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Final Report Ministère de l’Education Agence Nationale, Japonaise de de l’Enseignement Supérieure, Coopération de la Formation des Cadres, Internationale et de la Recherche Scientifique (JICA) BEIP THE BASIC EDUCATION IMPROVEMENT PROGRAM FOR RURAL AREAS IN THE KINGDOM OF MOROCCO Final Report January 2006 International Development Center of Japan KRI International Corp. PREFACE In response to a request from the Government of the Kingdom of Morocco, the Government of Japan decided to conduct a study on the Basic Education Improvement Program for Rural Areas and entrusted to the study to the Japan International Cooperation Agency (JICA). JICA selected and dispatched a study team headed by Mr. Shigeki Kawahara of International Development Center of Japan and consists of International Development Center of Japan and KRI International Corp. between September, 2003 and January, 2006. The team held discussions with the officials concerned of the Government of the Kingdom of Morocco and conducted field surveys at the study area. Upon returning to Japan, the team conducted further studies and prepared this final report. I hope that this report will contribute to the promotion of this project and to the enhancement of friendly relationship between our two countries. Finally, I wish to express my sincere appreciation to the officials concerned of the Government of the Kingdom of Morocco for their close cooperation extended to the study. January 2006 Kazuhisa Matsuoka, Vice-President Japan International Cooperation Agency January, 2006 Mr. Kazuhisa Matsuoka Vice-President Japan International Cooperation Agency Tokyo, Japan Subject: Letter of Transmittal Dear Sir, We are pleased to submit herewith the Final Report of the “The Basic Education Improvement Program for Rural Areas in the Kingdom of Morocco (BEIP)”. This study was entrusted to International Development Center of Japan in association with KRI International Corporation, under a contract with Japan International Cooperation Agency (JICA), during the period from September 2003 to January 2006. The Report consists of Executive Summary, Main Report and Appendix. This Program is the first proto-type program to mobilize the School Management Councils by creating a package of concrete measures to empower School Management Councils (SMCs) in order for them to improve and manage schools by their own initiatives. Based upon all the achievements and experiences, the JICA Team developed a set of training modules, models of implementation, recommendations for monitoring, and institutional arrangement, and recommendations of policy options for the promotion of bottom-up approach in the context of educational decentralization. We would like to take this occasion to express our sincere gratitude to JICA and the Ministry of Education for providing an opportunity to conduct this Program. We are also the most grateful for the cooperation, guidance and assistance of the Steering Committee, the AREFs in Fes-Boulmane and Meknes-Tafilalet, and the Provincial Delegations of Boulmane, Sefrou, Khenifra, and Errachidia in the Government of the Kingdom of Morocco, the JICA Morocco office, the Embassy of Japan in Morocco and the international donors represented in Morocco that share the same goal of improving the education in Morocco. The Final Report is a fruit of excellent collaboration of all stakeholders in this Program. We hope that this report will contribute to improve access and quality of basic education in rural areas and in all over Morocco. Yours Faithfully, Shigeki KAWAHARA Team Leader, JICA Study Team for the Basic Education Improvement Program for Rural Areas in the Kingdom of Morocco (BEIP) Exchange Rate (JICA Monthly Official Conversion Rate) JPY100=MDH7.6272 (as of December 2005) Final Report BEIP THE BASIC EDUCATION IMPROVEMENT PROGRAM FOR RURAL AREAS IN THE KINGDOM OF MOROCCO Table of Contents Abbreviations List of Tables and Figures Chapter 1INTRODUCTION ･････････････････････････････････････････････････1 1.1 Background ･･････････････････････････････････････････････････････1 1.2 Program Outline･･･････････････････････････････････････････････････1 1.3 Implementation Framework･･････････････････････････････････････････6 1.3.1 Target Area ･･･････････････････････････････････････････････････6 1.3.2 Organizational Settings･････････････････････････････････････････10 1.3.3 Program Design ･･････････････････････････････････････････････12 1.3.4 Roles of Different Actors in BEIP ････････････････････････････････17 Chapter 2BEIP APPROACH IN RURAL MOROCCO: EFFECTS AND PERSPECTIVES ･･･････････････････････････････････････････････････････････････22 2.1 Effectiveness and Limitation of BEIP Model in Morocco ･････････････････22 2.1.1 Positive Effects of BEIP on Participants' Attitudes ･･･････････････････22 