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Submit an article

Every year, by November at the latest, the journal announces the central themes of the following year’s issues on its website. The central theme of each issue is coordinated by a guest editor, with whom the journal sends invitations to authors. The journal may also publish articles that are submitted speculatively, after approval by the editorial committee and on the condition that articles are related to issues examined in the themed section or the journal’s editorial policy.

Texts submitted to the journal must be sent to the editors no later than six months prior to the publication of each issue. Submissions should be sent to the following address: []. Articles may be submitted in French, English, German, Spanish or Portuguese. The journal will then arrange for them to be translated into French. Articles are peer-reviewed and validated by the guest editor and editorial committee. Only authors may be held liable for articles published. Author guidelines are available online on the journal’s website: [].

Articles on the central theme

Articles for the themed section must provide a comparative analysis or a study of a given country in relation to the issues considered in the section. Articles must not exceed 25,000 characters (i.e. 4,000 words in French or 3,500 words in English), including bibliographic references and footnotes. Articles must be accompanied by an abstract and a biographical note for each author (maximum 100 words for each note). Graphs and tables must be limited to what is strictly necessary.

Other sections

In addition to the themed section, each issue of the journal contains regular sections under the heading L’actualité international en education (“International education news”).

  • Le point sur l’actualité en education: These short and factual articles (6,000 to 8,000 characters) present reforms currently underway in education systems, implementation challenges and notable events.

  • Repères sur les systèmes éducatifs: These articles provide a problematised presentation of the way in which foreign education systems are organised and their main challenges in terms of educational policy (18,000 characters).

  • Notes de lecture: Articles in the book-review section must not exceed 6,000 characters.

Author guidelines

Illustrations, graphs and tables must be limited to what is strictly necessary. They must be numbered and also provided in their original format.

For citations in the body text, provide an abridged bibliographic reference in parentheses (name(s) of author(s), date). The full reference should be provided in the bibliography at the end of the article.

Articles should contain no more than 10 bibliographic references. These should be presented at the end of the article and ordered alphabetically by author surname.

Single-author work:

VERGNIOUX A. (2013): Grandes controverses en éducation, Berne, Peter Lang.

Contribution to a multi-author work:

PROST A. (2004): “1968, ou la politisation du débat pédagogique”, in GIRAULT J. (ed.), Les Enseignants dans la société française au XXe siècle, Paris: Publications de la Sorbonne, p. 147–164.

Journal article

WILBY P. (2014): “Vers de nouveaux récits médiatiques sur l’école au Royaume-Uni ?”, Revue internationale d’éducation de Sèvres, no. 66, p. 31–42. Online []

Conference paper

DATOO A.K. (2014): “Les discours qui façonnent l’éducation au Pakistan : perspectives historiques et sociologiques”, Revue internationale d’éducation de Sèvres conference “L’éducation en Asie en 2014 : quels enjeux mondiaux ?”, 12–14 June 2014, Sèvres, France.

GODDART J. (2006): “The Role of Higher Education Institutions in Linking Innovation and Territorial Development”, Autumn Conference of the European University Association “European Universities as Catalysts in Promoting Regional Innovation”, 19–21 October 2006, Brno, Czech Republic.

Institutional report

OECD (2012): Public and private schools: how management and funding relate to their socio-economic profile, OECD/Paris, 102 p.


BALLAND L. (2009): Une sociologie politique de la crise de l’École : de la réussite d’un mythe aux pratiques enseignantes, doctoral thesis, University Paris-Ouest Nanterre.