This report summarises the results of monitoring VET system performance in Morocco, initiated in the context of the Torino Process in 2022. The Torino Process is a multiannual review of vocational education and training (VET) in countries in East and South-East Europe (including Turkey), Central Asia, and the South and East Mediterranean region, which the ETF is carrying out in partnership with countries in these regions on a regular basis since 2010. For more information see https://www.etf.europa.eu/en/what-we-do/torino-process-policy-analysis-and-progress-monitoring
“Performance” describes the extent to which the VET system delivers against a targeted selection of national and international obligations (commitments) to learners and other stakeholders in support of learning through life (lifelong learning - LLL).
The focus of monitoring is on the contribution of initial and continuing VET (IVET and CVET) to the learning activities of youth and adults in any learning setting (formal and non-formal), undertaken to improve their knowledge, skills, competences, and qualifications for personal, social and/or professional reasons. The purpose of the Torino Process monitoring exercise is to provide decision-makers, practitioners, and stakeholders with a reliable basis for informed decisions about policy improvement, resource allocation, strategy design, and follow-up analysis in support of lifelong learning.
The monitoring framework which underpins this report covers three major areas of commitment to lifelong learners: access to learning (Area A), quality of learning (Area B), and system organisation (Area C). These areas are divided into eight monitoring dimensions: access and participation in Area A; quality, relevance, excellence, and innovation in Area B; and system management/administration and resources in Area C. Within these areas and their dimensions, the Torino Process tracks a total of 30 system deliverables (outcomes) Further in the report “outcomes” and “deliverables” are used interchangeably.
- the extent to which they are being delivered and how equitably they are distributed to various groups of learners according to age, gender, socio-economic background, labour market and migration status, and typical learning setting.
The monitoring provides information in the form of a system performance index (SPI) for each of these 30 outcomes and learner groups, to a total of 82 indices In rare cases where evidence is missing, the number of SPIs for a country can be lower.
per country. The indices describe VET system performance in Morocco in formal and non-formal learning settings for youth and adults, females and males, disadvantaged learners, long-term unemployed jobseekers, economically inactive populations, and first-generation migrants.
This report showcases a selection of key monitoring results based on those indices, as follows: overall performance by broad monitoring dimension (Section 2.1), performance by specific area and system deliverable (Section 2.2 and subsections), and performance in support of specific groups of learners (Section 2.3). The report also provides an international average score “International average” refers to the average for countries participating in the Torino Process. At the time of preparation of this monitoring report, the evidence collection for some countries was still ongoing. As additional countries complete the monitoring exercise, the international averages shown in this report may change.
for these results for reference purposes, and, where relevant, it showcases some of the disaggregated data used to calculate the system performance indices. Links to the full dataset for Morocco and the Torino Process monitoring framework and methodology can be found in this document's third and final section.