RESUMO: Este artigo centra-se na trajetória (BALL, 1997) da política educacional de "gestão orientada por resultados" ("gestion axée sur les résultats" - GAR) no Quebec desde 2000 mobilizando a sociologia da ação pública. (MULLER, 2000) Para tal, vários "relatos de ação pública" (RADAELLI, 2000) usados pelos criadores, pelas partes interessadas e beneficiários dessa política são revelados. Os resultados da análise evidenciam a sedimentação e a hibridização de medidas reportando-se à prestação de contas comunitária ou performativa. O texto mostra um processo de recontextualização "neo-estatista" da Nova Gestão Pública em pratica na trajetória da política de educação do Quebec, a qual reforça o papel do Estado na gestão da educação.

Cet article porte sur le rôle des commissions scolaires (CS) québécoises dans le processus de mise en oeuvre de la politique de gestion axée sur les résultats (GAR) au sein du réseau de l’éducation obligatoire. Lors de ce processus, les CS contribuent à coconstruire cette politique et à la transformer partiellement. Cette médiation de la GAR par les CS conduit à la mise en place d’une gestion plus formalisée de l’efficacité des pratiques des enseignants. À partir d’une étude de cas multiples de quatre CS (61 entretiens semi-dirigés), nous montrons comment leurs logiques de médiation de la politique affectent la portée et l’intensité de la gestion de l’activité pédagogique : certaines CS adaptent la GAR à leur réalité organisationnelle, alors que d’autres l’intensifient.

to another. The divergence is even strong in France, while it is weak in Quebec. In analytical terms, the chapter proposes to explain the different mediation logics at work at the intermediate level through a combination of four explanatory factors: the institu-tional context at work, the problematization of educational issues, the local configu-rations of interests, and the actors' professional ethos. These logics lead to a variety of performance-based accountability policies among French académies and Quebec SBs: bureaucratic governance, reflexive governance, and regulatory results-based governance.The chapter is divided into two sections. The first is devoted to the description of the implementation of performance-based accountability policies, largely divergent in France and rather convergent in Quebec. The second provides explanatory factors by developing an analysis of the varieties of performance-based accountability at work in different académies and SBs as a function of mediation logics at work.

is a post-doctoral research fellow at UC Louvain. Her work focuses on contemporary curricular reforms, the role of mid-level actors in mediating policies between the central and the local level, and more recently, the transformation of teachers' careers. Marc A. C. Sarazin is a post-doctoral research fellow at UC Louvain. His work focuses on social transformation through education, and on applications of social network analysis and mixed methods approaches. Xavier Dumay is professor of education policies at the UC Louvain. His work focuses on the globalisation of education, the regulation of educational systems, labour markets for teachers and changing forms of education.

The objective of this study was to provide comprehensive information about student and academic staff mobility between the European Union (EU) and China as well as the main strategies and policies in place to promote mobility. Based on quantitative and qualitative data provided by national authorities and various stakeholders consulted throughout the research process, the study aimed at taking stock of the situation and identifying trends regarding EU-China learning mobility over the past ten years. It also aimed at drawing recommendations to improve current and future mobility actions between the two regions.