L'innovation négociée : une porte étroite

Abstract

School systems cannot be managed or evaluated or changed according to a simple principle of linearity between inputs and outputs. To apply innovations on a long term basis, they must involve all the concerned partners in the definition of standards and data collection methods in the advanced analysis of information and in decision making related to further school development. The author illustrates this statement through an overview of the exploration step in education renewal, a process implying different teams in an unusual collective approach. From these experiments, some problems emerge which must be dealt with when social actors engage in the long way to a negociated innovation.

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