Since the end of the 19th c., schools, especially primary schools, have been surrounded by a network of associations that complement compulsory schooling: in addition to adult classes, there are youth clubs, holiday camps, educational films and leisure activities. What influence does this have on the school?

This issue is the first to address the question of the regulatory changes currently at work in the French system at the "académie" level, the administrative divisions of the Ministry of Education headed by decentralised state authorities.

This dossier examines how the teaching of French deals with the question of changes in education. Work in this area which observes and analyses these changes lies at the center of this discussion, which is as much about learning and teaching issues as those of training.

This special issue of the journal Tracés focuses on interdisciplinary practices across the social sciences and natural sciences. we sought to reflect on ways of practising interdisciplinarity across disciplines whose research objects, methods, epistemologies and theoretical references seem to differ significantly

The question of evaluation is particularly present and lively in educational systems. Yet, paradoxically, it does not appear to be a subject of primary importance in science and technology education research. This issue of RDST attempts to take stock of what this research has to say on this subject.

The issue questions the forms and challenges of the development of entrepreneurship education and the transformations that its implementation implies for the education system and its actors (discourses, skills, activities, professionalism).

Fifty years ago, Jean-Claude Chamboredon and Jean Prévot published "Le 'métier d'enfant'", a seminal article followed by other publications on early childhood and, more generally, on socialisation at different stages of life. This special issue mobilise concepts, problems and approaches that are inspired by these publications and aim to update them

Priority education is 40 years old. All actors in urban and rural areas had to mobilize, work in inter-degrees and in partnership to fight school failure. The complexity and diversity of this education policy with a social purpose is reflected in contributions based on local sources.