International Survey on Criteria for Training and Accreditation in Interventional Neuroradiology

Purpose: With the rapid expansion of the field of interventional neuroradiology (INR) and the diverse background of aspiring neuro-interventionists, there is an ever increasing need to establish consensus criteria for training and accreditation in INR.Materials and Methods: We performed a survey to explore the current state of criteria for training and accreditation in INR. The questionnaire consisting of 11 questions was emailed to the members of World Federation of Interventional and Therapeutic Neuroradiology (WFITN) worldwide. It was focused on the training charter, training program, qualifying examination, and education after training program as perceived by practitioners in each country.Results: A total of 52 WFITN members in 19 countries responded to the questionnaire. There was a huge variation internationally and nationally due to the unique situation and challenges in each country and institution. Criteria for training and accreditation in INR were well established in some countries of Europe, North America, and Asia but not specified in other countries.Conclusion: It is critical to establish consensus criteria for training and accreditation in INR in order to ensure safe practice and continued expansion and development of INR as a specialty.

The educational research in the Moroccan education sector

Educational research constitutes a major lever for socio-economic development. It contributes to improving the quality of training, and developing the improvement of education and teaching. However, no training establishment for educational executives belonging to the Moroccan education sector appears today among research operators at the national level. To determine the current state of educational research carried out in this sector, we analyze the contents of the national education and training charter, the emergency program and the strategic vision of the reform. The results show that educational research, as the ultimate goal of the national education sector, has performed poorly on several indicators. The recovery from a pessimistic situation requires, first of all, the establishment of adequate research structures, connected to the university and accredited. In addition, the structures must be made permanent and exercising their missions in liaison with the field. Finally, they would need to be equipped with effective steering mechanisms, allowing the implementation of theoretical and practical aspects of educational research.

Place of the environment in the Moroccan curricula of Life and Earth Sciences in the secondary education

One of the main challenges facing our societies is the management of environmental problems. Education and training are essential motors for raising awareness of sustainable development. Morocco has always experienced reforms in its education system, the most striking of which have been introduced recently. The curricula were analyzed in such a way as to have introduced changes in the curricula such as the integration of new teaching themes, among others subjects relating to environmental problems. With regard to teaching methods, the supervisory ministry adopted the skills-based approach after the establishment of the national education and training charter. The present study conducted in 2016 aims to assess the various tools deployed by the Moroccan school, particularly in life and earth sciences in the secondary cycle in order to sensitize young learners to environmental problems. For this we have analyzed the curriculum and textbooks extensively and then we have carried out a survey in ten secondary schools in order to check the availability and suitability of teaching materials. The results showed that the presence of content aimed at developing specific skills linked to the environment is still insufficient in this sense. Indeed, we noted not only a gap affecting the quantitative aspect of the environmental subject but also the qualitative aspect. Furthermore, we noted a dominance of the informative style which presumes a weak involvement of the learner in the construction of knowledge. Added to this is the problem of almost absent teaching materials.