Un regard analytique sur la démocratisation de l'enseignement

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Abstract
In this paper, we aim at separating the social consequences of the openness of the educational system from the consequences arising from its own functioning. This requires carrying out either cross country comparisons or historical studies within one single country. Such comparisons assume that some methodological problems, analyzed in the paper, are solved. Results indicate that social inequalities that can be traced back to the functioning of the system are quite different from one country to another and that France tends to be less inequitable in that respect than the other countries analyzed (Italy, Switzerland and the United Kingdom) . The analyses conducted on France over the last thirty years indicate that no reduction seems to have occured in that part of social inequalities which is caused by the functioning of the system.

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