THEORY AND PRACTICE OF EDUCATIONAL COUNSELLING IN EUROPE

With the 2007 promulgation of the law relative to the process for autonomy and independence in higher education, French universi-ties must now be evaluated on their ability to adequately prepare students for the labor market. With this law, the systems currently in place for orientation, professional integration and academic success are thus being re-evaluated. France is well behind its European and trans-Atlantic partners when it comes to the mechanisms in place for orientation and professional integration, and would do well to take inspiration from the models used in those countries where investment in education contributes to economic development. Strangely enough, France and most of its European neighbours seemingly shun the tools provided by educational Counselling despite their effectiveness having been proved in many countries. Similarly, educational innovation in France is slow, in spite of the considerable needs, most notably in relation to the student drop-out rate.This paper aims to address two issues. Firstly, to present the various major models of Educational Counselling used across the world, and secondly to establish a statistical correlation between mechanisms of orientation and academic success. The paper will also address the examples of French and European attempts to apply these models of Educational Counselling.