Educational systems around the world that are adopting the New Public Management principles, are gradually switching from policy formulation and statism based management models towards results-oriented deconcentrated models adopting the subsidiarity principle. In these settings, evaluation systems directly impact performance management systems at all levels but not always in the best way.

Nearly all developed countries have implemented standard-based evaluation systems that promote complementarity with performance management systems. This could not be possible without difficulties and constraints. Those with the best results in international tests have given evaluators an active role in the performance management system. For developing countries, like Morocco, additional constraints must be considered to make the integration happen but will yield relatively greater benefits.

After a characterization of both performance management and evaluation in educational systems, we put in this work, an emphasis on the complementarity between the two concepts and discuss hurdles and difficulties to achieve their integration.

We highlight developing countries specificities in adopting performance management and evaluation approaches and discuss solutions for overcoming hurdles and challenges.

We use the Moroccan educational system as a case study to give insights about possibilities, constraints and benefits associated with this complementarity.