Admittedly, the evaluation of educational meso-systems (projects, institutions, policies, curricula) has resulted in a significant number of publications. However this hybrid object, the « meso-system», still not defined as an entity in itself and very recently identified as « technical object», is not yet a specific field of educational evaluation. Tightly linked to the concept of “program”, it appears in many forms, through work in evaluation that is generally concerned with its effects and more specifically, with the effectiveness, the efficiency, the quality, the satisfaction that it generates. The methodological approaches are diverse (often using socio logical tools) although there is a significant tendency to pay greater attention to building benchmarks, criteria and indicators. Some of the identified problems are: the position and the participation of actors, the steering of educational systems, the status of theorizing. Prospects for expansion of publications on this subject appear possible, particularly to unify the semantic field and to enhance the link between learning and educational meso-system.