Our research focuses on the coherence of the various actions in a project or educational success (ERP) Network Ambition Success (RAR) of Lille. Following the creation of the mechanisms of educational success from the Social Cohesion Plan Borloo 2006-2009, many findings have uncovered the lack of knowledge of the practices and needs of college. Our work is consistent with the PUCS (urban social cohesion) of Lille which marks the willingness to improve the living environment, to renew the urban fabric. The objective is to act in line in a given territory, to establish guidelines and priorities identified by all, elected officials, institutions, associations and residents. Our questions about the logic of mutual partnership actions, here we wonder to what extent and how this problem should be considered to encourage the development of the child. This "new learning" through mediation today the issue of the fight against school failure. Mediation is seen here as a strategy for resolving crises. Here we find the idea of a "mediation-remediation," a pedagogy of compensation. To overcome the difficulties, this is to invent solutions, "treatment programs" learning problems, based on educated knowledge of the learner. Is this mediation "positive" educational consistent with the basic work carried out by professionals of Education? Finally in this pooling of skills combined with a logic of intervention in territories involving school and community what kinds of devices can enable or not the arrangement of coherence between the various partners on the issue of success? What are the obstacles? The theoretical framework that we use is based on the work on mediation as a concept taught by J.-S. Bruner, Education, entry into the culture, Retz, 1997. -Lev S. Vygotsky, "The problem of education and mental development at school age, in Bronckart J.-P. Schneuwly and B. (eds.) Vygotski today, Delachaux and Niestlé, 1985.Bruner, V. The act of learning is defined as a social process, education is preferred, therefore, one which develops the interactions between adults and children for the sake of equality and mutuality. For Bruner, education is a preparation to enter a culture. Mediation, a kind of learning "plural", a holistic approach to education, a sort of "new learning," based on a range of educational devices, which, along with school, intend to foster the success school students and development.

To verify the effectiveness and coherence of the partnership work through the problem of child development we conduct a questionnaire survey of adolescents followed by ERP and enrolled in two colleges. For this investigation, we've added a detailed, at the level of each unit (the area, the zone of influence of the college, the city ...) the level of availability of educational opportunities and its relevance to the criteria for assessment of teenagers. The matching of the current situation and the survey of adolescents enlightened us on the overall work of the actors (colleges, departments, associations, institutional partners).

The questionnaires are designed to develop proposals for the consolidation of an offer coordinated and mobilised to adolescents.