little higher education (along the lines of the Moukawalati Program); and (iii) including disadvantaged young adults more systematically in vocational training programs.31

Public employment policies also suffer from fragmentation and lack of coordination among various public stakeholders. Thus, employment activities and programs are undertaken by different ministries without coordination, as indicated by the poor performance of ANAPEC with respect to agricultural education graduates. This problem leads to inefficient programs. Not only is there a lack of coordination,there are no follow-up and evaluation studies within individual programs (which should ideally track the measures that were implemented,as well as other progress indicators).

Public employment intermediation, both on the part of young people and youth institutions, is limited due to scarce professional human resources. The functions of counseling and mentoring, for example, require complex skills at the highest level if policy action is to be both effective and sustainable. This explains why these structures focus on quantitative achievements (e.g., the number of agreements signed, immediate rates of employment) at the expense of qualitative aspects that are far more important (e.g., sustainable labor market integration, permanent hiring, the quality and conditions of additional training and apprenticeships, and the quality of eventual employment).

The local and territorial dimension of active labor market policies should also be taken into account. Certain local markets, for example,deserve specific attention. Employment efforts should accordingly give way to local action plans for employment involving diverse local stakeholders, both pubic (including universities, training institutes, and Regional Investment Centers) and nonpublic (including NGOs), so that they can reflect and act in concert.

[Elargissement du champ d’intervention de formation professionnelle appliquée et d’insertion des jeunes défavorisés.

Comme indiqué ci-dessus, les problèmes de chômage et d’emploi des jeunes ne se limitent pas aux diplômes de niveau supérieur. Dans le cadre d’un plus large champ d’intervention, un défi important est de donner aussi aux jeunes chômeurs non titulaires du baccalauréat ou sans diplôme universitaire la possibilité d’accéder à la formation et une possibilité d’insertion professionnelle.32 Les politiques publiques peuvent bénéficier de la participation des autres acteurs publics pour amplifier le ciblage, ainsi que des partenariats avec le secteur privé et non gouvernemental. ]

31World Bank, 2010, “Note Stratégiquesur le Ciblage et la Protection Sociale” (Strategy Note on Targeting and Social Protection), Social Protection, Middle East and North Africa Region, World Bank, Washington, DC.32ILO, L’Emploi des Jeunes au Maroc, Rabat, 4 novembre 2010, mimeo.

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3.5 General Conclusions and Perspectives

The wide range of programs and facilities available to young Moroccans represents a valuable asset on which a youth-friendly, high-quality, and cost-effective service delivery system that focuses on their socioeconomic inclusion can be built. Although a public network of technical training facilities is available for less-educated, underprivileged youth, this network requires considerable revamping in order to effectively address the specific barriers faced by this target group.

In spite of the current constraints on tracking budget allocations by specific department or agency, it is clear that the active labor market programs of the Ministry of Employment and Professional Training, which target unemployed university graduatesalmost exclusively, receive the largest share of youth program funding. Currently, the Ministry of Youth and Sports, the Entraide nationale, and the Ministry of Agriculture (in addition to the Ministry of National Education’s second-chance education program), together provide the most support to disadvantaged youth. However, as stressed throughout this chapter, these entities face significant challenges in providing quality services, given significant budget constraints, limited human resource capacity, and the inefficiencies of their respective management systems.

The Moroccan Household Youth Survey (MHYS) indicates that social and training programs appear to have limited coverage, especially among disadvantaged youth—that is, among less-educated youth from poorer households. However, the overwhelming majority of those few young people who received job and IT training indicated that this training raised their employment prospects. Those young people who received this or other vocational training also showed the highest degree of satisfaction with their jobs (15.4 percent). This finding points to the value added of existing training programs, even if their quality and the practical experience they offer require substantial improvement.

The following recommendations aim to build on the strengths of existing programs and services to improve their quality and impact,respondingto the needs expressed by Moroccan youth.

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Target Young Disadvantaged Beneficiaries Accurately and Effectively, Building on Existing Networks and Partnerships

Most programs reviewed in this chapter are not targeted by design, that is, they do not identify a specific target population and the employment and participation barriers faced by them. Three major priorities for improving targeting emerge from the analysis. The first is to segment services and outreach by specific age groups and categories of young people: 15–18-year olds, 19–24-year-olds, and 25–29-year-olds. The groups can befurther segmented, as appropriate, by gender and/or specific youth categories. These age categories reflect international and regional definitions of adolescence and youth, adapted to the Moroccan context. In addition, consideration of specific subgroups, such as unemployed school dropouts, informal male urban workers, and rural girls, would ensure that the specific needs of these subgroups are better addressed than they are by programs that use broader, more generic youth categories. Examples of targeted programs and strategies are presented in table 3.9.

The second priority for improving targeting is to expand coverage of well-designed interventions in order to attract a much larger volume of disadvantaged youth in a cost-effective, inclusive manner. This expansion would require greater outreach to girls in both rural and urban areas, as well as to young informal workers, by providing accessible venues near their residences and convenient times for their participation in skills development training. In addition, adolescents in correctional facilities and orphanages need to be offered opportunities to attend training outside these facilities and to access social opportunities, together with non-formal learning opportunities, psychosocial support, and mentoring. Alternatives for their social integration are also needed to enable them to finally leave these institutions.

The third priority is to focus on the impact of Cross-Sectoral programs initiated by different ministries on the same beneficiary groups. This requires analyzing existing programs and integrating them into a comprehensive monitoring and evaluation system. A starting point would be a shared roster of youth beneficiaries by age, gender, location, type of training attended, and placement outcome (e.g., contract type, sector, job duration). This roster should be initiated and managed by the Ministry of Youth and Sports, given its youth mandate and the large number of facilities under its jurisdiction. Data could be collected at the municipal (commune) and/or provincial level and gradually include young beneficiaries from other programs, such as those offered by the Entraide nationale.

In this context, local governments could substantially contribute to improvingthe coordination of youth activities and referral systems at the local level, avoidingthe duplication of mandates in the same area and improving synergies across local programs and facilities so that beneficiaries of one service can more easily have access to another (e.g., young people living in orphanages or Child Protection Centers could attend the activitiesof Youth Centers).

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Table 3.9- Examples of Services Offered by Targeted Interventions, by Age Group and Youth Category

Age group

General population of

disadvantaged youth

Unemployed secondary

school dropouts

Secondary school BAC +2

Informal sector

young male workers

GirlsIn rural areas

Youth living in state

institutions

10–15 years old

Life skills; peer education, IT skills; French language; education in healthy behaviors; civic engagement at community level

Life skills; remedial education, second-chance NFLeducation, peer education,education in healthy behaviors

French language,life skills; IT skills, peer education, civic engagement at community level, education in healthy behaviors

Life skills, IT skills, French language, technical training, peer education; civic engagement at community level, healthy behaviors

Life skills, IT skills, French language, technical training, peer education, civic engagement at community level, healthy behaviors

Psychosocial support, sports, creative activities, life skills outside of residential facilities, technical training; French language, IT skills, education in healthy behaviors

16–19 years old

Life skills, IT skills, specific technical job skills, French language, education in healthy behaviors, peer education, civic engagement at community level

Life skills, IT skills, remedial education, second-chance NFLeducation, peer education, civic engagement at community level

French language,life skills, IT skills, peer education, civic engagement at community level

Life skills, IT skills, French language, technical training, business development training

Life skills,literacy/remedial education, French language, business development training

Psychosocial support, sports, creative activities, life skills outside of residential facilities, technical training (e.g. Formation/Apprentissage)

19–24 years old&25–29 years old

Life skills, specific technical job skills, IT skills, French language,education in healthy behaviors, civic engagement at community level

Life skills, IT skills, technical training, skills certification,job counseling, apprenticeships, job placement and on-the-job mentoring, civic engagement

Life skills, IT skills, technical training, apprenticeships and on-the-job mentoring, civic engagement

Life skills, IT skills, French language; technical training, skills certification to access formal contracts offered by private sector employers, training in business development and micro-finance

Self-employment support, microfinance

Shared independent living arrangements with support of social workers, life skills and technical training, skills certification, job placement

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An example of the potential for improved targeting of youth programs is the INDH. The preceding institutional analysis noted that while several Youth Centers, Women’s Centers, and secondary school dormitories have been given free equipment by INDH, this provisioning does not substantially relate to its mission of poverty reduction and its focus on vulnerable groups. In order to fulfill its mission, the INDH could place greater emphasis on renovating and equipping facilities that serve the most vulnerable children and youth, including, for example, orphanages (Dar Attfals), Child Protection Centers (CSEs), and Rural Family Centers (MDRs). These organizations would benefit significantly from having updated (or new) kitchens, dormitories, bathrooms, playrooms, meeting rooms, libraries, and other enhanced physical infrastructure.

In the future, moreover, the INDH could more accurately target the majority of its youth interventions to less-educated, poorer, and more vulnerable young people within clearly defined age groups. It could also ensure ongoing evaluation and quality assurance of its programs, measuring both its own broad goals and the specific objectives of each activity or project, including, for example, assessment of such outcomes as improved access to services and income changes resulting from income-generating activities.

Given its significant role in supporting young beneficiaries, the INDH could also help maximize the impact of interventions on young people by providing incentives—in the form of grants—for coordinated approaches for youth support. Rather than the simple demand-driven approach currently in use, the INDH could introduce more strategic and selective criteria for its support in order to strengthen synergies across youth interventions. This approach would add greater value while avoiding the duplications observed in the youth services analyzed in this chapter.

Improve the Quality of Services and Tailor Themto the Needs of Youth and the Labor Market

An increasing consensus is emerging among private, public, and nonprofit organizations regarding the school-to-work continuum that recognizes a need for: (i) building basic work-readiness skills, such as responsibility, communications, and interpersonal and teamwork skills; (ii) introductory training in digital technology and finance; (iii) acquisition of valuable technical skills relevant to an individual’s type of employment (e.g., manufacturing, information technology); and (iv) developing professional and leadership skills.33Specifically, employers worldwide are increasingly giving higher priority to behavioral than to technical skills, noting the absence of such skills among new hires. But young people, especially the most disadvantaged, have very limited opportunities to gain these soft, fungible skills, thus limiting their job prospects.34

Morocco’s private sector is growing at a rate of 3.2 percent a year and the International Monetary Fund projects that this growth will increase to 5.0 percent a year by 2012. The country is an attractive destination for foreign investors, in part due to the large pool of young workers and the country’s favorable labor legislation, as well as other comparative advantages. At the same time, Morocco is entering into a free trade

33Manpower, 2010, “Confronting the Youth Unemployment Crisis: What is Next?,” Manpower concept paper, Manpower, Milwaukee, Wisconsin.34 Wendy Cunningham, Maria Laura Sanchez-Puerta, and Alice Wuermli,2010, “Active Labor Market Programs for Youth: A Framework to Guide Employment Interventions,” World Bank Employment Policy Primer, no. 16 (November 2010) [Document 58601],World Bank, Washington, DC.

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agreement with the European Union,35which implies a growing need for workers with a strong work ethic, leadership ability, and cutting-edge professional and technical skills.This demand will run up against the real scarcity of qualified workers in expanding economic sectors, such as tourism, information and communication technology (call centers), and retail commerce. It is expected that these expanding sectors will help young people who are today failing to find employment.

As indicated in chapter X, employers generally favor workers with a secondary school diploma, but, given increasing labor market needs, there will be room to reach the mass of less educated workers who are currently underemployed and under-qualified.36 The present chapter has analyzed the various services targeted at youth and underlines the urgent need to improve the content, methods, and overall relevance of apprenticeships. It also urged that the certification process be better aligned with labor market and employer needs. This would help address one of the key problems encountered by young beneficiaries of such establishments as Youth Centers, Women’s Centers, Centers for Apprenticeship Training, and Agricultural Training Institutes: limited job-relevant skills, including basic skills, technical skills, IT skills, practical work experience, and job placement support.

