FOR OFFICIAL USE ONLY
Report No: PAD00018
INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOPMENT
PROGRAM APPRAISAL DOCUMENT
ON A
PROPOSED LOAN
IN THE AMOUNT OF EUR 281.4 MILLION
(US$300 MILLION EQUIVALENT)
TO THE
KINGDOM OF MOROCCO
FOR A
MOROCCO ACCELERATING THE TRANSFORMATION OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH
OPERATION (P178910)
NOVEMBER 21, 2023
Education Global Practice
Middle East and North Africa Region
This document has a restricted distribution and may be used by recipients only in the performance of their official
duties. Its contents may not otherwise be disclosed without World Bank authorization.
CURRENCY EQUIVALENTS
(Exchange Rate Effective Oct 31, 2023)
Currency Unit = Moroccan Dirham (MAD)
MAD 10.24780 = US$1
EUR0.93769047 = US$1
FISCAL YEAR
January 1 - December 31
Regional Vice President: Ferid Belhaj
Regional Director: Fadia M. Saadah
Country Director: Jesko S. Hentschel
Practice Manager: Andreas Blom
Task Team Leader(s): Cornelia Jesse, Lea Jeanne Marie Iungmann
ABBREVIATIONS AND ACRONYMS
AfDB African Development Bank
ANEAQ National Agency for Evaluation and Quality Assurance of Higher Education and Scientific Research
(Agence Nationale d’Evaluation et d’Assurance Qualité de l'Enseignement Supérieur et de la
Recherche Scientifique)
ANPMA National Agency of Medicinal and Aromatic Plants (Agence Nationale des Plantes Médicinales et
Aromatiques)
AI Artificial Intelligence
BOD Biochemical Oxygen Demand
CCDR Country Climate and Development Report
CNACES National Commission for the Coordination of Higher Education (Commission Nationale de
Coordination de l'Enseignement Supérieur)
CNCP National Commission for Public Procurement
CNRST National Center for Scientific and Technical Research (Centre National pour la Recherche
Scientifique et Technique)
CoA Court of Accounts
COFOG Classification of the Functions of Government
CPF Country Partnership Framework
DA Designated Account
DBAG Directorate of Budget and General Affairs (Direction du Budget et des Affaires Générales)
DEPP Directorate for public entreprises and privatization (Direction des Entreprises Publiques et de la
Privatisation)
DFIL Disbursement and Financial Information Letter
DLI Disbursement-Linked Indicator
DLR Disbursed-Linked Result
DSSI Directorate of Strategies and Information Systems (Direction des Stratégies et des Systèmes
d'Information)
E&S Environmental and Social
EIA Environmental Impact Assessment
ESS Environmental and Social Standards
ESSA Environmental and Social Systems Assessment
EU European Union
FM Financial Management
GBV Gender-Based Violence
GDP Gross Domestic Product
GER Gross Enrollment Rate
GHG Greenhouse Gas
GID Integrated Expenditure Management System (Gestion Intégré de la Dépense)
GII Global Innovation Index
GoM Government of Morocco
GRM Grievance Redress Mechanism
GRS Grievance Redress Service
HCI Human Capital Index
HCP High Commission for Planning
HD Human Development
HE Higher Education
HEI Higher Education Institution
IERR Internal Economic Rate of Return
IFR Interim Financial Report
IGF General Inspectorate of Finance (Inspection Générale des Finances)
IGM General Ministerial Inspection (Inspection Générale du Ministère)
IFSA Integrated Fiduciary Systems Assessment
INPPLC National Authority of Probity, Prevention and Fight against Corruption (Instance Nationale de la
Probité, de la Prévention et de la Lutte contre la Corruption)
IPF Investment Project Financing
IRR Internal Rate of Return
IT Information Technology
IVA Independent Verification Agency
KPI Key Performance Indicator
LFP Labor Force Participation
M&E Monitoring and Evaluation
MEF Ministry of the Economy and Finance
MENA Middle East and North Africa
MESRSI Ministry of Higher Education, Scientific Research and Innovation
NAP National Adaptation Plan
NDC Nationally Determined Contribution
NDM New Development Model
OECD Organisation for Economic Co-operation and Development
OM Operations Manual
ONOUSC National Office of Social and Cultural University Works (Office National des Oeuvres Universitaires
Sociales et Culturelles)
OPRC Operational Procurement Review Committee
PA Paris Alignment
PACTE-ESRI National Plan for the Acceleration of the Transformation of the Ecosystem of Higher Education,
Scientific Research and Innovation (Plan National d’Accélération de la Transformation de
l’Ecosystème de l’Enseignement Supérieur, de la Recherche Scientifique et de l’Innovation)
PAP Program Action Plan
PbC Performance-based Contract
PDO Program Development Objective
PdP Performance Plan (Projet de Performance)
PEF Program Expenditure Framework
PEFA Public Expenditure and Financial Accountability
PFM Public Financial Management
PforR Program-for-Results
PMT Program Management Team
PP Procurement Plan
PPD Public Procurement Decree
PPSD Project Procurement Strategy for Development
RA Results Area
RF Results Framework
SC Steering Committee
SDGs Sustainable Development Goals
SEA/SH Sexual Exploitation and Abuse/Sexual Harassment
SPD Standard Procurement Document
STEM Science, Technology, Engineering and Mathematics
STEP Systematic Tracking of Exchanges in Procurement
TA Technical Assistance
TGR General Treasury of the Kingdom (Trésorerie Générale du Royaume, TGR)
TRI-N Thematic Research Institutes-Networks (Institut Thématique de Recherche, ITR)
UDC University Development Contract
UDP University Development Plan (Plan de développement de l’université)
WB World Bank
The World Bank
Morocco Accelerating the Transformation of Higher Education and Scientific Research Operation (P178910)
TABLE OF CONTENTS
DATASHEET................................................................................................................................................................1
I. STRATEGIC CONTEXT...........................................................................................................................................6
A. Country Context .............................................................................................................................................................. 6
B. Sectoral and Institutional Context .................................................................................................................................. 8
C. Relationship to the CPS/CPF and Rationale for Use of Instrument .............................................................................. 12
II. PROGRAM DESCRIPTION ................................................................................................................................... 13
A. Government Program ................................................................................................................................................... 13
B. PforR Program Scope .................................................................................................................................................... 15
C. Theory of Change .......................................................................................................................................................... 17
D. Program Development Objective(s) (PDO) and PDO Level Results Indicators ............................................................. 17
E. Disbursement Linked Indicators and Verification Protocols ......................................................................................... 18
F. IPF Component .............................................................................................................................................................. 19
III. PROGRAM IMPLEMENTATION........................................................................................................................... 20
A. Institutional and Implementation Arrangements ......................................................................................................... 20
B. Results Monitoring and Evaluation ............................................................................................................................... 21
C. Disbursement Arrangements ........................................................................................................................................ 22
D. Capacity Building .......................................................................................................................................................... 22
IV. ASSESSMENT SUMMARY................................................................................................................................... 23
A. Technical (including program economic evaluation) .................................................................................................... 23
B. Fiduciary ........................................................................................................................................................................ 26
C. Environmental and Social.............................................................................................................................................. 27
D. Corporate Requirements .............................................................................................................................................. 28
V. RISK.................................................................................................................................................................. 30
ANNEX 1. RESULTS FRAMEWORK MATRIX ................................................................................................................ 32
ANNEX 2. SUMMARY TECHNICAL ASSESSMENT......................................................................................................... 50
ANNEX 3. SUMMARY FIDUCIARY SYSTEMS ASSESSMENT .......................................................................................... 56
ANNEX 4. IPF FIDUCIARY APPRAISAL AND IMPLEMENTATION ARRANGEMENTS ........................................................ 63
ANNEX 5. SUMMARY ENVIRONMENTAL AND SOCIAL SYSTEMS ASSESSMENT ............................................................ 66
ANNEX 6. PROGRAM ACTION PLAN .......................................................................................................................... 70
ANNEX 7. SUMMARY OF DLIS/DLRS CONTRIBUTING TO CLIMATE CHANGE ADAPTATION AND MITIGATION ............... 75
ANNEX 8. GENDER GAPS AND ACTIONS .................................................................................................................... 76
ANNEX 9. IMPLEMENTATION SUPPORT PLAN ........................................................................................................... 77
The World Bank
Morocco Accelerating the Transformation of Higher Education and Scientific Research Operation (P178910)
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DATASHEET
BASIC INFORMATION
Project Beneficiary(ies) Operation Name
Morocco Accelerating the Transformation of Higher Education and Scientific Research
Morocco
Operation
Does this operation have an IPF Environmental and Social Risk
Operation ID Financing Instrument
component? Classification (IPF Component)
Program-for-Results
P178910 Yes Low
Financing (PforR)
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Financing & Implementation Modalities
[ ] Multiphase Programmatic Approach (MPA) [ ] Fragile State(s)
[ ] Contingent Emergency Response Component (CERC) [ ] Fragile within a non-fragile Country
[ ] Small State(s) [ ] Conflict
[ ] Alternative Procurement Arrangements (APA) [ ] Responding to Natural or Man-made Disaster
[ ] Hands-on Expanded Implementation Support (HEIS)
Expected Approval Date Expected Closing Date
14-Dec-2023 30-Apr-2029
Bank/IFC Collaboration
No
Proposed Program Development Objective(s)
To improve labor market relevance of priority programs at public universities and strengthen the governance of higher
education and scientific research.
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Morocco Accelerating the Transformation of Higher Education and Scientific Research Operation (P178910)
Organizations
Borrower: Kingdom of Morocco
Implementing Agency: Ministry of Higher Education, Scientific Research and Innovation (MESRSI)
Contact: Slimane Mehdad
Title: Director of Budget and General Affairs
Telephone No: 212537217501
Email: s.mehdad@enssup.ma
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COST & FINANCING (US$, Millions)
Maximizing Finance for Development
Is this an MFD-Enabling Project (MFD-EP)? No
Is this project Private Capital Enabling (PCE)? No
SUMMARY
Government program Cost 955.75
Total Operation Cost 300.00
Total Program Cost 294.25
IPF Component 5.00
Other Costs 0.75
Total Financing 300.00
Financing Gap 0.00
Financing (US$, Millions)
World Bank Group Financing
International Bank for Reconstruction and Development (IBRD) 300.00
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Expected Disbursements (US$, Millions)
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The World Bank
Morocco Accelerating the Transformation of Higher Education and Scientific Research Operation (P178910)
WB Fiscal
Year 2024 2025 2026 2027 2028 2029
Annual 0.00 55.46 89.86 88.91 40.19 25.58
Cumulative 0.00 55.46 145.32 234.23 274.42 300.00
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PRACTICE AREA(S)
Practice Area (Lead) Contributing Practice Areas
Education
CLIMATE
Climate Change and Disaster Screening
Yes, it has been screened and the results are discussed in the Operation Document
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SYSTEMATIC OPERATIONS RISK- RATING TOOL (SORT)
Risk Category Rating
1. Political and Governance Moderate
2. Macroeconomic Substantial
3. Sector Strategies and Policies Substantial
4. Technical Design of Project or Program Moderate
5. Institutional Capacity for Implementation and Sustainability Substantial
6. Fiduciary Substantial
7. Environment and Social Low
8. Stakeholders Moderate
9. Other
10. Overall Substantial
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POLICY COMPLIANCE
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Morocco Accelerating the Transformation of Higher Education and Scientific Research Operation (P178910)
Policy
Does the project depart from the CPF in content or in other significant respects?
[ ] Yes [✓] No
Does the project require any waivers of Bank policies?
[ ] Yes [✓] No
Legal Operational Policies Triggered?
Projects on International Waterways OP 7.50 No
Projects in Disputed Area OP 7.60 No
ENVIRONMENTAL AND SOCIAL
Environmental and Social Standards Relevance Given its Context at the Time of Appraisal
E & S Standards Relevance
ESS 1: Assessment and Management of Environmental and Social Risks and
Relevant
Impacts
ESS 10: Stakeholder Engagement and Information Disclosure Relevant
ESS 2: Labor and Working Conditions Relevant
ESS 3: Resource Efficiency and Pollution Prevention and Management Not Currently Relevant
ESS 4: Community Health and Safety Relevant
ESS 5: Land Acquisition, Restrictions on Land Use and Involuntary Resettlement Not Currently Relevant
ESS 6: Biodiversity Conservation and Sustainable Management of Living Natural
Not Currently Relevant
Resources
ESS 7: Indigenous Peoples/Sub-Saharan African Historically Underserved
Not Currently Relevant
Traditional Local Communities
ESS 8: Cultural Heritage Not Currently Relevant
ESS 9: Financial Intermediaries Not Currently Relevant
NOTE: For further information regarding the World Bank’s due diligence assessment of the Project’s potential
environmental and social risks and impacts, please refer to the Project’s Appraisal Environmental and Social Review
Summary (ESRS).
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LEGAL
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Morocco Accelerating the Transformation of Higher Education and Scientific Research Operation (P178910)
Legal Covenants
Sections and Description
Schedule 2, Section I, Part A, 1(a): The Borrower shall, through the MESRSI: no later than ninety (90) days after the
Effective Date, or such later date as agreed by the Bank, formally appoint and thereafter maintain, throughout the
implementation of the Operation, a Program Management Team (“PMT”), responsible for the overall coordination,
monitoring and evaluation of the Operation (including the preparation of the Program Reports, Project Reports and
consolidated financial statements), and the day-to-day implementation of the Project activities; said PMT with
composition and terms of reference acceptable to the Bank, all as set forth in the Operations Manual (OM).
Schedule 2, Section I, Part A, 1(b): The Borrower shall, through the MESRSI: no later than ninety (90) days after the
Effective Date, or such later date as agreed by the Bank, establish and thereafter maintain during the period of
implementation of the Operation, a steering committee (“Steering Committee”), to be responsible for overall oversight
of the Operation, with composition (including representatives from the relevant MESRSI directorates, the MEF,
ONOUSC and one or more representative from the public universities) and terms of reference acceptable to the Bank,
all as set forth in the OM.
Schedule 2, Section I, Part B, 1: The Borrower shall: (a) through the PMT, no later than ninety (90) days after the
Effective Date, or such later date as agreed by the Bank, adopt a manual under terms and conditions acceptable to the
Bank (“Operations Manual” or “OM”); and (b) immediately thereafter, carry out the Operation in accordance with the
OM. The Borrower shall not amend or waive any provision of the OM without the Bank’s prior written consent. In case
of any conflict between the terms of the OM and those of this Agreement, the terms of this Agreement shall prevail.
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Conditions
Type Citation Description Financing Source
Notwithstanding the
provisions of Schedule 2,
Section IV, Part A, no
withdrawal shall be made
Schedule 2, Section IV, Part for DLRs under Categories
Disbursement IBRD/IDA
B. 1(b) (1) to (8), until and unless
the Borrower has furnished
evidence satisfactory to the
Bank that said DLR has
been achieved.
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Morocco Accelerating the Transformation of Higher Education and Scientific Research Operation (P178910)
I. STRATEGIC CONTEXT
A. Country Context
1. Over the past 20 years, Morocco has made impressive progress in social and economic terms due to large public
investments as well as institutional and sector reforms, but growth has slowed since 2010, and poverty reduction has
been impacted by multiple exogenous factors. By 2015, the per capita Gross Domestic Product (GDP) had doubled
compared to 2005.1 This fast-paced growth led to extreme poverty eradication, a substantial drop in the national poverty
rate, greater life expectancy, increased access to basic public services, and major public infrastructure development.
Regardless of these achievements, rising expectations of Moroccans, especially youth, continue to be unsatisfied.
Economic growth has slowed; job creation is insufficient, resulting in a large inactive population; and the labor force
participation (LFP) rate is low, especially for women. Real GDP growth was at 1.3 percent in 2022, below the pre-
coronavirus disease (COVID-19) trend, estimated to decline to 2.8 percent in 2023. 2
2. The downside of Morocco’s growth model has been its reliance on high levels of public investments with a
relatively low multiplier effect, which in human development (HD) implied a focus on massively expanding access but
not quality of services and inadequate provision of opportunities for youth and the female labor force. Based on the
Human Capital Index (HCI), a child born in Morocco today will only be 50 percent as productive when s/he grows up as
s/he could be if s/he enjoyed complete education and full health, lower than the average for the Middle East and North
Africa (MENA) region, but higher than other lower-middle-income countries. Between 2010 and 2020, Morocco’s HCI
increased from 0.47 to 0.50, but learning poverty is high. Though Morocco is benefitting from a demographic dividend (42
percent of the population was below age 25 in 2022), 3 the quality of the labor force is relatively low. Despite massive
growth in education access, labor force education attainment remains low: 64 percent of the population ages 25 and
above had only completed primary school or less in 2021. Around 300,000 working-age people enter the labor market
annually, placing pressure on the economy to create sufficient jobs. To offer more quality jobs for youth and increase
female LFP, Morocco will need to accelerate economic growth and job creation and build the human capital required to
grow and compete in the twenty-first century.
3. In addition, economies globally are undergoing substantial transformations, with technology, research, and
innovation and highly skilled human capital becoming critical elements in driving competitiveness and green growth.
These transformations have led to fundamental changes in the nature of work and demand for skills, notably e.g., in digital
technology, and advances in renewable energy. An estimated 50 percent of work activities in Morocco are prone to
automation. 4 Digitalization, automation, and use of low-carbon technologies have reshaped the demand for skills (e.g.,
artificial intelligence (AI)), leading to the creation of new occupations and to changes in existing job profiles and skills
content toward advanced cognitive, 5 socio-behavioral skills, and skill combinations associated with greater adaptability.
1 World Bank, Country Economic Memorandum Morocco 2040: Emerging by Investing in Intangible Capital. Poverty measurement is based on the
national poverty line.
2 World Bank. 2023. Morocco Economic Update: Responding to Supply Shocks, Winter 2022/2023, February 2023.
3 High Commission for Planning (HCP), Annuaire statistique du Maroc 2022, and HCP, Les indicateurs sociaux du Maroc, 2023.
4 2017 World Economic Forum Report on the Future of Jobs.
5 E.g., complex problem-solving and teamwork skills. Studies show that cognitive abilities are closely related to productivity and economic growth
(Hanushek, E., and Woessmann, L., 2008. The Role of Cognitive Skills in Economic Development. Journal of Economic Literature 46 (3): 607–668).
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Morocco Accelerating the Transformation of Higher Education and Scientific Research Operation (P178910)
Morocco faces challenges in developing its digital workforce. In MENA, only 1.7 percent of the workforce are considered
digital talents, 6 and employers (65 percent) believe there is a skills gap. 7
4. Addressing the challenges of climate change is critical to ensure economic competitiveness and sustainability
in the long term. Morocco is highly vulnerability to current and future climate variability and change. Its vulnerability and
readiness ranking in the ‘Notre Dame Global Adaptation Initiative’ Index is 70 out of 181 countries. 8
5. Slow onset impacts of climate change such as temperature rise are projected to increase across all emission
scenarios throughout the end of the century. Changing rainfall patterns combined with a rise in temperature are expected
to increase the arid period and exacerbate drought conditions. As a result, water resources are projected to decline. About
87 percent of total crop production remains primarily rain-fed and thus highly vulnerable to increased rainfall variability.
This will have dire implications for food security and rural livelihoods. In the energy sector, temperature rises and heat
waves will increase electricity demand. To address climate change challenges, key sectors, including agriculture, water
management and energy sectors need to adopt resource efficient practices, in particular water efficient, and align with
the country’s low carbon pathways. Scaling up renewable energy will be key not only to meet this increased energy
demand in the domestic, commercial, and industrial sectors, but also to reduce dependency on imports and help Morocco
reach its greenhouse gas (GHG) reduction targets, boost economic growth and enable sustained energy independence. 9
In addition, it is critical to transition to a diversified economy less reliant on climate conditions. The Morocco Country
Climate and Development Report (CCDR) emphasizes the need to prepare workers for future green jobs through skilling,
upskilling, and reskilling, by providing incentives to steer education and skills programs toward this shift. Besides technical
skills, higher level cognitive skills e.g., problem solving, communication and digital skills are critical to address climate
change challenges. Globally, the rise in the demand for workers with green skills, 10 has overtaken supply, and job postings
for green skills rose by eight percent per year in the past five years, while the corresponding workforce has only grown at
six percent over the same period. 11
6. To address these challenges and accelerate the structural transformation of its economy and growth model,
Morocco finalized a New Development Model (NDM) in 2021, prioritizing improvements in human capital and research
in priority sectors as catalysts for diversifying its economic output, creating jobs in priority sectors, accelerating
economic growth, and addressing and mitigating the impact of climate change. In HD, the government has embarked on
a broad reform, including improvement of education quality, focused on higher education (HE) and university research in
collaboration with industry to boost employability in priority sectors including jobs that pertain to reducing GHG emissions
and/or boosting climate resilience in agriculture and water management sectors. The NDM emphasizes the relevance of
human capital investments, particularly in HE and research, to address climate challenges, protect the most vulnerable,
and achieve sustainable growth, which facilitates low-carbon and climate-resilient development. The NDM report
highlights the importance of HE governance, accountability and results-orientation. 12
6 Individuals with digital skills, mindsets, and an ability to use digital tools or operate effectively in a digital environment. McKinsey Digitization
Index, McKinsey, 2018, The Future of Jobs in the Middle East, January 2018.
7 Bayt/YouGov, 2017, The Bayt.com Middle East Skills Report 2017.
8 The Notre Dame Global Adaptation Initiative Country Index measures a country’s vulnerability to climate change and readiness to improve
resilience.
9 https://climateknowledgeportal.worldbank.org/sites/default/files/2021-09/15725-WB_Morocco%20Country%20Profile-WEB.pdf.
10
Technical skills relevant for jobs in the renewable energy and energy efficiency sectors, climate smart agriculture and water management to
address water scarcity and allocation in a drought-vulnerable context, preserving biodiversity and forest conservation.
11 LinkedIn. 2023. Global Green Skills Report 2023.
12 CSMD (Special Commission on the Development Model). 2021. NMD Report, p. 81.
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Morocco Accelerating the Transformation of Higher Education and Scientific Research Operation (P178910)
B. Sectoral and Institutional Context
7. In HE and scientific research, Morocco has accomplished critical successes over the past decade, but for HE and
research to play their role in its economic transformation, several critical challenges need to be addressed. Major
achievements include (i) tripling of student enrolment from 2010 to 2018; (ii) high female enrolment, including in science,
technology, engineering and mathematics (STEM); and as a result of these two, (iii) increased education levels of the labor
force; (iv) emerging centers of academic and research excellence, and (v) substantial growth in international students. 13
However, the following systematic challenges remain: (i) the rapid enrolment surge without sufficient per student
financing to accompany the expansion and inefficiencies, resulting in (ii) quality and relevance deterioration of academic
and research programs and low efficiency (high repetition and dropout); (iii) low employability of graduates, partly due to
poor coordination mechanisms between universities and industry in adapting academic programs, thus not contributing
to a high-skilled labor force and creating dissatisfaction among unemployed graduates; (iv) inequities and pressure on
public HE financing; and (v) insufficient autonomy and accountability for results of public universities, hindering
efficiencies and performance improvements as well as the mobilization and effective utilization of external resources.
8. Following the massive expansion of primary and secondary education,14 Morocco has experienced a dramatic
expansion in access to HE over the last decade, with public universities and open access programs absorbing most of
this increase. The number of students enrolled in HE tripled between 2010 and 2022, from 447,036 to 1.3 million students,
more than doubling the Gross Enrollment Rate (GER), from 16 percent in 2011 to 39 percent in 2019, 15 with the large
majority of students attending public universities. 16 In 2022, 54 percent of students were female, closing (and inverting)
the gender gap; and 87 percent of students were enrolled in tuition-free open access programs, in which access is mostly
open on a nonselective basis to all bacheliers 17 pursuing humanities, law, social science, and economics programs. 18 The
remaining 12 percent were enrolled in regulated access programs, with a competitive and selective admission process,
which include health sciences, engineering, business management, and technology degrees. Most students pursue law,
economics, and social sciences (51 percent); humanities (22 percent); and sciences (26 percent—health and life sciences,
engineering, and technology). About 50 percent of engineering students are female, as are 54 percent of students in open
access science programs, with the total female STEM enrolment at 55 percent, illustrating an impressive achievement of
female enrolment in STEM programs, which offer better job market outcomes. The majority of students are pursuing their
first degree, with 91 percent enrolled in Bachelor, five percent in Master’s and four percent in PhD programs.
9. The downside of this massive influx of students has been that the financial, human, and infrastructure resources
of universities have not kept pace with it. Whereas the number of students enrolled in HE doubled from 2013 to 2023,
the corresponding budget allocation grew only by 56 percent, resulting in a decline in per student expenditure from 61 to
38 percent of GDP per capita between 2013 and 2023. However, overall HE expenditure as a share of total government
education expenditure has been at an appropriate and relatively sustainable level, at 18 percent. HE spending as a share
of GDP (1.1 percent estimated for 2023) is higher than the average for Organization for Economic Co-operation and
Development (OECD) countries (0.9 percent) and only surpassed by Tunisia (1.6 percent) and Oman (1.3 percent) in MENA.
However, total per student spending masks differences in spending across open and regulated access programs, with the
13
From 6,000 in 2000 to 23,411 students in 2021, of which 83 percent are African, highlighting the openness and attractiveness of the Moroccan HE
system, especially to Sub-Saharan African students.
