Suchergebnisse

La vulnérabilité des assistantes maternelles constitue un frein au développement professionnel. Parmi les obstacles, on relève le statut social, la configuration de l'espace de travail dans la sphère domestique, la solitude autant que les petits arrangements familiaux. Des conditions d'un travail précaire qui renforcent les assignations de genre faites aux femmes peu diplômées, mariées et ayant des enfants, dont le foyer est installé en zone périurbaine et à la campagne. De surcroît, l'invisibilisation des actes éducatifs contribue au défaut de reconnaissance de l'activité.

The 1960s myth that good vocational counseling means successful youth entry into employment is back in favor and imposing itself on educational policy as an absolute priority during this period of high unemployment. But implementation of these youth career planning and employment policies has largely been delegated to local-level authorities, where interventions now take the form of reticular projects.This is the context in which we test the hypothesis of a crisis in the work of actors providing youth vocational counseling, program coordinators of various ranks, psychological counselors, and referent teachers working with students.The methodology for the main study is based on interviews with a range of professionals. A supplementary study analyzed the content of articles in "L'echo des régions", the magazine of the Association of the Regions of France, from 2010 to 2015.One finding to emerge from these observations is that the educational system internalizes concerns connected with job openings in occupations, while actors focused on post-scholastic job placement request more general education. This role inversion highlights the main contradictions running through youth vocational guidance. All actors attest to the limitations thwarting their voluntarism as well as to the dilemmas they face. Among the identified obstacles are the individualization of vocational paths and the emergence of case-by-case counseling, the application of the principle of equality to competing strategies, the disorganization of institutions allocated declining financial resources, conflicts of interest in partnerships, devalued courses of study, and insecure jobs. We also observed that the proffered arguments propose handling youth career counseling and entry into employment according to an "emergency response" model. In such a landscape devoid of egalitarian prospects, it nonetheless emerges that the path toward the equality of girls with boys is more open. At the same time, an opposing gender logic appears in the distribution of professional tasks, with particular consequences for women and especially female teachers.

International audience ; The 1960s myth that good vocational counseling means successful youth entry into employment is back in favor and imposing itself on educational policy as an absolute priority during this period of high unemployment. But implementation of these youth career planning and employment policies has largely been delegated to local-level authorities, where interventions now take the form of reticular projects. This is the context in which we test the hypothesis of a crisis in the work of actors providing youth vocational counseling, program coordinators of various ranks, psychological counselors, and referent teachers working with students. The methodology for the main study is based on interviews with a range of professionals. A supplementary study analyzed the content of articles in " L'echo des régions " , the magazine of the Association of the Regions of France, from 2010 to 2015. One finding to emerge from these observations is that the educational system internalizes concerns connected with job openings in occupations, while actors focused on post-scholastic job placement request more general education. This role inversion highlights the main contradictions running through youth vocational guidance. All actors attest to the limitations thwarting their voluntarism as well as to the dilemmas they face. Among the identified obstacles are the individualization of vocational paths and the emergence of case-by-case counseling, the application of the principle of equality to competing strategies, the disorganization of institutions allocated declining financial resources, conflicts of interest in partnerships, devalued courses of study, and insecure jobs. We also observed that the proffered arguments propose handling youth career counseling and entry into employment according to an " emergency response " model. In such a landscape devoid of egalitarian prospects, it nonetheless emerges that the path toward the equality of girls with boys is more open. At the same time, an opposing gender logic appears in the distribution of professional tasks, with particular consequences for women and especially female teachers.

International audience ; The 1960s myth that good vocational counseling means successful youth entry into employment is back in favor and imposing itself on educational policy as an absolute priority during this period of high unemployment. But implementation of these youth career planning and employment policies has largely been delegated to local-level authorities, where interventions now take the form of reticular projects. This is the context in which we test the hypothesis of a crisis in the work of actors providing youth vocational counseling, program coordinators of various ranks, psychological counselors, and referent teachers working with students. The methodology for the main study is based on interviews with a range of professionals. A supplementary study analyzed the content of articles in " L'echo des régions " , the magazine of the Association of the Regions of France, from 2010 to 2015. One finding to emerge from these observations is that the educational system internalizes concerns connected with job openings in occupations, while actors focused on post-scholastic job placement request more general education. This role inversion highlights the main contradictions running through youth vocational guidance. All actors attest to the limitations thwarting their voluntarism as well as to the dilemmas they face. Among the identified obstacles are the individualization of vocational paths and the emergence of case-by-case counseling, the application of the principle of equality to competing strategies, the disorganization of institutions allocated declining financial resources, conflicts of interest in partnerships, devalued courses of study, and insecure jobs. We also observed that the proffered arguments propose handling youth career counseling and entry into employment according to an " emergency response " model. In such a landscape devoid of egalitarian prospects, it nonetheless emerges that the path toward the equality of girls with boys is more open. At the same time, an opposing gender logic ...

