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Recent debates about the bachelor in Morocco show that teaching learners to maintain positive attitudes and take over responsibilities for social and political processes is an essential educational asset of soft skills, mainly for schools that adopt project-based instructions. To engage students in this newest reform, significant preconditions of democratic school culture are set as effective outcomes to generate ethical behaviors. Today, social and political issues tend to provide meaningful opportunities to engage students in proper activities, specifically by using project-based learning. This paper aims at examining important venues that Moroccan school leaders, along with the bachelor outcomes, wish to implement to foster democratic participation within and outside school life by adopting project-based learning. It questions the challenges and perspectives of this implementation along with the progress of Moroccan educational institutions. Hence, the paper adheres to a meta-analysis technique, whereby a unique examination of the various already conducted studies came out with conclusions: perspectives and challenges. The typical meta-analysis method disengages readings of various scholarly academic sources related to school effectiveness concerning the implementation of project-based instruction, specifically after a long journey of debates about the bachelor. Because of its descriptive nature, this method allows the researcher to explore the wide-range of pitfalls that provide potential opportunities for alternative conclusions which are adopted in restructured and well-run approaches. The significant results and conclusions drawn from this paper are profoundly and qualitatively discussed and analyzed.

During the last few decades, effective leadership research has been an area of growing interest, debate, and examination in many scholarly studies. Scholars such as Peter G. Northouse (1997), Catherine Barrett and Robert Breyer (2014), Bradley S. Smith (2016) have provided a host of reviews and studies in the realm of effective leadership with the purpose to demarcate the potential leadership styles, approaches, and insights into what constitutes effective leadership qualities in educational institutions. This paper aims at examining effective leadership in the educational context in Morocco. Specifically, it attempts to unravel the timely challenges facing the development and progress of leadership in Moroccan educational institutions. By the same token, it tries to discuss some perspectives which foreground potential advancements in the educational sphere. The paper adopts a meta-synthesis technique, whereby a special examination of the various already conducted studies came out with conclusions: perspectives and challenges. The typical meta-synthesis method consists of articles, books, and any scholarly academic source related to school effectiveness with respect to leadership. Owing to its descriptive, diagnostic, and generative nature, this method allows the researcher to explore the wide-range of pitfalls and weaknesses which provide potential opportunities for alternative conclusions to be adopted in restructured and well-run approaches to leadership and school effectiveness. The major results and conclusions drawn from this paper are to be deeply and qualitatively discussed and analyzed.