THE PERSONAL PROJECT OF THE STUDENT (PPE) AT THE HEART OF LEARNING. ISSUES AND CONSTRAINTS OF OPERATIONALIZATION. CASE OF MOROCCAN SECONDARY EDUCATION
Beyond knowledge, know-how and interpersonal skills, knowing how to become (Ferré, D.; Quiesse, J.M., 2017) is now a key skill in a world of perpetual change. Indeed, change is no longer a deliberately chosen process but a permanent state, a value in itself (Sennet, 2006). As an example, we cite (Ferré, D.; Quiesse, J.M., 2017); the student of 1970 asked himself the question of the profession, the student of the 2000s thinks 'employability' (Carré, 2005), and soon he will think 'orientability' (Quiesse-Ferré-Rufino). The personal project of the student recently introduced in the Moroccan education system (2019) is intended to help young people to position themselves better in an uncertain ecosystem, which is losing visibility, and to be able to evolve with confidence. This article deals with the theme of the personal project and proposes a few ways of operationalising this concept in the light of the reality of the Moroccan educational context.
Keywords: Personal Project, Competences, Context, Guidance Approach, Educational Practices, Accompaniment.