14 In 2020–2021, four million pupils attended primary schools and three million children were enrolled in secondary schools, with an increasing share
of children completing secondary education (8 percent increase in the number of baccalaureate candidates compared to 2021).
15 Share of the university-age population enrolled in HE.
16 Encompasses universities, institutes etc.
17 Secondary school graduates who passed the end of secondary school leaving exam, i.e. the Baccalaureate.
18 Ministry of Higher Education, Scientific Research and Innovation (MESRSI) Statistics.
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Morocco Accelerating the Transformation of Higher Education and Scientific Research Operation (P178910)
former serving the bulk of students. Recurrent HE expenditures represent 88 percent of total HE expenditures in 2023,
leaving little room for capital investments to improve quality. Expenditures directed toward salaries and scholarships have
consistently constituted a substantial portion of total HE expenditures, at approximately 67 and 13 percent, respectively.
Investments in research have increased substantially but only reached one percent of total HE expenditure in 2022. 19
Quality and Labor Market Relevance
10. HE investment has not translated into better teaching and learning environments at universities, which have
experienced rising student-faculty ratios and surpassed their enrolment capacity in open access programs. Despite
increasing the number of permanent academic staff from 12,036 in 2012 to 15,880 in 2022, the overall student-faculty
ratio has remained high, at 70:1 in 2022 (106:1 in open access programs). This ratio varies widely across disciplines and
types of institutions. In addition, about 37 percent of academic staff are ages 55 and above, and approximately 3,000 (20
percent) are expected to retire by 2025, 20 further increasing the student-faculty ratio. The rapid enrolment growth has
resulted in open access programs operating at 259 percent of their capacity (versus regulated access programs at only 77
percent). 21 In 2023, only three Moroccan public universities reached the top 1,200 universities in global rankings. 22
11. Overall, academic quality, labor market relevance of degree programs, and support for the job market transition
need to be improved to reduce supply-side constraints to graduate employment, though labor market demand-side
reforms are critical as the job market does not generate sufficient opportunities for young people, particularly for HE
graduates. 23 While the overall unemployment rate in 2019 was 9 percent, it was considerably higher for youth (25 percent
for 15–24-year olds) and youth with tertiary education degrees (59 percent). However, the rate diminished slightly to 42
percent for older, 25–29-year-old HE graduates based on labor force survey data. A 2018 university graduate tracer
survey 24 found that 68 percent of public university graduates and 79 percent of private university graduates were
employed; 13 percent of public university graduates were unemployed, eight percent were inactive, and 11 percent were
pursuing further studies. The survey also highlighted gender differences in employment: about 87 percent of male public
university graduates were employed compared to 75 percent of female public university graduates. University graduates
in STEM-related fields (including health) have better labor market outcomes than economics, law, management, and arts
and humanities graduates, particularly women: 54 percent of 25–34-year-old STEM female graduates are employed
(versus 37 percent of arts and humanities graduates and 48 percent of economics, law, and management graduates), and
73 percent of STEM male graduates in this age range are employed (versus 60 percent of arts and humanities graduates).
This indicates that the labor market relevance of degree programs varies and that the massive influx of students into
degree programs with less favorable job prospects constitutes a supply-side constraint. Meanwhile, health and
education/pre-service teacher training programs cannot produce graduates in sufficient numbers to meet job market
needs. STEM graduates not only have higher employment rates, but their jobs also demand higher skills levels than jobs
of graduates from other disciplines (over 75 percent of employed STEM graduates are in high-skill jobs), so they are less
likely to be overqualified for their jobs. Overqualification is more pronounced for non-STEM disciplines: 47 percent for
economics, law, and commerce and 44 percent for arts and humanities. In terms of gender, female graduates have a
higher employment rate in high-skill jobs across all disciplines, with a growing gap for non-STEM graduates, notably in arts
and humanities. In addition, 32 percent of Moroccan firms (compared to only 19 percent in Egypt and 10 percent in Jordan)
indicated an inadequately educated workforce as major or severe constraint to their business, highlighting supply side
19 MESRSI.
20 MESRSI.
21 Estimated as number of students enrolled as a percentage of available physical spaces for students.
22 Times Higher Education World University Rankings 2023.
23 Data in this paragraph comes from World Bank 2023, Youth Employment Note, unless otherwise noted.
24 https://www.csefrs.ma/publications/linsertion-des-laureats-de-lenseignement-superieur/?lang=fr.
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constraints related to the relevance and quality of degree programs, and the lack of preparedness of graduates for the
labor market in terms of cross-cutting skills, such as soft, digital, and language skills. 25 In addition to supply side
interventions, it is important to support graduates’ job market transition, e.g., through university career centers and
internships.
12. However, demand-side constraints play an even greater role in youth unemployment, including of HE
graduates, specifically job market functioning and insufficient labor market demand and absorption capacity, due to the
relatively small size of the formal economy. 26 This means that graduates mostly queue for public or limited private sector
jobs. The public sector represents a high share of high-skills jobs for male and female graduates. However, while overall
across HE graduates age groups over 40 percent of female and male graduates in high-skill occupations were working in
the public sector, only 12 percent in the 25–34 age range were public employees in 2018, indicating generational
differences. Regarding disciplines, the private sector is the primary source of high-skill jobs for graduates in economics,
law, and commerce. About 50 percent of the high-skill jobs for the 25–34-year-old HE graduates were in education (34
percent), finance and insurance (10 percent), and public administration and defense (nine percent), with slight gender
differences. Thus, HE does not only need to prepare graduates for the national labor market, but also for the regional and
international labor markets to create greater job opportunities, by enhancing the relevance of degree program offerings
and steering prospective students toward programs of study with greater job market prospects; improving degree
program content; and providing HE students with transferable soft, language, and digital skills for greater versatility.
13. Although education improves women’s job market outcomes, more targeted efforts are needed to facilitate
employability and labor market transition of female graduates. Female LFP of HE graduates is the highest among all
education levels, but it is declining. Overall, female LFP in Morocco was 20 percent in 2022, lower than the average for
the region (31 percent) and its income group (50 percent). Female LFP has declined over time at all levels of education
(despite a general increase in the quality of the labor force, relatively low fertility, and rising per capita GDP. Male LFP has
remained stable, except for those without any schooling. 27 LFP of female HE graduates was 64 percent, higher than for
female secondary education graduates (34 percent adjusted rates) but lower than for female HE graduates in Egypt (66
percent). However, it is still significantly below that of male graduates and shows a more marked decline than for other
women without HE studies (−11 percentage points). Furthermore, young, tertiary-educated women, including those in
the 25–29 age cohort, have marginally higher unemployment rates than men.
Research Performance
14. In addition to quality and relevance challenges, Morocco’s research output, while showing promising
achievements, needs to further improve to be able to reach its full potential. For example, the number of citable
documents per one million inhabitants was 259 in 2020, compared to 628 (Lebanon) and 710 (Tunisia). The number of
researchers per one million inhabitants is lower in Morocco (1,074) than in Tunisia (1,771). In the World Intellectual
Property Organization’s Global Innovation Index (GII), 28 Morocco ranked 70 of 132 countries in 2023. Specifically, scientific
research faces the following main challenges:
(a) Lack of a critical mass/networks of researchers collaborating on thematic topics.
(b) Low levels of university-industry research partnerships and need to enhance internationalization of research.
25 30 percent of the firms who participated in the survey. The survey is a representative sample of Moroccan enterprises.
26 World Bank, 2023, Youth Employment Note.
27 World Bank 2023, Youth Employment Note, and World Bank, 2022, Female Labor Force Participation in Morocco: Constraints and Priority
Actions.
28 The GII ranks economies according to their innovation capabilities.
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(c) Relatively low quality and relevance of PhD programs and low involvement of PhD students in research networks.
About 45,214 students pursued PhDs in 2022, up from 19,585 in 2013, of which approximately 44 percent were
women in 2022–2023. Approximately 46 percent of PhDs are in STEM; 26 percent in humanities and social sciences;
and 28 percent in law, management, and economics. Several private and public-private partnership universities also
offer PhD programs. However, the PhD system has been facing several challenges, notably (i) lack of rigorous
selection of PhD candidates, (ii) insufficient program internationalization and quality, (iii) long average PhD
completion times (partly due to the necessity for many PhD candidates to work), (iv) high dropout rates, (v)
insufficient financial support, (vi) inconducive learning/research environment, and (vii) weak quality assurance of PhD
programs.
(d) Governance issues, such as lack of a (i) national scientific research and innovation strategy and consistent
standards/accreditation for research centers, affecting the quality of the research environment and ultimately
outputs; (ii) structure for fostering thematic research networks across universities in Morocco and internationally;
and (iii) insufficient capacity strengthening and support systems for researchers.
Governance and Structure of HE
15. HE consists of public, private, and public-private partnership institutions. There are 12 public universities and 78
public non-university Higher Education Institutions (HEIs), five private universities and 129 private HEIs, and five public-
private partnership universities created by non-profit foundations. In 2023, 1,095,668 students were enrolled (95 percent
in public universities) and 15,880 full-time academic and 8,520 administrative staff employed (88 and 74 percent in public
universities, respectively). The system also comprises autonomous public entities under the authority of MESRSI, such as
the National Office of Social and Cultural University Works (Office National des Oeuvres Universitaires Sociales et
Culturelles, ONOUSC), responsible for student housing, dining, health insurance, scholarships, and sports and cultural
activities and the National Agency for Evaluation and Quality Assurance of Higher Education and Scientific Research
(Agence Nationale d’Evaluation et d’Assurance Qualité de l'Enseignement Supérieur et de la Recherche Scientifique,
ANEAQ), which has played a key role in building a quality culture based on international standards since 2014. 29 The
National Center for Scientific and Technical Research (Centre National pour la Recherche Scientifique et Technique, CNRST)
is responsible for implementing scientific and technological research development programs, while the National Agency
of Medicinal and Aromatic Plants (Agence Nationale des Plantes Médicinales et Aromatiques, ANPMA) is responsible for
scientific research, development, and innovation in the field of medicinal and aromatic plants.
16. While Morocco has made some progress in setting up a sound governance system for HE, important measures
still need to be taken. International experience shows that a sound HE governance system requires institutional capacity,
autonomy and accountability, and sufficient levels of funding as fundamental drivers of university academic and research
performance which can enhance graduate labor market outcomes. 30 Moroccan universities scored relatively low or
average on the level of autonomy in decision-making during a benchmarking exercise across MENA universities. 31 At the
university level, the current institutional framework provides relatively little flexibility for public universities to improve
their performance; thus, creating a level playing field for all HEIs would be important for an integrated, well-performing
HE system while allowing for diversity of institutional types and missions.
29 ANEAQ is an autonomous institution in charge of evaluating the quality of public and private HEIs and their programs, and research effectiveness.
30 Ritzen, J. 2016. University Autonomy: Improving Educational Output. IZA, World of Labor, March 2016. In a study of European and US universities,
good governance and adequate funding were the main determinant of universities in international rankings (see Aghion, P., Dewatripont, M., Hoxby,
C.; Mas-Colell, A. and Sapir, A., 2007, Why Reform Europe’s Universities? Bruegel Policy Brief, Issue 2007/04, Sept 2007.
31 The 2016 University Governance Scorecard Benchmarking initiative highlights their institutional strengths and weaknesses.
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17. The following areas of university governance could be improved in a progressive move toward greater levels of
autonomy, accountability, and results-orientation: (i) streamline institutional governance at the university board level to
create more executive and strategic decision making (current boards have a large number of members, often between 60
or more, and are more administrative than strategic, reforms are ongoing); (ii) increase financial autonomy of HEIs to
effectively generate and retain nongovernmental revenue and manage recurrent budget expenditures more flexibly and
be able to allocate funding to local priorities (e.g., current fiduciary processes make it difficult to use research funds
obtained externally and to allocate/administer international scholarships); (iii) build tools and a culture for planning and
results monitoring, critical for ensuring autonomy is well managed (e.g., there are limited reliable data on graduate
employment, quality, industry-linkages, and research outcomes, and data are often not used to inform strategic decision
making); (iv) move towards an institutional funding formula with performance-based elements to promote academic and
research excellence and raise the chance of reform success versus solely input-driven funding; and (v) make management
of student flows across academic disciplines more effective and efficient by developing a prospective student career
orientation, current student reorientation, and HE graduate tracking system to better inform students’ and their parents’
study choices with regard to job market relevance based on reliable data on employability by discipline/degree program.
18. At the system level, several areas of governance could be targeted for making the system more effective,
equitable, and financially sustainable. In particular, student scholarships could benefit from more equitable targeting and
a more efficient process for selection and management. Approximately 38 percent of undergraduate students benefit
from needs-based scholarships. In 2023, 419,445 students received the scholarships. Until the 2023–2024 academic year,
the undergraduate scholarships (93 percent of total scholarships) were awarded by provincial commissions with targeting
relying on parents' declared income, which tends to be an imprecise indicator given the size of the informal labor market.
C. Relationship to the CPS/CPF and Rationale for Use of Instrument
Relationship to the CPS/CPF
19. The Operation will contribute to several focus areas of the Country Partnership Framework (CPF) for Morocco
2019–2024 (Report No. 13103; extended to FY2025 with revised Pilar 3 to reflect the focus on climate transition) 32 and
to the implementation of the NDM’s pilar on human capital development. The Program will contribute notably to (i) the
focus area 2, strengthening human capital; (ii) the focus area 1, promoting job creation by the private sector; and (iii) the
focus area 3, supporting the climate transition, by helping climate change adaptation through expanded higher-quality
research via the creation of Thematic Research Institutes-Networks (TRI-N); 33 and the cross-cutting themes of governance
and harnessing the digital economy for jobs and faster growth, and promoting gender – empowering women and girls for
shared prosperity, by promoting a conducive environment for female students and researchers. The Program supports the
implementation of the NDM on HE and research by interventions centered on capacity building for results-based
governance and by enhancing academic and research quality in national priority areas, including a contribution to the
preservation of natural resources and the enhancement of the resilience of territories to climate change and safeguarding
of water resources through better use of the resource and more rigorous management of its scarcity under pillar 4 of the
NDM, territories and sustainability.
20. The Operation is also consistent with Morocco’s 2021 Nationally Determined Contribution (NDC) which lists
energy production, industry, housing, waste, agriculture, land management, and forestry as key sectors of its
32World Bank. 2023. Performance and Learning Review of the Country Partnership Framework. The pilar on HD remains unchanged.
33The TRI-Ns will organize research groups and institutes into thematic networks, bringing together excellent, high-performance research
structures in the areas covered by the respective institutes.
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adaptation strategy. In the latest NDC submitted to the United Nations Framework Convention on Climate Change,
Morocco committed to a 45.5 percent GHG emissions reduction by 2030. The NDC also identifies flood risks and increases
in temperature and drought risks as the most significant in terms of potential impacts on human and economic activities.
In line with the targets established in the NDC, the Program’s activities will have a negligible impact on GHG emissions.
Furthermore, the Operation is consistent with the National Adaptation Plan (NAP), which includes (i) climate change
strategic governance; (ii) climate knowledge; (iii) assessment, prevention, and reduction of vulnerabilities; and
enhancement of (iv) resilience of sensitive resources and ecosystems; and (v) of resilience of production sectors. It is also
aligned with Morocco’s CCDR which identifies three key areas to help achieve its climate goals: (i) tackling water scarcity
and droughts, (ii) enhancing resilience to floods, and (iii) decarbonizing the economy. The Operation will directly
contribute to the NDC and NAP objectives by (i) incentivizing research on water and the environment, in general, and
climate change mitigation/adaptation, in particular, for the benefit of national economic priority sectors and (ii) by
building human capital for and promoting careers in climate change adaptation and supporting the human capital needs
for the climate transition.
Choice of Financing Instrument
21. The Operation will consist of a Program-for-Results (PforR, 98 percent of financing) and an Investment Project
Financing (IPF) for Technical Assistance (TA) (2 percent of financing) to promote the results focus of the well-defined
government program, foster stakeholder consensus, boost implementation and monitoring and evaluation (M&E)
capacity, and sustainability through use of country systems.
II. PROGRAM DESCRIPTION
A. Government Program
22. To address challenges in HE and research and implement the NDM, MESRSI launched a transformative and
ambitious sector plan in 2023, the National Plan for the Acceleration of the Transformation of the Ecosystem of Higher
Education, Scientific Research and Innovation (Plan National d’Accélération de la Transformation de l’Ecosystème de
l’Enseignement Supérieur, de la Recherche Scientifique et de l’Innovation, PACTE-ESRI), which was endorsed by the highest
level of government. It consists of a comprehensive set of strategic reforms with the potential to transform HE and
scientific research, focused on four pillars: (i) academic excellence, (ii) research excellence, (iii) governance and
operational excellence, and (iv) innovation (Figure 1).
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Figure 1. Key Pillars of the PACTE-ESRI
23. The plan was finalized in late 2022 following extensive national stakeholder consultations, including with
industry and public, public-private partnership, and private universities, which will continue to play an important role
during implementation. MESRSI conducted several consultations, each hosted by a different university, with participation
by students, faculty, university administrative staff, trade unions, industry, local government, civil society as well as a
consultation with the diaspora and industry. Over 3,000 public feedback submissions were received via the PACTE-ESRI
website. Given the plan’s focus on the relevance of academic programs and graduate employability, universities will be
working on developing new academic programs in close collaboration with industry.
24. The implementation of several PACTE-ESRI priority actions has started for the 2022–2023 academic year, e.g.,
under Pillar 1, new academic programs tailored to job market needs (e.g., in health, education, and industry; under
preparation in digital and green and resilient economy) and innovative pedagogical reforms (e.g., hybrid/online learning)
were launched. Under Pillar 2, the reform of the PhD cycle and establishment of the TRI-Ns are under way. Under Pillar 3,
an organizational audit and a study to inform the development of information management systems were initiated. In
addition, as the HE system advances its digital transformation with the PACTE-ESRI, it can rely on strong digital
infrastructure and connectivity at university and central levels. 34
25. The PACTE-ESRI is funded through a three-year program-based budget and Performance Plan (Projet de
Performance, PdP). The PdP is organized in four programs (P1 Steering and Governance, P2 Higher Education, P3 Scientific
and Technological Research, and P4 Social Assistance to Students), corresponding to key PACTE-ESRI elements.
Development Partner Support
26. The Program is complementary to the planned support for the PACTE-ESRI from the African Development Bank
(AfDB) and the European Union (EU). EU support will cover elements of all pillars of the PACTE-ESRI, focused on online
34Owing to MESRSI’s Connected Campus initiative in 2021, all public universities are equipped with broadband internet access and online learning
hubs, staffed with a coordinator and pedagogical and Information Technology (IT) staff to assist faculty in developing online/hybrid courses, and can
access a central online content platform.
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teaching/learning, quality, and entrepreneurship, and the AfDB plans to support construction of residence halls,
administrative digitization, university career centers, and capacity-building activities.
B. PforR Program Scope
27. Program boundaries. The proposed operation will support key elements and incentivize results to increase
efficiency in the implementation of select interventions of the PACTE-ESRI (Table 1).
Table 1. Scope of Government program and PforR
Feature Government program World Bank-financed Program
Name PACTE-ESRI Accelerating the Transformation of Higher Education and Scientific
Research Operation
Objective To prepare and empower generations of professionals, To improve labor market relevance of priority programs at public
academics, and researchers to tackle future challenges and universities and strengthen governance of higher education and
offer smart solutions that contribute to socio-economic scientific research.
development and human capital accumulation.
Duration 2022–2030 2024– 2029
Coverage All public and private universities All 12 public universities
Results Areas Pillar 1 Academic Excellence Selected interventions under Pillars 1, 2, and 3
(RAs) Pillar 2 Research Excellence RA1: Improving labor market relevance of university programs
Pillar 3 Operational Excellence & Governance 4.0 RA2: Promoting research based on international standards and
Pillar 4 Territories of Innovation national priorities
RA3: Improving governance at central and university level
Beneficiaries 1,218,687 students and 21,624 academic and 14,613 1,095,668 students and 15,880 academic and 8,520 administrative
administrative staff staff
Financing US$7.96 billion US$1,250 million
28. PforR Program scope. The Program scope amounts to 23 percent of the government program, that is, US$1.250
billion of a total of US$7.96 billion, with the Bank financing amounting to US$294.25 million (Table 2). Activities outside
the Program boundary amount to US$6.7 billion and include mostly salaries and subsidies to universities for operating
costs and investments (construction and equipment) not directly related to the Program.
Table 2. Program Costs and Financing Sources (US$ millions)
Source Amount % of Total
Government 955.75 77
IBRD 294.25 23
Total 1,250.0 100
29. The PforR will support key interventions and reforms in three of the four PACTE-ESRI RAs in which the Bank’s
value added is expected to be strongest. The following Program RAs are embedded in the PACTE-ESRI and the PdP.
30. RA1: Improving labor market relevance of university programs. Carrying out a program of activities aimed at
improving labor market relevance of public university programs by (a) enhancing orientation and reorientation and
employment tracking, through: (i) the development of an integrated platform for orientation (for secondary school
bachelier pupils), re-orientation (for higher education students) and pre-enrolment for open and regulated access
university programs with relevant and timely information on academic programs offerings and job/career prospects; (ii)
establishing a mechanism for tracking graduate employment by academic discipline; (b) strengthening students’
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transferable skills to increase adaptability and employability, through the integration of language and power skills modules
(entrepreneurship, digital, and soft skills); and (c) improving university academic programs by updating and expanding
existing, and creating new academic programs, to respond to current and future job market needs in, inter alia, education,
health, digital, and the green and blue economy, 35 with a focus on co-creation of new programs with industry.
31. The selection of priority sectors responds to national and international current and future labor demand in HD
sectors and the demands of skills identified by the NDM, particularly for digital and green and resilient economy jobs
(Annex 2, Technical Assessment, Table 2.1 for Rationale for Selection of Priority Sectors and Labor Market Prospects).
32. RA2. Promoting research based on international standards and national priorities. Carrying out a program of
activities aimed at promoting efficiency of scientific research, its commercialization, and technology transfer by (a)
launching and implementing the new generation PhD program, through a reform of the doctoral cycle by (i) developing
and adopting new academic and scientific standards for the new generation PhD program, (ii) enrolling the top PhD
candidates in priority academic and research disciplines, (iii) training the new generation of academics and researchers to
strengthen pedagogical and scientific university capacities and address socioeconomic needs, and (iv) evaluating the
implementation and outcomes of the new generation PhD program via a report upon graduation of the first cohort and
(b) promoting a critical mass of researchers and research commercialization in areas of national priority grouped into
thematic research institutes-networks based on international standards, as well as partnerships with industry and
international research centers, by: (i) mapping and organizing research groups as members into Thematic Research
Institutes-Networks based on specific research quality criteria; (ii) promoting the generation of external financing of
Thematic Research Institutes-Networks; (iii) boosting collaboration in international research projects of Thematic
Research Institutes-Networks; and (iv) conducting an evaluation of Thematic Research Institutes-Networks to inform their
further development.
33. RA3. Improving Governance at Central and University Level. Strengthening the efficiency of higher education and
research by enhancing governance at different levels, including through: (a) the development and implementation of a
more effective and equitable targeting mechanism for undergraduate needs-based student scholarship program, and the
carrying out of an evaluation of the implementation and outcomes of this new targeting mechanism; (b) implementing
multi-year MESRSI-public university development contracts indexed to key performance indicators by: (i) adopting
university development plans in line with the objectives of the PACTE-ESRI and approving them by their respective
university council; (ii) signing university development contracts with MESRSI; (iii) evaluating mid-term the implementation
of the signed university development contracts; and (iv) promoting the annual achievement of a set of predefined key
performance indicators set forth in the university development contracts by public universities; and (c) strengthening
public university fiduciary autonomy and accountability by moving towards implementation of ex post financial control by
public universities, through (i) developing and adopting a standardized comprehensive procedures manual for
administrative, financial, and procurement management; (ii) establishing and operationalizing an internal audit unit and
committee; (iii) generating external (nongovernmental) financial resources; and (iv) fulfilling at least four of the eligibility
criteria for ex post financial control.
35Green and resilient economy is defined as low-carbon, resource-efficient, and socially inclusive. In a green and resilient economy, growth in
employment and income is driven by public and private investment into such economic activities, infrastructure, and assets that allow reduced carbon
emissions and pollution, enhanced energy and resource efficiency, and prevention of the loss of biodiversity and ecosystem services, e.g., sectors
such as energy efficiency, renewable energies, green building, and sustainable transport. Blue economy refers to the sustainable use of ocean
resources for economic growth, improved livelihoods, and jobs while preserving the health of the ocean ecosystem (World Bank. 2021. Riding the
Blue Wave: Applying the Blue Economy Approach to World Bank Operations).
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C. Theory of Change
34. The Program’s design is built on a Theory of Change linking the main challenges, interventions, expected
outcomes, and Disbursed-Linked Indicators (DLIs) identified for each of the PforR RAs (Figure 2).
