After a 1st forum on the topic of university pedagogy and the training of teachers, a 2nd forum is planned to examine the question that is now at the heart of the entire educational system, that of governance in education. Governance in education is based on the mission, the vision, orientations, values, objectives, means of accomplishment and skills development strategies, as well as local results-based management and increased accountability of the actors. Such governance is supported by the underlying collective process that reflects the social fabric of a country. Whether it is governance at the level of the public authorities, higher education and university, the individual school or the vocational training center, it becomes relevant to convene the actors (administration, researchers, practitioners, citizens) from various national and international contexts in order to reflect deeply on this polymorphous conception and propose avenues both in relation to research and the development of knowledge, as well as in relation to actions to be implemented to meet the considerable challenges of education and the diverse and complex needs of society’s actors. An inventory of the state of affairs, both scientific and empirical, is fundamental, guided by the insights proposed in the context of social science and education research. It is necessary to examine the work and declarations of international organisations which have influenced the styles of governance in education, imposing considerable changes in most national or regional contexts. If several educational systems, such as in Tunisia, have evolved by integrating the avenues if not the prescriptions of large international organisations catalysed by political, economic and financial influences, it is essential to evaluate the impacts. It is important to discuss the university research financing and the research practices. It is also appropriate to question the uses and impacts of knowledge acquired through research on the configuration of education sectors in different countries, in the light of inspiring and innovative approaches. An articulation of styles of governance at all levels of education is indispensable within the perspective of change. It is of interest to analyse the spaces of consultation and exchanges between researchers, experts, decision-makers and citizens. Finally, it is useful to appreciate the transfer and incidental results of university research, training activities and community services.
It is this dynamic of meetings, reflections and propositions that are at the heart of the second edition of the forum on education being held in Tunisia.