6533b870fe1ef96bd12cf8d2
RESEARCH PRODUCT
La régulation de l'éducation en France et dans les pays anglo-saxons. Une comparaison
Denis Meuretsubject
Politique de l'éducation[SHS.SOCIO]Humanities and Social Sciences/SociologyRégulationEducational policySchool administrationAngleterre[SHS.SOCIO] Humanities and Social Sciences/Sociology[SHS.EDU]Humanities and Social Sciences/EducationSchool autonomyEtats-Unis[SHS.EDU] Humanities and Social Sciences/EducationComparative analysis[ SHS.EDU ] Humanities and Social Sciences/Education[ SHS.SOCIO ] Humanities and Social Sciences/SociologyMode de régulationEnglandEducation systemAutonomie des établissementsAnalyse comparativeFranceRegulation policyUSAdescription
The autonomy of the schools increased in most educational systems for the last twenty years. So, educational systems had to implement regulation policies in order to orient the action of the agents towards the nation's aims. While England and the United States implemented a regulation by results (incentives linked to school's or teacher's results), France relies on a regulation by process (incentives to implement ‘pedagogical forms' which are supposed to be relevant). These two policies are described, then they are confronted with regard to their internal coherence and tensions, with in mind the question of the French model being a viable one, able to offer an option to the anglo-saxon model. The answer tends to be negative, even if it becomes clear that anglo-saxon countries import some elements of regulation by process in their own functioning.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2004-01-01 |