More specifically, the desire to benefit from courses in the French language, computer skills, and basic life skills—considered essential for employment—were frequently expressed by the young people interviewed for this study. This was true for all young people, whether boys or girls, urban or rural residents. It was particularly expressed by those who are the most disadvantaged and who suffer the most from not being able to acquire such skills because they cannot afford private classes. The need to attend French language courses was frequently expressed, as proficiency in this language is perceived as a trump card. Certainly, many young 15–29-year-olds who were contacted in the course of research for this study said they knew French. However,this finding should be interpreted very carefully, as a rather large population of young people understands the rudiments of French, but few speak it at a level acceptable to employers.

Regarding the agricultural institutes, it would be desirable to upgrade these facilities in terms of educational subjects, equipment, demonstration materials, and operating costs so that new training tracks, such as food processing and the marketing and trade of agricultural products, could be introduced to meet the skills needs of the Green Morocco Plan. In addition, apprenticeship-based agricultural training would be more effective if taught in Arabic, which would adapt it to the linguistic background of young trainees, who come generally from public schoolswhich use Arabic, rather than French,as the language of instruction.

The need for vocational training for agricultural workers is being addressed to some extent, but this training is usually in French and is often not adapted to the linguistic comprehension level of the young people participating in the training. Presentations and reading materials need to be either translated into Arabic or a Frenchthat students are more able to understand. In parallel, the teachers of these programs also need to be trained to provide instruction at an appropriate level. Furthermore, these materials need to be updated to take into account the most-used agricultural methods in both traditional and modern farming, and include instruction related to the health and safety of agricultural workers.

Utilize Partnerships and Existing Networks More Effectively

35 European Commission, n.d., “Bilateral Relations with Morocco,” EC Web site, last updated September 30, 2010, EC, Brussels, http://ec.europa.eu/trade/creating-opportunities/bilateral-relations/countries/morocco/ (accessed February 2011).36 Manpower, 2010, “Teachable Fit: A New Approach for Easing the Talent Mismatch,” Manpower, Milwaukee, Wisconsin, www.manpower.com/researchcenter (accessed February 2011).

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In order to improve the overall quality and relevance of youth services, partnerships are essential: no single practitioner is specialized in all dimensions of youth development. As illustrated by several good practices, the most effective solutions involve partnerships among employers, NGOs, and the public sector, as in the cases of L’Heure Joyeuse, the Assadaka Center,andthe Energy Centers.

This chapter has also shown that the tailored approach pursued by two nonprofit organizations in Casablanca was relatively more successful in terms of job placement and retention than similar services offered either through active labor market programs or training programs offered by the MJS, Entraide nationale, or the Ministry of Agriculture. These two organizations involve private employers in the design of technical training, the job placement of young beneficiaries, and their monitoring during a post-hiring period. Although the volume of trainees has been limited and impact evaluation data is rare, if not unavailable altogether, the experience of L’Heure Joyeuse (which offers OFPPT diplomas) and the Education for Employment (EFE) Foundation (which does not), and the Assadaka Center appears promising and should be considered for scaling up, based on a deeper analysis of their cost effectiveness. Another promising partnership is currently being developed by the MJS Youth Centers and EFE in a pilot project jointly supported by Manpower and Microsoft, which has good potential for rapid expansion.37

Private Sector Intermediation for Less-Educated and Poorer Youth

In addition to limited job-relevant skills, another important constraint of youth programs are the mechanisms available to young people in their search for jobs and accessing information on possible mentoring opportunities for newly hired workers, both before and after employment. Although ANAPEC is the primary source of such information, the youth survey showed that the overwhelming majority of young unemployed respondents were either unaware of ANAPEC altogether or did not use it for job intermediation.This was particularly true for disadvantaged youth, specifically for young rural women and, more generally, respondents who were less educated.

In fact, ANAPEC serves unemployed tertiary graduatesalmost exclusively to the detriment of other categories of youth. Similarly, as the text on agricultural training programs indicated, ANAPEC does not currently provide job intermediation for most, if not all,programs for disadvantaged young people. These results indicate very high discouragement among these youth: while young people with vocational training are more confident about finding a job, disadvantaged young people become increasingly discouraged if an unfruitful job search continues for more than a year.This gap could be filled by strengthening the role of the private sector and NGOsspecialized in job intermediation services, especially in urban areas, as they have demonstrated a capacity to tailor their services to the needs of employers and target the specific needs of less-educated, disadvantaged young people.

A similar approach could broaden the official training diplomas offered by the Entraide nationaleand agricultural institutes, using private certification and accreditation of different entry-level positions. This system would offer the added benefit of certifying skills training courses that presently do not award a diploma, as is true for the MJS, for example.

37 The pilot project—Creating Opportunities, Providing Jobs, Changing Lives—isfunded by the Mastercard Foundation and has the key objectives of: (i) providing job opportunities to underprivileged youth via access to high-quality, market-driven training linked to job placements; (ii)improving the capacity of universities and youth centers to increase the employability of the young people they serve; and (iii) increasing the continuous learning and civic engagement of young people to improve their communities.

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Support Active Youth Participation in Offering Quality Services and Ensuring Local Accountability

There are several,already-tested instruments that could be used more systematically in Morocco to strengthen active youth participation, from the introduction of non-formal learning methods to fostering sustainable youth organizations in the provision of communityservices and youth participation and representation at various levels of governance.38

Nonformal learning (NFL)39 is a very promising approach that provides young people—particularly disadvantaged youth—the soft and hard skills needed to facilitate their entry into the workforce and encourage their active citizenship. NFL is a voluntary, intentional, and youth-led process that takes place outside of the formal education sector and covers a wide variety of learning fields, including youth work, youth clubs, sports associations, voluntary service, peer education, and many other activities that offer practical learning.40

Supporting young beneficiaries through non-formal peer learning, for example, strengthens their self-confidence and sense of identity, as they can more directly relate to experienced young mentors. Connections among peers can help overcome discouragement, as well as gaps in information and social capital. This approach has been used successfully in several youth development programs at the international level to foster a positive work ethic and youth-friendly spaces (which complement formal schooling). Such spaces offer young people constructive use of their free time, and training in soft and technical skills (including IT) and healthy behaviors.41

Well-organized, coordinated, and sustainable youth organizations can be another pillar of active youth participation, as they can provide both community-based services to young people and represent them as advocates. As indicated by youth survey respondents, the growing network of youth associations in Morocco would benefit from more adequate human and financial resources, as well as improved management and targeting capacity, all of which should become part of a broader investment plan to revamp the Youth Centers, Women’s Centers, and a variety of other youth employment initiatives.

Among systemic recommendations, the role of municipalities in the regional coordination of youth inclusion services offered by various national entities should be strengthened in order to facilitate synergies and cross-sectoralcooperation. From the demand side, organizations such as the Entraide nationalecould emphasize the importance of developing or strengthening youth organizations at the municipal and/or local level so as to establish a permanent dialogue with local elected officials about the quality and accessibility of youth

38Gloria La Cava, Paula Lytle, AlexandreKolev, 2006, “Young People in South Eastern Europe: From Risk to Empowerment,” with ZeynepOzbil, CarineClert, and Diana Marginean, HDNCY (Human Development Network Children and Youth Department) report no. 4, World Bank, Washington, DC. 39 The Council of Europe has characterized non-formal education as “indispensable in the struggle against youth unemployment” and “a leading learning principle in knowledge and information societies,” requiring “active learners who are able to create their own biographies and participate in local, national, and European contexts” (Council of Europe, Strasbourg, March 2003) . 40 Recent studies have begun to analyze whether and how primary changes in young people’s emotional, personal, and social development contribute to consequential changes in their education, employment, and interaction with the community. See, for example, Brian Merton, 2004, An Evaluation of the Impact of Youth Work in England, Research Report RR606, U.K. Department for Education and Skills, Nottingham; and Louise Bamfield,. 2007. “The Contribution of Non-formal Learning to Young People’s Life Chances,” Fabian Society report prepared for the National Youth Agency, Leicester, England.41Linda McGinnis, Viviana Mangiaterra, and Juan Felipe Sanchez, 2005, “Children and Youth: A Resource Guide for Bank Staff,” HDNCY (Human Development Network, Children and Youth Unit) Working Paper 2, World Bank, Washington, DC.

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services, as well as to engage youth in monitoring the local youth budget. This is another important area for youth NGO involvement.

Strengthen the Capacity of Youth Service Providers

Engaging with and supporting the development of young people requires both a broad set of knowledge and skills—ranging from those related to the physical, emotional, and psychological development of adolescents and youth, to organizational and group engagement skills, to general technical skills (e.g., computer skills), to the specific skills offered by youth training. It is essential that the personnel working with youth also be skilled in the development, implementation, and assessment of age- and ability-appropriate activities. This skill is essential: while some programs are more general, many require adaptation to reach a greater number of young people, including those who suffer from language or mobility disabilities.

Being an effective youth service provider requires a personal commitment to responding to the multiple needs of young people, especially those who are disadvantaged. It also requires clear knowledge and practical understanding of both Moroccan policies and programs related to youth and the international agreements pertaining to the rights of young people (e.g., the International Convention on the Rights of the Child, of which Morocco is a signatory). This should be the profile of every staff member working in the vast networks of youth and social service centers throughout the country.

The Entraide nationale, for example, has only one specialized institute in Tangiers (the National Institute of Social Action) for its social workers, but plans to launch a multipurpose center for lifelong learning that will offer innovative, interactive training insocial work. This type of investment is urgently needed. With respect to the Royal Institute for Youth Workers Training (Institut Royal de la Formation des Cadres)of the Ministry of Youth and Sports, the training of youth workers could be improved through better teaching techniques, content, and core education and management skills (e.g., social work, psychosocial support, life skills, mentoring, participatory methodology, evaluation of results, financing,, and establishing partnerships to maximize the resources of public, private, and nongovernmental institutions). In addition to upgrading the training of social workers, NGO specializing in youth services should be given significant access to the training provided by these two institutes or to other special training programs, such as those mentioned in the earlier discussion of a national youth observatory.

Box 3.17. Eleven Indicators of a National Youth Policy

1.Non-formal education – encourage active learning outside of the formal education system (e.g., civic education, livelihood skills, etc.) through open and inclusive youth clubs and NGOs.

2.Youth training policy – promote the development of good trainers in the youth sector, a prerequisite for the formation of effective youth NGOs.

3.Youth legislation – legislation that includes youth NGOs in policy decision making and ensures the efficiency of government institutions working in youth issues.

4.Youth budget – allocate administrative and project grants to youth organizations and youth NGOs.

5.Youth information policy – inform young people about opportunities that exist for them, ensure communication among all stakeholders in youth policy and transparency in the conduct of youth policy.

6.Multilevel policy – outline youth policies to be implemented at both the national and local levels.

7.Youth research – regularly identify the key issues for youth well-being, best practices in addressing these

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issues, and the potential role of youth NGOs.

8.Participation – support the active involvement of youth organizations in the design and implementation of youth policies.

9.Inter-ministerial cooperation – implement youth policies in a cross-sectoral manner, ensuring joint ministerial responsibility, possibly via a coordinating youth agency.

