26001. Duru-Bellat, M., & Dubet, F. (2026). Disillusions and paradoxes of the massification of education in France. British Journal of Sociology of Education, 47(1), 175‑192. https://doi.org/10.1080/01425692.2025.2590038
Based on an analysis of French educational policies since the 1950s, this paper assesses their global impact and their unexpected effects upon individuals and society, concerning students’ learning, access to the labour market, and some attitudes and behaviours, notably civic ones. It shows that from an academic point of view, the lengthening of schooling does not increase pupils’ level as much as the multiplication of diplomas would suggest, nor reduce social inequalities. Moreover, when entering the job market, competition is harsher and the least qualified face more and more difficulties, and develop a resentment that feeds populism. These global unintended effects lead us to question the paradox of the French education system and the meritocratic equality of opportunities it is supposed to implement.§
26002. Barroso da Costa, C., Perret, C., & Younès, N. (2026). MEE et e-JIREF : Parcours et enjeux de deux revues scientifiques francophones. In C. Gremion & N. Younès, Évaluation en éducation et formation. Ancrages et perspectives (p. 33‑50). Neuchâtel: Les Presses de l’ADMEE.
26003. Morlaix, S. (2026). Compétences non académiques : malgré les difficultés de conceptualisation et de mesure, un intérêt majeur pour les chercheurs et les praticiens en éducation. In C. Gremion & N. Younès, Évaluation en éducation et formation. Ancrages et perspectives (p. 217‑233). Neuchâtel: Les Presses de l’ADMEE.