Abstract
In a general sense, regulation is a form of policy. It is an expression of power, simply construed: it constitutes an attempt by one player to structure the behaviour of others. Now, in highly centralised countries like Portugal, the term 'regulation' is associated with the debate on reform and modernisation of public administration. It is imbued with a sense of governance rather than government, a 'new public management' where a priori direct control of procedures is replaced by a posteriori remote control based on results (Barroso, 2005). In international context, Portugal offers a good example of the rise of 'postbureaucratic' forms of regulation in education policy (Barroso, 2000; Maroy and Dupriez, 2000; Maroy, 2008).
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