Figure 2. Theory of Change
D. Program Development Objective(s) (PDO) and PDO Level Results Indicators
35. The Program Development Objective (PDO) is to improve labor market relevance of priority programs at public
universities and strengthen the governance of higher education and scientific research. 36
36. The proposed PDO indicators are as follows:
Table 3. PDO Indicators by PDO Area
RA PDO Indicators
Labor Market Relevance 1. Mechanism for tracking graduate employability is operational (Disbursement-Linked Result, DLR)
2. Number of students graduated in priority degree programs (DLR)
Research governance 3. Number of international research projects in which one or more research group(s) that are
members of Thematic Research Institutes-Networks are participating (DLR)
HE governance 4. Number of public universities that have achieved a predefined set of performance indicators of their
annual development indicator targets set forth in the signed development contract (DLR)
36 Governance of research refers to the organization of individual researchers/research groups into TRI-Ns.
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E. Disbursement Linked Indicators and Verification Protocols
37. The Program consists of eight DLIs chosen for their potential impact, the Bank value added, suitability for
results-based financing, and iterative incentivization of intermediate steps in the form of DLRs toward the final
output/outcome (Table 4). DLIs were selected based on their potential to improve HE and research performance. DLRs
aim to either provide incentives for prioritization, enhanced stakeholder coordination, and consensus building or reflect
Program milestones.
Table 4. Overview of DLIs and DLRs
DLIs DLRs Allocation
RA 1 Improving labor market relevance of university programs
DLI 1. Enhancing DLR 1.1: Orientation, re-orientation and graduate employment tracking strategy adopted 37 (US$4.41 US$44.14
student orientation million) million
and graduate DLR 1.2: Online platform for (re-) orientation and university pre-enrolment is operational for (i) regulated 15%
employment tracking access programs (US$13.24 million); (ii) open access programs (US$13.24 million)
DLR 1.3: Mechanism for tracking graduate employability is operational (US$13.24 million)
DLI 2. Promoting DLR 2.1: 650,000 students enrolled in: (i) language; or (ii) power skills modules (including entrepreneurship, US$44.14
student employability or digital, or soft skills) (US$19.86 million) million
skills DLR 2.2: 200,000 students obtained a certification in language or digital skills (US$24.28 million) 15%
DLI 3. Adapting DLR 3.1: 200 additional degree programs co-constructed with industry (US$7.35 million) US$29.43
academic programs to DLR 3.2: 120,000 students enrolled in priority degree programs (US$10.3 million) million
the needs of the socio- DLR 3.3: 55,000 students graduated in priority degree programs (US$11.77 million) 10%
economic sectors 38
RA 2 Promoting research based on international standards and national priorities
DLI 4. Implementing DLR 4.1: Scientific and academic standards 39 for the new generation PhD program adopted and published US$29.43
the new generation (US$4.41 million) million
PhD program DLR 4.2: 4,000 doctorants-moniteurs 40 students of new generation PhD program enrolled in priority 10%
disciplines (US$17.65 million)
DLR 4.3: 500 doctorants-moniteurs students of new generation PhD program enrolled in international
mobility programs (US$4.41 million)
DLR 4.4: Evaluation of the new generation PhD program completed (US$2.94 million)
DLI 5. Promoting DLR 5.1 30 research groups qualified for membership in the Thematic Research Institutes-Networks US$29.43
Thematic Research (US$11.77 million) million
Institutes-Networks DLR 5.2: 3 percent of financing generated by one Thematic Research Institute-Network is external (US$4.41 10%
million)
DLR 5.3: 12 international research projects in which one or more research group(s) that are members of
Thematic Research Institutes-Network(s) are participating (US$8.83 million)
DLR 5.4: Evaluation report of Thematic Research Institutes-Networks completed (US$4.41 million)
RA 3 Improving governance at central and university level
DLI 6. Improved DLR 6.1: Undergraduate student scholarship beneficiaries selected through a new targeting mechanism US$29.43
targeting of student based on the Unified Social Register (US$20.6 million) million
scholarship program 41 DLR 6.2: Evaluation of targeting mechanism for undergraduate student scholarship program completed 42 10%
(US$8.83 million)
37 Orientation for secondary school students/graduates (bacheliers) about career paths/university degree program choices; academic and career
path re-orientation for current HE students and tracking the employability of HE graduates to inform the orientation/re-orientation.
38 Health, education, green and resilient economy, and digital.
39 Standards include joint national-international co-supervision of Phd programs.
40 Doctorants-moniteurs are PhD student-teaching assistants.
41 To support low-income students and enhance their financial capacity and food security.
42 Needs-based undergraduate student scholarships.
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DLIs DLRs Allocation
DLI 7. DLR 7.1: 12 public universities with development plans aligned with PACTE-ESRI objectives, adopted by US$44.14
Institutionalization of their university council (US$4.41 million) million
public universities DLR 7.2: 12 development contracts signed between public universities and MESRSI (US$8.83 million) 15%
development contracts DLR 7.3: Mid-term evaluation of university development contracts completed (US$6.62 million)
DLR 7.4: 12 public universities have achieved a predefined set of performance indicators of their annual
development indicator targets set forth in the signed development contract US$24.28 million)
DLI 8. Strengthening DLR 8.1: 6 public universities with standard procedures manual for administrative, financial, accounting and US$44.14
public universities’ procurement management adopted (US$6.62 million) million
financial autonomy DLR 8.2: 6 public universities with internal audit unit and audit committee operational (US$8.83 million) 15%
and accountability DLR 8.3: 6 public universities with 2 percent of their recurrent expenditures coming from self-generated
resources annually (US$13.24 million)
DLR 8.4: 3 public universities have fulfilled at least four criteria for ex post financial control (US$15.45
million)
38. Universities play a critical role in helping achieve the main goals of the PACTE-ESRI, including the key DLIs/DLRs
supported through the Program. Universities’ performance will be incentivized through the implementation of three-year
Performance-based Contracts (PbCs), the University Development Contracts (UDCs), between MESRSI and each university,
based on a set of key performance indicators (KPIs) with targets set and pre-agreed between MESRSI and each university.
The UDC KPIs are a subset of the performance indicators of the PACTE-ESRI results framework to ensure a strong link and
coherence between university and central-level results. The UDCs will be based on each university’s plan developed in
2023 based on the PACTE-ESRI in close consultation with MESRSI and key university actors. The university plans detail the
activities needed to achieve the UDCs’ results. They are in an advanced draft phase expected to be finalized in November
2023. Once the UDCs are signed by the universities and MESRSI (expected in December 2023), they commit not only the
universities to achieve the agreed-upon results indicator targets but also MESRSI to ensure financing of the planned
university activities needed to achieve the KPIs. An annual joint benchmarking exercise between the universities and
MESRSI will take place to take stock of the implementation status of each university’s plans/activities and the progress
made/level of achievement of the KPIs and to adjust activities and financing accordingly for the following year
implementation. Universities showing sufficient progress and performance based on their UDC’s KPIs will receive the next
tranche of funding. DLI 7 and DLI 8 are designed to incentivize critical milestones in this process and as much as possible
address potential constraints such as currently burdensome financial procedures and capacity issues that can impede
university performance. Thus, DLI 8 is a designed incentive not only for MESRSI but also for the Ministry of the Economy
and Finance (MEF) to help MESRSI and universities resolve critical financial blockages. The Program’s Financial Assessment
highlights these points. Further analysis by the Bank team is ongoing to inform DLI implementation. Moreover, the IPF-TA
and critical fiduciary actions in the Program Action Plan (PAP) will provide capacity-building and analytical activities.
39. DLIs verification protocols. The General Ministerial Inspection (Inspection Générale du Ministère, IGM) will be
responsible for verifying all DLIs according to the verification protocols and Terms of Reference agreed upon between the
Bank and MESRSI (Annex 1).
F. IPF Component
40. The IPF component will provide TA and capacity-building activities to support MESRSI and universities to deliver
on critical PACTE-ESRI reforms (US$5 million, 1.67 percent of the total Operation). It will finance activities that contribute
to improving the efficiency of HE and research and the sustainability of results achieved and inform evidence-based policy
making, through (i) consulting services, studies, and evaluations to inform PACTE-ESRI implementation and (ii) capacity
building activities for MESRSI, universities, CNRST, ANEAQ, ANPMA, and ONOUSC. The capacity-strengthening activities
will benefit public universities while leveraging the expertise and capacities of private and public-private universities, e.g.,
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through benchmarking university performance, participating in international research networks, and providing experience
sharing among different types of universities and with international universities. The TA includes support to the design of
a school career and university career guidance system; development of the scientific, research, and innovation strategy;
and fiduciary capacity building, among others.
III. PROGRAM IMPLEMENTATION
A. Institutional and Implementation Arrangements
41. The implementation arrangements for the Program will mostly follow the PACTE-ESRI implementation
arrangements. MESRSI will be the implementing agency for the Program through a MESRSI Program Management Team
(PMT), under the supervision of the MESRSI Secretary General, and in consultation with and guidance from the Steering
Committee (SC) for the Operation, consisting of the MESRSI focal point for the Operation and representatives from the
universities, ONOUSC, and MEF. The PMT will be led by the Directorate of Budget and General Affairs (Direction du Budget
et des Affaires Générales, DBAG; responsible for the overall coordination and implementation of DLI 8) and will include
team members from the Directorates of Strategy and Information Systems (for M&E, DLI 7), of Higher Education and
Pedagogical Development (DLIs 1–3), of Scientific Research and Innovation (DLIs 4–5), and of External Cooperation and
Partnerships (DLI 4) and ONOUSC (DLI 6), as well as other relevant MESRSI directorates as needed. The PMT will be
responsible for the overall day-to-day program coordination and reporting to the Bank, setting and monitoring of
standards and deadlines, coordination among the regulatory/financing agencies and recipient universities, and liaising
with and assisting the universities in the implementation of their University Development Plans (Plan de développement
de l’université, UDPs) in support of the PACTE-ESRI. Each key initiative of the PACTE-ESRI is led by a focal point at the
central MESRSI level, as well as at each university. ONOUSC, a public entity reporting to MESRSI, will be responsible for
the implementation of the undergraduate student scholarship aspects of the Program, in close collaboration with MESRSI.
Universities play a critical role in implementation and helping achieve the DLIs/DLRs through UDPs (see section on DLIs).
Figure 3. Implementation Arrangements
42. The PMT, led by DBAG, will be responsible for the operation’s fiduciary aspects. It will have the overall fiduciary
responsibility of the Bank-funded PforR and IPF in reporting on procurement, financial, and fraud and corruption and the
annual external audit. It will include a fiduciary officer ensuring cooperation and consolidation of the Program´s financial
and procurement information prepared by each university and ONOUSC. The Program will include at MESRSI and
university level: (a) appointment/assignment of a fiduciary focal point based on terms of reference acceptable to the Bank
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and (b) capacity building activities for the fiduciary focal points assigned to the Operation at MESRSI, universities, and
ONOUSC. Through the PMT, MESRSI will oversee the preparation of the Program’s consolidated annual financial
statements and periodic budget execution reports and monitor the execution of the Program expenditure framework
against the DLIs achieved (Annex 3). A Financial Management (FM) officer will be assigned full time to the IPF. The IPF will
require preparation of an FM manual as part of the Operations Manual (OM), an annual work program and budget by
November every year, as well as opening of a Designated Account (DA) on terms acceptable to the Bank. Unaudited
Interim financial reports (IFRs) will be prepared on a semester basis. The ceiling of the DA and the disbursement method
are stated in the Disbursement and Financial Information Letter (DFIL).
43. The designated environmental and social (E&S) focal points at the central and university levels will be
responsible for ensuring adherence to, and strengthening of, E&S standards of the Operation. At the central level, the
designated environmental focal point will be at the MESRSI. Regarding the social aspects of the Program, the MESRSI
Directorate of Human Resources focal point will be the central social focal point responsible for monitoring adherence to
and reinforcing the implementation of social standards, under the supervision of the MESRSI Director of Human
Resources; and closely coordinate with the respective university social focal points, covering gender/gender-based
violence (GBV) prevention and social inclusion. The central- and university-level E&S focal points will be trained to
undertake Program E&S identification, planning, implementation, and monitoring. The PMT will have the overall
responsibility of ensuring that the E&S Technical Manual is prepared and included in the OM.
IPF Implementation Arrangements
44. IPF fiduciary appraisal and implementation arrangements are described in Annex 4. The PMT will implement the
Project activities. DBAG, with support from an FM consultant and a procurement consultant, will oversee contract
execution and fiduciary management and centrally collect all technical and financial data related to TA with inputs from
other MESRSI directorates, which will be used to prepare IFRs and Project reports, and consolidated financial statements
for the Project.
45. IPF E&S issues and management. The Bank’s Environmental and Social Framework for IPF will apply to the IPF
activities. MESRSI prepared an Environmental and Social Commitment Plan for the IPF which was disclosed November 10,
2023. A Stakeholder Engagement Plan proportional to TA activities will be prepared and included as part of the OM.
B. Results Monitoring and Evaluation
46. The Results Framework (RF) provides key measures of the Program achievements against its objectives (Annex
1). The Directorate of Strategies and Information Systems (Direction des Stratégies et des Systèmes d'Information, DSSI)
will be responsible for M&E, with inputs from universities and ONOUSC. It will consolidate the data and ensure
consistency, with an emphasis on DLI results and PAP compliance. The PMT will produce semiannual Program Status
Reports based on the RF and other information related to Program implementation, to be submitted to the Bank no later
than 45 calendar days after the end of each calendar semester, covering the calendar semester. These semiannual
Program reports will provide the basis for the Bank implementation support missions and the midterm review. The PforR
will build upon and strengthen the existing, well-established statistics systems and M&E arrangements of MESRSI,
ONOUSC, and universities. Two main data sources will yield information for the M&E of the PDO, intermediate results
indicators, and DLIs: (a) the Higher Education Information Management System based on the annual university
administrative census data, which will be expanded to include PACTE-ESRI intermediate indicators and KPIs, and (b)
MESRSI, with input from the universities, which will compile the required information for the M&E plan and the Program
reports. Evaluations will also be used for monitoring achievement and adapting interventions.
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C. Disbursement Arrangements
47. The PforR RAs are embedded in the budget and expenditure management processes of the country system.
Program funds will be entirely reflected in the central government budget. All Program payments will be made through
the centralized Treasury system of accounts held at the Central Bank (Bank Al-Maghrib). The government, through its
budget, will transfer the funds to MESRSI based on the expenditure framework and activities to be executed and thus
prefinance the expenditure. The government will claim disbursements from the Bank as DLIs are achieved and validated
as per verification protocols. For advances and achieved results, the funds will be disbursed to the government’s Treasury
Single Account at the Bank Al-Maghrib. The disbursements under the DLIs will be compared with the Program
expenditures by the Bank fiduciary and technical teams during implementation to avoid any risk of incoherence in the last
year of the Program.
48. The Bank will agree to advance payment to the borrower in an amount up to US$69 million of the IBRD PforR
financing to complement the government funding to carry out activities toward achieving the DLIs. When the DLR of a
DLI against which an advance has been disbursed is achieved and verified, the Bank will record an amount of the advance
as disbursed after it has notified the borrower of its acceptance of the evidence of achievement of the result for which
the advance was provided. The amount recovered will become available for further advances. This rolling advance will be
adjusted against the claims for disbursement against DLIs. The Bank requires that the borrower refund any advances (or
portion of advances) if the DLIs have not been met (or have been only partially met) by the Program closing date, promptly
upon notice thereof by the Bank.
D. Capacity Building
49. The Program supports key capacity building and institutional strengthening required to achieve the PDO. The
World Bank provided TA throughout the Operation’s preparation to support MESRSI in refining its interventions, including
through a M&E capacity building workshop as well as thematic work sessions with international experts. The sharing of
international experiences, combined with a strong policy dialogue focused on specific country needs, paved the way for
good practices to be incorporated into the Program design. By the end of the Operation, it is expected that MESRSI and
the universities will have a system that generates reliable and disaggregated data on graduate employability to inform
student orientation and university degree programs (DLI 1); strengthened academic and scientific capabilities of human
resources through the new generation PhD students (DLI 4); active research networks pooling thematic expertise and
resources aligned with national development challenges contributing to greater efficiency of the scientific research system
(DLI 5); better targeted scholarship programs leading to more efficient use of public funding (DLI 6); contractualization
mechanism in place conducive to greater accountability and performance at university level (DLI 7); and strengthened
fiduciary capacities at the university level, reflected by universities’ eligibility to a posteriori financial control and greater
autonomy (DLI 8). The IPF component will support the implementation of the PforR through key capacity-building
activities.
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IV. ASSESSMENT SUMMARY
A. Technical (including program economic evaluation) 43
Strategic Relevance
50. The Program is strategically relevant and key for supporting the NDM. HE is instrumental in fostering growth,
reducing poverty, boosting shared prosperity, and a green resilient growth. A highly skilled workforce is a prerequisite for
innovation and a climate-resilient and low-carbon growth: well-educated people are more employable and productive,
earn higher wages, and cope with economic shocks and challenges posed by climate change better. Transitioning to a low-
carbon economy also provides an opportunity to boost job creation and ensure industry competitiveness in the long term.
Economic returns for HE graduates are the highest of all education levels, an estimated 17 percent increase in earnings. 44
Investments in HE are strategic for Morocco’s NDM, as they can act as a catalyst through promoting skilled human capital,
preparing the workforce for a green economy future, and boosting research capacity for the green and digital economy;
through technology absorption and innovation spillover effects; and through positive social outcomes such as greater
female LFP, 45 improved health, higher civic participation, good governance, and environmental protection. 46 Given
Morocco’s educational and middle-income status, HE plays a critical role in improving youth employment, raising salaries,
and boosting scientific and technological capabilities.
Technical Soundness
51. The Operation was designed to contribute to key results of the government program and achieve the PDO,
drawing on evidence and global good practices. Its design is based on a robust Theory of Change focusing on key
interventions targeting relevance of academic programs (RA 1), scientific research (RA 2), and governance (RA 3). By
promoting HE relevance, governance, and scientific research, the Operation is aligned with the recommendations from
several key Bank HE reports 47 and the Education Strategy 2020. 48
52. Paris Alignment (PA). The Operation is aligned with the goals of the Paris Agreement (PA) on both adaptation and
mitigation.
• Assessment and reduction of mitigation risks. The Operation has a low risk of preventing Morocco´s transition to low-
carbon development pathways given its support to activities that have a negligible impact on GHG emissions and as
such are universally aligned. All the selected DLIs could be considered universally aligned for HE according to current
43 See annex 2 for an extended summary of the Technical Assessment.
44 World Bank. 2021. Understanding Poverty: Development Topics: Higher Education.
45 Female university graduates have the highest LFP rate of all education levels in Morocco. This pattern is consistent across MENA, e.g., Tunisia and
Egypt.
46 OECD, 2012 Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD Publishing, Paris, 2012; McMahon, W.; and
Oketch, M., 2013, Education's Effects on Individual Life Chances and on Development: An Overview, March 2013, British Journal of Educational
Studies 61(1):79-107; Oketch, M., McCowan, T., and Schendel, R, 2014, The Impact of Tertiary Education on Development: A Rigorous Literature
Review, Rigorous Literature Reviews in Education. Department for International Development (DFID): London.
47 Steering Tertiary Education: Toward Resilient Systems that Deliver for All (Report No. 164426), Expectations and Aspirations: A New Framework
for Education in Middle East and North Africa (Report No. 131974).
48 Learning for All – Investing in People’s Knowledge and Skills to Promote Development.
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PA methodologies, 49 as they support activities to enhance HE quality (DLI 1, DLI 2, DLI 3), build research capacity (DLI
4, DLI 5), and foster skills development to enhance employability (DLI 1, DLI 2, DLI 3), thus promoting skills
development in universally aligned activities aimed at reskilling workers and enabling the low carbon transition, while
supporting activities that improve scholarship system targeting and efficiency (DLI 6) and HE governance (DLI 7, DLI
8). The Operation does not include any infrastructure works and, as such, can be considered aligned.
• Assessment and reduction of adaptation risks. A Climate Change and Disaster Risk screening and the PA assessment
have been carried out. The main climate and disaster risks in Morocco are floods, landslides, extreme heat, and
wildfires. These climate-induced events pose some risks to the Operation activities, mainly through potential
interruptions to HE service delivery. The Operation design mitigates these risks through the digitalization and online
provision of supported activities (career guidance, orientation and reorientation platform, and scholarship
enrolment), providing more resilience to service delivery. Therefore, low adaptation risks are further mitigated.
Program Expenditure Framework
53. MESRSI’s budget for 2023 is over MAD 15 billion (US$1.5 billion), around 3.6 percent of the general government
budget. The total budget of MESRSI rose by 33.1 percent over the past four years, from US$1.13 billion in 2019 to over
US$1.5 billion in the 2023 Budget Law, mainly due to a 39.1 percent increase in payroll and a 36.2 percent increase in
capital expenditure. The PdP 2023–2025 assumes an annual nominal growth rate of 7.5 percent, demonstrating funding
predictability, commitment, and sustainability (see full Technical Assessment for detailed macro-fiscal context) and
demonstrating an improved commitment to the success of a comprehensive reform agenda in HE and scientific research.
54. The Program Expenditure Framework (PEF) includes line items from the MESRSI budget across three of the four
programs in the program-based budget, with the exclusion of large-scale civil works and budget lines outside of the
Program scope (Table 5). Relevant lines include the operating budget for universities to implement new programs under
the PACTE-ESRI, for scientific research, and for new generation PhD and undergraduate student scholarships. Investments
with potential to cause significant adverse impact on the environment and/or affected people, as defined in the Bank
Policy and Directive on PforR financing, are excluded. The five-year cost for the Program is estimated at US$1.250 billion 50.
Risks to the PEF arising from budget constraints are low, as it is aligned with government priorities, constitutes a small
portion of the program cost, and is implemented within a strong macroeconomic framework with sufficient predictability
and high budget execution rates.
Table 5. Summary of Program Expenditure Framework
Budget Program Total for 2024
RA Activity
category budget (MAD)
RA1 Operating 907 Operating grant ‘subsidies’ to universities to increase the density of healthcare personnel by 62,414,000
budget 2030.
RA1 Operating 907 Operating grant ‘subsidies’ to universities as part of a program to train primary and secondary 186,000,000
budget school teachers by 2025.
RA2 Operating 908 Common services – scientific research subsidy 50,000,000
Budget
RA2 Operating 908 Training of the new generation of doctoral researchers – operating grant to universities 180,000,000
budget
RA3 Operating 909 Common services – granting of scholarships and lump-sum allowances – operating grant 2,023,000,000
budget “subsidies” to ONOUSC for study scholarships in Morocco.
49 Joint MDB Methodological Principles for Assessment of Paris Agreement Alignment of New operations and Education Sector Note on Applying
the World Bank Group Paris Alignment Assessment Methods (English). Washington, DC, World Bank Group.
50
The Program duration is five years and spans over six calendar years.
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Budget Program Total for 2024
RA Activity
category budget (MAD)
Total, 1 year, MAD 2,501,414,000
Total, 1 year, US$ 250,141,400
Total, 5 years, US$ 1,250,707,000
Economic Justification
55. Rationale for public investment and economic returns. Three factors provide a rationale for public financing of
the interventions supported by the Operation. First, education generates positive externalities on the society by increasing
productivity and economic growth. If individuals do not take these benefits into account when making education
investment decisions, public sector investments can lead to efficiency gains. Second, imperfect information makes
individuals unaware of the relevance of education in future labor opportunities and, even if aware, financial constraints
might prevent them from financing these investments. Third, the HE system has the potential to promote equality of
opportunities. Since dropout and labor market outcomes are particularly relevant for disadvantaged students, any policy
aimed at improving these outcomes benefit vulnerable groups and is therefore desirable from an equity perspective. An
economic analysis of the Operation shows positive results in the cost-benefit analysis, and the Internal Economic Rate of
Return (IERR): benefits exceed 5.9 times their cost, yielding a positive IERR (17 percent), and remain positive under several
sensitivity analyses (Annex 2). Governance and research interventions are not included in the Internal Rate of Return (IRR)
given the difficulty in estimating their monetary impact. The benefits of these interventions, as well as the positive social
externalities of improved access and retention to labor market relevant HE programs, such as equity, welfare, and
intergenerational mobility, would increase the calculated net present value and IERR.
56. Distributional impact and externalities. The Operation aims to close income inequities in access to quality HE. It
will enhance the targeting of scholarships to low-income students through greater efficiency and transparency in the
selection of beneficiaries. The efficiency gains enable smarter and more equitable investments, benefitting the most
vulnerable. Information interventions and career guidance are particularly relevant for disadvantaged students who are
often the first generation in their family to attend HE and may lack support to make informed choices, and to
nonacademically ready students that lack basic skills to advance in their education trajectories. From a social perspective,
the Operation would raise human capital endowment, boosting growth and reducing poverty, and, through a more
educated population, reach better health outcomes, less crime, higher democratic participation, environmental
consciousness, civic participation, and earnings, resulting in higher tax revenues. 51 HE also promotes research and
innovation, critical in economic development and competitiveness and in the context of the global economic
transformations under way. 52 Finally, improving PhD programs can have spillover effects on the regional research
environment, as Morocco is a key destination for students pursuing PhDs.
51 OECD, 2012 Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD Publishing, Paris, 2012; McMahon, W.; and
Oketch, M., 2013, Education's Effects on Individual Life Chances and on Development: An Overview, March 2013, British Journal of Educational
Studies 61(1):79-107; Oketch, M., McCowan, T., and Schendel, R, 2014, The Impact of Tertiary Education on Development: A Rigorous Literature
Review, Rigorous Literature Reviews in Education. Department for International Development (DFID): London.
