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?
Enseignement professionnel, spécialité de formation et reproduction sociale : Les représentations des élèves du panel 1995, sept ans après leur entrée en sixième (enquête Jeunes 2002)
L'orientation vers une formation professionnelle est un processus complexe dans lequel differents facteurs interviennent. Les performances scolaires ont un role decisif, en tant que signal pronostique d'une aptitude a suivre un enseignement academique. Cependant elles n'expliquent pas entierement les disparites sociales a l'oeuvre dans ce processus. Les aspirations des familles peuvent renforcer ou attenuer les effets de l'origine sociale. Le contexte spatial contribue aussi a modeler les parcours scolaires, selon la richesse et la diversite de l'offre de formation de proximite. Le champ des formations professionnelles de niveau V n'est pas homogene. Les specialites ne sont pas egalement attractives et leur attrait reflete celui des metiers auxquels elles conduisent. L'acces aux formations professionnelles se fait selon deux modeles extremes: celui de la transmission, propre aux independants (agriculteurs, artisans, commercants) dont les enfants font le choix de la reproduction; et celui de la relegation, qui caracterise les orientations par defaut, motivees par l'echec scolaire. Entre les deux, la hierarchie des specialites se lit en miroir de la hierarchie sociale.
The New ‘U’
Today's talk about tenure must be framed within broader discussions about the role of the university. Our university system is now over one hundred years old, the “Old-Time College” is gone, the “cold war” university is no longer viable, and the foundations of the modern “multiversity” are cracking, so it is time to talk about change. But change is not necessarily reform, and resisting change probably will not keep things the way they are, so academics must understand the forces reshaping the university. Whenever I listen to colleagues defend the status quo by saying that the United States has a university system that is the envy of the world, I hear echoes of the Detroit automobile industry's casual dismissal of foreign competitors in the early 1960s. The decision not to change did not preserve the auto industry, and it is unlikely to preserve public universities as we know them. The current debates about tenure began with ideological attacks on “tenured radicals” who used their secure jobs to subvert conservative cultural values. The attack on tenure gathered steam as fiscal hawks in financially-strapped states looked for ways to save money and found huge state university systems with budgets to match. When asked why he robbed banks, the legendary Willie Sutton replied, “Because that's where the money is.” When asked why they are robbing tenure, legislators, regents, and administrators reply, “Because that's where the money is.” Personnel costs are a large share of university budgets and tenure ties the hands of administrators and legislators accustomed to using purse strings to control universities.