Nouvelles formes de régulation dans l'enseignement: Origines, rôle de l'évaluation et enjeux en termes d'équité et d'efficacité

Abstract

From an economist's point of view, the main developments which have taken place over these last thirty years concerning the regulation of schools essentially stems from two movements. The first of these is the decentralization of management practices concerning a certain number of resources, but done so on a contractual basis with strong backing from the 'centre', notably concerning the targets to be reached. The second movement concerns the introduction of competition between schools through the explicit or implicit use of the educational voucher system. In certain cases as in Great Britain, the two new approaches seem to have occurred simultaneously. This article aims to try to understand the underlying principles at work behind the emergence of these 'new' ways of regulating schools, and attempts to assess the issues at stake in this process in terms of efficiency and equity.