What today’s high school? If the summit came a succession of structural reforms, sometimes significant, they did little to move the frameworks of the educational relationship: class, lecture, the policy decision, the pathways differentiated repetition by default, service teachers. The external pressures – changes in economic and social rules, modes of transmission of knowledge and forms of knowledge – have created an overriding obligation of the movement, forcing the Lyceum to reposition themselves in education between compulsory school and higher education to no longer simply extend one for most students (80%), not to prepare than half of an age to pursue higher studies, leaving behind him the 1/5th ‘s generation.

Among the common set of skills unique college system and the European Credit Transfer and Accumulation System (ECTS) the LMD model, which today are the ambition, the dynamics of high school in the training and support for various figures of the student?
Today as yesterday, in terms of fairness and adaptation to the real world we should measure the effects of a successful training course for every student – regardless of his birth, his projects, networks – leaving the school: he graduated? Is he prepared to pursue higher education long or short? Is he qualified enough to tackle the job? Will it adequately equipped to mobilize its lasting achievements and skills in an ever changing society? We selected 4 themes to structure the file and, for each of the issues that need your contributions:
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