THE EFFECTS OF THE EVALUATION OF EDUCATIONAL POLICIES IN FRANCE

Abstract

INTRODUCTION. This article analyzes the effects of the evaluation of educational policies in France. METHODS. It is based on an exhaustive analysis of the theoretical and empirical studies carried out by researchers specialized in this topic, on the reports written by entities related to the French Educational Ministry, such as the High Council for Evaluation, the Directorate of Permanent Education or the General Inspections of the French Educational Ministry, and on the statistics of the Directorate of Evaluation, Prospective and Performance. RESULTS. The article concludes that an uncertain relationship exists between evaluation and decision making because political representatives scarcely request evaluations and, when they do it is because they are in a situation of extreme difficulty. In addition, the conclusions of the evaluations sometimes have a limited operative character and evaluation, as it is currently institutionalized in France, is not binding for decision makers. Furthermore, the study reveals that the effects of evaluation on the conduct and practice of the different actors involved in the educational system are relatively positive. Lastly, the study highlights the fact that evaluation makes it possible to create a space where mutual communication among the different actors of the educational system leads them to construct a shared sense of meaning, and often serves as an instrument that fosters further training and professionalization by evaluators as well as those who are evaluated. DISCUSSION. The evaluation of educational policies, seen as an activity which produces knowledge, does not manage to favor and even to guide public debate on education. In fact, a contradiction exists between the proliferation of surveys and public reports written after the implementation of educational reforms and an inability to settle essential educational matters.