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In exchanging with a fellow educator from Morocco, I was surprised to learn of the similarities between training models in use in France and the implementation of training processes applied to a territory in Morocco.

[This article was published in French, translated in English by EPALE France].

In exchanging with a fellow educator from Morocco, I was surprised to learn of the similarities between training models in use in France and the implementation of training processes applied to a territory in Morocco. This is not a good time for travel and exchange, but we can still exchange virtually and prepare for future discussions and partnerships when travel becomes possible again.

Through a quick presentation of what is being done in the region of Fez, the objective is first of all to recognise our similar concerns and perhaps even future exchanges between educators and trainees from our two countries.

  1. One territory, integration difficulties

In the region of Fez-Meknès (city and region), the "Civil Space of Fez and its region" is a network of associations created in 2007 with the aim of promoting the socio-economic integration of young people. The notion of youth in Morocco is broader than in France. It refers to people between 18 and 45 years of age. The structure has benefited from a project with the Ministry of Youth and Sport, co-financing with the World Bank in 2014, and a programme to improve the income and economic inclusion of young people with the INDH (National Initiative for Human Development), in 2019. The INDH is a Moroccan governmental structure. The Civil Space aims to promote capacity building towards micro-entrepreneurship for young people.

An analysis of the territory identified three areas of activity that could create jobs or develop activities: crafts, catering and digital marketing. It was also found that there are difficulties in integrating people without qualifications as well as young graduates coming out of university or professional studies.

A positive point is a willingness to cooperate between representatives of crafts or companies, associations and social actors, and official structures to provide an appropriate response to integration into the labour market and social life.

  1. Personalised responses

Any person wishing to find a solution is welcomed for an individual interview, followed by a diagnosis and personalised follow-up.

Training modules of 50 hours are offered. The themes are: raising awareness of entrepreneurship, developing the capacities of entrepreneurs, developing business models, support in finding funding.

Following these collective training courses, individualised support of 32 to 60 hours is offered, with individual and collective coaching.

The team of trainers consists of four people. The composition of the group is adapted to the terrain. There are two women and two men, with age differences allowing trainees to better identify with the sectors and training courses. Educator training consists of a mix of business and entrepreneurial engineering and social development training.  

Each session involves between 50 and 90 people, women and men. There is no starting quota. Groups are formed in response to requests and, of course, according to the availability of trainers.

As for the tools used, the social organisation relied on proposals from a World Bank consultancy and a training system called Management System International.

It should be noted that the current pandemic has also affected Morocco, and that between March and June 2020, activities stopped and distance sessions were set up, in an effort to avoid creating new difficulties of insertion following the implementation of the programme.

Finally, a certificate of training and individualised follow-up is issued at the end of the coaching process.

  1. Will there be future Franco-Moroccan cooperation in the framework of European programmes?

This short presentation raises two areas for reflection. Considering the natural exchanges between French and Moroccan associations, and the difficulties of insertion in certain territories existing in our two countries, cooperation could be envisaged in the exchange of tools, analyses and territorial diagnoses.

Although the courses in Morocco are, quite logically and obviously, given in Arabic/Moroccan, three of the educators are French or English speakers. One of them speaks French and German. The trainees are able to exchange with a European language as a medium.

Exchanges between educators are therefore possible, but why not also exchanges between trainees? That the relationship with the territory is evident, the difficulties of creating businesses or jobs linked to the local diagnosis, and the training models are quite similar, and therefore we can learn from each other, with each other.

With a social, economic and health situation that pushes people to withdraw into themselves, it is perhaps time to have an open, forward-looking vision, favouring exchange. Educator and advisor in entrepreneurship, Youssef FATH and the team of the civil space of Fez and region are ready to exchange with French and European educators.

David LOPEZ, ambassador for EPALE France

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