It is common to think about evaluation when considering performance management in education systems and vice versa. Nevertheless, both concepts have risen from knowledge areas that evolved separately.

Recent research provided empirical evidence that evaluation, which relies on the use of performance data, enhances in practice performance management. Several scholars highlighted differences between these two approaches and their possible complementarity when they are aligned. This complementarity is valid for most of the OECD countries which implemented a standards-based assessment and evaluation in Education Systems.

A recent review confirms that "Napoleonic" states are characterized by a strong resistance to the education system reforms brought by the New Public Management (NPM) particularly when evaluation reports are used for performance measurement purposes. Moreover, the application of NPM in developing countries remains globally embryonic and complex while it is widely adopted in OEDC countries.

Through a review of the literature, we explore, in this work, avenues to guarantee complementarity between evaluation and performance management in complex education system and how their outcomes lead to educational equity and Effectiveness. We use Morocco as an empirical case study to give insights about the two issues.