52 See Romer, P., 1987, Growth Based on Increasing Returns Due to Specialization, The American Economic Review, Vol. 77, No. 2, Papers and
Proceedings of the Ninety-Ninth Annual Meeting of the American Economic Association (May, 1987), pp. 56-62; Romer, P., 1990, Endogenous
Technological Change, Journal of Political Economy, Vol. 98, No. 5, Part 2: The Problem of Development: A Conference of the Institute for the Study
of Free Enterprise Systems (Oct., 1990), pp. S71-S102; Aghion, P. and Howitt, P., 1992, A Model of Growth Through Creative Destruction,
Econometrica, Vol. 60, No. 2 (Mar., 1992), pp. 323-351; Grossman, G. and Helpman, E., 1991, Trade, Knowledge Spillovers, and Growth, European
Economic Review Volume 35, Issues 2–3, April 1991, Pages 517-526; and Barro, R.J. and Sala-i-Martin, X., 2004, Economic Growth Second Edition,
The MIT Press, Cambridge, Massachusetts.
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57. Bank value added. The Bank has broad experience in modernizing HE systems in MENA and other regions. It can
leverage its global technical knowledge to support the reform, including to (i) provide the know-how for results monitoring
and results-oriented HE financing; (ii) build university capacity to mobilize external financing; (iii) support analysis on
female LFP and employment and linkages with economy-wide policies; (iv) advise on and use synergies across operations
of cross-sectoral linkages; and (v) ensure continuity in student learning from early childhood through HE. This Operation
also draws on the lessons learned of the active education portfolio of lending and analytics in Morocco.
B. Fiduciary
58. An Integrated Fiduciary Systems Assessment (IFSA) of the Program was conducted following the Bank Policy on
PforR Financing, which concluded that the existing fiduciary systems of implementing entities meet Bank PforR
financing requirements, subject to implementation of the agreed fiduciary mitigation measures and actions in the PAP.
The internal controls of the implementing entities’ fiduciary systems provide reasonable assurance that financing proceeds
will be used to support the achievement of Program objectives, with due attention to the principles of economy, efficiency,
effectiveness, transparency, and accountability. Public Financial Management (PFM), including country procurement
systems followed by the entities and assessed by the IFSA, is acceptable to the Bank and meets the requirements for
implementing a PforR. For the entities assessed, there is a strong legal and institutional framework, effective PFM planning
and budget systems, and acceptable internal control systems with clear and relevant segregations of duties at each step
of the budget execution. Additionally, the new Public Procurement Decree (PPD) No. 2-22-431 of March 8, 2023, 53 which
will govern universities’ procurement under the Program as of September 1, 2023, includes several enhancements, and
its implementation will result in higher value for money with adequate levels of transparency, competitiveness, efficiency,
and fairness by all Program entities.
59. The overall fiduciary risk is deemed to be Substantial, and appropriate mitigation measures are included in the
PAP (see risk section and Annex 6).
60. While universities have acceptable systems in place to meet the Program FM requirements, they are under the
ex-ante financial control arrangements of the public administration, which impact their autonomy, ability to use funds
(including externally generated revenue), flexibility, and ultimately their performance. To date none of the public
universities has met the minimum conditions required for the introduction of an ex post financial control. Achieving this
objective, though possible, will be a matter of overcoming two major challenges: general accounting (double-entry
accounting system), enabling annual financial statements to be drawn up and audited by statutory auditors, and the
operationalization of the internal audit function and audit committees as required by law. It is important to note that at
present, only budgetary accounting is in place in universities. There is no general accounting or double-entry bookkeeping
to draw up financial statements showing the university assets and liabilities. DLI 8 aims to help address some of these
challenges.
61. The PAP includes specific, time-bound actions aimed at mitigating fiduciary risks, ensuring adequate budget
and procurement execution of the PEF, effective accountability and transparency mechanisms, and achievement of
expected results. The PforR instrument provides an opportunity to strengthen the transparency and predictability of
resources, budget execution, and anti-corruption mechanisms. Existing systems in implementing entities will require
capacity and systems strengthening to ensure adequate and timely budget planning and execution, effective
53 Approved by the Council of Government on December 29, 2022, and published in the Official Bulletin No. 7176 dated March 9, 2023. The PPD is
in place since September 1, 2023, and replaced the Decree No. 2-12-349 (dated March 20, 2013). Additionally, universities’ procurement will be
governed by the new PPD instead of specific procurement regulations.
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accountability, and achievement of expected results. The procurement- and FM-related risks will be addressed through
key actions in the PAP (Annex 6).
62. The implementing entities will execute the activities following the Bank’s “Guidelines on Preventing and
Combating Fraud and Corruption in Program-for-Results Financing” (dated February 1, 2012, revised July 10, 2015). The
Program ex-ante and ex-post arrangements were found adequate to address the risk of fraud and corruption. With
support from the institutions in charge of the fight against corruption (e.g., Instance Nationale de la Probité, de la
Prévention et de la Lutte contre la Corruption, INPPLC), the PMT will share information with the Bank regarding all
allegations of fraud and corruption in connection with the Program together with the semiannual Program reports,
investigate all credible allegations received, report to the Bank on actions taken, and cooperate in any inquiry that the
Bank may conduct into allegations or other indications of fraud and corruption in connection with the Program.
Implementing entities will monitor and abide by the Bank’s debarred/suspended firms list. A protocol/arrangement on
compliance with the Anti-Corruption Guidelines during Program implementation will be included in the OM, including the
format and content of the reporting on fraud and corruption. It is important to underline that arrangements at the global
portfolio level for the management of governance, fraud, and corruption aspects are being discussed with the government
and could apply to this Program as soon as the memorandum of understanding is signed and implemented.
63. FM arrangements for IPF component. The PMT is not familiar with the Bank FM procedures and requirements.
Arrangements for the IPF are similar to those already in place in the portfolio, notably (i) opening a DA at the Central Bank
on terms acceptable to the Bank (e.g., ceiling and disbursement methods are stated in the DFIL), (ii) setting up
management tools, (iii) preparing a work plan and annual budget, and (iv) preparing periodic financial and annual audit
reports due nine months following the end of each calendar year (see Annex 4 for detailed FM arrangements for the IPF).
64. Procurement exclusion. The Program is not expected to procure any large contracts valued at or above the
Operational Procurement Review Committee (OPRC) thresholds (US$75 million for works, US$50 million for goods and
non-consulting services, and US$20 million for consultant services), which are based on a Substantial risk rating. This
conclusion is drawn based on an analysis of procurement data of the agencies.
C. Environmental and Social
65. An Environmental and Social Systems Assessment (ESSA) was undertaken by the Bank as part of the preparation
of the PforR, and that the Program will generate positive social effects and E&S benefits expected to be sustained long
term. The ESSA examines the extent to which the Government’s existing E&S management systems can guide the
Program’s E&S impact assessments, mitigation, management, and monitoring of E&S risks. 54 A review of the E&S risks of
the proposed activities was undertaken at the design stage to confirm that no activities meeting the defined exclusion
criteria are included, in line with the Bank’s ESSA guidelines, and establish the initial ESSA scope. 55 In terms of social
benefits, the Program is expected to create better-informed choices of academic programs and career orientation and
enhance student employability by demonstrating their expertise to potential employers and contribute to a greater
alignment of the HE system with the socioeconomic needs of the country and regions. The Program also aims at improving
the targeting of scholarships as well as evaluating the impact of scholarship programs on HE outcomes. In terms of
54 The evaluation was prepared by the World Bank team through a combination of detailed reviews of program documents; available technical
literature, including government policies and regulations; and in-depth interviews and consultations with government staff and HE and research
experts.
55 This includes identifying relevant systems within the PforR and relevant stakeholders for engagement and consultation.
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environmental benefits, the Program will have a positive leverage effect via the encouragement of research themes to
solve problems linked to environment and climate change mitigation/adaptation challenges.
66. The overall E&S risk is moderate. The potential adverse environmental effects of the proposed activities are low
to moderate. The environmental risks are linked to the management of emergency situations (fire, earthquake, and so
on). The mitigation measures are well established, and their implementation will make it possible to avoid negative
impacts. The social risks associated with the proposed activities are moderate to substantial. The moderate risks are
particularly related to social inclusion. The risk of social exclusion of people with disabilities is to be considered as only 1.6
percent of them achieved a higher level of education (baccalaureate and above). Exclusion based on linguistic background
is another risk to be considered in the design and implementation stages given that students, particularly those from
public schools and rural areas, encounter difficulties with foreign languages (mostly French), which begin to manifest at
an early age and solidify as they enter university. Sexual harassment (SH) and sexual exploitation and abuse (SEA), on the
other hand, were rated as a substantial risk. SH can manifest in different forms and contexts against female staff and
faculty whereas SEA occurs particularly against female university students. That said, female PhD students are vulnerable
to SEA due to their individual academic relationships with male mentors and professors.
D. Corporate Requirements
67. Gender. Morocco has made considerable progress in closing gender gaps in education access, including in HE, but
much remains to be done to improve female LFP and unemployment of female HE graduates. While female students
comprise a large share of the total students enrolled in STEM programs, only one in five new female students chooses a
STEM career, despite higher economic returns and labor market prospects of these degrees (Figure 7B, Technical
Assessment). 56 Reasons behind fewer new students entering STEM fields of study vary, including lack of career guidance,
access to knowledge about job prospects in such fields, and lack of confidence or role models among other constraints
not fully identified due to lack of data. 57 Additional barriers include widespread GBV in the workplace and public spaces,
unsafe transport, time poverty due to household/family and childcare responsibilities, and social norms. This Operation
aims to close this gap by attracting more new female students to STEM careers with specific evidence-based
interventions 58 tackling information barriers and improving socio-emotional skills of female students (Table 6, Technical
Assessment). Specifically, the project aims to provide career guidance through orientation platforms and establish a
graduate tracking employability system disaggregated by gender to update the platform in real time, among other
activities (Table 8.1, Annex 8).
68. Climate Change. The Operation intends to address challenges posed by climate risks and support a green
transition through (i) incentivizing priority degrees in green and climate resilient economy; (ii) supporting research on
climate change to develop quality high-skilled human resources and build country capacity in related sectors; (ii) raising
awareness on climate change among all HE students through the implementation of training modules on climate-related
SDGs; and (iv) more effective targeting of scholarships to the most vulnerable students, who are also less resilient against
climate-related shocks (see Annex 7, Table 7.1 for Summary of DLI/DLRs contributing to climate change adaption and
mitigation with financing amounts).
56 MESRSI.
57 World Bank. 2022. Toward More and Better Jobs for Women in Energy.
58 Halim, O’Sullivan, Sahay, 2023, Increasing Female Labor Force Participation. World Bank Gender Thematic Policy Notes Series: Evidence and
Practice.
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Citizen Engagement
69. A major element of the PforR is quality HE service delivery through its focus on the relevance of degree
programs and student employability (DLIs 2 and 3) and evaluation and tracking of KPIs to assess beneficiary impact and
inform the adjustment of interventions as implementation moves forward (e.g., DLI 1). Student beneficiary surveys have
been conducted on various aspects of HE service delivery by the National Institution for Evaluation of the Superior Council
of Education, Training, Higher Education and Scientific Research (Instance Nationale d’Evaluation du Conseil Supérieur de
l’Education, de la Formation, de l’Enseignement Supérieure et de la Recherche Scientifique, INE-CSEFRS). Hence, technical
capacity, survey tools, and feedback processes for citizen engagement are available on which the Program can build. The
Operation, through DLI 1, DLI 4, DLI 6, and DLI 7, seeks to strengthen and operationalize citizen engagement. In terms of
ensuring citizens at the local/university and faculty levels are consulted and informed and trust that their feedback was
considered, the Operation builds on the existing participatory approach and a feedback mechanism at the central and
university levels. The Operation fosters improved accountability, transparency, and trust in the HE and research system
by (i) supporting the development of digital platforms to provide citizens with access to information on career paths and
employability prospects, (ii) consolidating university accountability which will improve responsiveness to citizens’ needs,
and (iii) conducting beneficiaries feedback in the evaluations of the supported DLIs, such as DLR 6.2 in which scholarship
recipients feedbackis included. PACTE-ESRI also includes measures for citizen engagement and participation. Its
preparation included extensive stakeholder consultations and an online feedback mechanism.
70. The Operation will contribute toward strengthening the existing Grievance Redress Mechanism (GRM)
mechanisms (Annex 5). The Government’s national complaints platform, Chikaya, enables citizens to file complaints
related to government services across entities. In addition, MESRSI has an online complaints platform 59 for citizens to
submit and track complaints with regard to HE and research central and university services. The RF includes the beneficiary
satisfaction indicator, Percentage of cases registered in the GRM resolved in a timely manner (15 business days). The GRM
will consolidate the different sources of complaints and report on them. Additionally, the PAP includes the revision of the
grievance management protocol of Chikaya to consider potentially impacted people and include different channels for (i)
students (with specific confidential/anonymous channel for grievances related to sexual violence or abuse of any kind),
(ii) program workers, and (iii) people affected by potential construction impacts.
71. Grievance Redress. Communities and individuals who believe that they are adversely affected as a result of a
Bank supported PforR operation, as defined by the applicable policy and procedures, may submit complaints to the
existing program grievance mechanism or the Bank’s Grievance Redress Service (GRS). The GRS ensures that complaints
received are promptly reviewed in order to address pertinent concerns. Project affected communities and individuals
may submit their complaint to the Bank’s independent Accountability Mechanism (AM). The AM houses the Inspection
Panel, which determines whether harm occurred, or could occur, as a result of Bank non-compliance with its policies and
procedures, and the Dispute Resolution Service, which provides communities and borrowers with the opportunity to
address complaints through dispute resolution. Complaints may be submitted at any time after concerns have been
brought directly to the Bank’s attention, and Bank Management has been given an opportunity to respond. For
information on how to submit complaints to the Bank’s Grievance Redress Service (GRS), visit
https://www.worldbank.org/GRS. For information on how to submit complaints to the Bank’s Accountability Mechanism,
visit https://accountability.worldbank.org.
59 http://reclamation.enssup.gov.ma/index.php?page=citoyen.AccueilCitoyen.
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Morocco Accelerating the Transformation of Higher Education and Scientific Research Operation (P178910)
V. RISK
72. The overall Operation risk is Substantial (see Systematic Operations Risk-rating Tool). Although government
commitment to the education sector is strong, including HE, as evidenced by its prioritization in the NDM and the HE
budget increase this year, the following substantial risks exist: (i) macroeconomic, (ii) sector strategies and policies, (iii)
fiduciary, and (iv) institutional capacity for implementation.
73. Macroeconomic risk and related sustainability of HE financing (Substantial). Global market conditions and
frequent droughts due to climate change may continue to put pressure on commodity prices and adversely affect the
Moroccan economy. A further downturn in the global economic outlook could reduce exports, tourism receipts, and
foreign direct investment. In addition, the resulting accumulation of debt globally could trigger an episode of international
financial instability, affecting Morocco’s ability to access external finance and/or increasing the cost of covering its
financial needs. The NDM and the reform agenda would improve the attractiveness of Morocco for private investment,
especially in promising sectors with high value-added and mitigate the impact of these potential risks. Moreover, the
Operation supports the overall efficiency and effectiveness of Morocco’s HE and research system and hence the use of
these expenditures. Given limited fiscal space, rising student enrolment due to demographic pressures and the overall
financial sustainability of HE is a considerable concern. The Al Haouz earthquake has certain features limiting its short-
term macroeconomic impact: the most affected areas only contribute to a small percentage of national GDP, tend to rely
on low value-added small-scale agricultural activities, and are weakly integrated into the national economy. The most
relevant risks at the macro level are the indirect spillovers that the earthquake may trigger in other regions if it adversely
affects tourism, a major contributor to recent GDP growth. The ambitious US$11.7 billion reconstruction and development
plan announced could boost growth in the High Atlas provinces during its implementation (2024–2028). Depending on
how it is financed, it could add pressure on already stretched public finances. Risk mitigation measures. The Operation
will support capacity building for and track external resource mobilization of universities (via the UDCs) and the TRI-N to
mitigate, partially, the fiscal risk mentioned above. Subsequently, this would create a range of alternative funding sources
for HEIs, including self-funding mechanisms, beyond the government budget. The digitization of administrative and
management services and systems planned as part of the PACTE-ESRI will contribute toward greater efficiency and
potential cost savings once the one-time up-front investment is made.
74. Sector Strategies and Policies risk (Substantial). While innovative, the PACTE-ESRI is ambitious and introduces
several complex reforms simultaneously, in a context of limited implementation and sector financial capacity and
leadership changes at several universities, which could impact implementation and results achievement. Risk mitigation
measures. The IPF-TA component will help mitigate some of the sector risk through systematic capacity building, especially
at the university level, and through incentivizing universities external financial resource mobilization.
75. Fiduciary risk (Substantial). Universities are at different capacity levels and most of them have limited fiduciary
capacity and autonomy, hindering effective decision-making and timely transactions. MESRSI, ONOUSC, and universities
do not have experience with the Bank fiduciary requirements and, in some cases, have limited capacity in the operation
of basic FM and procurement systems (see Annex 3 for detailed fiduciary risks). Risk mitigation measures. Through the
PAP and the IPF-TA, the Operation will help institutionalize more effective fiduciary management, specifically with regard
to FM, to be supported through DLI 8 (see Annex Fiduciary Assessment, IPF, PAP, and Implementation Support Plan).
76. Overall institutional/technical capacity for implementation (Substantial). The PACTE-ESRI is ambitious and
includes many innovative initiatives launching implementation at the same time in a context in which MESRSI, ONOUSC,
and university capacity for implementation is stretched and their experience with Bank Operations non yet existent. This
poses a potential risk to implementation of Program activities and results achievement, although universities, MESRSI,
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Morocco Accelerating the Transformation of Higher Education and Scientific Research Operation (P178910)
and ONOUSC have demonstrated considerable institutional capacity in managing the large influx of students over the past
few years. Risk mitigation measures. The Operation will help institutionalize a results-based approach and strengthen
M&E systems and data use to enhance budgeting, planning, and implementation. The proposed TA and implementation
support by the Bank task team will contribute to promoting capacity (see PAP and Implementation Support Plan annexes).
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ANNEX 1. RESULTS FRAMEWORK MATRIX
@#&OPS~Doctype~OPS^dynamics@padpfrannexpolicyandresult#doctemplate
Program Development Objective(s)
To improve labor market relevance of priority programs at public universities and strengthen the governance of higher education and scientific research.
PDO Indicators by Outcomes
Baseline Closing Period
Labor Market Relevance
Mechanism for tracking graduate employability operational (DLR 1.3) (Yes/No)
Nov/2023 Apr/2029
No Yes
Number of students graduated in priority degree programs (DLR 3.3 disaggregated by gender) (Number)
Nov/2023 Apr/2029
2,400 55,000
Higher Education Governance
Number of public universities that have achieved a predefined set of performance indicators of their annual development indicator targets set forth in the signed development
contract (DLR 7.4) (Number)
Nov/2023 Apr/2029
0 12
Research Governance
Number of international research projects being carried out by one or more research group(s) that are members of Thematic Research Institutes-Networks (DLR 5.3) (Number)
Nov/2023 Apr/2029
0 12
Intermediate Indicators by Results Areas
Baseline Closing Period
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Labor Market Relevance
Orientation, re-orientation and graduate employment tracking strategy adopted (DLR 1.1) (Yes/No)
Nov/2023 Apr/2029
No Yes
Online platform for (re-) orientation and university pre-enrolment is operational for: (i) regulated access programs; and (ii) open access programs (DLR 1.2) (Yes/No)
Nov/2023 Apr/2029
No Yes
Number of students enrolled in: (i) language; or (ii) power skills modules (including entrepreneurship, or digital, or soft skills) (DLR 2.1 disaggregated by gender, type of skills
module) (Number)
Nov/2023 Apr/2029
100,000 650,000
Number of students that obtained a certification in language or digital skills (DLR 2.2, disaggregated by gender, type of certification) (Number)
Nov/2023 Apr/2029
0 200,000
Number of additional degree programs co-constructed with industry (DLR 3.1 disaggregated by degree level and discipline) (Number)
Nov/2023 Apr/2029
0 200
Research Governance
Scientific and Academic Standards (include joint national-international co-supervision of PhD programs) for the new generation PhD program adopted and published (DLR 4.1)
(Yes/No)
Nov/2023 Apr/2029
No Yes
Number of doctorants-moniteurs (PhD student-teaching assistants) students of new generation PhD program enrolled in priority disciplines (DLR 4.2) (Number)
Nov/2023 Apr/2029
0 4,000
Number of doctorants-moniteurs students of new generation PhD program enrolled in international mobility programs (DLR 4.3) (Number)
Nov/2023 Apr/2029
0 500
Evaluation of the new generation PhD program completed (DLR 4.4) (Yes/No)
Nov/2023 Apr/2029
No Yes
Number of research groups qualified for membership of the Thematic Research Institutes-Networks (DLR 5.1) (Number)
Nov/2023 Apr/2029
0 30
Percentage of external financing generated by one Thematic Research Institutes-Network (DLR 5.2, cumulative) (Percentage)
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Nov/2023 Apr/2029
0 3%
Evaluation report of Thematic Research Institutes-Networks completed (DLR 5.4) (Yes/No)
Nov/2023 Apr/2029
No Yes
Higher Education Governance
Undergraduate scholarship beneficiaries selected through new targeting mechanism based on the Unified Social Register (DLR 6.1) (Yes/No)
Nov/2023 Apr/2029
No Yes
Evaluation of targeting mechanism for undergraduate student scholarship program completed (DLR 6.2) (Yes/No)
Nov/2023 Apr/2029
No Yes
Number of public universities with development plans aligned with PACTE-ESRI, adopted by their university council (DLR 7.1) (Number)
Nov/2023 Apr/2029
0 12
Number of development contracts signed between public universities and MESRSI (DLR 7.2) (Number)
Nov/2023 Apr/2029
0 12
Mid-term evaluation of university development contracts is completed (DLR 7.3) (Yes/No)
Nov/2023 Apr/2029
No Yes
Number of public universities with standard procedures manual for administrative, financial, accounting and procurement management adopted (DLR 8.1) (Number)
Nov/2023 Apr/2029
0 6
Number of public universities with internal audit unit and audit committee operational (DLR 8.2) (Number)
Nov/2023 Apr/2029
0 6
Number of public universities with 2 percent of their recurrent expenditures coming from self-generated resources annually (DLR 8.3) (Number)
Nov/2023 Apr/2029
0 6
Number of public universities that have fulfilled at least four criteria for ex post financial control (DLR 8.4) (Number)
Nov/2023 Apr/2029
0 3
Corporate Commitments on Climate, Gender and Citizen Engagement
Number of students enrolled in green and resilient economy programs (DLR 3.2, Climate Indicator) (Number)
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Nov/2023 Apr/2029
0 0
Number of female students who participate in LeaderSHE training/events (Gender Indicator) (Number)
Nov/2023 Apr/2029
0 200
Number of additional female students enrolled in STEM (Gender Indicator) (Number)
Nov/2023 Apr/2029
0 7,500
Percentage of cases registered in the GRM that are resolved in a timely manner (15 business days) (Citizen Engagement Indicator) (Percentage)
Nov/2023 Apr/2029
N/A 65%
Disbursement Linked Indicators (DLI)
Period Period Definition Timeline
Period 1 Year 1 2024
Period 2 Year 2 2025
Period 3 Year 3 2026
Period 4 Year 4 2027
Period 5 Year 5 2028
Baseline Period 1 Period 2 Period 3 Period 4 Period 5
1 : DLI 1 Enhancing student orientation and graduate employment tracking (Yes/No )
No DLR 1.1: Orientation, re- DLR 1.2: Online platform N/A N/A DLR 1.4: Mechanism for
orientation and graduate for (re-) orientation and tracking graduate
employment tracking university pre-enrolment is employability is operational.
strategy adopted. operational for: (i) Baseline: No. Target: Yes.
Baseline: No. Target: Yes. regulated access
programs; (ii) open access
programs. Baseline: (i) No;
(ii) No. Target: (i) Yes; (ii)
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No. Allocated amount: (i)
13,240,000, (ii)
13,240,000.
0.00 4,410,000.00 26,480,000.00 0.00 0.00 13,240,000.00
DLI allocation 44,140,000.00 As a % of Total Financing Amount 15.0%
2 : DLI 2 Promoting student employability skills (Number )
See DLRs N/A N/A N/A DLR 2.1: 650,000 students DLR 2.2: 200,000 students
enrolled in: (i) language; or obtained a certification in
(ii) power skills modules language or digital skills.
(including Baseline: 0. Target: 200,000
entrepreneurship, or (scalable)
digital, or soft skills).
Baseline: 100,000. Target:
650,000 (scalable)
0.00 0.00 0.00 0.00 19,860,000.00 24,280,000.00
DLI allocation 44,140,000.00 As a % of Total Financing Amount 15.0%
3 : DLI 3 Adapting academic programs to the needs of socio-economic sectors (Number )
See DLRs N/A N/A DLR 3.1: 200 additional DLR 3.2: 120,000 students DLR 3.3: 55 000 students
degree programs co- enrolled in priority degree graduated in priority degree
constructed with industry. programs. Baseline: programs. Baseline: 0. Target:
Baseline: 0. Target: 200 26,000. Target: 120,000 55,000 (scalable)
(scalable) (scalable)
0.00 0.00 0.00 7,350,000.00 10,300,000.00 11,770,000.00
DLI allocation 29,430,000.00 As a % of Total Financing Amount 10.0%
4 : DLI 4 Implementing the new generation PhD program (Text )
0 N/A DLR 4.1: Scientific and DLR 4.2: 4,000 doctorants- DLR 4.3: 500 doctorants- DLR 4.4: Evaluation of the new
academic standards for moniteurs students of new moniteurs students of new generation PhD program
the new generation PhD generation PhD program generation PhD program completed. Baseline: No.
program adopted and enrolled in priority enrolled program in Target: Yes.
published. Baseline: No. disciplines. Baseline: 0. international mobility
Target: Yes Target: 4,000 (scalable) programs. Baseline: 0.
