The accountability of public teaching institutions to stakeholders: between imitation, learning and colonization Larbi HASROURI[La reddition de compte des établissements d'enseignement aux parties prenantes : entre imitation, apprentissage et colonisation Résumé]

This research aims to compare the societal responsibility of public secondary schools in both France and England. To do so, we largely lean on the concept of accountability regarding the public educational policy in both countries. We compare the evaluation of public policies in both France and Great Britain through accountability and a stakeholders' approach. The paper analyses the impact of stakeholders' pressures and expectations that really account in terms of power and legitimacy on accountability from public secondary schools in France and Great Britain, completed by a new institutional approach whose legitimacy is at the heart. Concerning the methodology and the studied field, we analyse through a genealogy approach the managerial practices of school heads, in terms of isomorphism to accountability to stakeholders' who hold power or legitimacy to ask for account in both countries. We propose an accountability continuum as a new conceptual tool with the role of the stakeholders and the kind of isomorphism and mimicry and the function of accountability through a metaphoric approach. We conclude that accountability in France largely lays on a traditional Public Management whereas innovations emerge in England.