Leachate from landfill requires treatment before discharge into the environment to avoid surface and underground water contamination. In this paper, the treatment performance of combined system by physico-chemical and biological techniques for landfill leachate are studied, the biological treatment by Sequencing Batch Reactor (SBR), the coagulation-flocculation and the filtration-fly ash. Both coagulation-floculation and treatment biologique by Sequencing Bach Reactor are effective for over 98,07% COD removal, 99,16% BOD5, a removal rate of 96,14% for NH4, 79,82% for NO3-, 97,32% for NO2-, 89,09% for suspended solids (SS) and 87,71% for PO4. A combination of physical and biological treatments has demonstrated its effectiveness for the treatment of intermediate leachate. Almost complete removal of COD and nitrogenous forms has been accomplished by a combination of biological treatment by SBR and physical treatment by filtration with COD concentration of 5200 mg/L and BOD5 concentration of 1375,12 mg/L. It is important to note that the selection of the most suitable treatment method for landfill leachate depends on the characteristics of landfill leachate, technical applicability and constraints, effluent discharge alternatives, cost-effectiveness, regulatory requirements and environmental impact. As a whole, a combination of two treatments proves to be more efficient and effective than individual treatment. This could be because a two-step treatment has the ability to synergize the advantages of individual treatments, while overcoming their respective limitations. A combined treatment is indeed capable of improving the effluent quality and minimizing the residue generated than an individual treatment.

This article aims to show how to integrate the environmental dimension in the Moroccan education system. Through the disciplinary content, that must ensure the construction of solid theoretical skills, and knowledge about the environment. Among learners by providing them with the necessary knowledge and practical and extracurricular activities, provided by the environmental clubs, which allows a multidimensional teaching linked to the concerns of society. Several pedagogical practices can be carried out within environmental clubs: fieldwork by visits and ecological outings, activities by projects, partnership. These practices are considered important educational structures capable of ensuring the development of environmental culture in schools. However, several constraints to the activation of these clubs can be reported with school rhythms that are expressed both by a busy program for students and the hourly load for teachers. This does not favour learning contexts that put the student in various situations, including those outside the classroom. Hence the need to reduce school curricula and capitalize on good practices and initiatives in environmental education.