Target: 500 (scalable)
0.00 0.00 4,410,000.00 17,650,000.00 4,410,000.00 2,940,000.00
DLI allocation 29,430,000.00 As a % of Total Financing Amount 10.0%
5 : DLI 5 Promoting Thematic Research Institutes-Networks (Text )
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See DLRs N/A DLR 5.1: 30 research DLR 5.2: 3 percent of DLR 5.3: 12 international DLR 5.4: Evaluation report of
groups qualified for financing generated by research projects in which Thematic Research Institutes-
membership in the one Thematic Research one or more research Networks completed.
Thematic Research Institutes-Network is group(s) that are members Baseline: No. Target: Yes
Institutes-Networks. external. Baseline: 0. of Thematic Research
Baseline: 0. Target: 30 Target: 3 percent Institutes-Networks are
participating. Baseline: 0.
Target: 12
0.00 0.00 11,770,000.00 4,410,000.00 8,830,000.00 4,410,000.00
DLI allocation 29,430,000.00 As a % of Total Financing Amount 10.0%
6 : DLI 6 Improved targeting of student scholarship program (Yes/No )
No. N/A N/A DLR 6.1: Undergraduate DLR 6.2: Evaluation of N/A
student scholarship targeting mechanism for
beneficiaries selected undergraduate student
through a new targeting scholarship program
mechanism based on the completed. Baseline: No.
Unified Social Register. Target: Yes
Baseline: No. Target: Yes
0.00 0.00 0.00 20,600,000.00 8,830,000.00 0.00
DLI allocation 29,430,000.00 As a % of Total Financing Amount 10.0%
7 : DLI 7 Institutionalization of public universities development contracts (Number )
0 N/A DLR 7.1: 12 public DLR 7.2: 12 development DLR 7.3: Mid-term DLR 7.4: 12 public universities
universities with contracts signed between evaluation of university have achieved a predefined
development plans aligned public universities and development contracts set of performance indicators
with PACTE-ESRI MESRSI. Baseline: 0. completed. Baseline: No. of their annual development
objectives, adopted by Target: 12 (scalable) Target: Yes indicator targets set forth in
their university council. the signed development
Baseline: 0. Target: 12 contract. Baseline: 0. Target:
(scalable) 12
0.00 0.00 4,410,000.00 8,830,000.00 6,620,000.00 24,280,000.00
DLI allocation 44,140,000.00 As a % of Total Financing Amount 15.0%
8 : DLI 8 Strengthening public universities' financial autonomy and accountability (Number )
0 DLR 8.1: 6 public DLR 8.2: 6 public N/A DLR 8.3: 6 public DLR 8.4: 3 public universities
universities with standard universities with internal universities with 2 percent have fulfilled at least four
procedures manual for audit unit and audit of their recurrent criteria for ex post financial
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administrative, financial, committee operational. expenditures coming from control. Baseline: 0. Target: 3
accounting and Baseline: 0. Target: 6 self-generated resources (scalable).
procurement management (scalable) annually. Baseline: 0.
adopted. Baseline: 0. Target: 6
Target: 6 (scalable)
0.00 6,620,000.00 8,830,000.00 0.00 13,240,000.00 15,450,000.00
DLI allocation 44,140,000.00 As a % of Total Financing Amount 15.0%
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Monitoring & Evaluation Plan: PDO Indicators by PDO Outcomes
Outcome: Labor Market Relevance
Indicator: Mechanism for tracking graduate employability is operational (DLR 1.3)
Description Mechanism for tracking graduate employment is operational.
Frequency Annual
Data source MESRSI
Methodology for Data A technical document describing the mechanism and a note summarizing the analysis/results
Collection of the first round of data collected/generated
Responsibility for Data MESRSI
Collection
Indicator: Number of students graduated in priority degree programs (DLR 3.3, disaggregated by gender)
Description Students graduated in priority degree programs in public universities (health, education,
green and resilient economy and digital)
Frequency Annual
Data source MESRSI
Methodology for Data MESRSI consolidated report on the number of graduates
Collection
Responsibility for Data MESRSI
Collection
Outcome Research Governance
Indicator: Number of international research projects in which one or more research group(s) that are members of
Thematic Research Institutes-Network(s) are participating (DLR 5.3)
Description International research projects in which one or more research group(s) that are members of
TRI-N are participating
Frequency Annual
Data source Universities
Methodology for Data MESRSI detailed list of international research projects in which research groups which are
Collection member of the TRI-Ns are participating
Responsibility for Data MESRSI
Collection
Outcome Higher Education Governance
Indicator: Number of public universities that have achieved a predefined set of performance indicators of their annual
development indicator targets set forth in the signed development contract (DLR 7.4)
Description Public universities achieved a predefined set of performance indicators of their annual
development contracts annually
Frequency Annual
Data source MESRSI
Methodology for Data MESRSI consolidated note on university performance indicators
Collection
Responsibility for Data MESRSI
Collection
Monitoring & Evaluation Plan: Intermediate Results Indicators by Results Areas
RA: Labor Market Relevance
Indicator: Orientation, re-orientation and graduate employment tracking strategy adopted (DLR 1.1)
Description Development and adoption of a strategy for the orientation and reorientation of students and
graduate employability tracking. The strategy includes: (i) orientation for secondary school
students/graduates (bacheliers) about career paths/university degree program choices; (ii)
academic reorientation for current HE students; and (iii) the methodology and process for
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Morocco Accelerating the Transformation of Higher Education and Scientific Research Operation (P178910)
systematically and regularly tracking the employability of HE graduates to inform the
orientation/reorientation system and regulate academic program offerings.
Frequency Once
Data source MESRSI
Methodology for Data Strategy and ministerial decree/arrêté adopting the strategy
Collection
Responsibility for Data MESRSI
Collection
Indicator: Online platform for (re-) orientation and university pre-enrolment is operational for (i) regulated access
programs; (ii) open access programs (DLR 1.2)
Description Operationalization of the online platform for orientation, reorientation and university pre-
enrollment for open and regulated access programs. The platform is operational when: (i)
domain name is active, (ii) user statistics are available; and (iii) includes orientation about
university degree program choices, guidance for the application process, information on labor
market outcomes by program.
Frequency Annual
Data source MESRSI
Methodology for Data MESRSI platform
Collection
Responsibility for Data MESRSI
Collection
Indicator: Number of students enrolled in: (i) language or (ii) power skills modules (including entrepreneurship, or digital,
or soft skills) (DLR 2.1, disaggregated by gender, type of skills module)
Description Number of students enrolled in language and/or power skills modules (including
entrepreneurship or digital or soft skills modules)
Frequency Annual
Data source MESRSI
Methodology for Data MESRSI consolidated report on student enrollment
Collection
Responsibility for Data MESRSI
Collection
Indicator: Number of students that obtained a certification in language or digital skills (DLR 2.2, disaggregated by gender,
type of certification)
Description Students having obtained a certification in language or digital skills
Frequency Annual
Data source MESRSI, universities
Methodology for Data MESRSI consolidated note on student having obtained a certification
Collection
Responsibility for Data MESRSI
Collection
Indicator: Number of additional degree programs co-constructed with industry (DLR 3.1 disaggregated by degree level and
discipline)
Description Number of new degree programs at public universities in open and regulated access created
in collaboration with industry. Collaboration may cover: collaboration in program design,
contribution to or participation in teaching activities (teaching, supervision of internships,
seminars, cooperative academic-professional experience programs). Collaboration with
industry is formalized in a partnership agreement or in the course description, specifying the
nature of the collaboration.
Frequency Annual
Data source MESRSI
Methodology for Data MESRSI consolidated note including the list of co-constructed degree programs disaggregated
Collection by university, cycle, type of access and industry sector
Responsibility for Data MESRSI
Collection
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RA: Research Governance
Indicator: Scientific and academic standards for the new generation PhD program adopted and published (DLR 4.1)
Description Adoption of standards for the new generation PhD program by the National Commission for
the Coordination of Higher Education (Commission Nationale de Coordination de
l'Enseignement Supérieur, CNACES) and its publication in the Bulletin Officiel
Frequency Once
Data source MESRSI
Methodology for Data Publication in the Bulletin Officiel
Collection
Responsibility for Data MESRSI
Collection
Indicator: Number of doctorants-moniteurs students of new generation PhD program enrolled in priority disciplines (DLR
4.2)
Description Number of doctorants-moniteurs students of new generation PhD students enrolled in
priority disciplines as defined by MESRSI
Frequency Annual
Data source MESRSI
Methodology for Data Summary note of the doctorants-moniteurs students of new generation PhD students
Collection enrolled
Responsibility for Data MESRSI
Collection
Indicator: Number of doctorants-moniteurs students of new generation PhD program enrolled in international mobility
programs (DLR 4.3)
Description Number of doctorants-moniteurs students of new generation PhD students who completed
international mobility programs
Frequency Annual
Data source MESRSI
Methodology for Data Summary note of the doctorants-moniteurs students of new generation PhD students who
Collection completed an international mobility program
Responsibility for Data MESRSI
Collection
Indicator: Evaluation of the new generation PhD program completed (DLR 4.4)
Description The evaluation will address qualitative and quantitative aspects of implementation and will be
based on a survey of a representative sample of thesis directors and new generation PhD
students. The evaluation will be completed when the final report is delivered.
Frequency Once
Data source MESRSI
Methodology for Data Evaluation report
Collection
Responsibility for Data MESRSI
Collection
Indicator: Number of research groups qualified for membership of the Thematic Research Institutes-Networks (DLR 5.1)
Description Number of research groups meeting defined performance criteria to qualify for membership
in the TRI-N
Frequency Annual
Data source MESRSI
Methodology for Data Review of membership criteria and report
Collection
Responsibility for Data MESRSI
Collection
Indicator: Percentage of external financing generated by one Thematic Research Institutes-Network (DLR 5.2)
Description Cumulative percentage of financing obtained by one TRI-N that is external, combined of the
total amount of recurrent resources of TRI-N. External financing includes resources from the
private sector, non-profit foundations and international cooperation.
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Frequency Annual
Data source MESRSI
Methodology for Data Review of financial reports of TRI-N
Collection
Responsibility for Data MESRSI
Collection
Indicator: Evaluation report of Thematic Research Institutes-Networks completed (DLR 5.4)
Description Evaluation of the pilot TRI-N(s). This evaluation will be based on (i) survey of a sample of
research groups on work progress/research performance (e,g., number of international
publications etc.) and satisfaction with TRI-N services; as well as (ii) qualitative survey of
administration/leadership teams of the TRI-Non their functioning, challenges and
achievements. The evaluation will be completed when the final report is delivered.
Frequency Once
Data source MESRSI
Methodology for Data Evaluation report
Collection
Responsibility for Data MESRSI
Collection
RA: Higher Education Governance
Indicator: Undergraduate scholarship beneficiaries selected through new targeting mechanism based on Unified Social
Register (DLR 6.1)
Description Implementation of the new targeting mechanism for the selection of undergraduate
scholarship beneficiaries based on Unified Social Register.
Frequency Annual
Data source ONOUSC
Methodology for Data Review of report of the national commission in charge of scholarships allocation
Collection
Responsibility for Data ONOUSC
Collection
Indicator: Evaluation of targeting mechanism for undergraduate student scholarship program completed (DLR 6.2)
Description Evaluation of the implementation process of the new targeting mechanism of student
scholarships programs is completed. The evaluation will be documented in a report. The
evaluation includes an analysis of the efficiency and effectiveness of the new targeting
mechanism of student social assistance on beneficiary outcomes (measured e.g., by student
retention, timely completion of exams/degrees), student wellbeing, satisfaction and other
criteria.
Frequency Once
Data source ONOUSC
Methodology for Data Review of evaluation report.
Collection
Responsibility for Data ONOUSC
Collection
Indicator: Number of public universities with development plans aligned with PACTE-ESRI objectives, adopted by their
university council (DLR 7.1)
Description Number of universities with development plans aligned with the strategic orientations and
objectives of PACTE-ESRI, adopted by their university council and formalized in the minutes of
the university council meeting.
Frequency Annual
Data source Universities
Methodology for Data University development plans and the supporting document of adoption of the university
Collection council (minutes)
Responsibility for Data MESRSI, universities
Collection
Indicator: Number of development contracts signed between public universities and MESRSI (DLR 7.2)
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Description Number of development contracts signed between public universities and MESRSI. The
development contracts include: (i) university-specific objectives; (ii) university-specific
performance indicators with baseline and targets with a timetable for reaching targets.
Frequency Annual
Data source MESRSI
Methodology for Data Review of signed university development contracts
Collection
Responsibility for Data MESRSI
Collection
Indicator: Midterm evaluation of university development contracts is completed (DLR 7.3)
Description Midterm evaluation of university development contracts is completed
Frequency Once
Data source MESRSI
Methodology for Data Review of midterm evaluation report
Collection
Responsibility for Data MESRSI
Collection
Indicator: Number of public universities with standard procedures manual for administrative, financial, accounting and
procurement management adopted (DLR 8.1)
Description Number of public universities that have a standard procedures manual for administrative,
financial, accounting and procurement management adopted by their university council and
formalized in the council’s meeting minutes.
Frequency Annual
Data source Universities
Methodology for Data Review of MESRSI university standard procedures manuals and the university council meeting
Collection minutes.
Responsibility for Data Universities, MESRSI
Collection
Indicator: Number of public universities with internal audit unit and audit committee operational (DLR 8.2)
Description Number of public universities with internal audit unit and audit committee operational
Frequency Annual
Data source Universities, MESRSI
Methodology for Data Review of MESRSI note listing the universities having operationalized internal audit unit and
Collection audit committee, composition of the units and committees, and at least one internal audit
report per university listed as a proof of operationalization.
Responsibility for Data Universities, MESRSI
Collection
Number of public universities with 2 percent of their recurrent expenditures coming from self-generated resources
annually (DLR 8.3)
Description Percentage amount of their own resources generated annually by each university of total
amount of recurrent university resources.
Frequency Annual
Data source Universities, MESRSI
Methodology for Data Review of MESRSI consolidated note detailing the amount of their own resources
Collection generated annually by universities, disaggregated by university and source of revenue and the
amount of total annual recurrent resources annually by universities.
Responsibility for Data Universities, MESRSI
Collection
Number of public universities that have fulfilled at least four criteria for ex post financial control (DLR 8.4)
Description Number of public universities fulfilling at least four out of the six criteria for ex post financial
control, including: (i) organizational chart; (ii) procedures manual; (iii) general accounting; (iv)
personnel status; (v) internal auditor; (vi) integrated information system.
Frequency Annual
Data source Universities, MESRSI
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Methodology for Data Review of MESRSI consolidated report on public university status regarding the fulfillment of
Collection the instruments required to benefit from ex post financial control, as stipulated in Article 17
in Law 69-00.
Responsibility for Data Universities, MESRSI
Collection
RA: Corporate Commitments on Climate, Gender, and Citizen Engagement
Indicator: Number of students enrolled in green and resilient economy programs (Climate Indicator)
Description Number of students enrolled in green and resilient economy programs in public universities
Frequency Annual
Data source MESRSI
Methodology for Data Review of annual university census data. MESRSI consolidated report on the number of
Collection graduates disaggregated by cycle, university, type of access, gender, and program;
Responsibility for Data MESRSI
Collection
Indicator: Number of female students who participate in LeaderSHE training/events
Description Number of female students who participate in LeaderSHE initiative networking events or
training, cumulative
Frequency Annual
Data source MESRSI
Methodology for Data LeaderSHE event reports
Collection
Responsibility for Data MESRSI
Collection
Indicator: Number of additional female students enrolled in STEM
Description Number of female students enrolled in STEM programs in addition to current baseline,
cumulative
Frequency Annual
Data source MESRSI, universities
Methodology for Data Annual university census data (administrative data).
Collection
Responsibility for Data MESRSI, universities
Collection
Indicator: Percentage of cases registered in the GRM that are resolved in a timely manner (15 business days)
Description Percentage of total GRM cases registered through all different channels, such as Chikaya
platform, letter, email, phone etc.
Frequency Bi-annual
Data source MESRSI
Methodology for Data Report
Collection
Responsibility for Data MESRSI
Collection
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Verification Protocol Table: Disbursement Linked Indicators
DLI 1: Enhancing student orientation and graduate employment tracking
DLR 1.1: Total allocation is disbursed when achievement is verified.
Formula DLR 1.2: US$13,241,258 for (i) and US$13,241,258 for (ii) (scalable)
DLR 1.3: Total allocation is disbursed when achievement is verified.
DLR 1.1: Development and adoption of a strategy for the orientation and re-orientation of students and graduate
employability tracking. The strategy includes: (i) orientation for secondary school students/graduates (bacheliers) about
career paths/university degree program choices; (ii) academic reorientation for current HE students; and (iii) the
methodology and process for systematically and regularly tracking the employability of HE graduates to inform the
orientation/reorientation system and regulate academic program offerings.
DLR 1.2: Operationalization of the online platform for orientation, reorientation and university pre-enrollment for open
and regulated access programs. The platform is operational when: (i) domain name is active, (ii) user statistics are
Description
available; and (iii) includes orientation about university degree program choices, guidance for the application process,
information on labor market outcomes by program.
DLR 1.3: Operationalization of the mechanism for tracking graduate employability. The mechanism is operational when:
(i) MESRSI produced a technical document describing the mechanism (including data source and indicators used, data
generation protocol, data analysis; actions for making the mechanism regular and sustainable and modalities for
publication/dissemination of the employability data), and (ii) first round of data is collected/generated and complies with
the criteria defined in the OM.
DLR 1.1: MESRSI
Data source/ Agency DLR 1.2: MESRSI
DLR 1.3: MESRSI
DLR 1.1: IGM
Verification Entity DLR 1.2: IGM
DLR 1.3: IGM
DLR 1.1: The IVA will be provided with (i) the strategy and (ii) the ministerial decree/arrêté adopting the strategy and will
verify it is compliant with the description of the indicator.
DLR 1.2: The IVA will be provided with: (i) beta user access to the platform and (ii) user access report; and will verify that
Procedure the platform meets all the specified criteria.
DLR 1.3: The IVA will be provided with (i) a technical document describing the mechanism and (ii) note summarizing the
analysis/results of the first round of data collected/generated. The IVA will verify the mechanism meets all specified
criteria.
DLI 2: Promoting student employability skills
DLR 2.1: From a baseline of 100,000, US$36,112.64 per one thousand students enrolled (scalable).
Formula DLR 2.2: From a baseline of 0, US$121,377.88 per one thousand students having obtained a certification in language or
digital skills (scalable).
DLR 2.1: Number of students enrolled in language and/or power skills modules (including entrepreneurship or digital or
Description soft skills modules).
DLR 2.2: Number of students having obtained a certification in languages or digital skills.
DLR 2.1: MESRSI, universities
Data source/ Agency
DLR 2.2: MESRSI, universities
DLR 2.1: IGM
Verification Entity
DLR 2.2: IGM
DLR 2.1: The IVA will be provided with (i) MESRSI consolidated note, based on university data on the total number of
students enrolled, disaggregated by type of module, cycle, university, type of access, gender and program; and (ii) data to
Procedure
conduct a check, which must cover a minimum number of randomly selected students. The minimum number is
established in the OM.
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DLR 2.2: The IVA will be provided with (i) MESRSI consolidated note based on university data on the total number of
students having obtained a certification in languages (level certificate issued by the platform, external certificate or
supplement to the degree certificate) or digital skills (internal or external certification) disaggregated by program, cycle,
university, type of access, gender; and (ii) access to data for a sample of students to verify the results are met.
DLI 3: Adapting degree programs to the needs of the socio-economic sectors (health, education, green and resilient economy, digital)
DLR 3.1: From a baseline of 0, US$36,764.39 per each degree program co-constructed with industry (scalable).
Formula DLR 3.2: From a baseline of 26,000, US$109,594.88 per one thousand additional students enrolled (scalable).
DLR 3.3: From a baseline of 0, US$213,994.96 per one thousand students graduated (scalable).
DLR 3.1: Number of new degree programs at public universities in open and regulated access created in collaboration
with industry. Collaboration may cover: collaboration in program design, contribution to or participation in teaching
activities (teaching, supervision of internships, seminars, cooperative academic-professional experience programs).
Collaboration with industry is formalized in a partnership agreement or in the course description, specifying the nature of
Description the collaboration.
DLR 3.2: Number of additional students enrolled in priority degree programs in public universities (health, education,
green and resilient economy and digital).
DLR 3.3: Number of graduates of priority degree programs in public universities (health, education, green and resilient
economy anddigital,).
DLR 3.1: MESRSI
Data source/ Agency DLR 3.2: MESRSI
DLR 3.3: MESRSI
DLR 3.1: IGM
Verification Entity DLR 3.2: IGM
DLR 3.3: IGM
DLR 3.1: The IVA will be provided with consolidated note including the list of co-constructed degree programs
disaggregated by university, cycle, type of access and industry sector and will conduct a sample-based verification.
DLR 3.2: The IVA will be provided with (i) consolidated note on student enrollment disaggregated by cycle, university, type
of access, gender and priority degree program; and (ii) access to student enrolment data to conduct interviews with
Procedure randomly selected students to verify they are enrolled in the priority degree programs. The minimum number of
interviews will be defined in the OM.
DLR 3.3: The IVA will be provided with (i) consolidated report on the number of graduates disaggregated by cycle,
university, type of access, gender and program; and (ii) will conduct interviews with randomly selected students to verify
they have graduated. The minimum number of interviews will be established in the OM.
DLI 4: Implementing the new generation PhD program
DLR 4.1: Total allocation is disbursed when achievement is verified.
DLR 4.2: From a baseline of 0, US$4,413.73 per each new generation PhD student enrolled (scalable).
Formula
DLR 4.3: From a baseline of 0, US$8,827.29 per each new generation PhD student enrolled (scalable).
DLR 4.4: Total allocation is disbursed when achievement is verified.
DLR 4.1: Adoption of standards for the new generation PhD program by the CNACES and its publication in the Bulletin
Officiel.
DLR 4.2: Number of doctorants-moniteurs students of new generation PhD students enrolled in priority disciplines as
defined by MESRI.
Description DLR 4.3: Number of doctorants-moniteurs students of new generation PhD students having accomplished an international
mobility.
DLR 4.4: The evaluation will address qualitative and quantitative aspects of implementation and will be based on a survey
of a representative sample of thesis directors and PhD students. The evaluation will be completed when the final report is
delivered.
DLR 4.1: MESRSI
DLR 4.2: MESRSI
Data source/ Agency
DLR 4.3: MESRSI
DLR 4.4: MESRSI
DLR 4.1: IGM
Verification Entity
DLR 4.2: IGM
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DLR 4.3: IGM
DLR 4.4: IGM
DLR 4.1: The IVA will be provided with the CNACES meeting minutes and the number of the Bulletin Officiel in which the
Standards are published.
DLR 4.2: The IVA will (i) be provided with a summary note of the number of doctorants-moniteurs students of new
generation PhD enrolled, disaggregated by university, gender and degree; and (ii) visit of one or several universities to
verify the number of doctorants-moniteurs students of new generation PhD students enrolled at the time of the visit.
Procedure DLR 4.3: The IVA will be provided with (i) summary note of the number of doctorants-moniteurs students of new
generation PhD who completed international mobility programs, disaggregated by university, gender and degree; and (ii)
will verify a sample of attestations d’accueil or enrolment certificate of doctorants-moniteurs students in international
mobility.
DLR 4.4: The IVA will be provided with the evaluation report and will verify it meets all the specified criteria in the above
description of DLR 4.4.
DLI 5: Promoting Thematic Research Institutes-Networks
DLR 5.1: From a baseline of 0, US$392,324.09 per research group having qualified for membership in a Thematic Research
institutes-Networks (scalable).
DLR 5.2: Total allocation is disbursed when achievement is verified.
Formula
DLR 5.3: From a baseline of 0, US$735,607.68 per international project in which one or more research group member of a
Thematic Research Institutes-Networks are participating (scalable).
DLR 5.4: Total allocation is disbursed when achievement is verified.
DLR 5.1: Number of research groups meeting defined performance criteria to qualify for membership in the Thematic
Research Institutes-Networks.
DLR 5.2: Cumulative percentage of financing obtained by one Thematic Research Institute-Network that is external,
combined of the total amount of recurrent resources of TRI-N. External financing includes resources from the private
sector, non-profit foundations and international cooperation.
Description DLR 5.3: Number of international research projects in which one or more research groups that are members of Thematic
Research Institutes-Network(s) are participating.
DLR 5.4: This evaluation will be based on (i) survey of a sample of research groups on work progress/research
performance (e,g. number of international publications etc.) and satisfaction with TRI-N services; as well as (ii) qualitative
survey of administration/leadership teams of the TRI-Non their functioning, challenges and achievements. The evaluation
will be completed when the final report is delivered.
DLR 5.1: MESRSI
Data source/ Agency DLR 5.2: MESRSI
DLR 5.3: MESRSI
DLR 5.1: IGM
Verification Entity DLR 5.2: IGM
DLR 5.3: IGM
DLR 5.1: The IVA will be provided with (i) membership criteria; and (ii) a report on research group membership of TRI-N.
