Survey of ICT and Education in Africa : Morocco Country Report

Hamdy, Amr

collection.link.184	https://openknowledge.worldbank.org/handle/10986/9415
collection.name.184	infoDev Country Report on ICT and Education
dc.contributor.author	Hamdy, Amr
dc.date.accessioned	2012-08-13T12:38:41Z
dc.date.available	2012-08-13T12:38:41Z
dc.date.issued	2007-06
dc.date.lastModified	2021-04-23T14:02:51Z
dc.description.abstract	This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. The Moroccan government has realized the key role played by ICT-based education as a positive contributor to the Information Society. Article 10 of the National Charter of Education and Training of 1999 is focused on the integration of ICT in education and supports the acquisition of computing facilities at schools along with the promotion of distance education and learning. Several programs and initiatives, led and supported by the government, are taking place in the context of a long-term strategy that is intended to cover all education sectors and regions to ensure equal opportunity for all citizens.	en
dc.identifier	http://documents.worldbank.org/curated/en/2007/06/10003228/survey-ict-education-africa-morocco-country-report
dc.identifier.uri	http://hdl.handle.net/10986/10663
dc.language	English
dc.publisher	World Bank, Washington, DC
dc.relation.ispartofseries	InfoDev ICT and Education Series
dc.rights	CC BY 3.0 IGO
dc.rights.holder	World Bank
dc.rights.uri	http://creativecommons.org/licenses/by/3.0/igo/
dc.subject	ACADEMIC INSTITUTIONS
dc.subject	ACCESS TO COMPUTERS
dc.subject	ACCESS TO EDUCATION
dc.subject	BASIC EDUCATION
dc.subject	CIVIC EDUCATION
dc.subject	CIVICS
dc.subject	COLLABORATIVE LEARNING
dc.subject	CURRICULUM
dc.subject	CURRICULUM DEVELOPMENT
dc.subject	DIALECTS
dc.subject	DISTANCE EDUCATION
dc.subject	EDUCATION FOR ALL
dc.subject	EDUCATION SYSTEM
dc.subject	EDUCATIONAL DEVELOPMENT
dc.subject	EDUCATIONAL MATERIALS
dc.subject	EDUCATIONAL REFORM
dc.subject	EDUCATIONAL RESOURCES
dc.subject	EDUCATORS
dc.subject	ENTRANCE EXAM
dc.subject	EQUAL OPPORTUNITY
dc.subject	ETHNIC GROUPS
dc.subject	GEOGRAPHY
dc.subject	GLOBAL EDUCATION
dc.subject	HIGH SCHOOL
dc.subject	HIGH SCHOOLS
dc.subject	HIGHER EDUCATION
dc.subject	HIGHER EDUCATION INSTITUTIONS
dc.subject	INFORMATION SOCIETY
dc.subject	INSTRUCTION
dc.subject	INSTRUCTORS
dc.subject	LANGUAGES
dc.subject	LEARNING
dc.subject	LITERACY
dc.subject	MIDDLE SCHOOL
dc.subject	MIDDLE SCHOOLS
dc.subject	NUMBER OF TEACHERS
dc.subject	POPULATION GROWTH
dc.subject	PRIMARY SCHOOL
dc.subject	PRIMARY SCHOOLS
dc.subject	PROFESSIONAL DEVELOPMENT
dc.subject	PUBLIC SCHOOLS
dc.subject	RADIO
dc.subject	REPEATERS
dc.subject	SATELLITE SCHOOLS
dc.subject	SCHOOL ADMINISTRATORS
dc.subject	SCHOOL MANAGEMENT
dc.subject	SCHOOLS
dc.subject	SECONDARY EDUCATION
dc.subject	SKILLED WORKERS
dc.subject	SOCIAL STUDIES
dc.subject	TEACHER
dc.subject	TEACHER TRAINING
dc.subject	TEACHERS
dc.subject	TEACHING
dc.subject	TEACHING LANGUAGE
dc.subject	TRAINING CENTRES
dc.subject	UNEMPLOYMENT RATE
dc.subject	UNIVERSITIES
dc.subject	YOUNG PEOPLE
dc.title	Survey of ICT and Education in Africa : Morocco Country Report	en
okr.doctype	Publications & Research :: Brief
okr.doctype	Publications & Research
okr.docurl	http://documents.worldbank.org/curated/en/2007/06/10003228/survey-ict-education-africa-morocco-country-report
okr.globalpractice	Education
okr.googlescholar.linkpresent	yes
okr.identifier.externaldocumentum	000333037_20081107005325
okr.identifier.internaldocumentum	10003228
okr.identifier.report	46375
okr.language.supported	en
okr.pdfurl	http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2008/11/07/000333037_20081107005325/Rendered/PDF/463750BRI0Box31co010ICTed0Survey111.pdf	en
okr.region.administrative	Middle East and North Africa
okr.region.country	Morocco
okr.topic	Education :: Primary Education
okr.topic	Access and Equity in Basic Education
okr.topic	Education :: Education For All
okr.topic	Curriculum and Instruction
okr.topic	Teaching and Learning
okr.unit	Office of the Regional Vice Pres (AFRVP)
okr.volume	1 of 1

