Social Representations of Vocational Education and Training in France through the French Vocational Baccalauréat Case-Study

“Victim of the role that the institution itself has forced it to play, vocational educationand training in France has always presented a negative model in the eyes of the public atlarge” (Pelpel P. and Troger V., 1993)… until may be the creation of a new vocationaldiploma: the French vocational Baccalauréat diploma. Created in 1985, this new diplomaprepared in two years after an initial period of vocational training, and allowing immediateentry into working life, was not only intended to attest to skills adapted to the newtechnological demands and changes in the organisation of work but also to re-promoteVET. Fifteen years after its creation, does this new diploma meet the original goals andhow? Regarding different studies (Marquette C., Mériot S.A. and Kirsch E., 1994), thevocational baccalauréat seems...

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Year of publication:	2006
Authors:	Gendron, Bénédicte
Institutions:	Institut Technik und Bildung <Bremen>
Subject:	Bildung \| education \| éducation

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Contents
Preface
1 General framework of the VET research
1.1 Objectives of VET research in the European framework of VET policies convergence
1.2 Methodology of the VET research
1.3 Theoretical framework of the European and national research project
1.4 Using the “construction of identification structures” concept to examine socialrepresentations of vocational baccalauréat training in France
2 Methodology of the French case-study research
2.1 Framework of the initial secondary education system in France
2.2 The vocational baccalauréat: a new hinge level
2.3 Vocational baccalauréat and social representation changes
2.4 Presentation of the region of investigation and the data collected
2.5 Methodology of the French case-study research
3 Research results and findings
3.1 From the theoretical research approach to the data analyses’ methodology
3.2 Which software for which analyses?
3.3 Results from the ALCESTE treatment
3.4 Results from MODALISA treatments
4 From a “negative” entrance into the VET system to a “positive” exit through theVocational Baccalauréat education program: An attempt of analysis of dynamicsof social representation in VET
4.1 The re-valuation of vocational track in France in a hierarchical educational system
4.2 A new intermingling and complex situation nevertheless
5 Conclusion
6 References
6.1 Theoretical references
6.2 “About the vocational baccalauréat”
6.3 Textual analysis references

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