Evaluer les politiques d’éducation prioritaire en Europe: un défi méthodologique

Evaluating educational policies is not an easy task because it faces methodological hurdles, but also because it threatens (or seems to threaten) certain projects that are essentially built on an ideological basis even if their supporters would often argue it is not the case. However, evaluating these policies is essential, even more so because they target underprivileged audiences. This paper builds upon a European research project (EuroPEP) conducted in height countries to highlight this necessity and to illustrate both encountered problems and possible solutions. It indicates the necessity of a global methodological reflection and questions the way "good practice", often invoked in the field of educational policies, is defined.