10. Innovation – stimulate creative and innovative solutions to youth problems.

11.Youth advisory bodies – establish a structure (e.g., consultative committees) with a mandate to influence government on youth issues

Source: European Youth Forum, 2010

It has been consistently demonstrated that participatory decisionmaking in the development of policy and analysis at all levels of the public and private sectors, as well as in community organizations, yields benefits for all involved. Investing in the capacity of Moroccan institutions to design, implement, and evaluate participatory youth policies and programs will contribute to greater youth inclusion in line with international guidelines (see box 3. 17). More broadly, this means engaging young Moroccans as assets for development to achieve economic expansion through increased productivity, consumption, and contributions to the tax system.

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ACHIBANE M., EZZAHID M.E., 2006, Importance et problèmes des PME au Maroc , Premières Journées Scientifiques du FEM, 28 et 29 avril 2006, Faculté des sciences juridiques, économiques et sociales, Université Cadi Ayyad - Marrakech.

AFILAL R., 2007, L’analyse de la situation de participation des adolescents et des jeunes dans les différents mécanismes da participation, Unicef, Rabat.

BARBIER J.-P., 2006, L’intermédiation sur le marché du travail dans les pays du Maghreb- Etude comparative entre l’Algérie, le Maroc et la Tunisie, BIT, Genève.

BEAU S. et WEBER, F., 2003, L’Enquête de terrain, E. La Découverte, Paris.

BELKAHIA R., 2006, La gouvernance des PME : éléments de réflexion, Atelier des 23-24 novembre 2006, Initiative MENA-OCDE sur la gouvernance et l’investissement à l’appui du développement du développement et Ministère des Affaires économiques et générales, Rabat.

BENSAID D., 1995,L’étudiant et l’institution, in Bourqia R. Jeunesse estudiantine marocaine : valeurs et stratégies, Publications de la Faculté des Lettres et des Sciences Humaines, Rabat. Imprimerie Najah El Jadida, Casablanca.

BOUGROUM M et IBOURK A., 2002, Le chômage des diplômés au Maroc : quelques réflexions sur les dispositifs d’aide à l’insertion, Formation et emploi, n° 79, p 83-101.

BOUGROUM M., IBOURK A., 2003, Effet des stages subventionnés sur le processus d’insertion des diplômés au Maroc : une approche micro-économétrique, Communication au The AnnualConference of The EconomicResearch Forum

BOUJENDAR J., 2009, L’insertion professionnelle des jeunes au Maroc, Conférence, Rabat

BOURQIA R., 1995, Jeunesse estudiantine marocaine Valeurs et stratégies, Publications de la Faculté des Lettres et des Sciences Humaines de Rabat, Imprimerie Najah El Jadida, Casablanca.

CERED, 2000, L’adolescence en question : analyse des résultats de l’enquête sur les adolescents en milieu urbain, Etudes démographiques, Rabat

CHERAK A, Bibliographie de la sociologie marocaine, Revue des sciences et de l’Information, n° 4, Rabat, 1996

GRAVITZ, M., 2001, Méthodes des Sciences sociales, Ed. Dalloz, Paris.

KEDAY A, 2005, les programmes des institutions de protection de l’enfance et la question de l’insertion des Jeunes délinquants, Thèse de Doctorat, Fès

KHAROUFI M, 2008, Habilitationjuridique des pauvres au Maroc, Rapport PNUD- Legal Empowerment of the Poor, High Commission of the United Nations-PNUD - CCDH, Rabat.

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KHAROUFI M. 2008 Habilitation juridique du secteur informel “, in Habilitation juridique des pauvres au Maroc, Rapport PNUD- Légale Empowerment of the Poor, High Commission of the United Nations-PNUD - CCDH, Rabat.

RACHIK H. (rapporteur), 2006, Rapport de synthèse, Enquête nationale sur les valeurs.

OTHER DOCUMENTS AND REPORTS

DIRECTION DES ÉTUDES ET DES PRÉVISIONS FINANCIÈRES, 2007, Etude comparative de la petite et moyenne industrie et de la grande industrie au Maroc, Ministère des Finances et de la Privatisation, Rabat.

ENTRAIDE NATIONALE, 2010 : Etat synthétique des programmes sociaux, Projets de Développement réalisés dans le cadre de la Coopération nationale et internationale, EN, Rabat.

ENTRAIDE NATIONALE, 2010 : Projet de Formation d’un centre de formation continue, EN, Rabat.

ENTRAIDE NATIONALE, 2008 : La précarité au Maroc. Concept et typologie EN, Rabat.

ETF, 2003, Structures and Mechanisms for Information and Needs Forecast on Training, Qualification and Employment: The Observatory Function in Morocco, European Training Foundation, Turin.

HCP (2006) : Activité, Emploi et Chômage 2006. Note de synthèse.

ILO, L’Emploi des Jeunes au Maroc, Rabat, 4 novembre 2010, mimeo.

L’ECONOMISTE, 2006, Les jeunes d’aujourd’hui, Enquête, L’Economiste, Casablanca.

MANPOWER,2010, Confronting the Youth Unemployment Crisis: What is Next?Manpower concept paper,August 12, 2010.MANPOWER, 2010, Teachable Fit: A New Approach for Easing the Talent Mismatch, Manpower, April

25, 2010.

MINISTÈRE DE LA JEUNESSE ET DES SPORTS, 2001, Consultation nationale des jeunes, Rabat.

MINISTÈRE DE LA SANTÉ, 2008, Enquête Nationale à indicateurs multiples et santé des Jeunes, ENIMSJ, 2006-2007, Rabat, janvier 2008.

UNICEFetMinistère de la Santé du Maroc, 2007 Enquête Nationale Indicateurs Multiples et Santé des Jeunes, Rabat.USAID, 2007, Morocco Cross-Sectoral Youth Assessment: Testing the Support to Dar Chebab Concept, July 17, 2007.

WORLD BANK, 2007, Moving Out of Poverty in Morocco, Draft Report N° 39992-MOR, July 2007.

WORLD BANK, MCINET, 2005, Royaume du Maroc : évaluation du climat d’investissement, Banque mondiale, Rabat.

WORLD BANK, 2007, Moving Out of Poverty in Morocco, Draft Report N° 39992-MOR, July 2007.

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WORLD BANK, 2010, Note stratégique sur le Ciblage et la Protection sociale, Draft Report MNSHD, June 2010.

WORLD BANK, 2010, Active Labor Market Programs for Youth: A framework to guide Employment Interventions, CUNNINGHAM, W. et al.,World Bank Social Protection and Labor, 2010.

WORLD BANK, 2006, Young People in South Eastern Europe: From Risk to Empowerment, Cunningham, LA CAVA, G.,TheWorld Bank,HDNCY, 2006.

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Annex 1 :Methodological Note for Qualitative Analysis

Table des matièresI. Contexte et problématiqueII. Objectifs de l’étude

Objectifs générauxObjectifs spécifiques de l’étude qualitative

III. MéthodologieEchantillonnageTechniques de l’enquête

a)Le focus groupb) L’entretien individuel et le récit de viec) l’analyse des institutions de prise en charge des jeunes

Documentannexe1 - Projet guide d’animation des Focus GroupDocumentannexe2 - Projet guide d’entretienDocument annexe3 - Fiche de collecte des données servicesJeunesse

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I. Contexte et problématique :

Les résultats du Recensement Général de la Population et de l’Habitat (RGPH, 2004) montrent l’importance dominante de la population des jeunes âgés de 15 à 29 ans au sein de la population globale (29.1 %, soit 8,6 millions). Cette catégorie de jeunes potentiellement productifs représente un atout démographique unique qui atteindra son maximum en 2013 (avec un effectif de 9,8 millions)42, permettant de mettre en place une solide base productive avant même que la population vieillissante ne manifeste ses besoins en services sociaux et publics (les projections démographiques indiquent qu’à partir de 2015 la population du troisième âge connaîtra une croissance sensible.) Or, la marginalisation des jeunes et les lenteurs dans les actions risquent fort de précipiter un déclin économique et une déstabilisation sociopolitique.

Cette catégorie est, en effet, la plus touchée par les transformations socioéconomiques et culturelles rapides43, notamment le taux de chômage très élevé, qui touche 17,2 % des jeunes de 15-24 ans et 14,4% des jeunes de 25-34 ans, par rapport à une moyenne nationale de 9,8% 44. La jeunesse la plus instruite (éducation supérieure et plus) connaît les taux de chômage les plus élevés du pays. Néanmoins les moins instruits, qui représentaient, en 2006, 82% 45 des jeunes actifs (15-34), rencontrent aussi beaucoup d’obstacles à l’insertion sur le marché du travail. Dans les régions urbaines, 17,9% des jeunes âgés de 15-24 sans diplôme primaire et 38,8% des jeunes ayant abandonné leurs études sans compléter le secondaire (bac) étaient chômeurs en 2006. Dans les régions rurales, le taux de chômage des sans-diplômes était de 4,2 %, et celui des jeunes ayant abandonné l’école secondaire était de 13,2%. Ensemble, ces groupes de jeunes moins instruits constituaient, en 2006, 75% du stock des jeunes chômeurs (15-34), soit environ 637000 jeunes46. L’exode rural étant un moyen courant pour les jeunes de tenter de fuir l’exclusion économique, le taux relativement bas du chômage des jeunes en milieu rural doit aussi être associé à ceux observés dans les régions urbaines.Si les facteurs socio-économiques sont les causes majeures de l’exclusion des jeunes, le handicap, sous toutes ses formes47 risque d’exclure durablement d’autres catégories de jeunes. Leur intégration demande une meilleure connaissance de leurs problèmes particuliers et nécessite la prise en considération de leurs besoins spécifiques

Dans ce même contexte, les jeunes filles doivent faire face à davantage d’obstacles socioculturels et l’accès au marché du travail leur est difficile. Ainsi, le taux de participation des jeunes de sexe féminine équivaut approximativement au 1/3 de celui des jeunes garçons dans les régions urbaines et à la moitié dans les régions rurales 48. Paradoxalement, les jeunes filles sont très touchées par le chômage et les faibles rémunérations alors que leurs performances scolaires sont supérieures à celles des garçons.

Les études et les données relatives aux jeunes défavorisés précisant les facteurs et les effets de leur marginalisation ne sont pas nombreuses49. Les données disponibles correspondent, en général, aux principaux indicateurs statistiques (pauvreté, travail, éducation, et analphabétisme). Exceptés les thèmes de santé et fertilité, qui ont fait récemment l’objet d’une enquête nationale parmi les jeunes50, l’analyse des facteurs contribuant à la marginalisation économique, politique

42 Evolution de la population âgée de 15-29 ans selon les projections du HCP 2004-2030 43 Rapport du Conseil Supérieur de l’Enseignement, 200844 Haut-Commissariat au Plan (HCP), Activité, Chômage et Emploi 2007, Premiers Résultats (2007). P 2245 Calculé á partir de: HCP (2006) : Activité, Emploi et Chômage 2006. Note de synthèse. P.7946 - Entraide nationale, La précarité au Maroc. Concept et typologie, Rabat, 2008.47 - Secrétariat d’Etat chargé de la Famille, de l’Enfance et des Personnes Handicapées, Enquête Nationale sur le Handicap, 200448 HCP (2006) : Activité, Emploi et Chômage 2006. Note de synthèse.49 Cf., à titre d’exemple : Rachida Afilal, L’analyse de la situation de participation des adolescents et des jeunes dans les différents mécanismes da participation, UNICEF, Rabat, 200750 UNICEF et Ministère de la Santé du Maroc (2007): Enquête Nationale Indicateurs Multiples et Santé des Jeunes.

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et sociale de cette population est encore dans un état embryonnaire, et on compte sur des études de nature qualitative qui couvrent seulement des zones circonscrites, surtout urbaines51.

