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Le monde entier demeure sous l’emprise d’une crise sanitaire induite par le coronavirus, doublée d’une méga crise « faite de la combinaison de crises politiques, économiques, sociales, écologiques, nationales, planétaires s’entretenant les unes les autres, aux composantes, interactions et indéterminations multiples » (Morin, 2020), et imposant une pause à tous les secteurs de notre vie en tant qu’êtres humains. Obligée de vivre dans un confinement total ou partiel, l’humanité a passé des mome...

This book deals with the issue of the quality of education systems by examining the key factors that influence learning outcomes, and by highlighting in a systemic way the determinants of this quality. I have shown the importance of considering the quality of learning outcomes as the ultimate and unavoidable objective of any education system that aims to be efficient and effective. I reviewed the theoretical bases that concern the politics, approaches and mechanisms of quality management applied to education. I developed a model called Elmandjra, which tries to explain the influence links that can exist between the inputs, the processes and the outputs of an education system, and how they must function to improve the quality of the learning outcomes. To answer the problem of the book, I compared the proposed model to the reality of the Moroccan educational system based on a research methodology that combines discussion within a focus group, and analysis of statistical data and results of international surveys concerning the Moroccan education system. The results of the work made it possible to establish a model for the quality of education systems comprising nine criteria. They also generated 52 indicators which use will enable other researchers to apply the model to the institutional assessment of education systems. I ended my book by presenting the conclusions on the state of the Moroccan education system that the exploitation of the Elmandjra model made it possible to draw, as well as by recommendations to improve the quality of the Moroccan education system, which other countries can to be inspired to improve theirs.

Morocco was the first to take a set of precautionary measures aimed at curbing the spread of the virus, especially when it was found that the cases that had been discovered were all coming from abroad. The goal was not to allow the virus to infect residents of the homeland by closing the air, land and sea borders. This contributed to limiting the number of local cases without permanently canceling the occurrence of this matter. In line with the same proactive policy adopted by the state, several measures have been taken aimed at implementing the principle of social separation, which was mainly manifested in the application of quarantine to citizens. The school, which is attended by about a third of Moroccan citizens, has been decided to close since March 16, 2020, fearing that it constitutes hotbeds of the spread of the virus that are difficult to control, given the schools represent spaces for intense gathering of children and adults alike, which may provide an appropriate environment for the pandemic to spread between School population. According to UNESCO, as of April 21, 2020, 191 countries have closed their schools, outnumbering more than a billion and a half students involved in this procedure, which represents 90.2% of the total number of learners internationally. As for Morocco, it was affected by the decision to close schools 8.943.156 Moroccan students, which is equivalent to the total of learners at all levels of education at the national level. And like the rest of the world, Morocco has adopted distance learning as a solution to face the interruption of studies in educational institutions, and a digital platform has been designated for this purpose.

The education system is organized in the form of cycles, each feeding the one following it with learners. They will continue their studies in the destination cycle, and their future will certainly depend, at least in part, on the quality of the skills acquired in the previous cycle. Given the divergences and disparities existing between the different cycles, mainly due to the fact that each responds to its own design logic, and the lack of coordination between them, there is a huge lack of quality to gain at the interface cycles. The orientation system, which acts as a supply service, must be renovated to strengthen educational quality, but it is not the only one. It is also necessary to help the orientation counselors, to assess the quality of the learners at their fair value, to set up partnership links between the cycles, to help each other in favor of quality, and to establish reception control systems at the entry of each cycle, supported by corrective and preventive measures., Le système éducatif est organisé sous forme de cycles, alimentant chacun celui qui le suit par des apprenants. Ceux-ci poursuivront leurs études dans le cycle de destination, et leur avenir sera certainement tributaire, au moins en partie, de la qualité des compétences acquises au cycle précédent. Etant données les divergences et disparités existant entre les différents cycles, dues essentiellement au fait que chacun répond à sa propre logique de conception, et à l'absence de coordination entre eux, il y a un manque énorme de qualité à gagner à l'interface des cycles. Le système d'orientation, qui joue le rôle de service d'approvisionnement, doit être rénové pour renforcer la qualité éducative, mais ce n'est pas le seul. Encore faut-il aider les orienteurs, à évaluer à sa juste valeur la qualité des apprenants, mettre en place des liens de partenariat entre les cycles, pour s'aider mutuellement en faveur de la qualité, et instaurer des systèmes de contrôle de réception à l'entrée de chaque cycle, épaulés par des mesures correctives et préventives.