DLR 5.2: The IVA will be provided with the financial reports of the TRI-N.
Procedure DLR 5.3: The IVA will be provided with detailed list of international research projects in which research groups which are
member of the TRI-Ns are participating and confirms the results are achieved.
DLR 5.4: The IVA will be provided with the evaluation report and will verify it meets all the specified criteria.
DLI 6: Improved targeting of student scholarship program
DLR 6.1: Total allocation is disbursed when achievement is verified.
Formula
DLR 6.2: Total allocation is disbursed when achievement is verified.
DLR 6.1: Implementation of the new targeting mechanism for the selection of undergraduate scholarship beneficiaries
based on Unified Social Register.
DLR 6.2: Evaluation of the implementation process of the new targeting mechanism of student scholarships programs is
Description completed. The evaluation will be documented in a report. The evaluation includes an analysis of the efficiency and
effectiveness of the new targeting mechanism of student social assistance on beneficiary outcomes (measured e.g. by
student retention, timely completion of exams/degrees), student wellbeing, satisfaction and other criteria defined in the
OM.
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DLR 6.1: ONOUSC
Data source/ Agency
DLR 6.2: ONOUSC
DLR 6.1: IGM
Verification Entity
DLR 6.2: IGM
DLR 6.1: The IVA will be provided with report of the ministerial commission in charge of scholarships allocation which
describes the new targeting mechanism. The results will be disaggregated by university faculty degree/program, gender.
Procedure The independent verification agency (IVA) will confirm the undergraduate scholarships were allocated based on the new
targeting mechanism based on the unified social registry.
DLR 6.2: The IVA will be provided with the evaluation report and will verify that it meets the specified criteria.
DLI 7: Institutionalization of public university development contracts
DLR 7.1: From a baseline of 0, US$367,812.72 per public university (scalable).
DLR 7.2: From a baseline of 0, US$735,607.68 per development contract signed (scalable).
Formula DLR 7.3: Total allocation is disbursed when achievement is verified.
DLR 7.4: From a baseline of 0, US$2,023,049.93 per university having achieved a predefined set of performance indicators
(scalable).
DLR 7.1: Number of universities with development plans aligned with the strategic orientations and objectives of PACTE-
ESRI, adopted by their university council and formalized in the minutes of the university council meeting.
DLR 7.2: Number of development contracts signed between public universities and MESRSI. The development contracts
include: (i) university-specific objectives; (ii) university-specific performance indicators with baseline and targets with a
Description
timetable for reaching targets.
DLR 7.3: Mid-term evaluation of the implementation of the university development contracts.
DLR 7.4: Number of public universities achieving a predefined set of performance indicators of their development
contracts (annually). The predefined set of performance indicators will be defined in the OM.
DLR 7.1: MESRSI, universities
DLR 7.2: MESRSI
Data source/ Agency
DLR 7.3: MESRSI
DLR 7.4: MESRSI, universities
DLR 7.1: IGM
DLR 7.2: IGM
Verification Entity
DLR 7.3: IGM
DLR 7.4: IGM
DLR 7.1: The IVA will be provided with the university development plans and the supporting document of adoption of the
university council (minutes).
DLR 7.2: The IVA will be provided with the signed university development contracts.
Procedure
DLR 7.3: The IVA will be provided with the mid-term evaluation report.
DLR 7.4: The IVA will be provided with a consolidated note on university performance indicators and will verify results
achievement.
DLI 8: Strengthening universities financial autonomy and accountability
DLR 8.1: From a baseline of 0, US$1,103,411.51 per public university (scalable).
DLR 8.2: From a baseline of 0, US$1,471,215.35 per public university (scalable).
Formula DLR 8.3: From a baseline of 0, US$2,206,876.33 per public university with 2 percent of its recurrent expenditures coming
from self-generated resources annually (scalable).
DLR 8.4: From a baseline of 0, US$5,149,857.85 per university (scalable).
DLR 8.1: Number of public universities that have a standard procedures manual for administrative, financial, accounting
and procurement management adopted by their university council and formalized in the council’s meeting minutes.
DLR 8.2: Number of universities with internal audit unit and audit committee operational
DLR 8.3: Percentage amount of their own resources generated annually by each university of total amount of recurrent
Description
university resources.
DLR 8.4: Number of public universities fulfilling at least four out of the six criteria for ex post financial control, including:
(i) organizational chart; (ii) procedures manual; (iii) general accounting; (iv) personnel status; (v) internal auditor; (vi)
integrated information system.
Data source/ Agency DLR 8.1: Universities, MESRSI
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DLR 8.2: Universities, MESRSI
DLR 8.3: Universities, MESRSI
DLR 8.4: Universities, MESRSI
DLR 8.1: IGM
DLR 8.2: IGM
Verification Entity
DLR 8.3: IGM
DLR 8.4: IGM
DLR 8.1: The IVA will receive university standard procedures manuals and the university council meeting minutes
formalizing the adoption of the manual.
DLR 8.2: The IVA will be provided by MESRSI with a note listing the universities having operationalized internal audit unit
and audit committee, composition of the units and committees and at least one internal audit report per university listed
as proof of operationalization.
Procedure DLR 8.3: The IVA will be provided by MESRSI with a consolidated note detailing the amount of their own resources
generated annually by universities, disaggregated by university and source of revenue and the amount of total annual
recurrent resources annually by universities.
DLR 8.4: The IVA will be provided by MESRSI with a consolidated report on the effective implementation by universities of
the instruments required to benefit from ex post financial control, as stipulated in Article 17 in Law 69-00. The IVA will
verify the number of universities which have fulfilled at least four of the specified criteria.
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ANNEX 2. SUMMARY TECHNICAL ASSESSMENT
Strategic Relevance
1. The proposed Program is strategically relevant and investments in HE are strategic for Morocco’s NDM. HE is
instrumental in fostering growth, reducing poverty and boosting shared prosperity. A highly skilled workforce with lifelong
access to a quality HE is a prerequisite for innovation and growth, as well-educated people are more employable and
productive, earn higher wages and cope with economic shocks better. HE can act as a catalyst through promoting skilled
human capital and research capacity for the green, resilient and digital economy, through technology absorption and
innovation spillover effects, and through positive social outcomes such as greater female LFP, 60 improved health and
welfare, higher civic participation, good governance and human and environmental protection. 61 Given Morocco’s trading,
educational and middle-income status, HE plays a critical role in improving youth employment, raising salaries and
boosting scientific and technological capabilities in the private sector. Human capital accumulation cannot only accelerate
economic growth, but also create incentives for research and innovation, 62 increase labor productivity, entrepreneurship
and job creation. 63
Technical Soundness
2. The technical design of the Program draws on strong evidence and global best practices. By promoting access,
retention and quality of HE and scientific research the proposed Program echoes the key findings and recommendations
from the 2021 “Steering Tertiary Education: Toward Resilient Systems that Deliver for All” and the 2018 “Expectations and
Aspirations: A New Framework for Education in Middle East and North Africa” Reports. It is also aligned with the Bank’s
Education Strategy 2020 “Learning for All – Investing in People’s Knowledge and Skills to Promote Development”.
3. The Program is designed to contribute to the attainment of key results identified in the PACTE-ESRI 2030 and
to improving the quality and the relevance of HE, scientific research and innovation. It focuses on a holistic set of
interventions targeting academic aspects (RA 1), scientific research (RA 2) and governance (RA 3). Results areas are defined
to encompass both sectoral interventions as well as governance that is a cross-cutting element of implementation that
will enhance the likelihood of success. RA 1 focuses on improving the labor market relevance of public universities
programs. It is centered around a set of measures linked to academic programs, orientation, capacity building and
monitoring of graduate employment. The operationalization of these measures would lead to significant improvement in
HE outcomes, and reduction of dropout. RA 2 focuses on aligning scientific research and the doctoral cycle with national
priorities and international standards. It would lead to the improvement of the efficiency of scientific research. RA 3
focuses on improving governance at the central and university level. This area is centered around a set of measures linked
to student social assistance, improve autonomy of universities and contractual approach. RA 3 will guide implementation
and will ensure that activities translate into results.
60 Female university graduates have the highest LFP rate of all education levels in Morocco. This pattern is consistent across MENA, e.g., Tunisia and
Egypt.
61 OECD 2012; McMahon and Oketch 2013; Oketch, McCowan and Schendel 2014.
62 Blackburn, Huang and Pozzolo (2000)
63 A country’s productivity is determined by the productivity in its urban areas (Ahrend, 2014). In addition to natural advantages, urban productivity
is driven by agglomeration effects, i.e. bringing the right combination of workers, businesses and households together in the most efficient way
(Lin, 2011).
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Results Area 1: Improving the labor market relevance of public university programs
4. The employability of HE graduates is a major challenge. The high rate of unemployment among HE graduates can
be attributed to both demand and supply-side factors, with the latter being tackled by this Program. The integration of
graduates into the job market is partly linked to the quality of training provided to students by the university, the acquired
skills of graduates and the match between these skills to the demand of employers in the job market. Three areas of
intervention supported by the Program have the potential to improving the supply of graduates for the job market: (i)
improving data collection to provide students with career guidance and orientation/reorientation and the monitoring of
the integration of graduates in the labor market; (ii) strengthening students’ language, soft and digital skills to respond to
labor market needs; and (iii) adapting HE programs to the needs of key productive sectors.
Table 2.1. Rationale for Selection of Priority Sectors and Labor Market Prospects
Priority
Rationale for Selection
Sector
Health There is a health personnel shortage in Morocco with 7.3 doctors per 10,000 inhabitants, below the international standard of 23
doctors. 64 The NDM aims to train 3,600 doctors and 7,000 nurses per year to close this gap. Internationally, with increasingly older
populations, the estimated shortage in OECD countries is 400,000 doctors and 2.5 million nurses by 2030. 65 The increasing demand
and policies for international mobility offer labor market opportunities to Moroccan professionals in these fields.
Education With an average student-teacher ratio of 27:1 in basic education overcrowding remains a challenge. Public education is facing
retirement of an entire teacher generation and the need for new qualified teachers over the next years (the estimated shortage is
100,000 teachers from 2022 to 2029). 66 Over 6,000 new teachers were hired in 2022–2023. Teacher shortages in OECD countries are
increasing teacher mobility, offering job prospects to Moroccan education graduates. Globally, education jobs are expected to grow
by 10 percent over the next five years, leading to three million additional teaching jobs. 67
Green and The net job creation potential of clean energy in Morocco is estimated at 760,000 net jobs per year over 30 years. The NDM aims to
resilient develop the workforce and research to support green industries, notably solar and wind energy, liquid sanitation, and waste
economy management, that would contribute toward reducing GHG emissions. For example, liquid sanitation (which includes wastewater
treatment and management), and waste management can contribute to reducing GHG emissions, e.g., through removal of
Biochemical Oxygen Demand (BOD) and presence of methane capture system during treatment. Waste management could include
material recovery and recycling for reuse purposes, pre-sorting and segregating at source and collecting feedstock and/or bio-waste
separately. Globally, the transition to a green economy is estimated to create 24 million jobs by 2030, 68 with renewable energies,
waste management, sustainable cities, and biodiversity protection leading the job market demand. In the energy sector alone, an
estimated 14 million new clean energy jobs will be created by 2030, while another 16 million workers will shift to new roles related
to clean energy. 69
Digital The NDM digitalization agenda requires a highly digitally skilled labor force and aims for 50,000 digital skilled individuals annually.
The demand for digital roles makes up 16 of the top 100 jobs in highest demand. 70
Results Area 2: Promoting research based on international standards and national priorities
5. Despite some achievements, Morocco’s scientific research output remains modest compared to other
countries, including in Middle East and North Africa. Morocco, which had around the same number of articles published
as Malaysia in 1998, published more than 5 times less in 2017. Similarly, the Czech Republic, with less than 11 million
64 WHO, 2016, Health workforce requirements for universal health coverage and the Sustainable Development Goals.(Human Resources for Health
Observer, 17). Human Resources for Health Observer Series No. 17 2016;17:40.
65 Scheffler, R. M., and D. R. Arnold. 2019. Projecting Shortages and Surpluses of Doctors and Nurses in the OECD: What Looms Ahead. Health
Economic Policy Law 14 (2): 274–290.
66 World Bank, Morocco Education Support Program (P167619) Program Appraisal Document, Ministry of National Education data.
67 World Economic Forum. The Future of Jobs 2023.
68 ILO (International Labour Organization), World Employment and Social Outlook: Greening with Jobs.
69 IEA (International Energy Agency). 2022. World Energy Employment. IEA, Paris.
70 World Economic Forum. The Future of Jobs 2023.
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inhabitants in 2017, produced nearly five times the volume of publications of Morocco in the same year. HE suffers from
a high academic staff-student ratios that falls short of international standards and this situation is set to worsen in the
next few years. There is an urgent need to train a new generation of academic and research staff, as student numbers will
continue to grow over the next few years and a massive retirement of teachers is underway (around 2,200 will retire by
2026). 71 Two areas of intervention supported by the Program have the potential to improve scientific research: (i)
implementing the new generation PhD program and harmonizing the doctoral cycle in line with international standards
to ensure that PhDs meet established standards for high quality research; and (ii) establishing TRI-N and aligning scientific
research with national priorities and international standards.
Results Area 3: Improving governance at central and university level
6. A long-standing needs-based student undergraduate scholarship program covers approximately 40 percent of
HE students. The targeting of the scholarship program is based on a self-declared family income and available data suggest
there is room for improved efficiency in targeting.). 72 A large body of evidence finds that scholarship programs tend to
improve education participation outcomes (enrollment, attendance, completion and dropout) and can improve student
learning. A well targeted need-based scholarship program as the one proposed by the Program, paired with career
guidance and orientation, has been identified in the literature as an effective intervention for improving education
outcomes. Evidence from basic education suggests that interventions increasing the benefits of attending school (through
scholarships) increase time in school, 73 while those that increase the benefits of higher effort and better academic
performance. Evidence on the effect of scholarships for HE students is promising, although the results are mixed. 74 In
particular, a few rigorous evaluations have shown large impacts. For instance, a US study shows that scholarships
significantly boosted college enrollment and retention. Four years after award receipt, randomly selected scholarship
winners were 13 percentage points more likely to be enrolled in college. 75
7. Finally, university governance is an important driver of change and the most decisive factor in achieving its
goals 76 and an area for improvement for the HE system. Evidence shows that greater autonomy in HEIs tends to be
associated with better HEIs performance 77 and that greater autonomy at a decentralized level requires capacity,
resources, and accountability mechanisms to lead to better student performance. 78 However, currently, public funds
constitute the main resource of the public university (between 70 and 97 percent), impacting the universities ability to
develop their own resources and human capital, and consequently its autonomy. This structure hinders the development
of Moroccan public universities and the success of university reform. 79
71 MESRI. (2021) PACTE-ESRI 2030 ‘Ensemble, pour un nouveau modèle de l’Université marocaine’.
72 INE-CSEFRS, Enquête sur les étudiants et la vie universitaire, 2019.
73 Glewwe & Muralidharan (2015), Damon et al (2018).
74 Dynarski (2008), Castelman (2014), Scott-Clayton (2011b), Scott-Clayton & Zafar (2016), Bettinger et al (2016); DesJardins & McCall (2014),
DesJardin et al, (2010), Sjoquist & Winters (2012, 2015)
75 Angrist et al (2017)
76 Jaramillo, A., Moreno, J., Demenet, A., Zaafrane, H., & Monet, O. (2012). Universities through the Looking Glass: Benchmarking University
Governance to Enable Higher Education Modernization in MENA. Washington, DC: World Bank.
77 World Bank. (2018). Expectations and Aspirations: A New Framework for Education in the Middle East and North Africa: Overview. Washington,
D.C.: World Bank Group.
78 Jaramillo, A., Moreno, J., Demenet, A., Zaafrane, H., & Monet, O. (2012). Universities through the Looking Glass: Benchmarking University
Governance to Enable Higher Education Modernization in MENA. Washington, DC: World Bank, and Learning for All: Investing in People’s Knowledge
and Skills to Promote Development - World Bank Group Education Strategy 2020. Washington, DC: World Bank; 2011.
79 CSEFRS. (2019), Réforme de l’enseignement supérieur Perspectives Stratégiques.
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Government program governance structure and institutional arrangements
8. The government program implementation arrangements are appropriate and already functional, but
implementing entities have some capacity limitations which need to be addressed. The MESRSI is the lead implementing
agency for the PACTE-ESRI at the central level, which coordinates the implementation and M&E of the various PACTE-ESRI
implementing entities. Each of the key initiatives of the PACTE-ESRI is spearheaded by a focal point at the central MESRSI
level, as well as at each of the universities involved. Beyond the collection of annual statistics based on the university
census, a PACTE-ESRI M&E is being set up, which will also include monitoring and benchmarking of results achievement.
9. However, institutional capacity for managing and implementing this comprehensive and ambitious PACTE-ESRI
reform program at the MESRSI, other national entities involved, and the university level is constrained. More
specifically, at the national level, including due to staff shortages but also some constraints pertaining to specific technical
expertise, MESRSI would benefit from capacity strengthening, notably in the area of sequencing of reform initiatives
combined with M&E.
Program Expenditure Framework
10. The Program will be financed over five years (2024–2029) for a total PEF of US$1,250 million, including an IBRD
loan of US$300 million. As a subset of the government program, the PforR will finance specific budget lines in sub-
programs 907, 908 and 909 of the Morasse of the government program and incentivize specific results to increase
efficiency in the implementation of select interventions of the PACTE-ESRI.
Table 2.2. Summary of PEF (million MAD)
Prog. Budget lines 2023 2024 2025 2026 2027 2028 Total 2024–2029
907 Operating grant “subsidies” to universities to 62.4 62.4 62.4 62.4 62.4 62.4 374
increase the density of healthcare personnel by
2030.
907 Operating grant “subsidies” to universities as 123.2 186.0 186.0 186.0 186.0 186.0 1,116
part of a program to train primary and
secondary school teachers by 2025.
908 Common services – scientific research subsidy 40.9 50.0 50.0 50.0 50.0 50.0 300
908 Training of the new generation of doctoral 40.0 180.0 180.0 180.0 180.0 180.0 1,080
researchers – operating grant to universities
909 Common services – granting of scholarships and 2,023.0 2,023.0 2,023.0 2,023.0 2,023.0 2,023.0 12,138
lump-sum allowances – operating grant
“subsidies” to ONOUSC for study scholarships in
Morocco.
Total MAD (millions) 2,289.6 2,501.4 2,501.4 2,501.4 2,501.4 2,501.4 12,507.0
Total US$ (millions) 1,250.0
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Table 2.3. Summary of the PEF by RAs (million MAD and US$)
Results Area MAD US$ % Total Finance
RA1. Improving the labor market relevance of public universities programs 1,242 124 10
(selected budget lines under program 907)
RA2. Aligning scientific research with international standards and national 1,150 115 9
priorities (selected budget lines under program 909)
RA3. Improving governance at the central and university level (selected budget 10,115 1,011 81
lines under program 909)
Total PforR 12,507 1,250 100.00
11. Alignment of the budget with government priorities, classification, sustainability, and predictability of
expenditures:
• Fiscal and financial sustainability. The medium-term budgetary prospects are adequate to ensure the Program’s
sustainability.
• Funding predictability. Overall predictability of Government’s expenditure programs is ensured by the existence of
several budget tools: (i) the Three-year Program Budget for 2023-25, developed in the context of the Budget Law; (ii)
the annual performance project endorsed by the Parliament which describes the key programs, the associated budget
and PIs; and (iii) the annual performance report which summarizes the results achieved and the budget executed for
a given year. Overall, as per the 2017 Public Expenditure Financial Accountability (PEFA) assessment, the predictability
of the Government’s expenditures is robust with the indicator on predictability rated A based on timely release of the
budget appropriations to the budget holders. The Program expenditures are already planned as part of the PACTE-
ESRI and included in the three-year programming of the Budget Law. The total budget of MESRSI rose by 33.14 percent
over the past four years, from US$1.13 billion in 2019 to US$ 1.5 billion in the 2023 Budget Law, which shows continuity
in budget allocation.
• Adherence of the budgeted program expenditure and execution according to government priorities. The activities
contained in the expenditure framework meet the directions set by the Government of Morocco (GoM). Moreover,
the program’s budget structure is clear in terms of sources of funding, budgetary vehicles and categories of
expenditures. The PEF is grounded within the General Budget of the State. All expenses are programmed in line with
the Classification of the Functions of Government (COFOG) and will be incurred between 2024 and 2029.
Economic Justification
12. Program Benefits. 80 By improving academic preparedness of graduates, increasing the graduates in high demand
fields with skills shortages, providing graduates with soft, digital and language skills, improving the curriculum relevance
and teaching quality, it is expected that employment opportunities will gradually rise. This would have a positive impact
on productivity. The Program would also impact graduates’ labor remuneration, responding to the additional knowledge
and skills provided by bachelor/undergraduate university programs. Approximately 1.13 million students are expected to
benefit yearly from the various Program activities.
80 This section presents the economic and financial analysis of the Program. The cost-benefit analysis quantifies the Program benefits and costs where
data is available to compute the IERR. In particular, those interventions related to P2 (Higher education) and P4 (Social Support) of the Government
program. The analysis focuses on the expected impacts of improving the quality and labor market relevance of public universities bachelor programs.
The estimations are based on assumptions regarding both costs and benefits, aligned with the objectives of the Program.
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13. With improved academic, digital and language skills, career guidance and orientation, better support systems
and targeting for the most vulnerable and attending universities with higher quality standards, graduates are expected
to benefit from positive impacts both in employment and income. In terms of employment, it is assumed that average
employment rates one year after graduation would increase by 10 percent as the result of a better match with the required
skills, widening the gap between tertiary education and high school diploma workers by 5 percent. The benefit stream is
estimated for the duration of the work life of graduates (from 25 to 65 years).
14. Costs. The average Program cost per student is US$188 per year.
15. Efficiency and externalities. Program efficiency is evaluated with a cost-benefit analysis that compares the
estimated Program costs with the expected benefits. It is expected that the Program will generate an IRR of 17 percent
and its benefits will exceed its costs with a benefit/cost ratio of 5.9 (assuming a discount rate of 5 percent). From a social
perspective, the Program would raise human capital endowment, have a positive impact on growth 81 and therefore reduce
poverty rates. Its impact on the society as a whole goes beyond individual outcomes, since a more educated population
has better health, less crime, higher democratic participation, more environmental consciousness, among others. 82 Since
the programs involved are also aimed at improving educational quality, all these effects are largely augmented. 83 The
current analysis would only capture direct monetary individual effects, but the benefits are broader as better educated
individuals also benefit from improved health and greater life satisfaction, and society enjoys the multiple positive
externalities provided by a more educated population. Moreover, the positive effect of the Program on quality translates
into an increase in the returns to education that is more difficult to predict and quantify and is thus not included in the
economic analysis. Therefore, the economic benefits that are computed are a lower bound of the Program’s potential
returns.
81 As in an augmented Solow model.
82 See Acemoglu and Angrist (2000) and Moretti (2004) for more on social returns to education.
83 See Patrinos and Saellariou (2008) and Bertschy et al. (2009) for more on the impact of quality on earnings and Hanushek and Woessmann (2008)
for more on its effect on growth.
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ANNEX 3. SUMMARY FIDUCIARY SYSTEMS ASSESSMENT
Objective, Methodology and Scope of the IFSA
16. The IFSA was carried out following the Bank Policy and Bank Directive: “Program-for-Results Financing” and
following the Bank Guidance Notes for “Program-for-Results Financing”. The IFSA objective was to examine whether
Program systems provide reasonable assurance that the financing proceeds will be used for their intended purposes, with
due attention to the principles of value for money, economy, efficiency, effectiveness, transparency and accountability.
Summary of Risks and Fiduciary Actions
17. Summary of fiduciary risk mitigation measures. The overall residual FM and procurement risk of the Program is
assessed as Substantial. The IFSA concludes that only upon implementation of the agreed fiduciary mitigation measures
will the Program’s fiduciary systems provide reasonable assurance that the financing proceeds will be used for the
intended purposes.
18. The following key fiduciary risks were identified:
• On the procurement front: challenges in (a) adopting and operationalizing the new PPD, which might impact the
quality and timeliness of procurement due to the shift, as of September 1, 2023, from the use of specific procurement
regulations to the new PPD; and (b) capacity for procurement planning due to the adoption of the PPD which requires
the preparation of a 3-year procurement plan; and (c) slow procurement-related complaints handling mechanism;
and (d) a lack of a suspension and debarment check mechanism, which might result in awarding a contract to firms
and individuals debarred or suspended by the Bank.
• On the FM front, risks include (a) delayed execution of budgets by the universities and ONOUSC due to delays in
approving and notifying university budgets and frequent rejection of files by government accountants Trésorier
payeurs; lengthening the time between the end of contract execution and the actual invoice payment date; (b)
delayed preparation of consolidated financial statements and submission of Program audit reports due to the
following risk factors and constraints (e.g., large number of implementing entities requiring an effective and adequate
fiduciary coordination mechanism in addition to the lack of familiarity with PforR financing instruments of all the
entities involved in the Program; use of “Excel” spreadsheets, in absence of an Integrated Financial Management
Information System, to prepare consolidated financial reports by the PMT, which may impact their quality and
timeliness); (c) lack of effective internal audit function in most of the universities and MESRSI to follow up on audit
recommendations and; (d) lack of effective and appropriate tools and formal mechanisms to monitor and report
fraud and corruption cases in most of the implementing entities.
