واقع الحياة المدرسية في السياق التعليمي المغربي: بين تنوع المجالات وتحديات التفعيل دراسة تحليلية نقدية

Abstract

This study aims to monitor and evaluate the reality of school life within the Moroccan educational context, highlighting its pivotal importance as a core entry point for elevating and improving the quality of educational practice. To achieve this objective, the study adopts a critical analytical approach structured around two main axes. The first is dedicated to deconstructing and analyzing the key domains of school life, notably citizenship education, environment and sustainable development, school health, and human security. Conversely, the second axis focuses on identifying the prominent challenges and constraints that impede the optimal implementation of these domains at the level of field practice within educational institutions.

The findings reveal that the implementation of school life domains confronts a complex nexus of composite constraints. In this system, material and human dimensions intersect with a socio-cultural dimension, which is primarily linked to parental reservations and the dominance of an obsession with exams and standardized summative assessments over the prevailing social perceptions regarding the roles of educational institutions.

In light of these results, the study proposes a set of alternatives and procedural solutions capable of overcoming these constraints. Foremost among these is the re-engineering of school time and its rhythms to ensure a balance between academic achievement, honing learners' talents, and building their personality. Additionally, it recommends institutionalizing evaluation mechanisms for extracurricular activities to stimulate positive behavior, as well as leveraging digital platforms (such as the 'Massar' system) to improve educational management and enhance communication channels, thereby ensuring shared educational responsibility between educational institutions and families