Validation and Development of a Moroccan School Quality Evaluation System

Hicham Berbar,Said Lotfi,Mohammed Talbi,Syed Sameer Aga

doi:10.1155/2021/1829259

Abstract

Evaluation is currently at the heart of the priorities of education systems. It is not limited to learning but affects several aspects: teachers, schools, training, management, education policies, and the system as a whole. There is a need in this area where research is extremely scarce in Morocco and especially in the teaching and education sector. The notion of transposing quality evaluation to the pedagogical side is very difficult and ambiguous. The evaluation of a school is a complex process, with varied practices and multiple actors. The first objective of this work is to present, within a rigorous methodological framework, the validation of pedagogical and administrative quality indicators in schools. This tool is a dashboard with precise indicators for the pedagogical audit of schools and educational institutions adapted to the Moroccan context. To select the best indicators, we used several techniques (structured interviews, focus groups, factor analysis, etc.) with the actors who carry out their activities. We identified three (03) fields and ten (10) criteria with indicators that form the basis of a quality assessment. The fields are management and strategic planning, administrative and sector management, and pedagogical organization.

Highlights

Is strategic choice is reflected in the adoption by the Ministry of National Education of the Strategic Vision of the 2015/2030 reform [1], elaborated by the Higher Council of Education, Training and Scientific Research (CSEFRS), in Chapter 2, “For a quality school for all,” Level 9, “Renovation of the teaching, training and management professions: the first prerequisite for quality improvement especially with the new development model” [2, 3]
An optimization procedure is proposed to select the best indicators in the context of improvement and accreditation, through focus groups with the actors who carry out their activities followed by a debriefing by designers and specialists to eliminate and/or reformulate the selected indicators statements
Questionnaire Design. e main objective of this study was to develop and validate a multidimensional measurement device to evaluate the quality of secondary schools, optimized and adapted to the context of education in Morocco. is study presents specific characteristics from which the relevance lies; on the one hand, it approaches the structure of the qualifying secondary school with the different facets that constitute its performance and quality, and on the other hand, it covers multiple dimensions of measurement of the quality of an educational organization, such as schools, which remains very little touched by the studies of validation of the scales of measurement

Summary

Introduction

In Morocco, the Ministry of National Education, Vocational Training, Higher Education and Scientific Research plans to establish quality standards, at all levels of education and training, and to encourage all educational and administrative actors to adhere to such a reform process of the education and training system.e Ministry of National Education has been working on the development of a national plan to establish a quality system in the education and training system in all its components and programs. e Directorate of Quality of the Education and Training System was created with the aim of disseminating a culture of quality.is strategic choice is reflected in the adoption by the Ministry of National Education of the Strategic Vision of the 2015/2030 reform [1], elaborated by the Higher Council of Education, Training and Scientific Research (CSEFRS), in Chapter 2, “For a quality school for all,” Level 9, “Renovation of the teaching, training and management professions: the first prerequisite for quality improvement especially with the new development model” [2, 3].It is in this context that our reflection began with the organization of preparatory workshops with a research team composed of trainee inspectors within the framework of training module of measures and evaluations at the Inspectors Training Center for Teaching (CFIE), in order to validate “a system of evaluation of the quality of the school.”Education Research International is approach consists in elaborating and building a system composed of indicators tested with several resource persons (school directors, staff of the provincial directorate and regional education and training academies (AREFs), inspectors) of the educational sector. Is strategic choice is reflected in the adoption by the Ministry of National Education of the Strategic Vision of the 2015/2030 reform [1], elaborated by the Higher Council of Education, Training and Scientific Research (CSEFRS), in Chapter 2, “For a quality school for all,” Level 9, “Renovation of the teaching, training and management professions: the first prerequisite for quality improvement especially with the new development model” [2, 3]. E methodology followed is based on Churchill’s (1979) paradigm of specifying the domain of the construct, generating the statements, verifying that the items are well related to the notion of quality, purifying the measures, and evaluating the convergent, discriminant, and predictive validities [4].

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Conclusion