19. Specific systems and capacity strengthening and mitigation measures and time-bound actions are included in
the Program design and the PAP to address the above risks and ensure adequate budget and procurement execution of
the public expenditure framework, effective accountability and transparency mechanisms and achievement of expected
results.
20. The Program ex-ante and ex-post arrangements were found adequate to address the risk of fraud and
corruption. These arrangements comprise several effective institutions playing complementary roles (the Ombudsman
office, the Court of Accounts, INPPLC and the General Inspectorate of Finances (Inspection Générale des Finances, IGF).
The PMT will be responsible for reporting any case of fraud and corruption. The PMT will collect, with support from the
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abovementioned institutions, and report to the Bank allegations occurring under the Program via the semiannual progress
reports during Program implementation.
Legal and Institutional PFM Framework in Morocco Applicable to the Program
21. The legal and institutional PFM framework is deemed acceptable for the Program. Morocco’s compliance with
rules and regulations and existing accountability arrangements provides an adequate framework for the use of public
funds and PFM is considered broadly transparent. Specifically, the Organic Law No. 130-13 relating to the Finance Laws
(Loi Organique relative aux lois de finances) promulgated on June 2, 2015, introduced the three-year budget Program
(Programme Budgétaire Triennal) in its article 5 84 and the program budgeting, which uses statements of missions, goals
and objectives to explain how the money is spent. Overall, the planning and budgeting of all central entities (e.g.,
directorates of the MESRSI) involved in the Program follows a structured, timely and disciplined process consistent with
the country’s PFM cycle and ensures that allocations fit within the available budget envelope. ONOUSC and the universities
implementing the Program RAs are subject to Law No. 69-00 relating to state financial control over public enterprises and
other bodies. Planning and budgeting are well formalized through formal procedures applicable to ONOUSC and
universities. No specific challenges were noted at the level of ONOUSC and universities in terms of planning and budgeting
procedures. However, a review of the dates of approval of the Entities budget by the MEF and transfer of budget envelopes
to universities and ONOUSC shows significant challenges.
22. The Program procurement will follow the national procurement procedures and regulatory framework.
Procurement and award of contracts under the Program will be governed by the new PPD No. 2-22-431 published in
Official Bulletin No. 7176, dated March 9, 2023. The PPD aligns with the best practices of international economics,
efficiency, fairness, and integrity. 85
Sustainability, Structure, Adequacy, Effectiveness and Credibility of Budgets
23. Fiscal sustainability. Morocco’s PFM system is considered adequate, and risks are Moderate. Despite a tightening
fiscal space, Morocco’s overall medium-term fiscal outlook is adequate to ensure the program’s sustainability. The overall
costs of the supported Program, including the portion financed by the Bank, are expected to be integrated into the budget
laws 2024-2028. Planning and budgeting related to this Program will follow national procedures. Based on budget
instructions/circulars, the teams of the various implementing entities under the responsibility of the Directorates in charge
of budget and financial affairs of each participating entity will prepare the Program budget considering the limits of
allocations set by the GoM and the Program. The Program’s consolidated budget will be integrated into the budget of line
ministries and implementing entities.
24. Program financial sustainability. The Program’s activities in the expenditure framework meet the directions the
GoM and the entity authorities set. The Program budget structure is clear regarding sources of funding, budgetary vehicles,
and categories of expenditures.
84 Article 5 describes that the "the annual budget law is drawn up by reference to a three-year program updated each year in order to adapt it to the
country's changing financial, economic and social situation. This programming aims to define, according to realistic and justified economic and
financial assumptions, the evolution over three years of all the resources and expenses of the State."
85 The new decree aims to consolidate the public procurement system to provide more clarity to economic actors and improve the business climate.
It also seeks to open opportunities for innovation, for new procurement features and approaches such as competitive dialogue and for small
businesses and self-employed individuals (self-entrepreneurs) and establish a national preference for domestic products. Furthermore, the new
procurement decree includes provisions to strengthen transparency, fight corruption, promote data analytics through the establishment of a
procurement observatory and to promote sustainable development. Notably, the new decree includes a scoring system (rated criteria) that considers
factors beyond price, such as an enterprise's ability to deliver a project on time and environmental criteria.
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25. Several budget tools ensure the sustainability of participating entities’ expenditure framework. First, the three-
year budget programming developed in the context of the Public Budget Law, with the current three-year budget
programming covering 2023 to 2025 and annually updated through the Budget Law. Second, a new multi-year Program
approach, deployed in 2019 with the support of the MEF, complements the three-year budget programming. Third, the
annual performance plan endorsed by Parliament describes the key programs, the associated budget, and performance
indicators. The Program budget lines are thus strongly anchored in the State Budget and prioritized by the GoM.
26. Funding predictability. As per the 2017 PEFA, the predictability of the GoM’s expenditures is robust, with the
indicator on predictability rated as A with the timely release of the budget’s appropriations to the budget holders. The
draft report dated June 2023 of the ongoing 2023 PEFA assessment confirmed this performance. The Program
expenditures are already planned as part of the PACTE- ESRI and are therefore included in the three-year programming of
the Budget Law. The expenditures planned for 2023 are programmed in detail in the Budget Law. No specific issue related
to funding predictability was identified in Morocco’s ongoing PforR operations. The MESRSI’s total budget allocation has
increased by 33.14 percent between 2019 and 2023.
27. Budget structure. The Program budget structure is clear regarding sources of funding, budgetary vehicles, and
categories of expenditures. The PACTE-ESRI is registered with the Expenditure nomenclature heading Investment Chapter
(MESRSI). The Program will utilize Program P907; P908; and P909 through Chapter 12.120.10.000 (Operating budget-
materials/equipment and miscellaneous expenses), and Chapter 12.220.10.000 (Capital budget). The General Budget of
the State is the funding source of the PACTE-ESRI, which includes subsidies to ONOUSC, and the 12 public universities
involved in the Program. Its budget structure is aligned with the General Budget of the State, which is conformed with the
international budget classification (COFOG) as confirmed by the 2017 last PEFA report and by the preliminary findings of
the ongoing 2023 PEFA (rated A) and will be incurred between 2024 and 2029. Expenditure will be subject to procurement
following the country’s new PPD. No specific activity or expenditure has been identified as a high-risk activity.
28. Planning and budgeting on FM point of view, are well formalized through formal procedures applicable to
ONOUSC and universities. For programming, all universities use E-budget. However, a review of the dates of approval and
notification of budget envelopes to universities and ONOUSC by the MESRSI, revealed some delays.
29. Program Procurement profile. Based on the PEF, only 7 percent of the Program expenditures under RA1 and RA2
may involve procurable items. The main procurable items will include small value contracts (and Purchase Orders, Pos)
for consulting and non-consulting services and goods to implement training programs.
30. The Program is not expected to procure any large contracts valued at or above the OPRC thresholds (US$75
million for works, US$50 million for goods and non-consulting services and US$20 million for consultant services), which
are based on a Substantial risk rating.
Budget Execution
31. Overall, the Ministry and Entities involved in the Program had acceptable performance regarding budget
commitments and execution (payments) in 2020-2022. The level of execution of the MESRSI’s overall budget (salaries
excluded) is considered satisfactory and is above 87 percent over the three years, with a payment rate of around 98
percent. The same trend is observed for the execution and payment of capital expenditures.
32. ONOUCS is executing its budget well overall, particularly operating budget, with commitment and payment rates
more than 95 percent and 54 percent (additional efforts are needed). On the other hand, while the commitment rate for
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the investment budget is almost 100 percent, payment rates hardly exceed 21 percent. Execution of scholarships is well
managed and monitored; above 90 percent.
33. The overall performance of universities (based on responses received) in executing their budgets remains
heterogeneous. Indeed, while commitment rates remain at an acceptable level, averaging over 90 percent, payment rates
require improvements, rarely exceeding 60 percent, except for one university for which data was received. For execution,
each university has its own information system. An action is included in the PAP to monitor the improvement in budget
approval by the MEF and transfer of financial allocations to the universities and ONOUSC.
Funds Flow Arrangements for Program Implementation
34. Treasury management and funds flow, including DLIs’ disbursement to the Treasury Bank Account. The funds
flow arrangements for the Program implementation are adequate. The Program funds will be reflected in the Government
budget under the MESRSI (DBAG, ONOUSC and the 12 public universities). The expenditures of the Program are identified
in the State budget through the Budget Law and detailed in the annual budgets of the participating entities (DBAG,
ONOUSC and the 12 universities). All the implementing agencies will use the government’s treasury single account to
make payments under the Program. The GoM’s controls institutions will reserve the right to verify the expenditures ex
post, and actions might be requested for any non-compliance with the rules. The IFSA team did not identify any serious
concerns with respect to the proposed funds flow during the assessment. The funds will be disbursed to the government’s
Treasury Single Account for advances, prior and achieved results. MEF has set up an Observatory of Payment Delays
through its Directorate for public enterprises and privatization information system called “MASSAR”.
35. Accounting. In Morocco, all financial and accounting operations of the government are carried out, controlled,
and accounted for according to the public sector accounting standards presented in the Public Accounting Decree No.
330-66 (21/04/1967) (Décret sur la Comptabilité Publique), which is on a cash basis. Participating Directorates from the
MESRSI will apply similar accounting standards for the Program using the Integrated Expenditure Management system
(Gestion Intégrée de la Dépense, GID), an integrated set of computerized applications developed in-house. No specific
issue was noted as showed in the assessment of the DBAG which is responsible managing the budget of the entire
directorates of the MESRSI. ONOUSC’s accounting is limited to budgetary accounting, which makes it possible to monitor
the execution of the budget in terms of both expenditure and income. Monthly and annual statements are drawn up.
Budget execution and payments and accounting follow the principles and procedures described above for the public
expenditure chain but are not recorded through the GID. According to the standard organization chart applicable to all
universities, a Budget and Financial Affairs Division is to be set up, comprising the Budget and General Accounting
Department. The review showed that only budgetary accounting is in place in the universities. The budget is executed and
paid following the public expenditures chain. However, these universities do not use the GID to execute the budget and
to record their transactions. For execution of their budget, each university has its own information system including
Spreadsheets “Excel”. In addition to the absence or inadequacy of information systems, the transition from public or
budgetary accounting to private sector accounting system (double-entry accounting) will also be confronted with the
preparation of opening balance sheets (e.g., assets and liabilities).
36. Financial reporting. Through the PMT, the MESRSI will oversee the preparation of the Program’s consolidated
annual financial statements and periodic budget execution reports and monitor the execution of the PEF against the DLI
achieved. The consolidated financial statements of the Program include the financial statements prepared by participating
entities, mainly the DBAG, ONOUSC and public universities. The DBAG will centralize financial information and oversee
the work of the PMT, including financial reporting. The Program’s budget execution reports and consolidated interim
financial statements will be prepared on a semester basis by this PMT and reflected in the periodic activity reports. The
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annual financial statements will include the financial execution of each RA, and the data will be collected from participating
entities. The head of the FM team of each university and ONOUSC will be responsible for preparing and submitting to the
PMT the financial reports on the budget execution of their activities implemented.
Procurement Processes and Procedures
37. MESRSI, ONOUSC and universities’ procurement systems are overall acceptable, and they provide reasonable
assurance on the achievement of the core following principles: (a) free access to public procurement; (b) equal and
equitable treatment of bidders; (c) fairness and protection of bidders’ rights, and (d) transparency. Additionally, the
implementing agencies’ procurement systems adhere to the rules of good governance and provide for sustainable
procurement.
38. Record Keeping and Document Management Systems. Based on information collected from implementing
agencies, the implementing agencies have well-established archiving systems that allow for keeping records of all
procurement transactions for at least five years.
39. Controls, oversight of procurement and audits. In Morocco, public procurement oversight during the
procurement and contract award process is mainly performed by the General Treasury of the Kingdom (Trésorerie
Générale du Royaume, TGR) for the State and Territorial Collectivities; and by DEPP for public establishments and
enterprises including universities. While each agency conducts its procurements, the TGR and DEPP oversee a network of
“public comptrollers,” who sit on tender committees. Furthermore, the TGR has implemented the Moroccan Public
Procurement Portal (e-Government Procurement) and integrated systems to track and implement budget spending and
process payments (GID). In addition to TGR, the Court of Accounts (CoA) conducts post-audits on procurement and issues
reports identifying weaknesses or irregularities shared with the public. The CoA’s jurisdiction covers all government
acquisitions, including those implemented by local governments and state-owned entities. CoA audits are conducted on
a systematic basis and are not done randomly. While CoA does not have a specialized task force for procurement, it has
many technical experts who have specialized knowledge of each of the sectors covered by CoA.
40. E-Government Procurement (e-GP). The TGR hosts a well-established e-Government Procurement (e-GP) system
(Moroccan Portal of Public Procurement: www.marchespublics.gov.ma). Following the Minister of Economy and Finance
Order (Arrêté) No. 1982-21 dated December 21, 2021, on the digitalization of public procurement procedures and financial
guarantees 86, the State, the Territorial Collectivities, as well as some public entities are required to comply with full
digitalization of electronic submissions and bid securities. A recent assessment by the Bank of the Moroccan e-GP system
concluded that the system is generally compliant with Multilateral Development Banks” e-GP Guidelines and the Bank will
gradually start accepting the e-GP system in the Bank-financed contracts under investment (IPF) Operations.
41. PPD has a complaint-handling mechanism. A bidder can go for an administrative appeal to the National
Commission of Public Procurement (CNCP) and court at any time. On average, CNCP decides in about 103 working days,
much higher than the 30 working days period outlined in the decree established by the CNCP. 87 Therefore, there is a need
to strengthen the Program’s procurement-related complaints handling mechanism by maintaining a dedicated register to
86https://www.marchespublics.gov.ma/pmmp/IMG/pdf/arrete_demat_bo_7106_07_07_2022_fr.pdf.
87As per Article 32 of Decree No. 2-14-867 of September 21, 2015 establishing the National Public Procurement Commission, the handling of
complaints shall be carried out by the competent bodies of the commission in accordance with a maximum period of fifteen (15) working days from
the date of receipt of the complaint letter. This period may be extended for a period of fifteen (15) working days by a reasoned decision of the
president of the commission, which shall be notified to the interested parties.
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report on procurement-related complaints. A list of debarred firms is also on the e-GP portal (Portail Marocain des
Marchés Publics).
Internal Control System
42. The internal control systems applied for MESRSI are well-defined and adequate but there is a need for further
operationalization of the internal audit function. No internal control systems issues were reported in the line ministry as
per the latest internal audit reports. However, MESRSI does not have an operational internal audit unit performing regular
inspection and internal audit missions. MESRSI uses its IGM to perform mostly inspection duties rather than internal
auditing functions. Improvements would be needed to operationalize the internal audit function within the MESRSI. On
this basis, it was not possible to assess the level of implementation of internal audit action plans.
43. The ONOUSC and universities are subject to the Dahir No. 1-03-195 of 16 Ramadan 1424 promulgating the Law
No. 69-00 relating to the financial control of the State over public enterprises and other bodies (B.O. of December 18,
2003). ONOUSC and universities are subject to prior control, which MEF exercises in charge of finance, a state controller
“Controleur d’Etat”, and a treasurer “Tresorier payeur.” The review revealed a highly heterogeneous level of capacity,
effectiveness, and efficiency of these entities’ internal control systems.
44. ONOUSC’s internal audit function is carried out by the Internal Audit and Management Control Department,
reporting directly to the ONOUSC director. The department was set up in February 2021, and currently consists of a
department head and one member of staff. This function is very effective at the ONOUSC. The department carried out 5
major assignments covering procurement, including major contracts, internal procedures, scholarships, and university
residences, from 2021 to December 2022. Some 72 recommendations were made. However, the review revealed that
these recommendations are still in the process of being validated. On this basis, it was not possible to assess the level of
implementation of internal audit action plans.
45. In accordance with the decree and ‘arrêtées’ that create universities, an internal audit, management control
and quality assurance department must be set up and operational in each university: Overall, the internal audit function
was either not created (60 percent of universities that responded to the questionnaires) or when created, in most cases,
is ineffective.
46. Measures will be adopted to ensure the effectiveness of the operationalization of the new internal audit unit
at the MESRSI mainly the universities and ONOUSC: In line with the new decree requiring the implementation of the
internal audit function in the departments, the PforR operation will support the operationalization of the function in the
MESRSI.
Fraud and Corruption
47. Risk of fraud and corruption. The arrangements for fraud and corruption comprise several effective institutions
playing complementary roles: Ombudsman Office, Court of Auditors, the General Inspection of Territorial Administration
(Inspection General de l’Administration Territoriale, IGAT), the INPPLC and IGF. The INPPLC is an Independent national
institution with legal personality and financial and administrative autonomy. It is also possible to case of frauds, and
corruptions and complaints be transmitted by departments ministerial through general inspections ministerial (IGM) and
IGF. The INPPLC annual report does not really provide sufficient details on cases of fraud and corruption, and specifically
on those relating to operations financed by the Bank. Similarly, the majority of universities, ONOUSC and DBAG
interviewed during the IFSA stated that they had no statistics on cases of fraud and corruption because of the lack of
mandatory failure to report. The IFSA team was unable to assess the effectiveness of these institutions in the portfolio
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and the supported Program due to the lack of sufficient data. Therefore, for this operation, additional efforts are required
and compliance with actions to fraud and corruption will be monitored over the implementation period.
48. Actions related to fraud and corruption. The Borrower commits to implement the Program following Bank’s Anti-
Corruption Guidelines “Guidelines on Preventing and Combating Fraud and Corruption in Program-For-Results Financing
Dated February 1, 2012 and Revised July 10, 2015”. The borrower will report to the Bank allegations occurring under the
Program through the bi-annual and annual progress reports during Program implementation.
Program Audit
49. External audits of universities by the CoA or IGF and IGM of the Ministry are not frequent and there is a need
to institutionalize the follow-up of audit mission recommendations. Of the 7 universities that responded to the
questionnaires, only three were subject to external audits between 2019 and 2023. For these audited universities, the
follow-up and level of implementation of these recommendations remains weak, notably in the absence of an operational
internal audit function. The action plan resulting from ONOUSC’s institutional, operational and management audit
conducted in 2018 by the MEF-DEPP is being closely monitored by its Internal Audit department. At the central level (e.g.,
DBAG), the CoA carried out specific missions between 2017 and 2020 to evaluate particular aspects of the MESRSI
management. Several recommendations to address the weaknesses and risks identified following the missions were made
by the CoA. However, there is a need to institutionalize the follow-up of audit mission recommendations and the
effectiveness of the internal audit function within the sector remains a priority.
50. The arrangements for the external audit of the Program consolidated annual financial statements will follow
the same arrangements for most Bank-financed operations in Morocco. These arrangements, which rely on the IGF, are
deemed adequate with audit reports of good quality. The IGF will audit the consolidated financial statements prepared by
the MESRSI PMT led by the DBAG. The IGF will conduct the audits of the Program annual consolidated financial statements
based on agreed terms of reference. The audit reports and detailed management letters will be submitted to the Bank no
later than nine (9) months after the closure of accounts. The Program would comply with the Bank disclosure policy of
audit reports within two months of the report being accepted as final by the team and the Bank.
Fiduciary Management Capacity Assessment of Implementing Agencies
51. Overall, the assessment of the capacity of the fiduciary staff of the entities involved in the Program concluded
to the need to implement a capacity building program. The assessment of staff capacity, both at the level of MESRSI and
the universities and ONOUSC, identified the capacity challenges of the staff as the main impediment that could affect
implementation of the Program. The PMT led by the DBAG will need to be trained to ensure smooth implementation of
the Program. This PMT will include a fiduciary officer ensuring cooperation and consolidation of the Program’s financial
and procurement information prepared by each implementing entity (universities and ONOUSC). The Program will include
at each level: (a) appointment/assignment of fiduciary staff based on terms of reference acceptable to the Bank, and (b)
capacity building activities aimed at building the skills of all fiduciary staff of implementing agencies.
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ANNEX 4. IPF FIDUCIARY APPRAISAL AND IMPLEMENTATION ARRANGEMENTS
Fiduciary Mechanisms and Implementation Arrangements
1. Organizational arrangements and staffing. DBAG will oversee contract execution and fiduciary management and
centrally collect all technical and financial data related to TA with inputs from other MESRSI directorates, which will be
used to prepare reports, annual activity reports, and consolidated financial statements for the entire Project. Detailed
reporting guidelines will be included in the OM. DBAG has adequate staff but no experience with the Bank-financed IPF
instrument. A FM consultant will be recruited to support the DBAG in the implementation of fiduciary activities and
disbursement operations. An annual work plan and budget will be prepared and submitted to the Bank for no objection.
A DA will be opened.
2. Flow of funds. The project will use the single account system of the Moroccan Treasury managed centrally by
MEF. Project funds for TA will be disbursed to a DA to be opened at Bank Al-Maghrib as part of the Treasury single account.
Further advances to the designated project account will be made based on the use of the previous advance. The DBAG
will report (through the MESRSI) on the use of the proceeds of the advanced loan to the designated project account in
accordance with the disbursement letter.
3. Disbursement terms. Disbursements under the TA component will be made primarily in the form of
reimbursements based on the Statements of Expenditures. Loan proceeds will be disbursed in accordance with the Bank’s
disbursement guidelines. Transaction-based disbursement will be used under this TA. Accordingly, requests for payment
from the loan account will be initiated using a withdrawal application for direct payments, refunds, or replenishments to
the DA. All withdrawal applications will be accompanied by the appropriate supporting documentation, including for
repayments and replenishments to the DA. Authorized signatories, their names, and corresponding specimen signatures
will be submitted to the Bank before receipt of the first replenishment request.
4. Reporting. The DBAG will develop semiannual financial status reports. The IFRs will include: (a) statement of
sources and uses of funds, showing the sources of funds received and TA expenditures, showing semiannual, annual, and
year-to-date balances; (b) DA reconciliation statements reconciling the beginning and end-of-period balances; and (c)
statement of TA commitments, that is, unpaid balances undersigned TA contracts. All TA-related invoices, whether
advance payments or committed expenditures, will be subject to applicable government controls and procedures. The
agreed-upon IFR template will be included in the OM.
5. External audit. The DBAG, in consultation with the DSSI, will be responsible for the preparation of the TA financial
statements. The annual audit of the TA financial statements will be conducted by the IGF. The audit report will be sent to
the Bank no later than nine (9) months after the end of the fiscal year under review. The terms of reference will be
discussed with the auditor no later than three months following the effectiveness of operation. The capacity of the DBAG
to prepare the Program financial statements has been assessed and found satisfactory with the implementation of risk
mitigation activities. The audit report and opinion will cover the TA financial statements, reconciliation, and use of the DA,
use of direct payments, and claim-based withdrawals. In addition, the IGF is required to prepare a ‘Letter to Management’
identifying any observations, comments, and deficiencies in the system and controls that the auditor deems relevant and
must provide recommendations for their improvement.
6. For FM arrangements of the IPF component, the PMT has no previous experience in Bank FM procedures and
requirements. No FM tools are in place including FM manual and accounting software. A FM officer assigned 100 percent
to the project will be appointed. The team will be required to prepare an FM manual as part of the OM, an annual work
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program and budget by November 30 every year as well as to open at the central bank, a DA on terms acceptable to the
Bank. Unaudited IFRs will be prepared on a semester basis and submitted to the Bank 45 days following the end of each
semester. The ceiling of the DA and the disbursement method (report-based disbursement or transactions-based
disbursement) and frequency of the submission of withdrawal applications are stated in the DFIL. Reimbursement and
Direct payment methods will be available. The audit report is due 9 months following the end of each calendar year.
Procurement Appraisal and Implementation Arrangements
7. Applicable Procurement Regulations. The procurement process for the IPF component will primarily involve
consulting services and will adhere to the Bank Procurement Regulations for IPF Borrowers (Regulations) dated September
2023, along with other provisions specified in the Financing Agreement. Additionally, the Bank’s Guidelines on Preventing
and Combating Fraud and Corruption in Projects Financed by IBRD Loans and IDA Credits and Grants, dated October 15,
2006, and revised in January 2011 and as of July 1, 2016, shall apply. The project will use the Bank’s Standard Procurement
Documents (SPDs) for all procurements conducted through open international procurement procedures. Furthermore,
the national procedures outlined in the Moroccan PPD No. 2-22-431 of March 8, 2023, along with additional provisions
specified in Section V of the Bank’s Procurement Regulations, may be applicable as needed.
8. Procurement oversight and audits. The MEF/TGR conducts procurement oversight and audits during project
implementation. Additionally, the CoA has the authority to carry out oversight in the form of audits.
9. Complaints. All complaints must be recorded by the borrower in the Systematic Tracking of Exchanges in
Procurement (STEP). Complaints related to contracts for which the Bank’s SPDs are required shall be administered and
handled in accordance with the Bank’s Procurement Regulations. Complaints concerning national procedures should be
addressed by the borrower in accordance with the applicable complaint review rules and procedures acceptable to the
Bank. Complaints that include allegations of fraud or corruption may necessitate special treatment. The borrower and the
Bank will consult to determine any additional actions that may be necessary. In Morocco, the management of complaints
in procurement using national procedures is overseen by the CNCP) through a separate competition subcommittee
comprising 14 representatives from various government departments. This subcommittee provides advice on pending
procurements and works to address competition and complaints issues. The CNCP reviews complaints and offers opinions
to the ministries. These opinions are nonbinding and can be overruled by the ministry. All reviews are published on the
Government General Secretariat’s website.
