{"id":732,"date":"2021-08-30T09:00:23","date_gmt":"2021-08-30T09:00:23","guid":{"rendered":"http:\/\/s880809430.onlinehome.us\/?page_id=732"},"modified":"2026-06-03T16:32:35","modified_gmt":"2026-06-03T16:32:35","slug":"maroc","status":"publish","type":"page","link":"http:\/\/cide.ca\/en\/maroc\/","title":{"rendered":"MOROCCO"},"content":{"rendered":"
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Projects<\/a> \u2192 Morocco<\/div>\n\ud83c\uddf2\ud83c\udde6<\/span>\n

Morocco<\/h1>\n
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01<\/div>\n
Development of skills projection models in the southern Mediterranean region \u2013 NET-MED Youth<\/div>\n
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The UNESCO project aims to promote youth civic participation by strengthening the capacities of collaborative networks of youth organizations in three key areas: youth policy, media, and youth training and employment. More specifically, in the area of youth training and employment, the consultant supports beneficiary countries in establishing a national skills forecasting model to better align training with the skills required in the job market.<\/div>\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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02<\/div>\n
\n Support for the implementation of the competency-based approach with a focus on promulgating the entire FPT system\n <\/div>\n
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\n The project included the following components: operational technical assistance in restructuring training programs in the hospitality and tourism, textile and clothing, crafts, agriculture, tertiary sector and IMMEE sectors, and structural technical assistance aimed at strengthening the vocational training system with a view to generalizing the skills-based approach.\n <\/div>\n <\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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03<\/div>\n
\n Evaluation study of the quality of vocational training \u2014 Agriculture, Maritime Fishing, Tourism and Crafts\n <\/div>\n
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\n The study aimed to evaluate the training system and propose a strategic plan to improve the quality of training provided by the training departments of Agriculture, Maritime Fisheries, Tourism, and Crafts. The evaluation covered the following aspects: institutions, trainers, programs, equipment, trainee selection\/orientation, pedagogy, assessment of trainee learning outcomes, institution management, and relations with the socio-economic environment.\n <\/div>\n <\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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04<\/div>\n
\n Development of a Communication Strategy \u2014 Promotion of Functional Literacy in Agriculture and Maritime Fishing\n <\/div>\n
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\n The project aimed to stimulate economic growth by strengthening the links between the craft sector, the cultural, historical, and architectural heritage of the Medina of Fez, and the tourism sector. It also included cross-cutting actions to support production, with the overall objective of increasing the income of artisans in the Fez and Marrakech region through increased production capacity, improved quality of handcrafted products, enhanced production techniques, and modernization of production equipment.\n <\/div>\n <\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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05<\/div>\n
\n Master training plan \u2014 Trade and distribution professions by 2020\n <\/div>\n
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\n Production of planning and management tools for the employment and training market in the trade and distribution sector. The development was divided into 3 phases: sector study, implementation of AST (Skills Assessment Tool), development of the Master plan.\n <\/div>\n <\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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06<\/div>\n
\n Training of trainers in the hotel and restaurant industry \u2014 Higher International Institute of Tourism of Tangier (ISITT)\n <\/div>\n
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\n Development of a trainer training program in the tourism sector to address a shortage of technical trainers in the hotel and restaurant industry, based on 4 specific objectives: Objective 1: Design the trainer training program (competency-based program and tools) Objective 2: Produce the training materials for the trainer training program (tools by sector: Kitchen\/Accommodation floor and Accommodation reception\/Catering) Objective 3: Provide training for trainers in Kitchen, Restaurant and Accommodation (floors and reception) Objective 4: Evaluate the training and certify the trained human resources.\n <\/div>\n <\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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07<\/div>\n
\n Master training plan \u2014 Electronics professions by 2015\n <\/div>\n
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\n Implementation of a study relating to the development of the Master training plan specific to the professions of Electronics, divided into 3 phases: Implementation of a sector study and a benchmark study, Implementation of AST (Work Situation Analysis) and REM and REC sheets, Development of the Master training plan.\n <\/div>\n <\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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08<\/div>\n
\n Development and implementation of a professional training system in the Automotive sector\n <\/div>\n
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\n Implementation and delivery of a professional training scheme in the Automotive sector in 3 phases: Project preparation and results-based management workshop, Development of training planning tools, Implementation of the training plan.\n <\/div>\n <\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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09<\/div>\n
\n Training time optimization project\n <\/div>\n
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\n The project to optimize the duration and pathways of vocational training for specialisation and qualification levels was part of the implementation of the strategic orientations of the vocational training system which aim to rationalise and harmonise the training offer between the different training operators, to reduce the costs of training by optimising the use of the human and material resources necessary for the implementation of a training programme and to increase the number of beneficiaries of vocational training.\n <\/div>\n <\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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10<\/div>\n
