Skip to navigation – Site map


The Revue internationale d’éducation de Sèvres, published by the Centre international d’études pédagogiques (CIEP), is a French-language journal which since 1994 has provided a comparative approach to the major education issues across the world. With more than a thousand authors published from 110 countries on all continents, the journal has over the years become an encyclopedia of education around the world, as well as a bridge between continents and cultures.

The journal publishes three issues a year on a variety of topical issues for an audience of education policymakers and practitioners, as well as academics and researchers from various disciplines with an interest in education. The journal has an international scientific board and an editorial committee, which convene at regular intervals. Issues are organised around a central topic that is currently being discussed on the international stage. Each issue also provides information and documentary resources in the field of educational policies and teaching practices.

The journal periodically organises international conferences to reflect upon ongoing developments and to try to identify the major global trends discernible in the field of education. These conferences, which bring together authors, readers, researchers, education policymakers and practitioners, are used to produce a special issue of the journal.


Latest issue
76 | 2017
La fragmentation des systèmes scolaires nationaux

The fragmentation of national school systems
La fragmentación de los sistemas escolares nacionales

At a time when there is much discussion about globalization and the unifying power of international organizations such as the OECD, is it not paradoxical to speculate that education systems are becoming fragmented? This dossier shows that it is not. It arguse that the fragmentation of national school systems – or the obstacles to the processes of unifying these systems – can be explained by several globalized phenomena. Some of these problematize national compromises on educational outcomes and models, while others encourage international networks of schools at a remove from the national model. Thus, each national education system now has a tendency to fragment in two respects, one of which is linked to social stratification and the other to the differentiation of educational models and projects. It is not currently possible to predict whether this fragmentation will endure and mark the end of national school systems or whether it will lead to the reconfiguration of unified systems.