The Mahdi Elmandjra award is a self-assessment benchmark, which has as its main objective the awareness and motivation of education and training organizations, to adhere to a process of implementing quality management concepts. It is based on two main elements, the software which symbolizes the intelligence of the organization which must mobilize and get involved in the process, while defining the aims to be achieved, and federating the material resources, and especially human resources to achieve it. ; and the hardware illustrated by the material and logistical elements, capable of concretizing the vision and the objectives of the organization, by the continuous and constantly improved satisfaction of all the stakeholders., Le prix Mahdi Elmandjra est un référentiel d'autoévaluation qui se donne comme objectif principal la sensibilisation et la motivation des organismes d'éducation et de formation pour adhérer à une démarche de mise en oeuvre des concepts de management de la qualité. Il repose sur deux éléments principaux, le software qui symbolise l'intelligence de l'organisme qui doit se mobiliser et s'impliquer dans la démarche tout en définissant les finalités à atteindre et fédérer les ressources matérielles et surtout humaines pour y arriver ; et le hardware illustré par les éléments matériels et logistique capable de concrétiser la vision et les objectifs de l'organisme par la satisfaction continue et sans cesse améliorée de toutes les parties intéressées.

The school is an institution which offers a fair public service to all citizens. This service is mainly based on education in societal values ​​and the preparation of individuals for positive and effective integration into society. Although several countries have succeeded in combating illiteracy, the problem of illiteracy remains a problem even in developed countries and continues to worsen over the years. In addition, there is a decline in scientific culture in a world where almost everything is based on science and technology. This shows that the school has not always succeeded in fulfilling even its most basic missions. We also note that the school form has not changed since the 19th century and remains locked in the same model, which begins to agonize without we manage to completely emerge a new model (Antoine Prost 1997) despite some beginnings. We can note in this sense the new type of school that Alain Bouvier calls “the school of the Market” that others call “the school of the shade” (Mark Bray 2009) which includes elements like support courses and e-learning. The inability of the school to carry out its missions and the insufficiency of the classic model of the school, require to reflect on new solutions likely to avoid the disadvantages from which the educational systems suffer on the one hand and to reinforce their achievements on the other hand, in order to open up other perspectives guaranteeing the quality of learning for all pupils. Thus, have we experienced this last decade the adoption in several countries of approaches and methods in the field of Quality, exploiting their success in improving the quality of goods and services in the field of business , the cradle of quality management, then in public services, especially after the European agreement on the common quality reference system well known under the acronym of CAF. This is how the world of education and training has seen the fairly wide adoption of approaches and methods aimed at improving the quality of learning in education and training establishments.

The school is an institution which offers a fair public service to all citizens. This service is mainly based on education in societal values ​​and the preparation of individuals for positive and effective integration into society. Although several countries have succeeded in combating illiteracy, the problem of illiteracy remains a problem even in developed countries and continues to worsen over the years. In addition, there is a decline in scientific culture in a world where almost everything is based on science and technology. This shows that the school has not always succeeded in fulfilling even its most basic missions. We also note that the school form has not changed since the 19th century and remains locked in the same model, which begins to agonize without we manage to completely emerge a new model (Antoine Prost 1997) despite some beginnings. We can note in this sense the new type of school that Alain Bouvier calls “the school of the Market” that others call “the school of the shade” (Mark Bray 2009) which includes elements like support courses and e-learning. The inability of the school to carry out its missions and the insufficiency of the classic model of the school, require to reflect on new solutions likely to avoid the disadvantages from which the educational systems suffer on the one hand and to reinforce their achievements on the other hand, in order to open up other perspectives guaranteeing the quality of learning for all pupils. Thus, have we experienced this last decade the adoption in several countries of approaches and methods in the field of Quality, exploiting their success in improving the quality of goods and services in the field of business , the cradle of quality management, then in public services, especially after the European agreement on the common quality reference system well known under the acronym of CAF. This is how the world of education and training has seen the fairly wide adoption of approaches and methods aimed at improving the quality of learning in education and training establishments., L'école est une institution qui offre un service public équitable à tous les citoyens. Ce service se base essentiellement sur l'éducation aux valeurs sociétales et la préparation des individus à l'intégration positive et efficace dans la société. Bien que plusieurs pays ont réussi à combattre l'analphabétisme, le problême de l'illettrisme demeure posé même dans les pays développés et continue à s'aggraver au fil des années. En plus, on constate un déclin de la culture scientifique dans un monde o๠tout, ou presque, s'appuie sur la science et la technologie. Ce qui montre bien que l'école n'a pas toujours réussi à s'acquitter de ses missions même les plus fondamentales. On remarque également que la forme scolaire n'a pas changé depuis le 19ême siêcle et reste enfermée dans le même modêle, qui commence à agoniser sans que l'on arrive à faire émerger complêtement un nouveau modêle (Antoine Prost 1997) malgré quelques balbutiements. On peut noter dans ce sens le nouveau type d'école qu'Alain Bouvier dénomme « l'école du Marché » que d'autres appellent « l'école de l'ombre » (Mark Bray 2009)qui regroupe notamment des éléments comme les cours de soutien et le e-learning. L'incapacité de l'école à réaliser ses missions et l'insuffisance du modêle classique de l'école, nécessitent de réfléchir sur de nouvelles solutions susceptibles d'éviter les inconvénients dont pâtissent les systêmes éducatifs d'une part et de renforcer leurs acquis d'autre part, afin de leur ouvrir d'autres perspectives garantissant la qualité des apprentissages pour tous les élêves. Ainsi, a-t-on vécu cette derniêre décennie l'adoption dans plusieurs pays des approches et méthodes dans le domaine de la Qualité, exploitant leur succês dans l'amélioration de la qualité des biens et des services dans le domaine de l'entreprise, berceau du management de la qualité, puis dans les services publics surtout aprês l'accord Européen sur le référentiel commun de la qualité bien connu sous le sigle du CAF. C'est ainsi que le monde de l'éducation et de la Formation a vu l'adoption assez large d'approches et de méthodes qui visent l'amélioration de la qualité des apprentissages dans les établissements d'éducation et de formation.

