ABSTRACT:
This article presents the trajectory (BALL, 1997) of the Quebec education policy called "Gestion axée sur les résultats" (GAR) or "results-based management" implemented since 2000, drawing on the sociology of public action (MULLER, 2000). In order to do this, we study the various "policy narratives" (RADAELLI, 2000) put forward by the policy makers and the stakeholders involved in and affected by the policy. The results of the analysis highlight the layering and hybridization of measures pertaining to different logics, "community-based accountability" and "performative" accountability. The paper argues that there is "neo-statist" recontextualisation of the new public management in the Quebec education policy, which reinforces the place of the State in the management of the education system.
Keywords:
Education policy; Result-based management; Policy trajectory; Policy narratives; New public management; Quebec (Canada).