Conscient de l’importance des jeunes dans son projet annoncé de démocratisation, de lutte contre la pauvreté et de développement social, l’État marocain, depuis 1999, affiche une ferme volonté politique pour la promotion du statut des jeunes et de leur rôle dans la lutte contre la pauvreté. L’abaissement de l’âge du vote à 18 ans, l’Initiative Nationale de Développement Humain, et le soutien à la société civile sont quelques manifestations de cette politique.

Si les jeunes scolarisés sont encadrés par le système éducatif et ciblés par la plupart des programmes publics d’insertion au travail, les jeunes non-scolarisés, sans soutien familial ni travail, en situation de délinquance ou de travail précaire sont censés être encadrés et pris en charge par des institutions capables de répondre spécifiquement à leurs attentes et besoins52. A ce niveau, et à partir d’un premier constat, il semble que la plupart de ces institutions ( Entraide nationale, Jeunesse et Sport, Ministère du Développement Social, etc.) font face à des défis institutionnels et financières pour assumer leurs nouveaux rôles, du fait qu’elles continuent à assurer, principalement, le rôle de filet de sécurité contre la pauvreté et la prise en charge matérielle des cas extrêmes (orphelins, jeunes délinquants, enfants et jeunes sans soutien familiale, etc.).

Les difficultés rencontrées par les jeunes pour assurer, par une participation active, un rôle de levier pour les programmes de développement et pour le projet sociétal en général se traduisent sur, le plan politique, par une faible participation politique et sociale (inscription aux listes électorales, vote, activités associatives, etc.). D’un autre côté la radicalisation émergente des valeurs est alimentée essentiellement par les jeunes exclus des quartiers périurbains pauvres des grandes villes, dont une partie est issue de la migration rurale. Cette migration est liée au manque d’opportunités de la jeunesse rural par rapport à l’accès à la terre, l’emploi attractif et aux services éducatifs et récréatifs.

II. Objectifs de l’étude 

Objectifs Généraux :

L’étude portant sur « Lever les obstacles à l’inclusion de la jeunesse» se fixe deux objectifs principaux :

a) Documenter et analyser les facteurs qui contribuent à l’exclusion des jeunes de 15 à 29 ans des opportunités économiques et d’une citoyenneté active, participative et agissante;

b) Formuler des recommandations pour une stratégie visant la résolution des problèmes générés par l’exclusion des jeunes.

L’étude mettra l’accent sur les problèmes rencontrés par les jeunes, particulièrement les plus vulnérables, aux niveaux scolaire, administratif, économique, avec un intérêt particulier pour la question de l’égalité des sexes. Une attention particulière sera portée aux questions actuellement sous documentées, particulièrement la qualité de l'emploi, la participation à l’économie informelle, la situation de la jeunesse dans les zones rurales, l’utilisation du « temps libre » (hors école, famille et travail), toujours en mettant en perspective la question de l’égalité des sexes.

En parallèle, l'étude des institutions qui ciblent les jeunes analysera l'optimisation et le contenu des stratégies en place, et leur capacités atteindre les diverses catégories de la jeunesse (y compris les politiques économiques, l’éducation non-formelle et les filières de formations, les activités récréatives et les programmes de protection des jeunes défavorisés).

51 La dernière étude quantitative sur la situation et les perspectives des jeunes est la « Consultation Nationale des Jeunes » faite par le Ministère de la Jeunesse et Sport de 2001 52 A. Keday, Les programmes des institutions de protection de l’enfance et la question de l’insertion sociale des jeunes délinquants. (Thèse de Doctorat en arabe), Fès, 2005

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Basée sur les résultats des recherches antérieures- ainsi que sur des expériences internationales - l’étude proposera un programme incluant des options des politiques publiques et d'investissement pour le Maroc, qui seront discutées avec les acteurs ministériels concernés par les problématiques de la jeunesse, (Jeunesse et Sports, Développement Social, Agriculture, Emploi et Formation Professionnelle, Économie, etc.).

Objectifs spécifiques de l’étude qualitative:

1. Faire l’état des lieux de la question au Maroc et construire un cadre analytique des types d’exclusion sociale des jeunes défavorisés.

2. Analyser les conditions d’exclusion des jeunes et leurs causes, y inclus les barrières institutionnelles, dans les domaines suivants:

la transition de l’éducation formelle au monde du travail (choix de type d’activité, moyens de recherche d’emploi et attentes, lien entre choix éducative et choix professionnels, l’accès aux programmes d’emploi, de crédit et pour l’auto-emploi, accès à la formation professionnelle).

La conditiondes jeunes les plus vulnérables dans le monde du travail (qualité de l’emploi dans l’économie informelle, barrières à la participation dans l’économie formelle, les expériences d’auto-emploi).

La condition et les attentes de la jeunesse dans les zones rurales, y compris les moyens ou les obstacles d’accès a la terre, au crédit, a la formation agricole (technique et professionnelle), à l’emploi hors ferme, aux loisirs, à l’instruction, et aux services publiques.

Obstacles et degrés de participation des jeunes dans les institutions locales (famille, communes, école, associations communautaires). Analyse des facteurs sociaux qui contribuent à la formation de l’identité, des modalités de citoyenneté, de participation, et des valeurs de référence des jeunes (associations, medias, internet, groupes politiques).

Situation des jeunes à forts risques de précarité et d’exclusion sociale (jeunes en institutions, jeunes en conflit avec la loi, etc.).

3. Mener une analyse des politiques publiques et des départements ciblant spécifiquement les jeunes défavorisées au Maroc (Ministère Développement Social, Entraide nationale, Agence de Développement Social, Ministère de la Jeunesse et Sports, etc.).

4. Formuler des recommandations qui peuvent servir à la mise à niveau des politiques publiques et proposer des options politiques et financières, en se basant sur les attentes identifiées des jeunes marocains enquêtés.

III.  Méthodologie:Selon l’approche sociologique53, le choix d’une méthode de collecte de données se fait en fonction de la nature de l’information recherchée et des objectifs de la recherche. Pour l’approche quantitative, la donnée recherchée est traduite en indicateur simple (âge, nombre d’enfants, connaissances, attitudes, pratiques, etc.). L’indicateur est toujours traduit en valeur numérique précis. Le questionnaire fermé et le traitement informatique y constituent le cadre logique de la collecte des données. Le traitement et l’analyse s’y font en terme de variables (A+B = 100). En d’autres termes, l’indicateur (la valeur statistique de la fréquence d’une réponse) ne peut avoir une signification statistique ou sociologique, que s’il est croisé avec un autre indicateur, d’où son caractère ‘’variable’. Toute la validité scientifique de l’approche quantitative repose donc sur la validité et la pertinence statistique de la population- mère et le degré de représentativité de l’échantillon retenu pour l’administration du questionnaire.En ce qui concerne l’approche qualitative, le concept de donnée est tout à fait différent. L’information recherchée a exclusivement un caractère qualitatif, c’est-à-dire, non quantifiable. A ce titre, la déclaration d’un interviewé ou d’un

53 - CF., à titre d’exemple : Madeleine Grawitz : Méthodes des Sciences sociales, Ed. Dalloz, Paris, 2001etS. Beaud & F. Weber : Guide de l’enquête de terrain, Ed. La Découverte, Paris, 2003

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participant à un FG n’est pas un indicateur et n’établit pas de relation de variable avec d’autres réponses. Cette dimension qualitative requiert une approche méthodologique spécifique. A ce titre, la personne interrogée représente un profil qui se dessine en pointillés et non une population statistique et l’analyse des données s’effectue en termes d’analyse du discours et non pas par un traitement statistique.

L’actuelle étude est conduite en parallèle avec une étude quantitative par questionnaire qui couvre l’ensemble du territoire marocain. A cet effet, et dans un souci méthodologique de coordination de la démarche des deux approches, nous avons pris en considération les items du questionnaire qui sera utilisé dans le volet qualitatif dans le choix des axes des guides d’animation des Focus Group. L’objectif et d’approfondir et de mieux cerner, sous plusieurs éclairages, la problématique générale qui est celle de l’exclusion des jeunes.D’autre part, la collecte des données nécessaires à l’analyse institutionnelle utilisera, avec quelques modifications, la même fiche qui va servir à la collecte des données sur l’évaluation du système des programmes sociaux au Maroc.

Echantillonnage

La composition de l’échantillon de l’étude a été faite à la lumière de paramètres paramètre socio-spatiaux: Le Maroc est divisé en plusieurs aires écologiques (mer, plaine, montagne, oasis et Sahara). Chacune de ces aires se distingue par une composition ethnique dominante, d’une sous- culture, de croyances et de traditions. Nous proposons de retenir la Région comme base de l’identification des catégories de jeunes et des localités qui seront touchées par l’enquête de terrain.

Les régions du Grand Casablanca, Fès Boulmane, Sous-Massa Draa et Tanger Tétouan régions sont retenues.

Grand Casablanca Fès Boulmane SMD Tanger TétouanSidi Moumen Fès Médina Anza (Agadir) Beni Makada (Tanger)

Bernoussi Sefrou El Manzel Tiout (Taroudant) Beni Karrich (Tétouan)

Mohammedia Guigou (Boulmane) Agdez (Zagoura) Tanakoub (Chefchaouen)Sala El Jadida (Région Rabat Salé ZemourZair): Enquête pilote.

A l’intérieur de ces régions, le choix des sites d’enquête est fait sur la base des critères suivants :

· Le poids démographique (les quatre plus grandes régions du Maroc) ;· Les données de la carte de la pauvreté (Haut-Commissariat au Plan) ;· Le nombre des quartiers ciblés par l’INDH ;· L’importance de la migration interne et internationale;· L’importance de l’habitat insalubre et des quartiers périphériques· La diversité économique et écologique (Mer, plaine, Montagne et industrie, artisanat, agriculture, élevage et

tourisme et économie informelle) ;· Le type d’activité économique dominant ;· La diversité linguistique et ethnique (arabophones et les trois langues amazigh Tachalhit, Tarifit et Tamazight);· Le dynamisme du tissu associatif,· La présence des centres et des activités de toutes les institutions en charge de la jeunesse.

Ces critères de base seront personnalisés, selon les spécificités de chaque région :

1) Grand Casablanca   :

· Région industrielle et côtière ;

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· Le poids démographique (La plus grande métropole du Maroc) ;· Le nombre des quartiers ciblés par l’INDH ;· L’importance de la migration interne ;· L’importance de l’activité industrielle et commerciale · L’importance de l’habitat insalubre et des quartiers périphériques ;· La quasi-totalité des quartiers et des villages sont accessibles· Région à dominance arabophone· L’activité du tissu associatif ;· La présence des centres et des activités de toutes les institutions en charge de la jeunesse

1.1 Quartier Sidi Moumen (Milieu urbain. Municipalité de + de 100 000 habitants)1.2 Sidi Bernoussi (Milieu urbain. Municipalité de + de 100 000 habitants)1.3 Mohammedia (Milieu urbain. Municipalité de + de 60 000 habitants)

2) Région Sousse Massa Dràa

· Le poids démographique ;· Les données de la carte de la pauvreté (Haut- Commissariat au Plan) ;· Le nombre des quartiers ciblés par l’INDH ;· L’importance de la migration internationale (France et Belgique) ;· Région émettrice de main d’œuvre non qualifiée (Travaux publiques, bâtiment, etc.)· Activités de pêche artisanale et industrielle, l’agriculture intensive et le tourisme (Souss) ;· Rareté de l’eau et cultures oasiennes (Valée de Draa) · L’importance de l’habitat insalubre et des quartiers périphériques ;· Habitat rural en Ksours (Groupements d’habitas fortifiés à une seule dominance ethnique, notamment dans la

province de Zagora)· Intenses activités agricoles (Pêches, agriculture intensive moderne, cultures oasiennes) · Région à dominance berbérophone (Tachelhit)· Importantes activités associatives fédérées (Tissu associatif, confédération des associations, activités

génératrices des revenus)

2.1 Agadir, Municipalité d’Anza, (+ de 20 000 habitants), non enclavée2.2 Tiout, Commune rurale, Province de Taroudant, (- de 10000 habitants, 5 Km de la route ;2.3 Tiguit, Cercle d’Agdez, Province de Zagora (- de 5000 habitant ; + de 15 KM de la route principale).

