Literaturnachweis - Detailanzeige
| Autor/inn/en | Eckert, Henry; Veneau, Patrick |
|---|---|
| Institution | Centre d'Etudes et de Recherches sur les Qualifications, Marseilles (France). |
| Titel | Vocational Baccalaureat Holders: What Positions in the Company? |
| Quelle | (1994) 18, (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISSN | 1156-2366 |
| Schlagwörter | Education Work Relationship; Educational Trends; Employment Level; Employment Patterns; Foreign Countries; High Schools; Labor Market; Outcomes of Education; Student Certification; Trend Analysis; Vocational Education; Vocational High Schools; France |
| Abstract | The French vocational baccalaureat was created in response to labor market changes and technological innovations of the early 1980s. Unlike France's general and technical baccalaureats, the vocational baccalaureat normally guarantees immediate entry into working life. It is generally prepared for in 2 years after an initial period of vocational training recognized by a Vocational Studies Certificate (BEP). At the beginning of the 1985-86 academic year, only 1,300 individuals were preparing for vocational baccalaureats. Just 8 years later, more than 75,000 individuals are enrolled. In 1990 and 1992, all individuals who completed the VB track in 1988 and 1990, respectively, were surveyed regarding their employment since completing the training program. The survey response rates were 59% and 53%, respectively. The studies established that, although the school-to-work transition of completers was more favorable than those of their counterparts with lower levels of occupational qualification, their work activities and job mobility had not measured up to expectations. Two years after having completed their training, most vocational baccalaureat holders held jobs classified as "worker jobs." One major reason was said to be that, despite the technological changes that have occurred in the workplace, organizational contexts have not changed greatly. (MN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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