The advanced agronomic training system in Morocco

Transcription

1 The dvnced gronomic trining system in Morocco Firdwcy L. in Hervieu B. (ed.). Agronomic trining in countries the Mediterrnen region Montpellier : CIHEAM Options Méditerrnéennes : Série Etudes; n. 1988II 1988 pges Article vilble on line / Article dponible en ligne à l dresse : To cite th rticle / Pour citer cet rticle Firdwcy L. The dvnced gronomic trining system in Morocco. In : Hervieu B. (ed.). Agronomic trining in countries the Mediterrnen region. Montpellier : CIHEAM, p (Options Méditerrnéennes : Série Etudes; n. 1988II)

2 CIHEAM Options Mediterrneennes The Advnced Agronomic Trining System in MÖr6cco Lrbi FIRDAWCY Secretry Generl the Since independence in 1956, students hve followed 29 in 1962, ' biophysicl, economic specific which its it young nd independent 1962 help ll dvnced schools Advnced School School in 1963, the Speech Ntionl "We nnounced in 1964 specific be ble with qulifiction in 1966, the ws opened the Youssef Lycée s Fculty Sciences;

3 CIHEAM Options Mediterrneennes in 16 Joumd July 1970) ws opened, second two studies. A ntionl system eduction ws thus constituted meet the essentil needs ficils o dependent on multipliction independent nd unomous eductionl estblhments could Th led : t the 1.1. Science in Agronomy b) Science in c) Length studies: two dvnced studies; d) Admsion 1.21 two or be The (pplied b) the estblhgent common Complex. level; nd studies c) Length studies: cycles As the 1967 which estblhed specific sttus, n body technicl llowed :l Applied Engineers As technicl gents. schools s ) : types dvnced trining l. trining Applied ' c) Options: Food technology options

4 CIHEAM Options Mediterrneennes 97 t in: ; h) Length studies: two c) Open spce development t the Complex) d) Civil level: Controllers School Agriculture ) b) Options: Techniques nd development School ) b) Length studies: two c) d) : 8 Slé Ntionl School Forestry for Engineers ) 2. Number diploms per yer cpcity follows: 1 s b) Length c) Applied Agronomy nd Veterinrin level: 10 Food technology: Senior Technicins Food Technology Section nd the Agdir ) 20 options

5 CIHEAM Options Mediterrneennes 98 Open spce development: 5 % Techniques nd Agriculture 14 % Offices 18 % Stteowned compny: 2 % Slé Ntionl School Forestry Engineers Technicl sstnts technicl level with two the following schools which ech hve cpcity 60 % 8 % fices: 3.5 % : 2 % eduction % % Ellouizi Souihl School School School Choui Tiflet School Shel School School School (Tken from: 1984 Survey on Pressionl Creer Priles Grdutes from fced with double chllenge: the food deficit nd s well s socilly. At the begining 1980, the 30.9% in % by 3% food by 1974 the vlue no tht food Even though zones, it School niztion School develop. income slow s the Slé School The ims trining the expected with such low one technicin 1. number vrious openings who few Offices

6 CIHEAM Options Mediterrneennes unit cultivble lnd. seven million methods nd cn only be the no level only 8% no fices employ them. few communes, the in the 1,500 but posts. The no 2.2. Generlized or specilized trining? been the o begn with the technicl divion on the one hnd, on in wns, given the lck specilts check tht it All tht 2. Progrms even Why then py but which on the it seems dpting themselves both in spce nd in time. The choice difficult one tht goes ginst both comes with technicl skills nd given it the choice priorities the needed nd development be ble complex now niztion, food technology, open spce development, hlieutics, etc. Ech new options. be ble only if he close if he it in scientific himself the h Th contct cn essentilly field. tht he will be only then tht The necessity cycle thes lso leds students whole specilized subject. tendency students nd the teching body move slowly suboptions nd thus not so much lck speciliztion o options

7 CIHEAM Options Mediterrneennes given the conditions The second would be the These elements mke it possible give in the the the school they so, finhing school, tht they do not yet know 2.3. Bsic dciplines mkes it dciplines. on exct sciences nd biology, only solid knowledge bsic scientific The two cycle which th bsic given mkes it possible chieve objectives: schooling students; geology, biology) nd n initition socil sciences; physiology nimls subjects necessity plce with equl ttention the ech element, but with nd logicl sequence niml given divided includes the following ) n which minly tkes plce (40 dys). b) n in the field (15 dys). t the c) A which the used, (15 dys). d) session ll (1 O dys). t the end mke studies do technology s does not hve the food 2.4. Teching methods s well s nd niml The choice subjects suggested by the who

8 CIHEAM Options Mediterrneennes ~ 101 fices, 2.5. Continuing eduction common exmple, The objective technicl competence nd dynmic. one updte ptitudes nd by scientific nd technicl development nd in given field which ws o specificlly eduction ctivities consted not meeting since been pplied: tht the ctions n bility djusting evluted nd th evlution hs lwys been tken in ccount new ctions. To these sessions cn be dded: nd technicins the by ntionl ssocitions These ssocitions, which Ntionl following: Ntionl Assocition l l one the t on consulttion with ficils, continuing eduction Animles ANAPPAV) (Assocition et l s being deficient. Activities could t both be Sol The length ws set one's job nd pedgogicl efficiency. llowing the ssimiltion new knowledge s well s between. LEVEL doing). t the ntionl level enble the high level specilts mee (s used Th type compnies. s options