3) Région Fès Boulemane

· Région semi-montagneuse ;· Le poids démographique ;· Le nombre des quartiers ciblés par l’INDH ;· L’importance de la migration interne ;· L’importance de l’habitat insalubre et des quartiers périphériques· Région à composition ethnique mixte (arabophones dans les villes et berbérophones (Amazigh) dans les

campagnes· L’activité du tissu associatif ;· La présence des centres et des activités de toutes les institutions en charge de la jeunesse, · Importante activité artisanale avec un important taux de jeunes apprentis (- de 15 ans)· Activités agricoles et pastorales (Province de Boulemane).

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3.1 Quartier BabFtouh, Fès (+ de 50 000 habitants)3.2 Séfrou, (+ de 50 000 habitants)3.3 Guigou, Province de Boulmane (- de 10000 habitant)

4) Région Tanger Tétouan

· Région montagneuse (84 % de la province de Chefchaouen)· Le poids démographique ;· Les données de la carte de la pauvreté (Haut-Commissariat au Plan) ;· Le nombre des quartiers ciblés par l’INDH ;· L’importance de la migration interne · L’importance de l’habitat insalubre et des quartiers périphériques ;· Habita très dispersé en milieu rural ;· Activités économiques de subsistance (autoconsommation, élevage à l’étable, contrebande et culture du

cannabis au sud de la région) ;· Région à dominance arabophone avec des foyers berbérophones (Tarifit) en montagne· Importante présence des ‘’enfants de la rue’’ en relation avec la migration interne et l’immigration clandestine.

4.1 Beni Makkada, Tanger (+ de 50000 habitants)4.2 Beni Kerrich, Province de Tétouan (+ de 15 000 habitants4.3 Tanakoub, Province de Chefchaouen, (- de 5000 habitants)

A partir de ces critères, il a été retenu 12 groupes stratégiques de jeunes respectant rigoureusement la parité en terme de genre et de milieu de résidence (urbain/rural) :

Profils retenus15-19 ans : Ce choix vise à mieux comprendre l’impact combiné de plusieurs facteurs d’exclusion des jeunes défavorisés, notamment:

· Les particularités de l’adolescence et la construction de l’identité.· La négociation de nouvelles relations de pouvoir avec la famille, l’entourage immédiat et la

communauté;· Les raisons de l’abandon scolaire, le recours ou non recours à l’éducation non formelle ;· Les moyens et les barrières à l’insertion sur le marché du travail d’une partie de cette catégorie

ainsi que les déterminants de leurs choix sectorielles et /ou en matière de formation;· Les conditions de vie et d’épanouissement, selon le genre et le milieu de résidenceLes perceptions à l’égard de l’engagement et de la participation et social. :

Les groupes ciblés pour cette catégorie d’âge sont :  · Les élèves · Le jeunes fréquentant la maison de jeunes /foyer féminin· Les jeunes déscolarisés/non scolarisés· Les jeunes au travail· Les pensionnaires de Dar Attalib/ Orphelinats (Maison de l’étudiant/e)· Les pensionnaires des Centres de sauvegarde (Centres d’éducation des jeunes en conflit avec la

loi) ;· Les jeunes handicapés.

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20-29 ans : Ce choix vise à mieux comprendre l’impact spécifique de plusieurs facteurs d’exclusion des jeunes défavorisés, et leurs fluctuations par rapport à la première tranche d’âge (15-19), notamment:

· La perception du travail et du chômage et les perspectives d’avenir; · Les barrières à participation communautaire et politique ;· L’impact du genre et du milieu de résidence sur le projet de vie du jeune· La perception de la violence et des comportements à risques ;· La perception des rôles de l’Etat et de la société civile dans l’intégration des jeunes· Les rapports entre les sexes et les générations.

Les groupes ciblés pour cette catégorie d’âge sont :

· Les jeunes travailleurs· Les diplômés chômeurs· Les chômeurs non diplômés· Les jeunes membres d’associations· Les jeunes exerçant des activités non formelles

Techniques de l’enquête

Trois techniques seront utilisées, à savoir, l’animation des Focus Group, l’entretien individuel semi-directif et le récit de vie.

Régions 4

Sites par région (urbain, rural) 3

Récits de vie jeunes par site 2

FG par site 4

Total Focus Groups 30

Total récits de vie jeunes 6

Total entretiens personnes ressources(Analyse institutionnelle)

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a) Le Focus Group

L'animation de groupe est une méthode de recherche participative qui se fonde sur le principe systémique du feed-back et s'élabore dans un contexte de communication ouverte et de discussion interactive. C'est un espace d'échange, de communication et d'inter-influence aussi bien que de redéploiement des stratégies de pouvoir, de conflit et de séduction.

A cet effet, trente et un (31) FG sont organisés :

Catégorie d’âge Profil des participants Nombre total FG FG fémininsuniquement

15-19 Elèves 3 2Maison de jeunes /foyer féminin 4 1Déscolarisé/non scolarisé 2 1Dar Attalib/Dar Atfal /Handicapés 3 1Centre de sauvegarde 2 1Jeunes travailleurs 3 2

20-29 Diplômés chômeurs 2 1Jeunes handicapés 2 1Chômeurs non diplômés 2 1Jeunes en réinsertion 2 1Membres d’associations 3 2Travail non formel 2 1

Total   30 15

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Planning FG

Grand Casablanca

15-19 Elèves 1 M Sidi Moumen

Maison de jeunes 1 M Sidi Moumen Orphelinat/ Dar Attaliba 1 F Mohammedia Centre de sauvegarde 1 F Casablanca

20-29 Diplômés Chômeurs 1 F Sidi Bernoussi Travail non formel 1 M Sidi Bernoussi Jeunes handicapées 1 F Casablanca Membres d’associations 1 M Mohammedia

Sous Massa Drâa

15-19 Elèves 1 F Tiout, Prov. de Taroudant Maisons de jeunes 1 F Municipalité d’Anza Orphelinats /Dar Attalib 1 M Tuigit (Cercle d’Agdez) Centre de sauvegarde 1 M Agadir

20-29 Travail non formel 1 F Municipalité d’Anza Chômeurs non diplômés 1 M Tiguit, Cercle d’Agdez Diplômés chômeurs 1 M Municipalité d’Anza Membres d’associations 1 F Tiguit, Cercle d’Agdez

Fès Boulmane 15-19 Maison de jeunes 1 F Séfrou Elèves 1 M Fès Medina Dar Attaliba/ Orphelinats 1 F Sferou

Jeunes travailleurs 1 M Fès Medina20-29 Diplômés chômeurs 1 M Guigou

Chômeurs non diplômés 1 F Fès Medina Membres d’associations 1 M Fès Medina Jeunes handicapés 1 M Fès Medina

Tanger Tétouan

15-19 Maison de jeunes 1 M Tanger (Beni Makada) Orphelinats /Dar Attalib 1 F Tanger (Beni Makada) Déscolarisés/ Non scolarisés 1 F Tanakoub (Chefchaoun))

Jeunes au travail 1 M Beni Kerrich20-29 Travail non formel 1 F Beni Kerrich

Diplômés chômeurs 1 M Beni Makada Chômeurs non diplômés 1 F Tanakoub Membres d’associations 1 M Beni Makada

Eu égard à la particularité de recrutement des participants aux FG et aux modalités d’organisation (recrutement des participants, locaux, enregistrement, etc.), le recrutement de douze facilitateur locaux (2 à 3 par région) s’avère incontournable, d’autant plus que ce profil a contribué activement à la réussite des précédentes enquêtes par FG. Ce profil sera identifié parmi les membres des associations locales actives dans les régions touchées par l’enquête. Les facilitateurs seront chargés, sous la supervision et la responsabilité du consultant de :

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Identifier et préparer les lieux d’organisation des FG et des entretiens,Entreprendre les démarches administratives nécessaires à l’organisation de l’enquête,

- Expliquer les objectifs de l’étude aux administrations, délégations et toute autre structure et / personnes qui seraient impliquées dans l’organisation ou touchées par l’étude,- Recruter les participants au FG selon les paramètres de l’échantillon validé. Ce choix sera validé par le consultant et en coordination avec l’animateur,- Accompagner les animateurs aux locaux identifiés pour l’organisation des FG,- Veiller au respect strict des consignes relatives au choix des lieux de l’animation et garantir le bon déroulement des animations,- Préparer le lieu de l’animation, s’assurer du bon fonctionnement des prises de courant et prévoir à l’avance des rafraîchissements (thé, limonades, etc.).

Puisque cette méthode est basée sur les interactions entre les membres d'un groupe elle se doit d’utiliser des groupes restreints, afin de limiter le risque de formation de sous-groupes à l'intérieur de chaque groupe. Quant au nombre d'individus à recruter dans chacun des groupes, ce nombre devrait se situer entre 6 et 10 personnes, 8 pouvant être un nombre idéal.

L’animation des FG est assurée par des animateurs qualifiés justifiant une expérience probante. L’animation sera assurée par l’utilisation d’un guide d’animation.

b) L’entretien individuel et les récits de vie

La situation de face à face offre la possibilité d’enrichir le guide préétabli par la remontée de l’information des FG. Cela permet de mieux cibler l’information recherchée chez les acteurs stratégiques centraux ou locaux des quatre régions ciblées,

Les entretiens seront réalisés à l’aide de guides d’entretiens. Eu égard à la multiplicité des profils, nous proposons dans cette note. Les questions-clés du guide d’entretien qui sera utilisé pour interviewer les directeurs provinciaux des institutions.

Le récit de vie, d’autre part, est une relation d’une expérience personnelle et unique, vécue dans la joie ou dans la douleur, déformée ou survalorisée selon le profil et le parcours de l’interviewé.

c) L’analyse des institutions de prise en charge des jeunes

Plusieurs institutions de l’Etat et de la société civile sont engagées dans les efforts d’intégration des jeunes, de la luttecontre l’exclusion et de la prise en charge, en institution, des catégories les plus vulnérables. L’avènement, en 2005, de l’INDH a fourni à l’intervention institutionnelle à caractère social l’appui politique, le cadre logique et les outils programmatiques qui lui manquaient.Toutefois, l’INDH cible prioritairement, le développement en termes de lutte contre la pauvreté et l’exclusion économique et spatiale . Les jeunes ne sont ciblés qu’indirectement ou spécifiquement par des programmes et les plans d’action. Ce sont les départements et les institutions de socialisation et de protection sociale qui continuent à assumer le rôle d’intégration et de lutte contre l’exclusion, particulièrement les enfants et les jeunes de moins de 18 ans.Dans ce sens, la loi de 2006 (Dahir n°1-06-154) est promulguée pour harmoniser et standardiser l’organisation et le fonctionnement des institutions de protection sociale. A ce titre, une analyse institutionnelle des principales structures existantes s’avère importante afin mieux comprendre le fonctionnement de ces institutions, leurs capacités d’intégration dans une stratégie générale de lutte contre l’exclusion des jeunes ainsi que leurs capacités de prise en charge et de coordination.A ce titre, nous proposons d’analyser des services d’appui direct aux jeunes offerts par les institutions suivantes, à savoir :

1. La Jeunesse et Sports ;2. L’Entraide nationale ;

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3. L’Agence de Développement Social ;4. Ministère de l’Agriculture et de la Pêche Maritime.

