On the national level, partially convergent policies (the increasing autonomy of schools, the search for a balancing point between centralization/decentralization, the rise in external evaluation, the accent put on "free choice" of school, the will to diversify school offer, the erosion of teacher autonomy) construct, in varying degrees and with different temporal rhythms, variants of a "post- bureaucratic" regulation regime, which seek to go beyond the "bureaucratic-professional model" still dominant today, by accentuating either the traits of an "evaluative State", or those of the "quasi-market" model. However beyond the influence of these "transnational models", path dependencies also exist and we assist at the same time to hybridization of these models with institutional, political or ideological constraints specific to each country.