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 bacheliers technologiques dans l'enseignement supérieur
Plus de huit bacheliers technologiques sur dix poursuivent des etudes apres leur baccalaureat: le plus souvent ils sont les premiers de leur famille a acceder a l'enseignement superieur. La majorite d'entre eux s'inscrivent dans une filiere professionnalisee courte: les sections de techniciens superieurs accueillent un bachelier technologique sur deux (et meme deux laureats de la serie STI sur trois), les IUT apparaisssrgt comme une filiere d'excellence. Mats un bachelier technologique sur cinq se retrouve inscrit en DEUG, souvent par defaut: la moitie n'y passe qu'un an. Trois ans apres leur bac, pres de six bacheliers technologiques sur dix qui avaient poursuivi leurs etudes ont obtenu un diplome de l'enseignement superieur: trois fois sur quatre il s'agit d'un BTS, qui constitue leur principale voie d'acces au niveau III. Plus d'un bachelier technologique sur quatre a cependant abandonne ses etudes sans aucun autre diplome que le bac; pres de deux sur trois sont des filles titulaires d'un bac STT ou SMS.
Readability Is a Four-Letter Word
While readability formulas are intended to help writers and teachers of business communications, the formulas have in fact been counter-productive in several ways. The formulas don't really help writers to predict the reada bility of their prose because they oversimplify, because they have not been calibrated for adult readers, and because reading is so highly individual. In addition, the formulas don't help writers to produce readable documents either; though short sentences and words correlate with difficulty, they do not cause difficulty. Finally, the formulas hamper the teaching of business writing because they emphasize written products instead of the process of writing and because they discourage teachers from employing practical techniques that can develop students' abilities to manipulate stylistic options.