The co-development of extracurricular activities' programs by the educational community: Case of using the CEC approach in a school in the province Rhamna (Morocco)

The literature addressing the importance of extracurricular activities (EA) in enhancing students' learning in Morocco is growing (El-Batri et al., 2019) ; (Díaz-Iso et al., 2019) ; (Said Aoujil & Driss Benattabou, 2021) ; (Amara, 2021). However, few studies focus on the design process of EA programs. The design which this process takes is determinant of these activities' outcomes. Therefore, this study addresses the influence of the educational community (EC) inclusion in the co-development of EA programs at a public primary school belonging to the province of Rhamna. It particularly examines efficient ways to involve EC participation. The methodological approach used is based on the “collaborative evaluation, co-construction, and corrective action planning approach in schools” (Alladatin, J & Alchikh, I, 2021). It included semi-structured focus group interviews to collect data and discuss with different stakeholders (School principal, teachers, students, and parents). A participatory evaluation of the school climate and a collaborative identification of the constraints to learning and teaching resulted in the definition of six EA adapted to the school’s context: physical and sports activities, culture and arts, health and personal development, computer and sciences, citizenship, and environmental activities. The results included a content offer comprised of themes, outcomes, schedules, conduct and evaluation, material, and human resources to mobilize. They also showed practical ways to integrate the use of these activities and identified barriers to consider during the implementation, namely the time convenience, teachers’ willingness, funding, poor infrastructure, and students’ awareness of EA importance.