| Summary: | Today, educational practitioners, school leaders and policymakers confront
themselves with the need to develop their action in a context increasingly
framed by the absence of a single central regulating entity, and by the
collective and interorganisational dimension of their activity. This article lists
the reasons behind the failure of the centralised government of education,
points to the alternatives that were developed to face its demise (especially,
the New Public Management framework) and analyses the network
organisation as a model proposed to ensure the more effective governance of
educational matters. The article proposes a typology of networks based on
three vectors (genesis, composition, and structure) that aims to enable and
nourish a critique of normative views currently held about these entities in
education.
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