Said Belaaouad

To ensure the continuity of the training activity within the framework of the specific precau-tions for the Covid 19 health crisis , the regional centers for training and education profes-sions, such as universities and schools, have radically reversed their training strategy, from face-to-face training to alternating training mode known as `` hybrid training mode '', the training of which is provided remotely one week and face-to-face during the following week and vice versa. In this sense, digital platforms of social networks and videoconferencing soft-ware have been mobilized to succeed in the mission of trainers.  The objective of this article is to verify the contribution of videoconferencing software '' on training practices on the one hand and on the development of trainees' skills on the other hand, in order to trace a training methodology based on technological choices aimed at guar-anteeing maximum socio-professional performance. Finally, we confirm that despite the satisfaction of the majority of trainees 87% with respect to the advantages of videoconferencing tools in the process of assessing skills, technical, spa-tiotemporal and organizational disparities were noted among trainers compared to the use of digital tools in the evaluation (only 53% agree), or also in relation to the transition from one technological choice to another. 

The Moroccan education system has undergone several reforms in recent years, thus concluded by the strategic vision, especially project 9 which has valued the continuing training of educational actors and framework law 51-17 in articles 34 and 35 which valued the continuous development of skills of teachers in Morocco, In this perspective the Ministry of National Education has reserved significant budgets to operationalize the continuing training of teachers on the one hand and it is committed to a Moroccan-American partnership within the framework of the Millennium project Challenge Account-Morocco. By committing to the establishment-challenge project, the ministry has set up a set of priorities, in particular the operationalization of the digital strategy for schools declared by decree 2.20.474, thus benefiting from the contribution of digital and while trying to overcome some constraints related to face-to-face training, a new regime that is continuous online training is implemented, it is the e-takwine platform. In addition, given the interest that evaluation represents for maintaining and improving the quality of a digital training device, we opted in this research, by evaluating the technopedagogical modality of e-takwine reserved at the start of the continuing training of novice teachers in Morocco and then developed for the training of all second cycle teachers from the start of the 2021-2022 school year. The sampling of our research is represented by 362 professors from the region of Fés –Meknes belonging to two different teaching cycles, and who followed their training for three months in six training modules in a more or less assiduous manner, Similarly, to conduct our survey, we administered two online questionnaires to participating teachers, in order to judge the functionality and ergonomics of the platform being researched. Finally, confirming to us that despite the satisfaction of the majority of participants with respect to the functional quality and the contribution of the device, some difficulties were noted at the levels: technical (compatibility, accessibility), functional or even with regard to technological knowledge.

The constant evolution of technological tools and the benefit of the introduction of new technologies in the teaching and learning process in schools, suggests that the possibilities of using digital technology in the practices of the evaluation of learning inside and outside the classroom. Faced with the diversity of technical tools and methods, the teacher is called upon, before addressing his learners, to make a certain number of technical, didactic and pedagogical choices, to set his pedagogical scenario, this is all the more so. Necessary for the conduct of learning activities or to design and implement its assessment tool. In this perspective, we are entitled to ask the question relating to the attitudes and feedbacks of teachers and learners regarding the integration of ICT in assessment practices. This question is broken down into several sub-questions: "At what points, and how do teachers of Life and Earth Sciences integrate digital technology into their assessment practices?" is this integration determined by the educational pathways? What interest and what limit of the use of digital technology according to teachers and learners? "  To answer our problem, we opted for export research, the recommended methodology of which is based on a multidimensional survey, in which we first questioned the teachers around the use of new technologies in the evaluation process, and secondly, to identify the degree of motivation and commitment of learners in instrumented and innovative assessment situations. Our research context is represented by 34 schools, 22 from qualifying secondary education and 12 from college education (from the provincial delegation of Taza), with a varied population of 431 students of all levels and sectors, as well as than a number of 132 teachers of life and earth sciences. Finally, confirming that despite the satisfaction of the majority of teachers and students with respect to the functional qualities and the contribution of technological tools in evaluation practices, some disparities were noted whether at the technical, spatiotemporal level or even organizational.

The teaching of SVT in general offers learners an environment that allows them to explore and explain natural phenomena, to understand different spatio-temporal scales, to understand the world around them so that they can decide and act responsibly. It is interesting to note that the scientific ecological outing (SES) is an integral part of the SVT teaching program, at both college and qualifying secondary level, and that teachers are called to organize these outings in agreement with the programs as recalled by the circulars of the MEN. However, the SES allows the real observation and the execution of experiential practices in the field, it is the opportunity to place the learner in a learning situation according to a reflective and investigative scientific approach from his confrontation with reality Cariou J (2013), (2015) Offers a didactic framework and formalizes evaluation criteria for the implementation and management of a scientific investigation process. So that he can make connections with what the learner acquires as abstract knowledge in class in order to be able to decide and act responsibly and critically on the scale of everyday situations as an Eco citizen.

