Furthermore, the strategic plan for the education sector expresses the priority transformations to be undertaken in the education system, oriented incisively towards the expansion of education and improving its quality.

The contribution of education in poverty reduction implies emphasis on a substantial improvement in the efficiency of education, particularly primary education, so that it can be expanded and universalised in reasonable and sustainable conditions.

The universalisation of basic education presupposes the development of forms of supplementary education such as adult literacy, with functional curricula and relevant educational contents that contribute towards the transformation and modernisation of productive processes.

These interventions seek to attain the goal of universalising good quality basic education that is relevant to the needs of the pupils themselves and of their communities, which is a fundamental requirement for the poverty reduction strategy.

In the framework of this strategy, the place and the importance of secondary education should be rethought. Indeed, the developments projected for basic education cannot be implemented without the intervention of secondary education. Enough professors, in quality and quantity, for primary education depends on strengthening the capacity of secondary education. It is also the task of secondary education to prepare young people for active life, and to continue their training in higher education.

As for technical education, it is from arts and crafts schools and agricultural schools that one expects a valuable contribution to the revival of the productive fabric of the rural areas. These schools should offer training based on flexible and open curricula, that provide opportunities for educational advancement for young people and adults in a continuous manner.