The preparation of dense membranes for ion separation by the electropolymerization of functionalized pyrrole has been carried out using pyrrole monomers with complexing groups such as amino and bis pyridine. The synthesis conditions of polymer films depend mainly on the applied potential and electrolyte composition; for polymer films derived from pyrrole monomers bearing amino groups, the film synthesis has been achieved only in acid solution. The main results obtained for the electropolymerization of N-(2-cyanoethyl)pyrrole, N-(3-aminopropyl)pyrrole, N-(3-acetamidopropyl)pyrrole and N-[3-(dimethylpyridyl-2-yl)aminopropyl]pyrrole are compared and the experimental conditions for membrane preparation discussed. The thickness and the morphology of the supported conducting polymer membrane prepared at a constant potential depend on the precursor monomer used. The duration of electrolysis should be sufficient to cover the metallic support, particularly for the N-[3-(dimethylpyridyl-2-yl)aminopropyl]pyrrole polymer membrane.

The issue of evaluation is multidimensional and therefore it must be approached in a systemic and global manner. The education system is an inseparable whole which includes inputs, processes and outputs in dynamic interactions which cannot be evaluated separately at the risk of generating erroneous decisions: evaluation being the activity helping to make decisions. As such, it should focus less on performance than on educational processes of all kinds (achievement, support and management) and at all levels. Evaluating performance would only be an instrument for the continuous improvement of the quality of education.

La grande nouveaute au Maroc, ces dernieres annees, est la mise en place de la Charte nationale de l’education et de la formation. C’est le referentiel de tous les acteurs educatifs a tous les niveaux. Elle enonce les fondements constants du systeme d’education et de formation, ses grandes finalites et les droits et devoirs des differents partenaires. Elle definit en outre six espaces de renovation comprenant dix-neuf leviers de changement presentes sous forme de propositions pratiques accomp...

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La problématique de l'évaluation est multidimensionnelle et de ce fait elle doit être approchée d'une maniêre systémique et globale. Le systême éducatif est un tout indissociable qui englobe des inputs, des processus et des outputs en interactions dynamiques qui ne peuvent être évalués séparément au risque d'engendrer des décisions erronés : l'évaluation étant l'activité aidant à prendre des décisions. A ce titre, elle doit moins se focaliser sur les performances que sur les processus éducatifs de toutes sortes (de réalisation, de soutien et de management) et à tous les niveaux. Evaluer les performances ne serait plus qu'un instrument au service de l'amélioration continue de la qualité de l'éducation.

La définition précise des besoins, autant que faire se peut, est un préalable incontournable dans la conception du système éducatif. Même si le processus de l’enseignement est en général long, la période qui sert réellement à inculquer les compétences spécifiques à un besoin particulier est très courte puisqu’elle ne dépasse pas deux ans. C’est la raison pour laquelle il est souvent possible de s’appuyer sur des prévisions pour déterminer les besoins auxquels doit satisfaire le système éducatif à concevoir. Cependant dans les domaines où ces besoins évoluent très vite, à tel point que les prévisions deviennent quasiment impossibles, on peut contourner le problème en attendant que les choses se précisent et les besoins réels apparaissent avant de décider de les prendre en compte ou non dans l’élaboration du système éducatif. Cette manière de procéder nécessite que ce dernier soit suffisamment flexible pour pouvoir répondre rapidement aux besoins nouveaux. Cette flexibilité se manifeste notamment dans la rapidité de l’introduction dans les programmes des contenus qui répondent à ces besoins, et la mise en place d’un système de formation permanente suffisamment efficace pour mettre au niveau requis les compétences des enseignants., The precise definition of needs, as far as possible, is an essential prerequisite in the design of the education system. Although the process of teaching is usually lengthy, the period that actually serves to instill specific skills for a particular need is very short, as it does not exceed two years. For this reason, it is often possible to rely on predictions to determine the needs of the education system to be designed. However, in areas where these needs are changing very quickly, so much so that forecasts become almost impossible, we can get around the problem until things are clearer and real needs appear before deciding whether to take them into account or not, in the development of the education system. This way of proceeding requires that the latter be flexible enough to respond quickly to new needs. This flexibility is particularly evident in the speed with which content is introduced into programs that meet these needs, and the establishment of a permanent training system that is effective enough to upgrade the skills of teachers.