2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Morocco_Country_Report_8页_273kb

ICT in Education in Morocco

Core Content

This document provides an overview of the use of Information and Communication Technologies (ICT) in education in Morocco, as part of a broader infoDev-supported survey of ICT in education across Africa. It outlines the government's initiatives, policies, and the current state of ICT infrastructure in the education system, highlighting the progress made and the challenges that remain.

Main Viewpoints

• Government Support: The Moroccan government has recognized the importance of ICT in education as a key component of the Information Society. This is reflected in the National Charter of Education and Training (1999), which emphasizes the integration of ICT in education.
• Education Reforms: Since independence in 1956, Morocco has modernized its education system, adopting the French model and implementing three tracks: modern, original (Koranic), and technical. Education became compulsory for children aged 6–13 in 1963.
• ICT Integration: A national action plan was formulated in 1998 and finalized in 1999, with the goal of integrating ICT into all aspects of education. The government also launched the "education decade" (1999–2009) as part of the e-Maroc plan.
• Infrastructure Development: Morocco has made significant progress in ICT infrastructure, with over 2,200 Internet service providers and cyber cafés. The country has a reasonable communications infrastructure, especially considering its population of 33.2 million (as of 2006).
• ICT Penetration: As of 2005, there were 4.6 million Internet users in Morocco, representing a 15.2% penetration rate and a 4.5% annual growth rate since 2000.
• ICT Initiatives: Several national and international ICT projects are in place to enhance the use of technology in education, including the GENIE project, the Marwan Project, the Moroccan Virtual Campus (CVM), and the Computer Assisted Teacher Training (CATT) project.

Key Information

Education System Overview

• Compulsory Education: Education is compulsory for children aged 6–13.
• Structure: The system is divided into basic (two cycles: 6 years and 3 years), secondary (general, technical, or professional), and vocational tracks.
• Access and Quality: Efforts are made to reduce regional disparities in education quality and ensure general access.

ICT Policies and Strategies

• National Charter of Education and Training (1999): Article 10 focuses on integrating ICT into education, promoting distance learning, and acquiring computing facilities.
• e-Maroc Plan: A national strategy for ICT development, focusing on five key themes: education, governance, private sector development, e-commerce, and access.
• GENIE Project: A three-year initiative (2005–2008) aimed at equipping all public schools with computer labs and Internet access. It involves 104,000 computers and additional equipment over three years, with support from USAID.
• Teacher Training: Regional computer labs have been established to train teachers and administrators in the use of ICT for pedagogy and basic computer skills.
• Curriculum Development: A national laboratory for educational content and a national educational portal are being developed to support e-learning and provide educational resources.

ICT Infrastructure

• Internet Access: As of 2005, 4.5% of primary schools, 20% of middle schools, and 80% of high schools had Internet connections.
• Computer Access: Only 4.5% of primary schools had computers, while 100% of training centres and high schools were equipped.
• Teacher Training: Only 1% of primary school teachers were trained in ICT as of 2005, but this is expected to increase through the GENIE project.

Current ICT Projects

• GENIE: Aims to provide Internet-connected multimedia rooms in 8,600 schools and high schools by 2008.
• Marwan Project: A national network for universities to ensure low-cost Internet access.
• CVM (Moroccan Virtual Campus): A project launched in 2002 to promote e-learning and provide scalable educational programs.
• CATT: Computer Assisted Teacher Training, implemented in 1999 with USAID support.
• CIVICS: A collaborative project involving educators from multiple countries to improve civic education through English as a second language.
• BRIDGE: A project promoting Internet-based dialogue and global education between educators in the US and Muslim-majority countries.
• ALEF: A three-year project funded by USAID to enhance learning and employability.
• MAF: A collaborative program for young people to develop educational websites.

Challenges and Opportunities

• Implementation: While there are no major constraints, the government is seeking innovative solutions and private-public partnerships to support pilot projects in various sectors.
• Collaboration: The active involvement of international partners, such as USAID and SchoolNet Africa, is crucial for the success of ICT initiatives.
• Future Development: The document emphasizes that these reports are "snapshots" and that Country Reports will be updated iteratively based on new research and feedback.

Conclusion

Morocco has made significant strides in integrating ICT into its education system, supported by national policies and international collaboration. The country continues to develop its ICT infrastructure and training programs to ensure equal access to education and promote the effective use of technology in teaching and learning.