\n Development, adaptation and implementation of apprenticeship training programs according to the APC in the crafts sector\n <\/div>\n
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\n Restructuring of training programs in the crafts sector through the development, adaptation, and implementation of competency-based training programs across various craft fields (leatherwork, textiles, woodworking, metalworking, and stone and clay work). This major phase of program development (18 programs) was followed by a significant implementation phase within four apprenticeship training centers (39 programs implemented) and support for the management and structuring of these centers to transform them into pilot centers operating on a competency-based approach.\n <\/div>\n <\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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11<\/div>\n
\n Support for education reform through the competency-based approach (REAPC)\n <\/div>\n
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\n The project aims to strengthen the skills-based approach at all levels of the vocational training system, in order to better meet the needs of the job market and to align with a sustainable development approach for Morocco.\n <\/div>\n <\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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12<\/div>\n
\n Improvement and standardization of examination systems \u2014 Computerized item bank\n <\/div>\n
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\n The project's main objective was to improve the national examination system, particularly its standardization with regard to the development and validation of assessment tools for certification purposes. Simultaneously, the project aimed to develop and deliver item banks in a final, usable format for each of the following subjects: Arabic, French, mathematics, and science.\n <\/div>\n <\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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13<\/div>\n
\n HR support from the Ministry of Tourism \u2014 Job descriptions and trainer training\n <\/div>\n
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\n The CIDE was involved in 1) updating the current job and occupation reference documents (REM) and the job and skills reference documents (REC) for the sector, as well as in developing new job descriptions for new occupations, 2) carrying out an assessment of the training needs for managerial and administrative skills in the Ministry's training establishments, 3) developing a training engineering plan to create and implement a cyclical plan for continuing training of trainers in the establishments.\n <\/div>\n <\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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North Africa<\/div>\n
\n\ud83c\udde9\ud83c\uddff<\/span>\nAlgeria<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddea\ud83c\uddec<\/span>\nEgypt<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf1\ud83c\uddfe<\/span>\nLibya<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf2\ud83c\udde6<\/span>\nMorocco<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf9\ud83c\uddf3<\/span>\nTunisia<\/span>\n\u2192<\/span>\n<\/a><\/div>\n<\/div>\n\n
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West Africa<\/div>\n
\n\ud83c\udde7\ud83c\uddef<\/span>\nBenign<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\udde8\ud83c\uddee<\/span>\nIvory Coast<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddec\ud83c\udded<\/span>\nGhana<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddec\ud83c\uddf3<\/span>\nGuinea<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf2\ud83c\uddf1<\/span>\nMali<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf2\ud83c\uddf7<\/span>\nMauritania<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf3\ud83c\uddea<\/span>\nNiger<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf8\ud83c\uddf3<\/span>\nSenegal<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf9\ud83c\uddec<\/span>\nTogo<\/span>\n\u2192<\/span>\n<\/a><\/div>\n<\/div>\n\n
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Central Africa<\/div>\n
\n\ud83c\udde8\ud83c\uddf2<\/span>\nCameroon<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\udde8\ud83c\uddec<\/span>\nCongo<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddec\ud83c\udde6<\/span>\nGabon<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddec\ud83c\uddf6<\/span>\nEquatorial Guinea<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\udde8\ud83c\uddeb<\/span>\nRCA<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\udde8\ud83c\udde9<\/span>\nDR Congo<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf9\ud83c\udde9<\/span>\nChad<\/span>\n\u2192<\/span>\n<\/a><\/div>\n<\/div>\n\n
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East & Southern Africa<\/div>\n
\n\ud83c\udde7\ud83c\uddfc<\/span>\nBotswana<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf2\ud83c\uddec<\/span>\nMadagascar<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf3\ud83c\udde6<\/span>\nNamibia<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddfa\ud83c\uddec<\/span>\nUganda<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf7\ud83c\uddfc<\/span>\nRwanda<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf8\ud83c\udde9<\/span>\nSudan<\/span>\n\u2192<\/span>\n<\/a>\n\n\ud83c\uddf9\ud83c\uddff<\/span>\nTanzania<\/span>\n\u2192<\/span>\n<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n<\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"

Projets \u2192 Maroc \ud83c\uddf2\ud83c\udde6 Maroc 01 D\u00e9veloppement de mod\u00e8les de projection des comp\u00e9tences dans r\u00e9gion sud-m\u00e9diterran\u00e9e \u2013 NET-MED Jeunesse Le projet de l\u2019UNESCO vise \u00e0 promouvoir la participation citoyenne des jeunes \u00e0 travers le renforcement des capacit\u00e9s des r\u00e9seaux collaboratifs d\u2019organisations de jeunesse et ce,…<\/p>","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-732","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/pages\/732","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/comments?post=732"}],"version-history":[{"count":13,"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/pages\/732\/revisions"}],"predecessor-version":[{"id":1632,"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/pages\/732\/revisions\/1632"}],"wp:attachment":[{"href":"http:\/\/cide.ca\/en\/wp-json\/wp\/v2\/media?parent=732"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}