9 CIHEAM Options Mediterrneennes 102 with it slowly tking the ctivities in connection the pedgogicl spects. Th objective ws set s "We specific be ble with qulifktion system by in 1964 minly developed continuing eduction hs Complex the nd socil development obtin Continuing eduction, which cn be dded the ctivities the pedgogicl on up 30 2,100 dys , in 1974, in nd 1980 committee on the pln. Th commsion public who on needs nd hve suggested continuing eduction llowing nd well only becuse the who Th the Souihl School, the Csblnc Ellouizi School, School, School nd School. pedgogicl debte: teching stff so new outlook on level who nnully sum up the sitution nd give pedgogicl ctivity on the whole. The pedgogicl File in 1971, initited by the ficil must be mintin the qulity been imed t the levels. essentil nd which, The pedgogicl volume by the students. by 1020% the options

10 CIHEAM Options Mediterrneennes 103 pedgogicl nd institutions. Finlly, the nd definition globl evlutions by high level common the teching body on the possibility complex ll level s by doing; by consensus within 1. Orgniztion competence in field studies; n. such food economic second cmpus ws opened, constituting complex in meetings on etc.; nd single plce mny young people following but they will hve nd hlieutics. does would could hve led the o some schools specific not humn nd the complex in independent units would inevitbly led n wekening ech one. lt the obvious dvntges system: o economy scle: humn nd conceived could be used unity: the ntionl (nd not just locl) vlue mintined by conditions common ccess, by the the institution: the cdemic msion the msions eduction dependent on the nd the these msions dependent on vilble funds. Although be should llow flexibility the institution in defined A the institution. 2. Progrms which in the

11 CIHEAM Options Mediterrneennes 104. defined t on pedgogicl the institution, in n With the help council help composed : types diploms; nd schools Specilized committees, field. its opinion on the contcts mintined with which cn the needs the tutelge who nd n eduction the evolution the teching body itself, lso which will with vilbility. 3. Orgniztion reserch in trining institutions 3.1. Objectives six ten months pplied 16 eduction nd high level studies in n dvnced speciliztion the leding in the pst few t the eduction cycle well s Th implies: whom the definition the subject in one the 70 scientific dciplines vilble t the its modest ttempts t the qulity nd the The extence 70 scientific subjects should be noted s well s the development some them. the estblhment its the defence thes within the dedlines. The choice subjects suggested by the must tke in ccount: the qulity students who hve lwys been used eduction nd

12 CIHEAM Options Mediterrneennes 105 compnies, etc. who Among spects the wh The complexity on specific subjects. tht which pplied specific obtin "fesible" development plns specil body eduction institutions, who hd,sttus thn tht until 1986 sttus hd specil sttus since 1984 still being studied nd dcussion on specil body open Finncing reserch s s well s equipment by the clcultions, who doing 3.4. be be be the definition the content by in the nonetheless insufficient. Thus the necessity by ' who sign technicl 1. committees on the one hnd, nd nd schools hnd; the who cn 2. pedgogicl ctivities schools; fice, seed compny, etc.); 3. the definition the nnul needs nd stfy; the definition, ìn l etc.); (EEC, UNESCO, 5. scientts extension institutions: nd negotited nd estblhed by common nd 6. the most dequte scientific nd technicl stff options

13 CIHEAM Options Mediterrneennes 106 The extence the economic nd socil On the whole, pedgogicl nd scientific ctivities The sttus bove in the sme the extence the two institutions nd th'ey come the min bodies without definitively giving n dvntge The ge functions t 60 th old, not body. in the sme institution, without excluding 4.3. Trining nd recruitment procedure The min the sstntlevel common. 4. Teching stff 4.1. Numbers 310 (two body pedgogicl they viting t lest two At the end the initil which llows follow n initil the scientific nd pedgogicl nd pedgogicl two common lw the length be 15 lsts n two follow n extensive ttinment scientific ctivities such theses, etc. the defence second exmintions

14 CIHEAM Options Mediterrneennes 107' ddition pedgogicl two given by who which will lst between the by h Once up, it qulified in the llows him mintining the link between the student nd the pedgogicl ctivities whole nd subject scientific community. scientts level. t food technology, double who hve difficulties in detecting student's cpbilities school could who, becuse lck sufficient know which he ws cope only feel t ese in the ssigned lthough he with th difficulty. The tht ech institution hs with its own elimintion nd th loss ws economy nd the success A Economic 23 old but only kept 60% ech ntionl s such t lest the level submitted t.he executive which the the the nomintion tht becomes effective only if, post exts. 5. Students, At the end vilble). follow, how, students hving the beginning s well s it Test Evlution t the beginning detil the method used : nd Aptitude given students evluting nd guiding options

15 l CIHEAM Options Mediterrneennes All institution the N.S.A. (300 do not hve the sme niml biology, not given the sme ttention in the (150 pupils). s medecine. will s food most the by Stte technology thn subsidy. own specific ech Students with which lso subsidized. the student's choice problems With th method, the student's wh djusted ' ptitude in the 80% the 600 students in the 20% Advnced no eduction. Thnks the ctivities, scientific events nd qulity policy being hs Finlly, possibility studies job openings not specific. the economic system in plce, the fices economic by public level 6. Cost studies development; succeed in the 30 compnies exting ones. 25,953 School 24,310 School Technicl Asstnts. science. in the ctivities the good exmple follow. show scle chieved by the economy on

16 ~ ~~ CIHEAM Options Mediterrneennes 1 o9 13 by the sociology) (sheep, gots) in the diet vst popultions nd economy UNESCO hs initited which includes mny themes ecologicl Committee. Th foundtion includes 59 by its 1984 which shows the position on scene. putting in ctions ' the by Science Foundtion, bsed in t the development ctions nd be used s model use in nd the Est. options