Résumé Profession emblématique de la qualité de vie, l'enseignement est un bon choix de métier pour les hommes comme pour les femmes. En revanche, les hommes paraissent investir la sphère privée et professionnelle avec beaucoup plus de satisfactions que les femmes. Contrairement à l'idée reçue d'un métier parfait pour les femmes, paradoxalement l'enseignement réaliserait mieux le modèle idéal d'une vie de qualité pour les hommes. L'attachement aux valeurs d'égalité sociale lié à un certain style de vie compte parmi les raisons d'embrasser le métier d'enseignant, particulièrement dans le cas des hommes.

The school project allows both the perception of the meaning of the actor's own words and the confrontation between what they say and what theu do. Its relation to pupil'attainments is lesseffective than in the case of a technical device created to allow the objectivation of the social reality of school failure. The project is a witness of differences, in the sense that educational logics have also an effect.The analysis of the social discourse is an effective starting point to the observation of thedemocratization process : the elitist secondary schools (or junior high-schools) arethe best ones. The schoolprojects may be distinguished by the choice they madebetween reinforcing technological education, detecting educational difficulties, modernization or optional forms leading to a streaming process. The values which inform these projects can be organized in significatif networks of different types : industrial, compensatory, modernising, elitist or conservatist ones. The study of the school balance according to the type of project highlights the fact that pupil's achievements are geater, and they repeat less, within the group of projects which reveals lesser implication with the reform objectives, than in the group of projectswith a heightened implication level. Working class children succeed better withinschools having an elitist orientation than in schools having an industrial or a modernizing one. Orientation towards a technological third form are more frequent in modernizing or compensatory schools.No type of secondary school succeeds inreducing the social gap between attainment levels : the conservatist and the industrial ones muliply it by four, the elitist ones seeming to be less injust, as theyonly double it. No project of any type will optimize pupil's aspiration level : it's inside industrial and compensatrory schools that pupil's orientation project reveals a bigger discouragement in frequenting high-school until the last year. ; Le projet permet de saisir les acteurs à travers ce qu'ils disent, et ...

The school project allows both the perception of the meaning of the actor's own words and the confrontation between what they say and what theu do. Its relation to pupil'attainments is lesseffective than in the case of a technical device created to allow the objectivation of the social reality of school failure. The project is a witness of differences, in the sense that educational logics have also an effect.The analysis of the social discourse is an effective starting point to the observation of thedemocratization process : the elitist secondary schools (or junior high-schools) arethe best ones. The schoolprojects may be distinguished by the choice they madebetween reinforcing technological education, detecting educational difficulties, modernization or optional forms leading to a streaming process. The values which inform these projects can be organized in significatif networks of different types : industrial, compensatory, modernising, elitist or conservatist ones. The study of the school balance according to the type of project highlights the fact that pupil's achievements are geater, and they repeat less, within the group of projects which reveals lesser implication with the reform objectives, than in the group of projectswith a heightened implication level. Working class children succeed better withinschools having an elitist orientation than in schools having an industrial or a modernizing one. Orientation towards a technological third form are more frequent in modernizing or compensatory schools.No type of secondary school succeeds inreducing the social gap between attainment levels : the conservatist and the industrial ones muliply it by four, the elitist ones seeming to be less injust, as theyonly double it. No project of any type will optimize pupil's aspiration level : it's inside industrial and compensatrory schools that pupil's orientation project reveals a bigger discouragement in frequenting high-school until the last year. ; Le projet permet de saisir les acteurs à travers ce qu'ils disent, et de confronter ce qu'ils disent à ce qu'ils font. Sa relation à la réussite scolaire des élèves est moins effective qu'elle ne l'aurait été dans le cas d'un outil technique objectivant la réalité sociale de l'échec scolaire. Le projet est un témoin de différences car les logiques éducatives ont un effet. L'analyse du discours social constitue un point d'entrée efficace pour observer la démocratisation : les collèges élitistes sont les meilleurs. Les projets d'établissements se distinguent sur des options comme le renforcement des enseignements technologiques, le dépistage des difficultés scolaires, la modernisation ou les classes à options, qui s'organisent en réseaux significatifs d'un registre de valeurs industrielles, compensatoires, modernisants, élitistes ou conservatrices. L'étude du bilan scolaire selon le type de projet d'établissement fait apparaître que les élèves ont plus de réussite, sans redoublement, dans le groupe des projets moins impliqués dans la réforme (élitistes, conservateurs, compensatoires) que dans le groupe des projets très impliqués (industriels et modernisants). Les enfants d'ouvriers ont plus de réussite avec les élitistes et moins avec les industriels ou les modernisants. Les orientations en 4ème technologique sont plus fréquentes dans les collèges modernisants ou compensatoires. Aucun type de collège ne réduit les écarts sociaux de réussite : les conservateurs et les industriels multiplient l'écart par quatre, quand les compensatoires et les élitistes paraissent relativement moins injustes avec un doublement de l'écart. Aucun type de projet n'optimise le niveau des aspirations scolaires des élèves : ce sont dans les collèges industriels et compensatoires que le projet d'orientation de l'élève témoigne du plus grand découragement pour le baccalauréat.