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The objective of this study is to develop a methodology using the remote sensing and Geographic Information System to map soil degradation by water erosion and highlighting the various levels of soil degradation in the Lakhdar river basin (central High Atlas) during the period between 1987 and 2014. This allows producing a map of soil degradation risk, which can be used as reference document for the decision-makers. The methodology develops a geomatics approach based on the processing of satellite images, using the analysis and the interpretation of spectral indices, such as the Form Index, the Coloration Index, the Brightness Index, and the Normalized Difference Vegetation Index (NDVI). The results show that the surface of soil strongly degraded decreased about 900 ha during the period of study whereas the surface of soil weakly and moderately degraded was subject of a progressive increase for an approximate total of 2800 ha over 27 years. Moreover, the method of spectral indices allowed us to assess and locate soil quantitative loss (organic matter, mineral salts, texture, fertility, etc.) due to the water erosion and climate change. These results are decisive when it comes to establish priority zonation for the interventions of erosion control.

With water shortage and increasing demand for water, education may have an important role in promoting the sustainable management of water resources. Educational curricula are the key resources used by teachers for studentsʼ teaching and training purposes. This study assessed water culture and water education-related criteria and standards in programmes and school curricula for Primary, Middle and upper Secondary school education in Morocco. It also investigated teachers for suggestions and views regarding methods for water-related topics and concepts implementation. The main tools used consisted of a content analysis grid for programmes and educational guidelines. A questionnaire and interviews were administered to 95 teachers of different subject areas, belonging to the three investigated school levels. Findings showed that the occurrence of water education criteria and standards is weak in school curricula of the investigated school levels. They were explicitly or implicitly addressed depending on the subject areas. The main topics consisted of water cycle definition, water as a vital source, water pollution sources, water economy interest. However, no reference has been made to water law, its accessibility, aesthetics and water-related professions.