L’objectif est d’analyser:

· Le ciblage des services existants par rapport aux besoins du exprimés par les jeunes ;· L’adoption ou non de démarches participatives dans la gestion et évaluation des services ;· L’utilisation des ressources financières par rapport aux nombre des bénéficiaires, ainsi que les sources de

financement et pérennité des actions;· La contribution spécifique de l’INDH dans le financement et le soutien aux services existants;· Les relations verticales et transversales de coordinations avec les autres acteurs, particulièrement avec les

associations de jeunes ;· Les ressources humaines disponibles (Personnel technique et éducatif).

L’analyse est faite à partir de :

· La revue de la littérature existante (Textes de loi, réglementation ; études ; rapport ; organigrammes, etc.)· Collecte de données sur le terrain ;· Entretiens avec des personnes ressources.

Document annexe 1 : Projet guide d’animation des Focus Group

STRUCTURE DES FOCUS GROUPS Introduction

5 min Présentation des objectifs de l’étude Fixe

1 e axe 30 min L’identité des jeunes Fixe2 e axe   40 min Travail et mécanismes d’intégration/exclusion Adaptée au groupe3 e axe 30 min L’intégration/ l’exclusion sociale et citoyenneté FixeConclusion 5 min Synthèse et conclusion Fixe

Guide général

Note: les animateurs des focus groups ne sont pas censés épuiser entièrement tous les points des guides d’entretiens, dans le cas où cela empêcherait d’obtenir des réponses approfondies.

Introduction (5 minutes) : Présentation des objectifs de l’étude et de la méthodologie de travailPremier axe (30 minutes) : L’identité des jeunes

1. Question : En tant que jeunes, quelles sont, selon vous, les principales caractéristiques de cette âge Questions d’exploration et de relance

· Qu’est ce qui caractérise cet âge par rapport aux autres périodes de la vie, notamment l’âge adulte ?

· Quels sont les cas/ les situations où vous avez conscience d’être jeunes ? (exemples et cas précis) ?· Les grands problèmes et défis rencontrés actuellement par les jeunes marocains· Les caractéristiques spécifiques des jeunes (genre, milieu de résidence, région/l’institution)

Deuxième axe : Travail et mécanismes d’intégration/exclusion (40 minutes)

2. Question : Comment considérez-vous la situation de travail et le chômage parmi les jeunes ? (Question commune à poser à toutes les catégories des jeunes)

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Questions d’exploration et de relance :· Quelles sont, selon vous, les véritables causes du chômage parmi les jeunes ?· Quelles sont, selon vous, la ou les catégories de jeunes les plus touchées par le chômage ?· Quel est l’impact de chômage le plus visible chez les jeunes ?· Y-a-t-il, selon vous, des différences ou des spécificités entre le chômage des jeunes chez les deux

sexes ?

3. Représentations et conditions de travail (questions adaptées au profil du groupe)

3.1 Profil élèves/ pensionnaires Dar AttalibQuestion : Quelle importance donnez-vous actuellement aux questions de travail et d’emploi ?

Questions d’exploration et de relance· Quelle place occupe actuellement pour vous les questions relatives à votre emploi ou travail

futurs ?· Quelle décision allez –vous prendre si on vous propose maintenant un poste de travail ? Quels sont

les conditions, les atouts et les inconvénients ?· Quelle décision allez-vous prendre si on vous propose d’immigrer à l’étranger ? Quels sont les

avantages et les inconvénients ?· Quel est, à votre avis, le niveau scolaire idéal pour trouver un travail ?· Quel est, à votre avis, le type de formation le plus demandé sur le marché du travail ? (général,

scientifique, technique, formation professionnelle, etc.) ?· Souhaiteriez travailler, dans l’avenir, en milieu urbain ou rural ? (l’animateur oriente le groupe

vers un approfondissement des raisons subjectives et objectives de leurs choix) · D’après votre expérience, estimez-vous que la formation scolaire en général augmente les chances

de trouver un emploi stable ?· Quelles sont les sources d’information que vous avez sur vos futures carrières et sur l’emploi et le

travail en général ?· Comment l’école (et Dar Attalib) vous aident-elle à choisir et à préparer vos études futurs, votre

formation professionnelle ou votre passage à la vie active ?· Dans quel secteur souhaiteriez-vous travailler dans l’avenir ?· Quel sont actuellement, à votre vis- les principaux atouts que le jeune doit avoir pour trouver un

travail à la mesure de ses ambitions ? (Diplômes, fortune, soutien familial, origine ethnique, sexe, clientélisme, corruption, etc.) ;

(Si nécessaire, l’animateur explique la question, d’une manière simple et neutre, sans donner aucune proposition. En cas de blocage, l’animateur se contente de donner des exemples);

3.2 Les diplômés chômeursQuestions : Quelles sont, selon vous, les véritables causes de chômage des jeunes diplômés ?

Questions d’exploration et de relance· Comment expliquez-vous les difficultés rencontrées à la recherche d’un travail ?· Considérez-vous que cette situation est passagère ou durable, · Considérez-vous que la nature même de votre formation soit responsable de ce phénomène ?· Quelles sont, selon vous, les catégories de lauréats les plus touchées ?· Quelles sont, selon vous, les sources d’information sur le travail et l’emploi mises à la disposition des

étudiants universitaires ? quelles sont les institutions chargées de la diffusion de ce type d’information ?

· Quel est, à votre avis, le niveau et le type de formation susceptible d’assurer une intégration rapide des lauréats dans le marché du travail ?

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· Quel est, à votre avis, la part de responsabilité du lauréat lui-même ?· Quel est le secteur de travail qui répond à vos mieux, attentes ?· Souhaiteriez travailler, dans l’avenir, en milieu urbain ou rural ? (l’animateur oriente le groupe vers un

approfondissement des raisons subjectives et objectives de leurs choix) · Quelle place occupe l’immigration dans votre projet de vie ? comment ? Où ? sous quelles conditions?· Quelles contributions attendez-vous de l’Etat, du secteur privé et des associations pour trouver une

solution durable ?· Que pensez-vous de l’encouragement de l’initiative privée des lauréats pour la création de l’emploi ?

(Coopératives, programme Moukawalati, etc.)· Quel est le salaire ou la rémunération souhaités pour répondre aux attentes des lauréats chômeurs ?· Quel sont véritablement, à votre avis, les meilleurs atouts face au chômage des diplômés ? (Diplômes,

influence familiale, origine ethnique, sexe, corruption, clientélisme ? .etc.)(L’animateur demande aux participants de classer ces ‘’atouts’’ selon l’ordre d’efficacité)

3.3 Profil maisons de jeunes/Foyers fémininsQuestion : Quelle importance donnez-vous actuellement aux questions de travail et d’emploi ?

Questions d’exploration et de relance· Quelle place occupe actuellement pour vous les questions relatives à votre emploi ou travail

futurs ?· Quelle décision allez –vous prendre si on vous propose maintenant un poste de travail ? Quels sont

les conditions, les atouts et les inconvénients ?· Quelle décision allez-vous prendre si on vous propose d’immigrer à l’étranger ? Quels sont les

avantages et les inconvénients ?· Quel est, à votre avis, le niveau scolaire idéal pour trouver un travail ?· Quel est, à votre avis, le type de formation le plus demandé sur le marché du travail ? (général,

scientifique, technique, formation professionnelle, etc.)· D’après votre expérience, estimez-vous que la formation scolaire en général augmente les chances

de trouver, dans l’avenir, un emploi stable ?· Est-ce que le fait de participer aux activités associatives au sein de cette institution vous aide à

mieux réparer votre avenir ? Comment et par quels moyens ?· Quelles sont les sources de l’information que vous connaissez sur vos futures carrières et sur

l’emploi et le travail en général ?· Comment la maison de jeunes/ Foyer féminin vous aident à choisir et à préparer vos études futurs,

votre formation professionnelle ou votre passage à la vie active ?· Dans quel secteur souhaiteriez-vous travailler dans l’avenir ?· Souhaiteriez travailler, dans l’avenir, en milieu urbain ou rural ? (l’animateur oriente le groupe

vers un approfondissement des raisons subjectives et objectives de leurs choix) · Quelles sont, à votre avis, les causes qui expliquent le phénomène de chômage parmi les jeunes de

votre communauté ? · Quel sont actuellement, à votre vis- les principaux atouts que le jeune doit avoir pour trouver un

travail à la mesure de ses ambitions ? (Diplômes, fortune, soutien familial, origine ethnique, sexe, clientélisme, corruption, etc.)

(Si nécessaire, l’animateur explique la question, d’une manière simple et neutre, sans donner aucune proposition. En cas de blocage, l’animateur se contente de donner des exemples)

3.4 Profil travail précoce (15-19) et secteurs informels (20-29 ans)Question : Quelle est la principale raison qui vous a conduit au travail/ à ce type de travail ?

Questions de relance et d’exploration

81

· Comment vous avez pris la décision de travailler à cet âge/dans ce secteur ?· En plus des raisons économiques, y-a-t-il d’autres causes qui ont influencé votre décision ? Quel est

leurs importances ?· Quelles sont les personnes qui vous ont aidé/ poussé à travailler ?· Comment vous avez cherché/ trouvé le travail que vous faites actuellement ?· Quels changements a introduit le travail dans votre vie (positifs /négatifs)· Est-ce que vous êtes satisfaits/ insatisfaits de votre travail actuel ? Pourquoi ?· Quelle décision allez-vous prendre si on vous propose d’immigrer à l’étranger ? Quels sont les

avantages et les inconvénients ?· Si vous comptez changer de travail dans le futur, quel est le secteur qui vous intéresse le plus ?· Souhaiteriez travailler, dans l’avenir, en milieu urbain ou rural ? (l’animateur oriente le groupe vers un

approfondissement des raisons subjectives et objectives de leurs choix) · Quelles sont les sources de l’information ou les institutions qui peuvent aider à préparer votre avenir

professionnel ?· Quel est, à votre avis, le revenu mensuel moyen susceptible de satisfaire vos besoins, en tant que

jeunes ?· Quel sont actuellement, à votre vis- les principaux atouts que le jeunes doit avoir pour trouver un

travail à la mesure de ses ambitions ? (Diplômes, fortune, soutien familial, origine ethnique, sexe, clientélisme, corruption, etc.)

(Si nécessaire, l’animateur explique la question, d’une manière simple et neutre, sans donner aucune proposition. En cas de blocage, l’animateur se contente de donner des exemples)

· Quelle décision allez-vous prendre si on vous propose d’immigrer à l’étranger ? Quels sont les avantages et les inconvénients ?

3.5 Profil jeunes déscolarisés/ Non scolarisésQuestion : Quelles sont, à votre avis, les véritables causes qui empêchent les jeunes de poursuivre leur scolarité ?

Questions d’exploration et de relance :· En plus des raisons économiques, y-a-t-il d’autres causes qui ont influencé votre décision ? Quel est

son importance ;· Qui est, selon vous, le principal responsable de votre situation actuelle ? (Le jeune lui-même, l’école,

l’Etat, la famille, les pairs, etc.) · Quels sont, selon vous, les possibilités de réinsertion ou de travail offertes aux jeunes de votre âge et

situation ?· Souhaiteriez travailler, dans l’avenir, en milieu urbain ou rural ? (l’animateur oriente le groupe vers un

approfondissement des raisons subjectives et objectives de leurs choix) · Quelle décision allez-vous prendre si on vous propose d’immigrer à l’étranger ? Quels sont les

avantages et les inconvénients ?· Si vous êtes à la recherche d’un travail ou d’une formation, qui vous oriente ou conseil ?· Quelles sont les institutions qui doivent vous aider à réintégrer l’école / l’alphabétisation ?· Quelles sont, selon vous les principales sources d’information sur la formation, la réinsertion et le

travail ?· Quel est, à votre avis, le revenu mensuel moyen susceptible de satisfaire vos besoins, en tant que

jeunes ?· Quel sont actuellement, à votre vis- les principaux atouts que le jeune doit avoir pour trouver un travail

à la mesure de ses ambitions ? (Diplômes, fortune, soutien familial, origine ethnique, sexe, clientélisme, corruption, etc.)

