Witnesses of this change the numbers changing

For many years, the Germany is given with reason as good learning in Europe. Conversely, this training has long been ill loved our French educational system. It was, often, unfortunately neither valued nor positive guidance for the young, a choice by default or, more serious still, by spite.

This analysis is most completely just today, and there is reason for celebration. Learning can now rely on a positive image and is a full-fledged, die recognized by parents, teachers and in the first place by young people and young girls who benefit from and thrive there. Witnesses of this change, the numbers changing. Of course, the Germans remain more likely to opt for this sector (1.6 million young people in learning) while they are "only" 450,000 in France. However, for our country should speak for alternation instead of the single learning and to add to these figures the contracts of professionalization, alternate forms and all put tools in place for a few years in addition to the circuit of "classical" said teaching, draining a broader public and, in fine, comparable to those of our neighbour to German.

Despite this positive development of the French system, the German model is more effective for at least three reasons. First, because the orientation of the youth is addressed very early, the beginning of high school. Under these conditions, learning is individual, positive and assumed choice and not an alternative solution, a second-best solution, after a succession of school failure.

The other strong element in Germany learning is linked to its mode of organization. Traditionally, what companies themselves who fly the system of vocational training in line with their needs. This direct look limited losses, it allows a fine assessment of the needs on the national territory.

Finally,- and this is a point which particularly concerns the Senate as a representative of the diversity of our territories-, our German friends rely on a strong coordination between the various basins of employment.

France-learning development is slowed by a fundamental difference which has its source in the culture and history of our country. The French educational system is built on the conceptualization: thinking is at the heart of our teaching, sometimes to dogmatism. Unlike their neighbors, the young French students are trained to handle the triptych "thesis-antithesis-synthesis" rather to rub in "active experimentation": we like more learn to think that learn to do. For this reason, the orientation of the students is late, too often disconnected from the requirements of the labour market, and elle in fact indulged the rapid entry into life. More and more concern difficulties for our juniors to find a first job are the result of this situation, maximises the effects of the economic crisis for them.

This landscape appears however to clarify, and is happy. In a few years, the France had made great progress in recognizing learning as a way of excellence, a way of a remarkable effi-ciency in employability. Apprentices were thus more likely than high school students to find employment. This is not a chance if one looks a progression of training for a diploma of higher education and a diversification of learning, which broadcasts in the services sector. The Government, fully aware of the issues in this area, displays one ambition in common sense: a young five formed by the alternating on the horizon of 2015.

The sector of craftsmanship, particularly dynamic in our country, takes to the top this model of training. These entrepreneurs have developed their point of honour, since a century to pass on their know-how with efficiency. They rely on structures that have been proven and which are not reluctant to adapt to the requirements of our world. Evidenced by the recent establishment of regional universities of trades and crafts (Urma) which adjust their offerings to new profiles. Training courses combine, for example, professional management licence and Cape or bac pro and technical trades (BTM) patent and are thus not only of diploma courses, much sought after on the labour market, but also the assurance of professional and social insertion successful.

In a forced economic context, it is urgent to continue in this way. That is why, last fall, the senators are seized with enthusiasm and inventiveness of the draft law to the orientation and vocational training throughout life. They have particularly strengthened coordination between the various guidance services, reaffirmed the role of Chambers of trades and craftsmanship in this device, improved the rights of employees to training and deleted some brakes to the development of learning in the public sector. We can only encourage young people to engage in this path of excellence.