In a study comparing the level of quality of two education programmes for students with learning difficulties, and through interviews with various groups of educators and a review of concepts and theories in education sciences, the author developed a multidimensional and bidirectional model to evaluate this aspect of education programmes. Away from the ontological debate (Behrens, 2007) over the notion of quality, our conceptualization and formalization of this evaluatory method was inspired by similar research on the subject (Bouchard & Plante, 2002 ; De Ketele & Gerard, 2007) with subject proximity (programme, institution). Based on the compliance between referent and referred stemming from various characteristics of an education programme, the resulting approach consists of ten bidirectional dimensions (relevance, agreement, congruity, synergy, effectiveness, efficiency, reliability, impact, validity, and flexibility).