(Si nécessaire, l’animateur explique la question, d’une manière simple et neutre, sans donner aucune

82

proposition. En cas de blocage, l’animateur se contente de donner des exemples)

· Quelle décision allez-vous prendre si on vous propose d’immigrer à l’étranger ? Quels sont les avantages et les inconvénients ?

3.6 Profil pensionnaires des orphelinats, maisons de sauvegarde/ jeunes handicapésQuestion : Comment préparez-vous votre avenir après avoir quitté cet établissement ?

Questions d’exploration et de relance

· Quel est, à votre avis, le rôle que peut jouer le travail dans la vie des jeunes en difficulté ?· Quelles sont les principales difficultés que rencontrent habituellement les anciens pensionnaires ?· Quelles sont, à votre avis, les principales causes de récidive des jeunes ? (selon l’ordre d’importance)· Quel rôle joue cette institution dans votre préparation à l’intégration dans la société ?· Quelles sont vos sources d’information sur les programmes et les possibilités de réinsertion ?· Quelles sont les institutions et les associations qui s’intéressent aux problèmes spécifiques des jeunes

en conflit avec la loi? · Quel est, à votre avis, le revenu mensuel moyen susceptible de satisfaire vos besoins, en tant que

jeunes ?· Souhaiteriez travailler, dans l’avenir, en milieu urbain ou rural ? (l’animateur oriente le groupe vers un

approfondissement des raisons subjectives et objectives de leurs choix) ;· Quelle décision allez-vous prendre si on vous propose d’immigrer à l’étranger ? Quels sont les

avantages et les inconvénients ?· Quel sont actuellement, à votre vis- les principaux atouts que le jeune doit avoir pour trouver un travail

à la mesure de ses ambitions ? (Diplômes, fortune, soutien familial, origine ethnique, sexe, clientélisme, corruption, etc.)

(Si nécessaire, l’animateur explique la question, d’une manière simple et neutre, sans donner aucune proposition. En cas de blocage, l’animateur se contente de donner des exemples)

3.7 Profil des jeunes membres des associationsQuestion : Quelles sont, à votre avis, les véritables raisons de l’actuel crise de l’emploi des jeunes ?

Questions d’exploration et de relance· Quelle est votre définition des jeunes ? · Quelles sont, à votre avis, les catégories de jeunes les plus exclues du marché de travail ? Pourquoi· Quelle est la part de responsabilité des jeunes eux-mêmes ?· Quels sont les niveaux et les types de formation que vous jugez capables de répondre aux demandes

du marché de travail ?· Quelle place occupe, à votre avis, le projet migratoire chez les jeunes de cette région /localité ?· Que pensez-vous des initiatives de l’auto-emploi ?· Quels rôles les associations peuvent jouer pour l’intégration des jeunes et pour le développement en

général ?· Qu’est ce qui caractérise, à votre avis, les jeunes membres des associations face aux problèmes

d’intégration économique et sociale des jeunes (donner des exemples précis)· On dit souvent que les jeunes marocains qu’une faible importance à la participation des activités

collectives. Est-ce que c’est aussi le cas pour le secteur associatif ?· Quels sont les moyens et les structures adéquats à soutenir ou à mettre en place pour encourager

l’action associative par les jeunes et pour eux ?· Quel constat faites-vous de l’action associative au profit des jeunes dans votre région/localité,· Est-ce que votre association a les ressources (humaines, financières, est en infrastructures) suffisantes

pour réaliser ses objectifs ? Si non, pourquoi ? Quelle sont vos besoins spécifiques ?

83

· Avez-vous des jeunes parmi les membres de votre bureau ? Quelle pourcentage des hommes/filles ? Quelles sont les qualifications ou les expériences de votre staff ?

· Comment évaluez-vous l’efficacité des vos actions associatives?· Y-a-t-il d’autres associations ou organisation qui assurent, localement, un bon encadrement des jeunes

et répondent réellement à leurs attentes ? Si oui, quelles sont ces ONG ? [L’objectif est de comprendre la dynamique collaboration,/compétition entre les ONG locales]

· En dehors des associations, quelles sont, selon vous, les institutions et les organismes qui s’intéressent aux problèmes spécifiques aux jeunes marocains en général et de votre localité en particulier ?

· Quel sont actuellement, à votre vis- les principaux atouts que le jeune doit avoir pour trouver un travail à la mesure de ses ambitions ? (Diplômes, fortune, soutien familial, origine ethnique, sexe, clientélisme, corruption, etc.)

(Si nécessaire, l’animateur explique la question, d’une manière simple et neutre, sans donner aucune proposition. En cas de blocage, l’animateur se contente de donner des exemples)

Troisième axe (30 minutes)

4. L’intégration/ l’exclusion sociale et la participation communautaireLes associationsQuestion : Quel est, selon vous, le rôle que jouent les ONG actuellement chez les jeunes de votre âge ?Question d’exploration et de relance

· Quel est, selon vous, le rôle des associations et son importance?· Quel sont les barrières ou obstacles qui empêchent des jeunes comme vous de rejoindre les

associations ?· Quelle influence ont les jeunes sur le processus décisionnel dans les associations qui s’occupent de

la jeunesse ? Pourriez-vous donner quelques exemples d’associations qui ont des jeunes entre les décideurs principaux et qui sont ouvertes aux jeunes comme décideurs?

· Quelles sont, à votre connaissance, les actions menées par des associations de votre région/localité au profit des jeunes de même âge et situation  que vous?

· Quel est le type d’association jugez- vous plus proches de vos préoccupations en tant que jeunes ? (Associations de développement, culturelles, sportives, religieuses, thématiques, juridiques, droits de l’homme, etc.)

La participation des jeunes au niveau local · Quelles sont les meilleurs moyens pour consulter les jeunes dans votre communauté’ par rapport

aux décisions qui lui concernent ? Sur quels domaines publics voudrez-vous être consultés ?· Quels rôles jouent, à votre avis, les jeunes  dans les décisions qui lui concernent au niveau local?

(institutions à caractèreéducatif, social, communes, etc.)

Recommandations des jeunes (30 minutes)Question : Quelles sont les recommandations ou les suggestions que vous aimeriez formuler à propos des questions que nous avons débattues ?

· Recommandations à l’adresse de l’institution ou à la catégorie de jeunes concernée · Recommandations à l’adresse des différents départements et institutions· Recommandations relatives à l’intégration et à la participation des jeunes.

Synthèse et conclusion (5 minutes).

Document annexe 2 : Projet guide d’entretien institutionnel (en vue d’obtenir le profil de l’institution)

(Question-clés)

84

1. Introduction (Présentation de la problématique et des objectifs de l’étude)2. Quelle est, selon vous, la mission de cette institution ?3. Pouvez-vous nous expliquer son organisation et fonctionnement ?4. Quel public cible –t- elle prioritairement ?5. Quel est le mode de recrutement / d’adhésion des bénéficiaires ?6. Quel est le profil moyen des bénéficiaires ?7. Quelles sont, à votre avis, les véritables attentes des jeunes (15-18 et 19-20 ans) par rapport aux prestations de

l’institution ?8. Dans quelle mesure estimez-vous que l’institution répond à ces attentes ?9. Quels sont, à votre avis, les aspects de l’exclusion des jeunes dans cette localité ?10. Quelles sont les causes ?11. Quelles solutions proposez-vous, de point de vue de votre institution ?12. Quels sont les problèmes rencontrés dans l’accomplissement de votre mission, (par ordre d’importance) et

quelles solutions proposez-vous ?13. Disposez-vous des ressources adéquates? Si non, quelles sont les priorités ?14. Comment voyez-vous le véritable rôle de votre institution dans l’intégration des jeunes et quels sont les moyens

nécessaires.15. Quelles sont les associations / organisations qui font du bon travail, localement auprès des jeunes ?16. Quelles sont, à votre avis, les points forts et les points faibles de cette institution aux niveaux local et national ?17. Quelles sont vos recommandation ou suggestions pour une meilleure prise en charge institutionnelle des jeunes

(15-18 et 19-20 ans)18. Y-a-t-il des données ou des documents que vous pouvez nous communiquer pour mieux comprendre les

programmes de votre institution ?

Document annexe 3 : Fiche de collecte des données services jeunesse

(L’ANNÉE EST 2008, À MOINS QUE CELA NE SOIT EXPLICITEMENT REQUIS AUTREMENT )

I. IDENTIFICATION DU PROGRAMME/ PROJET

1.1. Nom du Programme/................................................................................ Année de commencement: .................... .................. .................. .............................................. Année prévue pour la fin: ............... .................. .................. ...................

1.2 Institution / Unité responsable: ........................................................................... Formulation du Programme/ Projet: .................................................................... Programmation Annuelle: .................................................................................................. Exécution: .................. .................. .................. .................. ......................................... Suivi, évaluation et contrôle: ................. .................. .................. ........................................

1.3 Description de l’Origine du Programme/ Projet:.........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

1.4 Fondements Légaux du Programme/ Projet:..........................................................................................................................................................................................................................................................................

II. OBJECTIFS et DESCRIPTION

2.1 Objectifs:

85

Objectif Général:...............................................................................................................................................................................................................................................................................................................................................................................................................

Objectifs Spécifiques:...............................................................................................................................................................................................................................................................................................................................................................................................................

2.2 Localisation (nom des provinces, couverture nationale ou urbain, péri-urbain, rural):...............................................................................................................................................................................................................................................................................................................................................................................................................

2.3 Description des bénéfices (services, produits) qui sont fournis:...............................................................................................................................................................................................................................................................................................................................................................................................................

III. ADMINISTRATION DU PROGRAMME/ PROJET

3.1 Mécanisme (comment) de fourniture des bénéfices:....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

3.3 Activités de suivi (évaluation) et contrôle : ..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

3.4 Instances/ Mécanismes de coordination avec des autres entités publiques ou privées:..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

3.5 Instances/ Mécanismes de participation de la communauté:..............................................................................................................................................................................................................................................................................................................................................................................................................

3.6 Personnel qui travaille dans le Programme/L’institution:Nombre de personnels:Administratif…………Cadres………………….Autres……………………..

Caractéristiques du personnel : Age moyenQualification et expériences:Proportion de femmes :

86

3.7 Quels sont les principaux problèmes rencontrés par le projet /institution ?..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

IV. BENEFICIAIRES DU PROGRAMME/ PROJET

4.1 Population Cible (Potentielle ou théorique)..................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

4.2 Bénéficiaires Réels: Réel2005

Réel2006

Réel2007

Réel2008

Réel2009

Sexe/âge (nombre de personnes)1. Nbre. Jeunes (âge 15-19 )2 Garçons3. Filles1. Nbre. Jeunes (âge 20-29 )2 Garçons5. Filles

4.3 Degré de satisfaction des bénéficiaires ?

.....................................................................................................................................

.....................................................................................................................................

.....................................................................................................................................

...................................................................................................................................................4.4 Durée moyenne de permanence des Bénéficiaires dans le programme

Nombre de mois……………………. Critère de sortie/réussite des bénéficiaires …………………

V. CIBLAGE (En théorie et ce qui se fait en pratique)

5.1 Critères de ciblage utilisésDistribution géographique des bénéfices/services (Ex. Carte de pauvreté) :......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................Pour la sélection des bénéficiaires (Ex. Auto sélection, évaluation socio-économique):....................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Sélection des bénéficiaires:..........................................................................................................................................................................................................................................................................

