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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. |
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