2.1.2 Positive Impacts on Quality of Education･･･････････････････････････25 2.1.3 Present Limitations of BEIP ･････････････････････････････････････29 2.2 Policy Options to Support Education in Rural Area ･･････････････････････32 2.2.1 Education Administration ･･･････････････････････････････････････33 2.2.2 Education Finance･････････････････････････････････････････････46 2.3 Guideline of BEIP Model for Generalization ･･･････････････････････････57 2.3.1 Key Characteristics of BEIP model ･･･････････････････････････････57 2.3.2 Organizational Framework of the BEIP Model ･･････････････････････59 2.3.3 Implementation Procedure of the BEIP Model･･･････････････････････61 2.4 Donor Contribution to Education in Morocco･･･････････････････････････67 2.4.1 Multilateral Donors････････････････････････････････････････････67 2.4.2 Bilateral Donors ･･････････････････････････････････････････････70 2.4.3 Non-Governmental ････････････････････････････････････････････73 Chapter 3BEIP TRAINING ACTIVITIES ･････････････････････････････････････77 3.1 Framework of Training Activities ････････････････････････････････････77 3.1.1 Characteristics of BEIP Training ･････････････････････････････････77 3.1.2 Micro-planning Manual Development ･････････････････････････････77 3.1.3 Training Activities for Micro-planning Exercise ･････････････････････78 3.1.4 Training Activities for Activity Proposals and Implementation･･････････79 3.2 Training Materials ････････････････････････････････････････････････80 3.2.1 Modules for Micro-planning･････････････････････････････････････80 3.2.2 Modules for Program Implementation ･････････････････････････････84 3.3 Review of Program Performance･････････････････････････････････････89 3.3.1 Report for Micro-planning Training ･･･････････････････････････････89 3.3.2 Report for Program Implementation Training ･･･････････････････････93 3.3.3 Observations on Micro-planning Review Workshops ･････････････････96 Chapter 4OBSERVATIONS FROM MONITORING ･･･････････････････････････101 4.1 Community Involvement ･･････････････････････････････････････････102 4.1.1 Purpose of Community Involvement ･････････････････････････････102 4.1.2 Relationship between Schools and Communities in Pre-pilot Situation･･･102 4.1.3 Pilot Activity Design to Intervene Community Involvement ･･･････････104 4.1.4 Results & Effectiveness of Community Involvement Interventions ･････105 4.1.5 Further Challenges ･･･････････････････････････････････････････113 4.2 Pilot Activities for Facilities and Equipment Improvement ･･･････････････116 4.2.1 Outline of Activities ･･････････････････････････････････････････116 4.2.2 Outline of the Monitoring Findings ･･････････････････････････････117 4.2.3 Lessons Learned through Monitoring the Implementation of Pilot Activities ･･･････････････････････････････････････････････････123 4.2.4 Current Issues ･･･････････････････････････････････････････････126 4.2.5 Recommendations････････････････････････････････････････････127 4.3 In-service Teacher Training（INSET）Activities ･･････････････････････130 4.3.1 Background of INSET Program and Guidelines of Implementation ･････130 4.3.2 INSET Activities in Targeted Provinces･･･････････････････････････132 4.3.3 Accomplishments and Issues of INSET Activities･･･････････････････139 4.3.4 Recommendations for Future INSET Activities･････････････････････142 4.4 BEIP Financial Management･･･････････････････････････････････････146 4.4.1 BEIP Financial Structure ･･････････････････････････････････････146 4.4.2 Processes of Opening Account and Disbursement ･･･････････････････148 4.4.3 Problems encountered during the implementation processes ･･･････････150 4.4.4 General Observations on Financial Operations ･････････････････････152 Chapter 5IMPACT STUDY ･･･････････････････････････････････････････････156 5.1 Objectives and Framework of Impact Study ･･･････････････････････････156 5.1.1 Objectives ･･････････････････････････････････････････････････156 5.1.2 Framework of Impact Study ････････････････････････････････････156 5.1.3 Methodology of the Impact Study ･･･････････････････････････････157 5.2 Results of Data Analysis ･･････････････････････････････････････････163 5.2.1 Educational Data･････････････････････････････････････････････163 5.2.2 Questionnaire Survey ･････････････････････････････････････････168 5.2.3 Results of Focus Group Interviews･･･････････････････････････････176 5.3 Conclusions of Impact Analysis ････････････････････････････････････184 5.3.1 Major Impacts of BEIP ････････････････････････････････････････184 5.4 Implementation of Impact Study ････････････････････････････････････187 5.4.1 Procedure ･･････････････････････････････････････････････････187 5.4.2 Actual Sampling ･････････････････････････････････････････････190 APPENDICES Appendix 1･･･････････････ Scope of Work, Minutes of Meeting of
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