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The Revue internationale d’éducation de Sèvres, published by France Education International, is a French-language journal which provides a comparative approach in the field of educational policies and teaching practices. With more than 1,200 authors published from 120 countries on all continents, the journal has become an encyclopedia of education around the world, as well as a bridge between continents and cultures.
The journal has an international scientific board and an editorial committee, which convene at regular intervals. It publishes three issues a year for an audience of education policymakers and practitioners, as well as academics and researchers from various disciplines with an interest in education. Issues are organised around a central topic an also provide information and documentary resources on education systems.
The journal periodically organises international conferences to reflect upon major ongoing developments in the field of education across the world. These conferences are used to produce a special issue of the journal available in full access on OpenEdition.

Latest issue
94 | décembre 2023
Enseignant, un métier d’avenir

Teaching, a profession for the future
La enseñanza, un trabajo de futuro
Edited by Alain Boissinot and Claude Lessard

How to recruit enough teachers and stop them quitting the profession are challenges facing all countries. This issue looks at 15 very different national contexts to understand the causes of this problem and describe the effects of the strategies implemented to remedy it.
While the varied situations analysed in this dossier reveal differences linked to social and historical contexts, constants also emerge pointing to critical factors. Recurring themes are the recognition of the profession, working conditions, how jobs are allocated and the quality of training.
Comparing the policies implemented to improve recruitment raises three important issues: the type of commitment offered to teachers, the effectiveness of training schemes, and the ability to boost and enhance career development.
But beyond the difficulty in attracting people to the teaching profession, what is perhaps also at stake isa more fundamental question: what place is there today for a shared, mobilizing teaching project, and for recognition of the essential figure of the teacher in building the future, in a world made fragile by the multiplicity and uncertainty of sources?

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