Pathways In Education And Access To Employment
This paper aims to compare the pathways in education and the access to employment of young French graduates from the two principal tertiary short vocational tracks: the Advanced Technical Courses (STS ) and the Technological University Institutes (IUT). The originality of this comparison lies in its re-examination of these educational pathways in the light of individual trajectories onto the labour market, and the perspectives that emerge. Not only course changes, dropouts or academic failures but also successfully completed studies are viewed here as elements in the increasing complexity of training pathways, based on which career guidance upstream and its effect on the transition options from education to employment downstream will be examined. The comparison of pathways during and following higher education revolves around three key questions: - What similarities and differences can be observed between the careers strategies and the academic profiles of students following IUT and STS tracks? - What progress is made by enrolees to these tracks during higher education and what determining factors explain the different structures? - In what ways do these differentiated educational pathways result in more or less effective access into the labour market?
Les étudiants des STS et des IUT: Comparaison des conditions d'orientation, des parcours de formation et d'insertion
Ce document de travail compare les filieres STS et IUT, sur lesquelles le debat public actuel est actif (Partie I). Parmi les jeunes ayant quitte le systeme educatif en 2004, 150 000 avaient integre ces filieres selectives juste apres leur baccalaureat : 105 000 en STS, 43 000 en IUT. Analyser ou sont alles ces jeunes a la suite de leur formation en STS ou en IUT pose, en miroir, la question de savoir d'ou ils viennent, quelles ont ete leurs conditions d'orientation (Partie II), leurs itineraires dans l'enseignement superieur (Partie III) et les conditions de leur insertion dans l'emploi au cours de leurs trois premieres annees de vie active (Partie IV).
Hedy: A Gradual Language for Programming Education
One of the aspects of programming that learners often struggle with is the syntax of programming languages: remembering the right commands to use and combining those into a working program. Prior research demonstrated that students submit source code with syntax errors in 73% of cases and even the best students do so in 50% of cases. An analysis of 37 million compilations by 250.000 students found that the most common error was a syntax error, which occurred in almost 800.000 compilations. It was also found that Java and Perl are not easier to understand than a programming language with randomly generated keywords, stressing the difficulties that novices face in understanding syntax. This paper presents Hedy: a new way of teaching the syntax of a programming language to novices, inspired by educational methods by which punctuation is taught to children. Hedy starts as a simple programming language without any syntactic elements such as brackets, colons or indentation. The rules slowly and gradually change until the novices are programming in Python. Hedy is evaluated on 9714 programs.