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infoDev Country Report on ICT and Education

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Private sugar processors in Andhra Pradesh, India use an unusual form of vertical coordination. They issue ‘permits’ to selected cane growers a few weeks before harvest. These permits specify the amount of cane to be delivered during a narrow time period. This article investigates why processors create uncertainty among farmers using ex post permits instead of ex ante production contracts. The theoretical model predicts that ex post permits are more profitable than ex ante contracts or the spot market under existing government regulations in the sugar sector, which include a binding price floor for cane and the designation of a reserve area for each processor wherein it has a legal monopsony for cane. The use of ex post permits creates competition among farmers to increase cane quality, which increases processor profits and farmer costs. Empirical analysis supports the hypothesis that farmers operating in private factory areas have higher unit production costs than do their counterparts who patronize cooperatives.

Private sugar processors in Andhra Pradesh, India use an unusual form of vertical coordination. They issue ‘permits’ to selected cane growers a few weeks before harvest. These permits specify the amount of cane to be delivered during a narrow time period. This article investigates why processors create uncertainty among farmers using ex post permits instead of ex ante production contracts. The theoretical model predicts that ex post permits are more profitable than ex ante contracts or the spot market under existing government regulations in the ...

Private sugar processors in Andhra Pradesh, India use an unusual form of vertical coordination. They issue ‘permits’ to selected cane growers a few weeks before harvest. These permits specify the amount of cane to be delivered during a narrow time period. This article investigates why processors create uncertainty among farmers using ex post permits instead of ex ante production contracts. The theoretical ...
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Ending poverty and stabilizing climate change will be two unprecedented global achievements and two major steps toward sustainable development. But the two objectives cannot be considered in isolation: they need to be jointly tackled through an integrated strategy. This report brings together those two objectives and explores how they can more easily be achieved if considered together. It examines the potential impact of climate change and climate policies on poverty reduction. It also provides guidance on how to create a “win-win” situation so that climate change policies contribute to poverty reduction and poverty-reduction policies contribute to climate change mitigation and resilience building. The key finding of the report is that climate change represents a significant obstacle to the sustained eradication of poverty, but future impacts on poverty are determined by policy choices: rapid, inclusive, and climate-informed development can prevent most short-term impacts whereas immediate pro-poor, emissions-reduction policies can drastically limit long-term ones.

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This publication provides guidance to water-sector decision makers and planners on how to deal with the quality dimension of groundwater resources management in the World Bank's client countries. There is growing evidence of increasing pollution threats to groundwater and some well-documented cases of irreversible damage to important aquifers. This guide has been produced in the belief that groundwater pollution hazard assessment must become an essential part of environmental best practice for water supply utilities. The guide is particularly relevant for the World Bank's Latin American and Caribbean Region, where many countries have initiated major changes to modernize their institutional and legal framework for water resources management, but may not yet have considered groundwater at the same level as surface water, because of lack of awareness and knowledge of groundwater issues ...

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Survey of ICT and Education in Africa : Morocco Country Report

This item appears in the following Collection(s)

Managing Quantity, Quality, and Timing in Indian Cane Sugar Production : Ex Post Marketing Permits or Ex Ante Production Contracts?

Shock Waves : Managing the Impacts of Climate Change on Poverty

Groundwater Quality Protection : A Guide for Water Utilities, Municipal Authorities, and Environment Agencies

Survey of ICT and Education in Africa : Sudan Country Report

Survey of ICT and Education in Africa : Algeria Country Report

Survey of ICT and Education in Africa : Tunisia Country Report

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Managing Quantity, Quality, and Timing in Indian Cane Sugar Production : Ex Post Marketing Permits or Ex Ante Production Contracts?

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Groundwater Quality Protection : A Guide for Water Utilities, Municipal Authorities, and Environment Agencies

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