Our third recommendation concerns the continuum. If parents and students in immersion and French as a first language do not see postsecondary opportunities, they will be more reluctant.
I would even go further. Where do we lose our students who leave French-language schools and possibly immersion schools? As was just confirmed for us, we mainly lose them in the transition years. We do a good job with them in junior kindergarten, kindergarten and grade 1. However, immediately after that, the parents in both systems decide that French junior kindergarten, kindergarten or grade 1 were not serious enough when their children were younger because they spent their time playing. Now that school has become a serious matter, they will have to focus on one language.
There are all kinds of falsehoods. I said this earlier. At the risk of repeating myself, when it comes to language learning, why do we have so many problems with learning two languages, when people in other countries learn three, four or five languages? To answer your question directly, the emphasis must absolutely be on services from start to finish, which obviously includes the secondary and postsecondary levels.