Actually, I would like to answer that question.
According to what our program reviews and assessments indicate, even before knowing what students will do after high school, they have to be motivated to continue studying French until the end of their studies. In addition, we have to ensure that the quality of the teaching is high enough so that, when the students graduate from high school, they can enter the workplace or universities and colleges with a level that is advanced enough to allow them to access these programs and positions. If all the positions are already officially designated as bilingual and there is a significant gap between the skills in the people applying for these jobs, things will be even more complicated.
I should highlight two things from our program assessments.
First, we assess what is done in the classrooms to motivate students to stick with their studies. We discovered that it was linked to oral communication. You brought up a point about boys and girls. Since we started taking into consideration teaching in the classroom, namely teaching methods, many more boys are taking these classes in grades 11 and 12. That's the first thing.
We also discovered something else. When we decided to implement the exam at the end of grade 12, all the students saw that they had an objective: they wanted to obtain the certificate based on their oral and written skills, among others.
With these results, we can see what we will prioritize. We will know how many more students could be motivated to continue learning French. All of this is in combination with what is done at the university level and in the workplace. You have to have these two elements.