Evaluation of a Preschool Educational Program Using the CIPP Evaluation Model – A Case Study of the Éveil et Créativité Collection within the FMPS Network in Morocco

Abstract

This study is conducted in the context of Morocco’s national ambition to universalize equitable and high-quality preschool education. It provides a holistic evaluation of the Éveil et Créativité pedagogical collection, developed and implemented by the Moroccan Foundation for PreSchool (FMPS) for the final year of preschool in its public network. Grounded in the CIPP evaluation model, the study adopts a mixed-methods approach. It combines confirmatory factor analysis (CFA) to validate the evaluation framework and a directed thematic analysis of qualitative feedback from over 10,007 educators. The evaluation covers five key pedagogical dimensions: curriculum alignment, quality of educational resources, child engagement, temporal organization, and openness to innovation. The integrated FMPS model—combining program design, educator training, and operational management—creates a consistent context that strengthens the reliability of the data collected. The findings confirm strong educator support for the program, especially regarding children’s engagement, curriculum alignment, and content richness. Participants also highlighted the clarity of the learning sequences and the user-friendliness of the tools provided. Suggestions for improvement focused on time management and the visual quality of printed materials, challenges that were especially evident in rural and multi-grade classrooms. Applied at a national scale, this approach shows how CFA can strengthen the methodological rigor of CIPP-based preschool program evaluations. Overall, the findings demonstrate the solidity of a scientifically grounded, integrated pedagogical system, supported by coherent governance and open to future enhancements.