For a few months before the introduction of the discovery routes to the college, and at the time when an initial assessment of the lycée makes it possible to compare the initial objectives of the TSEs with the issues raised by their implementation, the Sèvres International Education Review has sought to know what is happening elsewhere. In Germany, for example, it is planned to promote autonomy of learning at federal level through the systematic use of CTBs. In the Netherlands, the autonomy of the student is no longer an objective but a long-established reality. The pros and cons are now being measured. Some fear, in Quebec, for example, that this move towards greater autonomy for the pupil could lead to the risk of substituting the building of skills for the transfer of knowledge. In Italy, several educational models co-exist: should this be seen as wealth or, on the contrary, fear that competition between institutions will be exacerbated? In a country such as Argentina, with a very heterogeneous economic and social context across regions, access to more complex knowledge, in a more autonomous way, depends rather on pupils’ social background and on the own resources of each school.