87

.....................................................................................................................................

......................................................................................................................................

VI. Eléments qui Assurent la Durabilité du Programme/ Projet après son exécution......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................

VII. Contact

Nom de la personne interviewée (au cas où): ...............................................................Institution ....................................................................................................................Position: .........................................................................................................................Téléphone: .......................................................................................................................E-mail: ...........................................................................................................................Date: ..............................................................................................................................

88

Annex 2:Table of selected programs

Ministère/Organisme Structure/Programme

Gestion Groupe-cible Activités et actions Age min.

Age max

Nbre structur

es

Nbre bénéf.

Centres à

évaluer

MINISTÈRE DE L'AGRICULTURE&PÊCHE

Maisons Familiales Rurales

ONG Jeunes ruraux déjà travaillant en agriculture

           

Institut Techniciens spécialises Agricoles

National Jeunes avec diplôme BAC

           

Instituts Techniques Agricoles

National Jeunes Niveau BAC

           

Apprentissage National Jeunes déscolarisés

           

Centre de Qualification Agricole

National Jeunes avec diplôme de collège

           

MINISTERE DE LA JEUNESSE ET DES SPORTS

Maisons des Jeunes Provincial Toutes les catégories des jeunes

Activités socio-éducatives, culturelles, scientifiques, et sportives

7 ouvert

467 6709270

 

Colonies de vacances

Provincial / National

Jeunes de familles à bas revenu

Recréation pendant les vacances scolaires

9 18 42 192751  

Centres de Sauvegarde de l’Enfance

Provincial Enfants ayants commis des délits et des infractions pénales

Prestations socio-éducatives et sociales

7 18 20 6304  

Foyers féminins Provincial Toutes les jeunes filles

Alphabétisation, couture, coiffure et esthétique, informatique, broderie, céramique, tapisserie, pâtisserie, cuisine, hôtellerie.

15 ouvert

286 11241  

Centres de Provincial Jeunes filles Opératrice en informatique, coiffure, 15 25 110 5,617  

I

Formation Professionnelle Féminine

coupe et couture moderne et traditionnelle, broderie, vendeuse caissière, gouvernante, confection, arts, ménagers tissage, tricotage

Centre National d’information et de documentation des jeunes

Central Tous les jeunes + ONG+chercheurs

  10 ouvert

1 438  

ONG THÉMATIQUES Heure Joyeuse Casablanca

Enfants de la rue     18 1460    

Association Darna Tanger       18 2    

AGENCE DE DÉVELOPPEMENT SOCIAL

Programme espace citoyenneté des jeunes (MJ)

National - Jeunes des maisons des Jeunes-Membres des conseils des maisons des Jeunes (Madjalis adar)

Development et renforcement des compétences des cadres des MJ - Aménagement des MJ - Dynamisation des acteurs locaux pour les impliquer aux activités des MJ - Généralisation et renforcement de la culture de citoyenneté chez les jeunes - Implication des jeunes dans un plan de gestion de leur quartier. Activités spécifiques: Organisation d'un forum de la citoyenneté - atelier de sensibilisation au profit de 16 MJ, formation des membres des MJ, distribution des matériels informatiques.

    16 MJ    

Ecole Citoyenne Casablanca (2006-2007) Kenitra (2008)

- Elèves des lycées et des collèges

Renforcement des capacités des toutes les composantes des établissements scolaires - création de dynamiques sociales autour des établissements scolaires - aménagement des équipements scolaires

12 18 55 lycées et colleges

93,295  

ENTRAIDE NATIONALE

Etablissements de protection sociale

National/provincial

Enfants scolarisés 6-18 ans (orphelins,

Prise en charge et renforcement des capacités scolaires et sociales :• Hébergement et alimentation ;

18 1296 77,865 Tanger Centre Assadak

II

issus de familles pauvres, sans soutien familial...)

• Programmes socioéducatifs ;• Soins, habillement, hygiène…

6 a

Formation qualifiante (CEF)

National/provincial

• Les femmes et jeunes filles analphabètes issues des couches sociales démunies.• Les jeunes filles et garçons déscolarisés ou non scolarisés issus des familles nécessiteuses.

• L’accueil, l’écoute et l’orientation ;l’apprentissage de métiers de production et de services : coupe couture traditionnelle, broderie, tricotage, informatique, arts ménagers, coiffure et esthétique, guides de montagnes, éducatrices dans le domaine de la petite enfance, peinture sur verre, peinture sur soie, décoration sur poterie, joaillerie….); • Les cours d’alphabétisation ;• Des séances d’éducation sanitaire, d’éducation à la citoyenneté, de renforcement des habilités de vie ;• L’accompagnement pour l’insertion socioprofessionnelle (création de microprojets, organisation sous forme d’associations et/ou de coopératives, création de Très Petite Entreprise)

15   1040 107,700 

Formation Professionnelle (CFA)

  Les Jeunes en situation difficile déscolarisés ou en rupture de scolarisation âgés de 15 ans et plus.

Accueil et réhabilitation des jeunes en situation difficile et déscolarisés ;• Apprentissage des métiers adaptés à la capacité des différents groupes de jeunes et ce selon l’approche de formation par alternance;• Accompagnement et incubation pour faciliter l’insertion des jeunes lauréats ;• Accompagnement psycho social et parfois médical (toxicomanie,

     

III

alcoolisme, ….).

Animation et accompagnement:1- DAR AL MOUATEN2- Projet: Jeunes pour Jeunes3- Projet: Sensibilisation et prévention éducative des IST/SIDA auprès des jeunes

National/provincial

Jeunes garçons et filles défavorisés + Associations

1- • Ecoute, conseil et orientation ; • Education et sensibilisation ; • Locaux et moyens logistiques mis à la disposition du tissu associatif local (appui scolaire, aide à l’insertion, finance solidaire, etc.); Service itinérant d’éducation, d’encadrement et d’animation.2- • Formation, sensibilisation et vulgarisation des approches et des services en matière d’encadrement psycho-social au profit des adolescents et des jeunes, y compris ceux en situation à risque. • Elaboration de diagnostic et réalisation d’études pour évaluer le déficit en matière d’encadrement psycho social et d’identification des besoins ; • Fourniture d’outils et de guides au personnel encadrant pour la mise en œuvre des programmes préconisés.3- • Développement des connaissances et perceptions des jeunes des CEF et des EPS sur les IST/SIDA par la formation et la sensibilisation ; • Intégrer les techniques de prévention éducative des IST/SIDA dans le cursus de formation par la formation des formateurs et d’éducateurs pairs ; • Renforcer les compétences et habilités de vie des jeunes

12   45 25,000  

IV

éducateurs pairs au sein des EPS pour faciliter l’accès à une information appropriée.

Annex 3: Regional Map of Morocco

V

Annex 4: List of Focus Groups and Interviews

Régions

Grand Casablanca

FG Entretiens- Centre de Sauvegarde Bennani, Casablanca- Etablissement de Protection Sociale Entraide

nationale, Ain Harouda- Dar Al Mouaten, Casablanca- Foyer féminin Ain Harrouda- Travail non formel, Casablanca- Institut Sidi Mohamed de Gestion et de

Commerce Agricole, Mohammedia- Dar Atfal, Casablanca- Elèves, Maison de Jeunes, Mohammedia

- Dar Al Mouaten- Dar Al Mouaten- Dar Al Atfal- Foyer féminin- Dar Atfal- ISTA Mohammedia - ISTA, Mohammedia

Fès Boulmane

- Chômeurs non diplômés, Fès- Jeunes handicapés, Fès- Centre de qualification professionnelle

El Menzel- Diplômés chômeurs, Guigou- Jeunes au travail, Fès- Dar Attaliba, Sefrou- Dar Al Mouaten, Fès- Foyer Féminin, Bhalil

- Association des diplômés chômeurs, Section de Guigou

- Dar Attalib, Bhalil,- Centre de Qualification Agricole, El

Menzel- Foyer Féminin, Sefrou- Entretien jeune handicapé

Souss Massa Draa

- Centre de Sauvegarde, Agadir- Dar Attaliba, Ouled Dahou- Chômeurs non diplômés, Ait Melloul- Maison de Jeunes, Agadir- CFA, Tiznit- Ouvriers agricoles (secteur non formel ;- Filles handicapées- ITA Oulad Taima

- Dar Attaliba, Oulad Dahou- ITA, Ouled Taima- CFA, Tiznit - Entretien chômeur non diplômé- MJ, Agadir

Tanger Tétouan

- Diplôméchômeur- Maison de Jeunes- ISTA Beni Kerrich- Dar Atfal, Assila- Mineurs actifs, Tanger- Travail non formel, Tanger- Maison des Jeunes, Chaouen- Centre de Formation Féminin (CFA),

Taboula

- CFA, Taboula- Dar Atfal, Assila- ISTA, Beni Kerrich- Associatif, Chaouen- Diplômé chômeur, Tanger- Centre Assadaka- Association Paideia (Assadaka)

Source: MJS, 2009

1

Annex 5:List of selected Agricultural Centers

Niveau de formation

Réseaux /Régions économiques Etablissements Q T TS BacSc Agro

MADR MEN

IPSMTSGCA BEN SLIMANE        

CHAOUIA-OURDIGHA ITA DE LA CHAOUIA(B. Ahmed)          

ET ABDA-DOUKKALA CQA OULED MOUMEN (Settat)          

CQA O.FENNANE (Oued Zem)          

CQA BIR MEZOUI

ITA/LA JEMAA SHAIM          

CQA KmissMettouh

ITSH DE MEKNES.          

ITSGRT DE MEKNES .          

MEKNES- TAFILALET ITA DE BEN KHLIL (Khenifra)          

ET FES-BOULEMANE ITA D'ERRACHIDIA          

CQA BOUDERBALA (El Hajeb)          

CQA MISSOUR (Boulemane)          

CQA EL MENZEL (Sefrou)          

LA/CQA DE AIN TAOUJDATE          

LA SIJELMASSA (ERRACHIDIA)*          

ITA SOUIHLA (Marrakech)          

MARRAKECH-TENSIFT ITA DE FKIH BEN SALEH          

HAOUZ- ET TADLA-AZILAL LA / CQA FKIH BEN SALEH          

CQA ATTAOUIA (K .Sraghna )          

CQA O.BOUGRINE(K .Sraghna )

LA BIR ANZARANE (F.Ben Saleh)*          

ITSMAER BOUKNEDEL (Salé)          

RABAT-SALE - ZEMMOUR ITREF DE SALE          

ZAERS ITA DE TIFLET          

LA/CQA DE TEMARA          

ITSA BEN KARRICH (Tétouan)          

TANGER-TETOUAN CQA DE CHEFCHAOUEN          

CQA DE LARACHE          

GHARB-CHRARDA-B'NI ITRSE FOUARATE (Kenitra)          

H'SSEN CQA DE NOUIRAT (S. Kacem)          

LA/ITA MACHRAA BELKSIRI          

LA/ITA O. TEIMA (Taroudant)          

SOUSS-MASSA-DRAA CQA DE TIZNIT          

CQA DE TAROUDANT          

ITSA DE ZRAIB (Berkane)          

ITA S. BOUTAHAR (Taounate)          

ORIENTAL ET TAZA-AL LA/ITA OUED AMLIL (Taza)          

HOCEIMA LA/CQA DE BERKANE          

CQA DE BOUCHTAT (Oujda)          

CQA DE MIDAR (Nador)          

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