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De l'école unifiée aux écoles plurielles. Évaluation internationale des politiques de différenciation et de diversification de l'offre éducative

Abstract : The last two decades have been marked in many developed and emerging countries by major educational reforms, around special themes: decentralization, the differentiation of courses and school content and the free choice of school. These three education policies, which aim to differentiate and diversify the educational offer, call into question the traditional organization of modern educational systems. This study seeks to evaluate the effects of these reforms on the performance of education systems, thanks to an econometric analysis based, on the one hand, on the results of the PISA 2000 international evaluation and, on the other, on a a fine description of the institutional characteristics of countries in relation to the three policies studied. Thirty-nine states and political communities are thus included in this study. In addition to an analytical description of the three education policies, studied through both the legal frameworks of the national systems and their reality in interaction with the behavior of the actors, the analysis shows that the effects of these reforms are not univocal. Indeed, behind common names, these three policies make it possible, according to the countries, to develop variable institutional arrangements that meet different receptions, this combination producing in turn divergent effects on the performance of education systems.
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Submitted on : Thursday, November 3, 2005 - 3:53:28 PM
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Nathalie Mons. De l'école unifiée aux écoles plurielles. Évaluation internationale des politiques de différenciation et de diversification de l'offre éducative. Education. Université de Bourgogne, 2004. Français. ⟨halshs-00005206⟩

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