10. Procurement arrangements. Procurement will be carried out by MESRSI through DBAG. Detailed procurement
processing procedures, with defined responsibilities and business standards for each step, will be outlined in the OM.
11. Procurement Capacity and Risk Assessment. The Bank has completed a procurement risk and capacity
assessment of DBAG including the entire contracting process: (a) planning, (b) preparing procurement documents, (c)
receiving and evaluating bids or proposals, (d) finalizing, signing, and managing contracts, (e) monitoring project
implementation, and (f) filing and archiving documents for audit and post-review purposes. The assessment revealed that
DBAG lacks prior experience in carrying out procurement for projects financed by the Bank or other multilateral banks and
international donors (Table 4.1). Therefore, the residual procurement risk is considered substantial. The Bank's prior
review thresholds for projects with substantial risk, as outlined in the Bank Procedure on Procurement in IPF and other
Operational Procurement Matters, will apply.
12. Project Procurement Strategy for Development (PPSD). The TA primarily involves the selection of individual
consultants and consulting firms to assist MESRSI in improving the efficiency of the HE and research systems and the
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sustainability of results achieved through (i) consulting, analysis, studies, and evaluations to inform various phases of
PACTE-ESRI implementation; and (ii) capacity-building activities for MESRSI, universities, and ONOUSC.
13. Main Procurement Packages. The main procurement packages involve the selection of individual consultants and
consulting firms to provide TA to MESRSI/DBAG. MESRSI/DBAG, with support from the Bank, has elaborated a PPSD to
determine the most appropriate consultant selection approaches and arrangements for the project. Based on recent
market analysis conducted as part of the latest IPF operations' PPSDs, the local market in Morocco for consulting services
ensures sufficient competition and has enough qualified and experienced consulting firms. However, the larger and more
complex TA packages envisioned under the project will be procured using international competitive selection procedures
and the Bank's standard request for proposals documents.
14. Procurement Plan (PP). With support from the Bank, a PP for the first 18 months of the project has been prepared
as part of the PPSD. The PP will be updated annually or as needed in consultation with the Bank team to align with the
project's implementation requirements. MESRSI/DBAG will use the Bank's STEP system to prepare, approve, and update
the PPs and to document procurement transactions.
Table 4.1. Key Procurement Risks and Mitigation Measures
Key Procurement Risks Mitigation Measures
Lack of experience in implementing Bank-funded investment Including a section in the OM that clearly outlines and explains the
projects in accordance with the Bank Procurement procedures governing the procurement of the TA.
Regulations, which may result in delays in the procurement
process and the implementation of the IPF.
Insufficient familiarity with the various consultant selection Training on World Bank procurement rules for MESRSI/DBAG staff
approaches outlined in the Bank Procurement Regulations. involved in TA procurement.
Dual application of national procurement regulations and Ensuring that, for the selection of consultants, procedures and
World Bank rules, potentially leading to delays. approaches in line with the Bank Procurement Regulations are
followed exclusively, avoiding duplication of procedures, and
considering this as part of the exclusions mentioned in Article 3 of
Decree No. 2-22-431 of March 8, 2023, relating to public procurement.
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ANNEX 5. SUMMARY ENVIRONMENTAL AND SOCIAL SYSTEMS ASSESSMENT
1. This assessment examines the extent to which the GoM’s existing environmental and social management
systems can guide the PforR environmental and social impact assessments, mitigation, management and monitoring of
E&S risks.
2. Scope. This work assesses how national systems incorporate recognized elements of good practice in E&S
assessment and management, through due diligence, including:
• Early identification of potential impacts.
• Consideration of strategic and technical alternatives.
• Explicit assessment of potential induced, cumulative, and transboundary impacts.
• Identification of measures to mitigate negative environmental or social risks and impacts that cannot otherwise
be avoided or minimized.
• Clear articulation of institutional responsibilities and resources to support plan implementation.
• Responsiveness and accountability through stakeholder consultation, timely dissemination of PforR
information, and responsive complaint-handling mechanisms, among others.
3. Approach. The evaluation was prepared by the Bank team through:
• Combination of detailed reviews of program documents.
• Available technical literature, including government policies and regulations.
• Surveys administered with support from the human resources department of MESRSI, as well as consultations
with government staff and sector experts associated with the HE sector.
4. Based on this analysis, the findings, conclusions, and opinions expressed in the ESSA are those of the Bank. Prior
to the launch of the Program, the draft ESSA report will be posted on the websites of the MESRSI and the Bank.
5. A review of the E&S risks of the proposed activities was undertaken at design stage to:
• Confirm that no activities meeting the defined exclusion criteria are included in the PforR, in line with the
Bank's ESSA guidelines.
• Establish the initial scope of the ESSA. This includes identifying relevant systems within the PforR and relevant
stakeholders for engagement and consultation.
Program Description
6. Building on the PACTE-ESRI, the Program-for-Results (PforR) will help the government translate its vision into
concrete results by focusing on key elements and objectives that will accelerate progress in HE and scientific research,
ensuring strong monitoring and support for implementation. The proposed PforR will focus on three main areas to
strengthen the specific governance capabilities of the HE and research systems, and to improve the relevance of public
university programs to the labor market.
7. Categorization of the PforR’s activities. All program activities are classified as non-structural.
8. MESRSI will be the implementing agency for the proposed Program via a MESRSI PMT, under the supervision of
the MESRSI Secretary General, and in consultation with and with guidance from the National Steering Committee for
the Program, consisting of the MESRSI focal point for the Program, representatives from the universities, ONOUSC and
MEF. MESRSI will be responsible for the overall day-to-day coordination of the Program; the setting and monitoring of
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standards and deadlines; and coordination between regulatory/funding bodies and beneficiary. The PMT oversees all
Program reporting, including coordination of Program stakeholders, the results verification process, results achievement
reporting and Program audits, and will be the focal point for the Bank.
Environmental Risks
9. A two-stage filter was applied regarding environmental risks in line with the Bank's PforR policy approved by
the Board of Directors (paragraph 10): "Activities deemed likely to have significant, diverse or unprecedented negative
impacts on the environment and/or affected people are not eligible for PforR financing and are excluded from the PforR
Program". As a first step, the list of activities proposed for Program financing was analyzed in the light of the exclusion
criteria set out in paragraph 14 of the Bank Guidance Program-for-Results Financing E&S Systems Assessment. Secondly,
the potential negative environmental impacts of the investments were deemed reversible and concern only induced
effects were examined specific mitigation measures. The mitigation measures are known and their implementation will
enable the negative impacts to be avoided.
10. The potential adverse environmental effects of the proposed activities are low to moderate. The screening sheet
in the appendix section will be used first to check the eligibility of activities, and then to categorize them according to their
level of E&S risk. Depending on the level of E&S risk, the focal point will use these screening sheets to determine the
appropriate safeguard instrument to accompany the implementation of the activity in question, and to ensure E&S
monitoring and reporting.
Social Risks
11. Approach. The Bank’s social team attended multiple meetings and visits with the presence of key MESRSI and
university stakeholders and conducted research to gather information and support the assessment of the social risks
associated with the program's activities. Two questionnaires 88, were prepared and shared with MESRSI Directorate of
Human Resources, and ONOUSC.
12. The social risks 89 identified were as follows:
(a) Sexual exploitation, abuse, harassment, and GBV - Substantial. According to national statistics, 82.6 percent
of women in Morocco have experienced at least one form of violence in their lifetime and 57 percent over
the last twelve months. 90 Given the prevalence of GBV in Morocco, the common social norms and the
generally weak or non-existent prevention and response mechanisms, the risk of SH is substantial. The risk
of SH manifests itself in different forms and contexts:
• SH perpetrated by staff/teaching staff on staff/teaching staff.
• SH perpetrated by male students on female students.
• SH perpetrated by staff/faculty on female students.
• SH perpetrated by students on staff/faculty.
88 The questionnaires were designed to gather information on the management of MESRSI's social systems, in particular on SH/SEA prevention and
intervention, on the various actions to ensure the social inclusion of people with disabilities and special needs, and on general efforts and initiatives
to support students, staff and faculty on various social aspects.
89 Potential impacts, not findings.
90 Report on violence against women and girls, National survey on violence against women and men 2019. Rabat: HCP; 2021
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SEA, on the other hand, occurs mainly against female university students. All female students are at risk of
SH and exploitation by peers, staff, or faculty. That said, research shows that female PhD students are
particularly vulnerable to SEA, due to their individual academic relationships with mentors and professors,
who are often men, and the inequality of power between them, as professors control grading decisions that
have a direct impact on the student's academic record and professional opportunities. 91
(b) Exclusion of people with disabilities (Moderate). The national school enrolment rate for people with
disabilities aged 6 to 17 is 42 percent. Approximately 79 percent of children in school aged between 5 and
17 had reached at most primary level at the time of the survey. In the case of people with disabilities aged
18 and over, only 11 percent of people with disabilities who attended a school or training establishment
were able to obtain a diploma, and only 1.6 percent of people with disabilities achieved a higher level of
education (Bac and above). Clearly, the exclusion of people with disabilities (reduced mobility, visual, hearing
or cognitive impairments, etc.) starts way before HE. That said, universities can make amends by
implementing accessibility and adaptation measures and taking campus initiatives in their respective
regions. The implementing agents of the program’s activities need to be mindful of this inherent exclusion
and mitigate accordingly.
(c) Language exclusion (Moderate). Linguistic dynamics in Morocco are constantly undergoing significant
changes and are at the center of important issues. Morocco has several languages and linguistic variants,
giving it the status of a multilingual country. These languages include Moroccan Arabic or Darija, various
forms of Amazigh, French, etc., but these languages are not used or recognized by institutions on an
equivalent basis. Moroccan students, particularly those from public schools and rural areas, encounter
difficulties with the French language, which is the language of instruction in many programs at the HE level.
Indeed, these difficulties begin to manifest at an early age and solidify as they enter university. The linguistic
barriers might hold back Moroccan students and prevent them from completing their university studies in
the best possible conditions; in some cases, they can even be the cause of failure and abandonment of
university studies.
Environmental Management Systems
13. The national Environmental Impact Assessment (EIA) system was set up in 1991 and has been strengthened
several times over the last twenty years. It is now well established, integrated into the decision-making process and
ensures that the environmental risks of new projects subject to EIA are adequately addressed.
14. Regarding occupational health and safety, Law 65-99 (2003) on the Labor Code gave pride of place to
occupational health and safety. However, the existing legal framework could not guarantee sufficient and effective
protection against occupational hazards, given the lack of cohesion and dispersion of legislative texts.
15. The Program identifies the necessary actions, such as designation of E&S focal points in each entity, as well as
the E&S management training and capacity-building plan based on the E&S Technical Manual to be developed by MESRSI.
Social Management Systems
16. In terms of social management, Morocco has a relatively advanced legal framework based on the new
Constitution of 2011 which refers to sustainable development in the form of public participation in decision-making.
Aspects relating to equity, parity, social inclusion, information, and public participation are guaranteed, globally, by the
91 Information Report made on behalf of the delegation for women's rights and equal opportunities between men and women, June 2013.
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Constitution and, specifically, by the organic laws of the regional levels of government, known as the collectivités
territoriales.
17. The country's constitution, and political framework place particular emphasis on the social dimension, and on
the need to take it fully into account in the design, planning, M&E of public policies and programs. Furthermore, the
state today demands exemplarity from its administration in the consistent and effective application of the law.
Assessment of the MESRSI’s E&S Management Capacity
Assessment of institutional capacity
18. Environment: Consultations with MESRSI’s technical team involved in the program revealed the absence of
environmental management systems. The Program identifies the necessary organization (designation of E&S focal points
in each entity) as well as the training and capacity-building plan for E&S management, based on the E&S Technical Manual
to be developed by the PMT.
19. Social: Under the leadership of the MESRSI Directorate of Human Resources, all universities are collaborating to
develop a national social responsibility strategy to integrate best practices and highlight social priorities and requirements,
while allowing individual universities to innovate and make progress within their respective contexts and regions.
20. Gaps identified and mitigation measures based on the assessment of the conformity of E&S systems applicable
to Program activities with the fundamental principles of the PforR policy:
21. Principle n°1: The Program's E&S management systems are designed to: promote E&S sustainability in program
design; avoid, minimize or mitigate negative impacts; and promote informed decision-making regarding the E&S effects
of a Program. Provisions relating to program-related social risks are fragmented in different legislations. This can be
explained by the fact that social risk management concerns multiple themes such as labor management, social
protection/development, and women's rights, among others. In general, universities do not have sufficient and specialized
resources to monitor and enforce compliance with regulations and the management of social and environmental risks.
The availability of adequate staff and financial resources, the administrative and political will of the agencies responsible
for enforcing legislation, and the level of awareness of laws relating to social and environmental management are essential
conditions for effective enforcement. That said, and as mentioned above, universities are in the process of drawing up a
national strategy dedicated to social responsibility at university level, which would certainly help to fill this gap.
22. Principle n°3: Program E&S management systems are designed to protect public and worker safety from
potential hazards associated with: construction and/or operation of facilities or other operational practices under the
Program; exposure to toxic chemicals, hazardous wastes and other hazardous materials under the Program; and
reconstruction or rehabilitation of infrastructures located in areas prone to natural hazards. The borrower does not assess
climate change risks associated with Program activities, such as estimating GHG emissions or including appropriate
mitigation and/or adaptation measures as part of the PforR.
23. For ESSA action plan, see Annex 6, PAP.
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ANNEX 6. PROGRAM ACTION PLAN
@#&OPS~Doctype~OPS^dynamics@padpfrannexprogramactionplan#doctemplate
Completion
Action Description Source DLI# Responsibility Timing Measurement
Adopt an Technical NA MESRSI Other 90 days after OM approved by
Operations Manual effective MESRSI with
(OM), including date Bank no
E&S and fiduciary objection
aspects. distributed to all
program
implementing
entities.
Establish and Technical NA MESRSI Other 90 days after Letter by MESRSI
maintain effective confirming
throughout the date establishment of
Program Team and its
implementation, a members.
Program
Management
Team with
composition and
terms of reference
acceptable to the
Bank.
Appointment of Environmental NA MESRSI, Other 90 days after Appointment
social and and Social ONOUSC effective letter(s) for focal
environmental Systems date points.
focal points at
MESRSI and
ONOUSC level.
Appointment of Environmental NA Universities Other 90 days after Appointment
social and and Social effective letter(s) for focal
environmental Systems date points.
focal points at
university level
Incidents/accidents Environmental NA MESRSI Recurrent Continuous Notification(s) if
must be and Social applicable.
communicated to Systems
the WB no later
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than 48 hours after
their occurrence.
Completion of Environmental NA MESRSI Other 12 months Strategy
MESRSI’s strategy and Social after document.
for social Systems effective
responsibility. date.
Development of a Environmental NA MESRSI, Other 90 days after SEA/SH
Program and Social ONOUSC effective prevention and
prevention and Systems date and intervention
intervention plan implemented plan.
of sexual throughout
exploitation, abuse Program
and harassment. duration
Strengthening Environmental NA MESRSI, Other 90 days after System
grievance and Social ONOUSC effective description,
management Systems date communication
mechanism with strategies and
distinct channels system
for (i) students; (ii) monitoring
HE staff, by metrics.
filtering grievances
from the Chikaya
portal related to
HE and scientific
research.
Capacity building Environmental NA MESRSI, Other 6 months Training module,
in E&S and Social ONOUSC after plan developed,
management for Systems effective training reports.
program focal date.
points.
Development of Environmental NA MESRSI Other 90 days after Stakeholder
stakeholder and Social effective engagement plan
engagement plan. Systems date and completed and
implemented submitted to
throughout Bank.
the Program
duration.
Preparation and Fiduciary NA MESRSI, Recurrent Continuous Triennial
implementation of Systems ONOUSC, univ, procurement
procurement plans other agencies plans published
according to the no later than end
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regulations in of Q1 of fiscal
place. year.
Annual budgets of Fiduciary NA MESRSI, MEF Recurrent Continuous Semi-annual
universities and Systems Program reports
ONOUSC approved include dates of
and financial approval and
allocations notified notification of
within prescribed universities’ and
timeframe (Q1 ONOUSC
every calendar financial
year). allocations.
Develop and Fiduciary NA MESRSI, Due Date 31-Dec-2024 (a) capacity
implement Systems ONOUSC, building plan on
capacity building universities, new decree to
program on the TGR procurement
new PPD. officials and
other
stakeholders.
(b) guidance
notes on new
features (rated
criteria and
competitive
dialogue with
more targeted
training).
(c) update of
standard bid
documents per
new decree
Implement Fiduciary NA MESRSI, Recurrent Semi- Semi-annual
biannual reporting Systems ONOUSC, univ Annually Program report
to be included in and other submitted to
semi-annual agencies Bank.
Program report on:
(1) Public
Procurement and
(2) Financial
Management
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Include in the Fiduciary NA MESRSI, Recurrent Continuous Eligibility check
bidding documents Systems ONOUSC, clause included
an eligibility check universities in bidding
clause documents.
Develop standard Fiduciary NA MESRSI, Due Date 31-Dec-2025 Standard manual
procedures manual Systems universities prepared and
for administrative, validated by
financial, MESRSI and each
accounting and university
procurement council.
management for
universities.
Set up an effective Fiduciary NA Universities Due Date 31-Dec-2025 DLR verification
internal audit Systems report(s).
department and
audit committee in
each university in
line with
regulations.
Contribute to the Fiduciary NA MESRSI, Recurrent Continuous Study on the
design and Systems universities design of
implementation of universities’
a Program to accounting
introduce general organization
accounting system completed.
(double entry
Physical
accounting system)
inventory of
in universities.
university assets
completed for
preparing
opening balance
sheets.
Capacity building
program on
double entry
accounting
finalized.
Develop tools and Fiduciary NA MESRSI, Other 6 months Number of cases
procedures for Systems ONOUSC, after of fraud and
collection, universities effective corruption
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consolidation, date Semi- reported in
reporting including annual Program reports.
frequency, on
fraud and
corruption in the
OM and identify
responsible entity.
Strengthen Fiduciary NA WB, MESRSI Other 6 months Financial,
coordination Systems after procurement and
between effective budgetary
implementing date information
entities and included in the
develop tools for semi-annual
collecting budget Program report
execution; and acceptable
procurement and and audited
accounting data at financial
each implementing statements
entity. prepared and
submitted on
time.
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ANNEX 7. SUMMARY OF DLIS/DLRS CONTRIBUTING TO CLIMATE CHANGE ADAPTATION AND MITIGATION
Table 7.1 Summary of DLIs/DLRs Contributing to Climate Change Adaptation and Mitigation
Financing
Amount
DLIs Climate Activity
(US$
millions)
DLI 1 Enhancing This DLI will support climate change mitigation by providing career guidance to steer students to priority 29.3
student orientation degrees (one of the four of which is green economy), selected based on the NDM green transition and labor
and graduate market needs. In terms of adaptation, Morocco’s economy is heavily dependent on climate-sensitive sectors
employment tracking such as agriculture and tourism. 38 percent of the labor force is employed in these sectors. Past extreme
events such as floods, heat waves, and droughts were estimated at MAD 75 billion in economic losses in
agriculture alone. 92 This DLI will increase climate resilience and adaptability of HE students as the priority
degrees supported are high-skill careers and diversify away from livelihoods that are threatened by climate
change impacts such as agriculture. Moreover, this DLI will also equip HE students with the skills to adopt
climate smart practices in agriculture, liquid sanitation, waste and water management to address identified
climate risks, and that would contribute toward reducing GHG emissions. For example, liquid sanitation (which
includes wastewater treatment and management), and waste management can contribute to reducing GHG
emissions, e.g., through removal of BOD and presence of methane capture system during treatment. Waste
management could include material recovery and recycling for reuse purposes, pre-sorting and segregating at
source and collecting feedstock and/or bio-waste separately.
DLI 2 Promoting This DLI aims to equip students with relevant skills for future jobs, including renewable energy, energy 29.3
student employability efficiency, climate smart agriculture, and water management sectors. It aims to increase awareness on
skills climate-related adaptation and mitigation among HE students. It supports the development and
implementation of power skills modules, which include modules on the SDGs. These modules comprise
training related to climate change adaptation and mitigation, specifically on SDG6 Clean Water and Sanitation,
SDG7 Affordable and Clean Energy, SDG11 Sustainable Cities and Communities, SDG12 Responsible
Consumption and Production, and SDG13 Climate Action. The four key modules under this DLI will also
enhance employability of HE students across the four priority areas, including green and resilient economy, as
higher-level cognitive skills (problem solving, communication) are required to address challenges posed by
climate change.
DLI 3 Adapting This DLIs will support climate adaptation and mitigation as programs in the green and resilient economy 19.55
degree programs to include degree programs with a focus on climate change adaptation and mitigation. 93 It supports adaptation
the needs of the efforts, as the priority degree programs supported under this DLI are high-skill careers and diversify away from
socio-economic livelihoods that are threatened by climate change impacts such as agriculture, aiming to build the long term
sectors resilience of targeted beneficiaries.
DLI 4 Implementing This DLI directly finances the enrolment of students in PhD programs focused on climate adaptation and 19.55
the new generation mitigation (specifically programs tailored to the green and resilient economy). As such, it supports research to
PhD program support the green transition planned under the NDM.
DLI 5 Promoting TRI-N will improve the knowledge base and sharing of best practices, support university collaboration and 19.55
Thematic Research industry, and foster activities related to mitigation of and/or adaptation to climate change, such as the water-
Institutes-Networks saving practices in water management.
DLI 6 Improved This DLI will contribute to climate adaptation co-benefits by increasing the resilience and adaptation capacity 19.55
targeting of student of low-income students who are particularly vulnerable to climate, as scholarships improve their food security.
scholarship program Scholarship recipients account for over 40 percent of HE students, of which 27 percent live in rural areas, and,
as such, are more vulnerable to the effects of climate change.
92World Bank. 2013. Building Morocco’s Resilience: Inputs for an Integrated Risk Management Strategy. Washington, DC: World Bank.
93Morocco’s NDM includes priority area 4, territories and sustainability, as one of four priority areas, which in turn comprises strategic choice 4:
Preserve natural resources and enhance the resilience of territories to climate change, and as part of this, to specifically “Better harness the full
potential of the green and blue economies […]”.
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ANNEX 8. GENDER GAPS AND ACTIONS
Table 8.1 Gender Gaps and Actions
Gap Gender Activity Monitoring and Evaluation
Women • DLI 1. Orientation platform providing career guidance by field of study Primary gender tag indicator to measure progress in
entering to steer women towards degrees with better labor market prospects. closing the gap (included in the RF):
STEM • DLI 1. Graduate tracking employability data disaggregated by gender • Number of additional female new students enrolled in
careers and field of study to update and inform the orientation and re- STEM disciplines
orientation platform.
• DLI 1. Detailed analysis of potential constraints to female graduate
employment using the graduate employability tracking data.
• DLI 4. Priority disciplines for new generation PhD programs include
mainly STEM disciplines.
Social • DLI 2. Development and implementation of power skills modules Indicators included in the RF:
norms on (socio-emotional skills), which include mandatory training on • Number of students enrolled in language and power
gender sensibilization/awareness raising on GBV and on Human Rights and skills modules, disaggregated by module and gender
equality Sustainable Development Goals (SDGs), which includes gender equality • Number of female students participating in the
(SDG5). MESRSI LeaderSHE program 94
94Launched in March 2022, the LeaderSHE initiative aims to strengthen leadership and a culture of creativity and innovation among female students
with training courses in female leadership, networks for sharing experiences and expertise, talks, and a digital resource library.
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ANNEX 9. IMPLEMENTATION SUPPORT PLAN
Table 9.1. Main Focus of Implementation Support
Resources Partner
Time Focus Skills Needed
Estimate Role
First Program readiness for implementation Task management, Operations specialist, Supervision
twelve HE/Research, Student Social Bank budget
months Assistance/Employability tracking
Development of tools for collecting budget Fiduciary specialists
execution; procurement and accounting
data, and capacity building actions
Development Operations Manual Technical specialists
Appointment of E&S focal points, Environmental and Social Standards (ESS)
preparation of monitoring tools specialists
(Environmental and Social Impact
Assessment, Environmental and Social
Management Plan, SEP, E&S technical
manual, GRM), training and capacity for
E&S focal points
12–48 Technical review/Implementation support Task management, Operations specialist, Supervision
months Technical specialist Bank budget
FM and procurement monitoring and FM specialists Supervision
reporting Bank budget
E&S monitoring and reporting E&S safeguards specialists Supervision
Bank budget
Closing Sustainability Task management, Operations support, Supervision
Technical support, Fiduciary and ESS Bank budget
support
Table 9.2. Task Team Skills Mix Requirements for Implementation Support (Template)
Number of Staff
Skills Needed Number of Trips Comments
Weeks
Team Leader 40 8 —
Co-Team Leader 40 — Country Office based
Financial Management Specialist 10 — Country Office based
Procurement Specialist 10 — Country Office based
Environmental Specialist 10 — Country Office based
Social Development Specialist 10 — Country Office based
Economist 20 4 —
Operations Officer 16 8 —
HE/Research Specialist 10 5 Country based
Student Social Assistance/ Employability tracking Specialist (SP) 10 5 Country Office based
PFM/governance Specialist (Governance) 8 — Country Office based
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