Over the past three decades, perceptions about the role of local population in policy development process have deeply changed. This change is related to the idea promoted by international institutions that the development actions cannot succeed without a strong local ownership and a broad approach that guarantee active participation of local actors. This article argue that even thought this idea brought change of opinions on the behavior expected from local population, institutional reforms related to this change involve consultative and informative participation rather than partnership participation that was initially expected. The article explores this issue with regard to socioeconomic mechanisms adopted at local level. It reveals challenges facing the local ownership of educational policies by critically analysis the transformation of policy instruments through which local education actors express their expectations and aspirations.