Evaluation steps
The evaluation process is based on the following principles and approaches:
- Adopt internationally recognised standards and scientific methods in the field of evaluation;
- Choose a participatory approach involving the various educational stakeholders;
- Implement internal self-evaluation mechanisms, in coordination with teaching units and scientific research units;
- Provide estimates and assessments based on impartiality and objectivity, without any bias.
Levels of Evaluation
Evaluation occurs at several levels within the education, training and scientific research system, as follows:
Comprehensive Evaluation
This concerns the entire education and training system, including public policies, national programmes, sectors and educational streams, and includes in particular: pre-primary education, primary education, lower secondary education, upper secondary education, higher education, vocational training, private education, non-formal education, as well as the governance of the education system and its financing mechanisms.
Intermediate Evaluation
This concerns educational units and institutions such as schools, universities, training establishments, training programmes and other educational structures.
Centralised Evaluation
It mainly includes: students and their academic results, and this evaluation is carried out simultaneously at the international and national levels;
- At the international level, through international studies on reading (PIRLS), international studies on mathematics and science (TIMSS), and the Programme for International Student Assessment (PISA);
- At the national level, through the National Programme for the Assessment of Student Achievement in Morocco (PNEA), which serves as the national reference tool for evaluating student learning outcomes.
- The actors within the education, training and scientific research system, in terms of their roles, competencies and professional practices.