The heavy trends of the Information Society are knowledge that requires the spirit of innovation, creativity, flexibility and critical thinking “more than benign introspection.” In addition, information about each other’s relationships with oneself, the other and the environment is crucial to enable individuals to understand the complex reality. The Moroccan school is part of this societal vision, by renovating its education and training programs, which claim the development of the quality of procedural, cognitive and metacognitive strategies. In this perspective this research work aimed at studying the engineering analysis of investigation approaches in the teaching of SVT for the implementation of a reflexive practice in lycian learners, generating the ability to process information and invest in mechanisms for understanding, conceptualizing and proceduralizing cognitive and metacognitive strategies. Informational investigative capacity is crucial because it informs learning decisions, which can lead to innovations in the delivery of cognitive styles. To do this, we chose to conduct our study, through interview surveys and semi-structured questionnaires. The first among teachers and the second for SVT inspectors from three provincial directorates of National Education. The results show that the majority of those involved in education are involved in the classical informational approach and the experimental approach. The use of investigative analysis approaches remains episodic in some learning units (scientific ecological output and DNA extraction). Teachers are keen to introduce new information technologies to create favourable conditions for learning about investigative approaches, in order to improve the power of analysis, treatment and critical thinking and coping with situations of authentic and novel learning. We are concerned about the ability to understand what and how each of its actors is further shaping.

The purpose of this research study is to measure the impact of governance on the organizational performance of schools in administrative, financial and pedagogical aspects. This governance approach will be approached using a methodology respecting several principles in terms of participation, transparency, accountability and evaluation (CSEFRS, 2015). Furthermore, we added in our frame of reference the primordial aspect of good governance, which is the new technologies. Considering the difficulty of an etymological and polysemic consensus on the concept of governance. It would be wise to set up operational indicators for applying this notion of governance with a perspective to enhance management skills, multi-stakeholder strategic planning, internal collaborative management, effective and efficient steering, control and evaluation. Methodology / approach: Our methodological approach based on a descriptive exploratory study. The researcher carried out an empirical study involving 20 principals of qualifying secondary schools from the Nouaceur-Casablanca region. Our measurement instrument is related to a survey which is appraised as one of the five principles of effective governance (transparency, accountability, participation, evaluation and technology). Findings: data analysis shows difficulties in applying governance principles, influencing organizational performance in administrative management. Additionally, the educational management and financial management of these establishments have seen a positive application of these governance mechanisms. It would be wise to apply the multidimensional aspects of governance, through the harmonious, complete and balanced integration of the three management mechanisms: administrative, pedagogic and financial management. The relationship between the study variables is demonstrated by the application of the five principles of governance, the results of the study recommended that we apply them to contribute significantly to improve the effectiveness of strategic planning, collaborative management and community steering.  

The modeling engineering of psychotherapeutic approaches to diabetic patients has a positive impact on the quality of the support process and organizational, personal and professional development, in the sense that the education and neuro-educational training project constitutes a powerful human resources management vector. The research would attempt to analyze therapeutic education models and corresponding health promotion approaches, as well as the identification of methods and techniques used in health practice As a result, the quality of the neuro-educational approaches is the guarantor of the effectiveness of the recommended support system. Adopting this imperative highlight, a new PCA patient-centered approach. This major concern therefore calls on the medical profession to question the impact and effects of collaborative support in the process of building and developing the conceptual, procedural and behavioral skills of diabetic patients which facilitate their self-knowledge, their self-determination and their awareness of the factors of therapeutic effectiveness and the promotion of their physical, moral, social and psychological well-being. It prompts us to ask ourselves how the different care teams and support actors organize and coordinate their andragogical actions, with a view to complementarity and synergy. We proceed, through a descriptive and exploratory research approach, opting for a so-called longitudinal survey, by a semi-directive questionnaire and by an interview technique. By comparing the results of the study with the validation interviews, it emerges that appropriate attention must be paid to the support process to allow the diabetic patient to master all the components of reflective therapeutic practice and to achieve his personal and organizational development necessary for the development of a subject actor of change and innovation. This support system engineering will define the frame of reference, including the ethical values ​​and the basis of the required professional skills which will be applicable to any program for the development of cognitive and behavioral skills in diabetic patients. The new vision will be built around adapted support practices, collaborative approaches, a comprehensive, harmonious and balanced therapeutic education program, personalized training courses and inclusive evaluation methods that go well beyond validation and tenure. (Towards a sick-centered vocation).