At present, the vocational training system in Morocco consists of one main public provider, the Bureau of Professional Training and Employment Promotion (Office de la Formation Professionnelle et de la Promotion du Travail, OFPPT), which was created in 1974 to increase the pool of professionally trained citizens.
With an increasing number of students going to university, and an expanding role for the private sector, the educational sector in Morocco is undergoing a period of transition. Alongside measures to reorganise the sector and better prepare students to meet the demands of the labour force, challenges remain, key among which is ensuring access...
A comprehensive reform programme to improve access and enhance the performance of the education system has been under way in Morocco. Notably, the authorities are working to restructure the sector as a whole by grouping universities under umbrella bodies to increase their visibility on a national and regional level. This will also help achieve...
As Papua New Guinea’s population increases, the demand for education at all levels is also rising. The country is starting to build the infrastructure and train the educators necessary to cater for this large group of students. Even so, outside assistance is welcome in terms of funding and managerial assistance.
The health care landscape in Papua New Guinea is informed by its topography and culture: its highland mountains and deep valleys are home to a multitude of indigenous peoples maintaining traditional ways of life while coping with health issues symptomatic of a developing country. Meanwhile, on the coast and in cities such as Port Moresby, rising...
A shortage of skilled workers remains one of the most commonly voiced concerns of business professionals in Panama. The World Economic Forum’s (WEF) “Competitiveness Report 2014-15” lists an inadequately educated workforce as the second-most problematic factor in doing business in the country. With the skills shortage having an impact on the labour market, authorities...
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